2. _Organization._ A teacher should outline his lesson so that pupils may easily follow him through the subject matter presented to the ultimate truth that lies beyond. 3. _Illustration._ Illustrations are what make truth vivid. Successful teachers owe much of their success to their ability through story or incident to drive home to the experience of pupils those fundamental truths which in their general terms make but little appeal. One of the most helpful practices for teachers who would become effective is the habit of clipping and filing available illustrative material. There is a wealth of rich, concrete matter appearing regularly in our magazines and other publications. What is good today likely will be equally good a year or two years hence when we shall face the problem of teaching again today's lesson. An alphabetic letter file may be had for a few cents in which can be filed away all sorts of helpful material. It pays to collect and save! 4. _Application._ Having selected his aim, the teacher knows the result he should like to have follow his lesson, in the lives of his pupils. He knows, too, their tendencies and their needs. In giving attention to application he is merely making a survey of the possible channel into which he can direct his pupils' activities. In considering application he asks, "Of what use will this material be in the experience of my pupils?" The test-application is the real test--both of the subject matter presented and of the effectiveness of the presentation. 5. _Questions._ Finally, lesson preparation is not complete unless the teacher has formulated a few thought-provoking questions which go to the very heart of the lesson. The question is the great challenge to the seeker after truth. It is easy to ask questions, but to propound queries that stir pupils to an intellectual awakening is a real art. Surely no preparation can be fully complete unless it involves: The selection of an aim. The orderly organization of material. The collecting of rich illustrations. The pondering of facts to their application. The formulating of at least a few thoroughly stimulating questions. Can we not agree to these steps as fundamental in the proper preparation of our lessons in all of our Church organizations? With the subject matter well in mind--the work behind the scenes completed, the teacher is then prepared for the problem of presentation--is ready to appear on the stage of class activity. The first outstanding problem in lesson presentation is that of the _Point of Contact_. This is a phrase variously interpreted and often misunderstood. Perhaps it is not the happiest expression we could wish, but it is so generally used and is so significant when understood that we ought to standardize it and interpret it as it affects our Church work.