From Foundation Stones, page 33 of this volume, may be selected the stories of all those men and women of the Bible who wrought out in their lives whatever quality of character may be central in the lesson. Here also such words of Jesus, of the prophets, or of the Psalms as emphasize and enforce the teaching, are grouped and may readily be found. Historical Connections A great deal of Bible School teaching touches only the mountain peaks of history without traversing the connecting valleys. Study of lesson after lesson with no attention to their connections leaves but a series of detached thoughts. Often lessons, which have become an old story to boys and girls, become interesting and fascinating when linked up with the history of the world in Bible times, or when the Bible events themselves are joined in connected narrative. THE BIBLE STORY presents an unusual opportunity to a teacher for establishing these connections. {163} (A) The Table of Contents of "Hero Tales" suggests the chronology of Hebrew history as far as the minor kings. (B) The chart on page 236 T.J. links up the minor kings with the prophets in point of time. (C) The life of Jesus may be traced out chronologically from the sequence of places given on pages 109 and 110 of this volume. (D) The questions on The World in Bible Times beginning at page 38 of this volume will increase interest in Hebrew history itself by showing the relationship between the Jews and surrounding nations. Geographical Setting "Teaching, like pictures, must have background and foreground." The central group of characters in the lesson must have prominence, but their setting must be clearly defined, too, that the whole may be appreciated. By many pupils the Bible is regarded as a Book entirely apart from life. If asked to recall a well-known historical incident connected with Egypt or Assyria or Rome, a pupil does not naturally think of a Bible incident. A teacher may often open an entirely new field of thought for pupils by bringing the Holy Land down out of the skies and "placing it on the map." In Part III of this volume are given a bird's-eye view of Palestine for general reference; questions on the well-known places in Bible lands and of especial interest because they refer to pictures which may be used in class; and questions which locate the Bible characters in the land. For the latter section it is well to use a blackboard or sand map in class to make plain the setting of each lesson. All of Part III furnishes helpful material for the teacher's study and presents interesting sidelights to give what has seemed a commonplace lesson new meaning and new interest. The Question Method To hold attention in class the question method is best. It is most effective because in order to give the answers the pupil must think for himself.