=Suggestions to the teacher.= The suggestions made in the preceding chapter apply to this one as well. Help the child to visualize the narrative and to make more explicit the feelings and motives of the characters. Discuss, for instance, the loneliness of Joseph in this strange land, far from his home and all that he loved, and contrast with his early dreams of rulership his present status as a slave. Try to give the child some idea of what slavery means, not by a definition but by telling the different kinds of work that Joseph had to do for his master in field and home without any pay or fixed hours of rest and labor, and subject to unreasonable demands of task masters, etc. Then point out that, though many people under such circumstances would waste their time grumbling, Joseph trusted that God would help him and made up his mind to do the best work that he could. The incident of Joseph's temptation by Potiphar's wife can, of course, be told only in general terms, the teacher relating how Potiphar's wife, who was a very wicked woman, wanted Joseph to help her do something that was wrong, and he refused. His refusal should be given in direct discourse and follow the general line of thought of Genesis 39.8 to 9, keeping as much of the Biblical language as possible. When Joseph is cast into prison the teacher must again help the child realize emotionally what it meant for Joseph, after all his faithful service of Potiphar, to be thrown into prison as the very result of his fidelity and teach the pupil to admire Joseph's resolution to make the best of this situation too by patient and cheerful bearing and sympathetic interest in the other prisoners. It is also well to make the child realize the sharp contrasts of which there are so many in this story and which greatly enhance its interest. When the king's butler, released from prison, also forgets Joseph and Joseph's one hope of escape seems doomed to complete disappointment, God provides the opportunity not only for his escape but for his elevation to the vice-royalty. This can be further emphasized by suggesting something of the pomp and circumstance of Pharaoh's court. I say suggesting, because the teacher should never indulge in pure description, which is always a bore to children. An occasional descriptive adjective or phrase can do the work quite as well. The narration of such incidents as the removal of Joseph's prison clothes and his being attired in fine linen before gaining admittance into the royal presence goes far to emphasize the desired contrast between prison and palace. So too the new dignity conferred on Joseph is made clearer to the child by telling him how the king gave Joseph his ring and necklace and made him ride in the chariot next his own while all the people bowed before him than by the description of his new official duties. The story might be summarized and the moral pointed out in a brief statement such as "So the Hebrew slave boy, through his faithfulness