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one) has to be changed. You may find it necessary to leave out most o f the material you have prepared, and to call upon your store of knowledge for additions. Last Sunday our prepared lesson was on John 14 and 15. However, in answer to questions, it was necessary to decide concerning: what we will be like when we are in heaven (all of the boys had thought we would be spirits) ; what will happen to the lost before and after Christ’s re turn to earth; how Christ will judge Christians; what kind of a creature Satan is ; where he is n ow ; and where he will be later. For the teacher who expects to hold attention, careful preparation o f every lesson is essential. I f every part of the lesson is in mind, you need look only at your Bible. You cannot speak to your class if your eyes must be on your quarterly or notes. Know your Bible! Knowledge o f the present lesson, you can see, is not sufficient for the teacher o f teen-age boys. T he T hing M ost N eedful ' In conclusion, you may ask the question, “ What is more important than anything else as a requisite for success?” With full assurance I answer, prayer —and its lack ac counts for failure. When more earnest hours have been spent with God for those boys, more evidence o f the Holy Spirit’s working has been seen in their lives— and my own. Prayer persuades me that I must be diligent in preparation. Prayer gives ideas which suggest how to make the lesson interesting. Prayer urges a visit or a letter. Prayer deep ens my love for these boys. Prayer helps me to live the 'truth I seek to teach. Pray, work, love, and live the truth if you would hold that teen-age b o y ! On this small fragment of my mother’s wedding dress, And pausing so, I pray her spirit to possess My ow n ! I send my own soul searching down the years Back to her wedding day— I feel her hopes and fears, Her purity, her girlishness— I even see That sacred small first house where he and she Together lived and loved, and waited until we, _ Their dear and cherished children came, their daughters three! Oh, tear-dimmed eyes, which strain to see beyond the grave! Would God forever take away that which He gave ? Would He, who has created such a depth of love, Forbid it should continue to exist above ? I know, since Christ has conquered death, they too shall rise. Eye hath not seen, ear hath not heard, what glad surprise He hath prepared for all o f those who love His name. I know, as though ’twere writ in flashing words o f flame, That once again, alone, those two together wait The coming of their ow-n, and linger by the Gate In bright celestial robes, until their children come! I know, I know, that we shall share a heavenly Home, A mansion fair, which bears a dear similitude T o our old earthly home. . . . I know, for God is good. I softly close the door. The air is filled with wings, And as I go about my work, my spirit sings.'
The account was given by the class. T eacher : “ W e can find out the difference between the passover feast and the Lord’s Supper by carefully fol lowing the story o f our lesson.” M ilton : “ What I want to know is, did Judas Iscariot know that he was going to betray Christ?” T eacher : “ We can find that out as we follow Judas during the preparation and eating o f this last supper of Christ with His disciples.” To summarize, the questions to which the class defi nitely wished to find answers were: Who should take part in the communion service ? What is the difference between the passover and the Lord’s Supper ? What is the meaning o f the bread and the wine ? Exactly what did Judas Iscariot do on this last night ? The half hour was a busy one as the boys, directed by the teacher, found the Scripture verses which applied, and decided on the answers to their questions. A ids to S uccess For the teachers who have .been reading these sugges tions thoughtfully, considering practical application, prac tice is the only way to learn. You will be no more satisfied at your first attempt to use this procedure than with your first attempt at anything else worth while. But the re quirements are simple. Before the lesson, think carefully through all the possible responses that may come from the class and seek to be prepared for them; and after the les son, give careful attention to each point o f success or failure. An alert group o f boys will not be particular about ask ing questions whose answers are found in the lesson. You may find that your original lesson plan (you must have Me in the rain, tear-wet, and sodden, and half drowned, With face pressed close against the door o f home. Had I a glimpse o f that relentless door Which, closed behind us, opens earthward nevermore? This piece, steel gray, a somber tone—my father brought It to my mother as a gift, and never thought She should go robed in colors vivid as her soul. She knew gray made her sallow, and a shadow stole Across her face, but quickly passed.. . . She made the dress, And wore it for her “ best” for six years more or less. And wearing it so long, with lovely patient grace, Her spirit gained what beauty was denied her face. This pretty piece o f rose I wore for my first beau. My mother fashioned it from stuff of dreams, ! know, O f magic dreams, which, dying, never live again. ^ My memory of their loveliness is touched with pain. I never really saw him, only through a mist As rosy as my gown . . . It gave my heart a twist To pass him on a down-town street the other day, His mind and body slouched, his soul of common clay. That evening, when I saw my husband’s fine strong face, Oh, how my heart praised God for all His care and grace! * * * Ah, dear kaleidoscopic symbols o f a past Long gone! Now my caressing fingers linger last
SHADOWS OF THE PAST [Continued from page 163]
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