There is one remedy the wise and skillful teacher always has at his command. By the use of _stress_ and _neglect_ the matter of the lesson may be made to take quite different forms. The points that are too difficult may be omitted or but little emphasized. The matter that best fits the child may be stressed and its application made. Illustrations, stories, and lessons from outside sources may be introduced to suit the aim. Great truths may be restated in terms within childhood's comprehension. The true teacher, like the craftsman, will select now this tool, now that to meet his purpose. Regardless of what the printed lesson offers, he will reject or use, supplement or replace with new material as the needs of his class may demand. The true teacher will be the master, and not the servant, of the subject matter he uses. HOW SHALL WE ORGANIZE AND PLAN THE LESSONS? When the _content_ of the subject matter has been decided upon then comes its _organization_. How shall we arrange and plan the material we teach so as to give the children the easiest and most natural mode of approach to its learning? The great law here is that _the arrangement of subject matter must be psychological_. This only means that we must always ask ourselves how will the child most easily and naturally enter upon the learning of this material? How can I organize it for the recitation so that it will most strongly appeal to his interest? How can I arrange it so that it will be most easily grasped and understood? How can I plan the lesson so that its relation to immediate life and conduct will be most clear and its application most surely made? The psychological mode of approach.--I recently happened into a junior Sunday school class where the lesson was on faith. The teacher evidently did not know how to plan for a psychological mode of approach to this difficult concept. He began by defining faith in Paul's phrase as "the substance of things hoped for; the evidence of things not seen." He then went to the dictionary definition, which shows the relation of faith to belief. He discussed the relation of faith to works, as presented in the writings of James. But all to no avail. The class was uninterested and inattentive. The lesson did not take hold. The time was wasted and the opportunity lost. I excused myself and went to another classroom. Here they had the same topic. But the teacher had sought for and found a starting point from which to explain the meaning of faith in terms that the children could understand. The teacher's eye rested for a moment on John; then: "John, when does your next birthday come?" "The sixteenth of next month," replied John promptly. "Going to get any presents, do you think?" asked the teacher. "Yes, sir," answered John with conviction. "What makes you think so?" inquired the teacher. "Not everybody does receive birthday presents, you know."