of a lesson, whether it be generosity, charity,
forgiveness, or some other virtue, is brought home most effectively by
illustration and example. As an educative force, emulation far
surpasses exhortation.

From Foundation Stones, page 33 of this volume, may be selected the
stories of all those men and women of the Bible who wrought out in
their lives whatever quality of character may be central in the
lesson. Here also such words of Jesus, of the prophets, or of the
Psalms as emphasize and enforce the teaching, are grouped and may
readily be found.

Historical Connections

A great deal of Bible School teaching touches only the mountain peaks
of history without traversing the connecting valleys. Study of lesson
after lesson with no attention to their connections leaves but a
series of detached thoughts.

Often lessons, which have become an old story to boys and girls,
become interesting and fascinating when linked up with the history of
the world in Bible times, or when the Bible events themselves are
joined in connected narrative.

THE BIBLE STORY presents an unusual opportunity to a teacher for
establishing these connections.

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(A) The Table of Contents of "Hero Tales" suggests the chronology of
Hebrew history as far as the minor kings.

(B) The chart on page 236 T.J. links up the minor kings with the
prophets in point of time.

(C) The life of Jesus may be traced out chronologically from the
sequence of places given on pages 109 and 110 of this volume.

(D) The questions on The World in Bible Times beginning at page 38 of
this volume will increase interest in Hebrew history itself by showing
the relationship between the Jews and surrounding nations.

Geographical Setting

"Teaching, like pictures, must have background and foreground." The
central group of characters in the lesson must have prominence, but
their setting must be clearly defined, too, that the whole may be
appreciated. By many pupils the Bible is regarded as a Book entirely
apart from life. If asked to recall a well-known historical incident
connected with Egypt or Assyria or Rome, a pupil does not naturally
think of a Bible incident. A teacher may often open an entirely new
field of thought for pupils by bringing the Holy Land down out of the
skies and "placing it on the map."

In Part III of this volume are given a bird's-eye view of Palestine
for general reference; questions on the well-known places in Bible
lands and of