When the question contrasts two persons, two expressions, or two events, "railroading" is in order--a line, that is, drawn clear across the printed page, connecting the words which the question connects. If you have a parallel Bible, or some lesson help that gives the King James and the Revised versions in opposite columns, it is an excellent plan to mark in one version all the points of history, geography, biography, customs, dates, and the like, and in the other the points requiring practical application to heart and life. The latter will obviously go best in the Revised Version. The points indicated by the underscorings in the King James Version may first be considered and got out of the way. If, however, you must use only the Authorized Version, distinguish in some manner between the two sets of points--the merely explanatory and the hortatory. Use black ink for the first and red ink for the second, or a straight line for the one and a wavy line for the other, or for the first a single and for the second a double underscore. Proceeding in this way, I soon have a line under every word requiring explanation, every hint of a strange custom, every reference to other parts of the Scriptures, every point for practical application. I have underscored words representative of all the thoughts that especially appeal to me as fitting the needs of my class. When this has been done, it is time to make my outline. If my study has suggested to me an outline of my own, that will be better for me than any other man's. The outline is the plan of campaign, the thing I wish especially to emphasize, and under it, ranged in order, the points of minor importance. I write this outline on the margin of my lesson text. Having decided on the outline, I go over my underscorings again, doubly or trebly underscoring the words that have reference to the thought around which I intend to center the entire lesson--the thought that is to be the lesson's enduring monument in the minds and lives of my scholars. Now I am ready for review. I go over the whole, starting with the detached words jotted down at the beginning,--"author," "time," "place," etc.,--and consider all the underscorings, railroadings, and curved lines, stopping at each to frame a question of my own and to make sure of my best answer. I do this in precisely the order in which I intend to take up these points in the class. Not the smallest part of my work at this juncture is to simplify, by erasing the underscorings where the questions may be spared without interfering with my main purpose; and then I review once more in the same way, to confirm my grasp on the lesson plan. By this time every underscoring is luminous, and my page of lesson text has become a graphic picture of the lesson I am to teach, a true chart for my voyage.