3. Discussion, questions and illustrations to reveal: a. The many beautiful gifts which God had given Adam and Eve, and which he gives us. b. How Adam and Eve were allowed to have everything except just _one_ thing among many. Application of this thought to child's life at home, etc. c. How Adam and Eve yielded to temptation and disobeyed. Practical application to child's life. d. How Adam and Eve felt ashamed and guilty after they had disobeyed God, and how they tried to hide from him. This can be made very real to children. e. How punishment follows disobedience. f. Why we must ask for forgiveness when we have been disobedient. 4. Summary, or brief restatement of chief impressions to carry away, and of applications to be made in the week ahead by the children themselves. 5. Closing prayer and song. Adapting the lesson plan to its uses.--It is, of course, evident that lesson plans can be made of all degrees of complexity and completeness. With a little practice the teacher can easily decide the kind of plan that best suits himself and his particular grade of work. On the one hand, the plan should not be so detailed as to become burdensome to follow in the lesson hour. On the other hand, it should not be so brief and sketchy as not to bring out the significant elements of the lesson. Different grades of pupils and different subjects will require different lesson plans. It is probable, however, that the three major heads of "Aims," "Material," and "Mode of Procedure" will prove serviceable in all plan making. While the teacher should have his _plan book_ at hand in the recitation, he must not become its slave, nor allow its use to kill spontaneity and responsiveness in his teaching. Both the subject matter and the day's plan should be so well mastered that no more than an occasional glance at the details in the plan book will be required. Nothing must be allowed to come between the teacher's best personality and his class. 1. Have you heard lectures, sermons, or lessons which were constructed after the haphazard plan? Were they easy to follow and to remember? Did they develop a line of thought in a successful way? Do you think that the haphazard type of organization indicates either lack of preparation or lack of ability? 2. Do you definitely try to organize your daily lesson material on a psychological plan? How can you tell whether you have succeeded? Are you close enough to the minds and hearts of your pupils so that you are able to judge quite accurately the best mode of approach in planning a lesson? 3. Do you study the lesson helps provided with your lesson material? Do you find them helpful? If you find that they are not well adapted to your particular class, have you the ability to make the suggestions over to fit your class?