You may do it in this way: "Before you came in, Charley, we were talking about Christ's command to lay up treasures, not on earth, but in heaven. We've been deciding what some of the earth-treasures are. We've agreed that they include money and clothes and houses and studies and friends, and that we mustn't win any of these in such a way that they will belong merely to earth. You see? And now, class, can any one think of another earth-treasure?" Or you may do it in this way: "Here's Charley. John, will you please tell him what we talked about at the beginning of the lesson? That's good. And Bess, tell him, please, what conclusion we have come to thus far. That's right. And now let us go on." Similarly, all through the lesson, the late scholar may be your excuse for bringing up points mentioned at the opening of the hour, and needing repetition. "Something was said at the start which bears on that matter, and Charley wasn't here. Ned, please tell him what that was." Bring him into the electric circle by a question as soon as you can. But remember that it takes time for him to become charged with interest and understanding as fully as the rest, and ask him easy questions at first, or, perhaps better, call on him to read a verse or two. The late scholar's exit is fraught with as much danger as his entrance. You must utilize that also. Let your questioning be jolly and indirect: "Too much sleep this morning, Billy?" "Sorry, Ellen, that you couldn't start in with us"; "Some good points you missed at the opening, Fred." If rightly used, this is an opportunity for learning of some need or temptation that besets your scholar. She may be lazy. He may be too fond of sleep. She may keep too late hours. He may be led astray by the Sunday morning papers. They may fail to see the value of the opening prayer and songs. You get fresh insight into their characters. When Nature heals a broken bone, she makes it the stronger for the break. And so, though the late scholar seem to fracture sadly the interest of the lesson, the wise teacher will know how to mend the matter in such shrewd fashion as to knit the whole class more firmly together. Chapter XXV Side-Tracking the Teacher Even the poorest teacher has a right to the course he has marked out for himself; even the smartest scholar has no right to side-track him. Some scholars side-track their teacher merely to show that they understand how to use the switch; others do it by simply fooling with the switch, in pure carelessness and thoughtlessness; others really wish to bring the teacher nearer some private interest of their own. Their motive must determine your treatment of them,--whether it is to be the bruskness that rebukes conceit, the firm patience that resists carelessness, or the considerate postponement of questions that are prompted by a need.