_III. The character of his court._—All his counselors were men of note. Let the student see what he can find from the Bible as to the worth of his high priest, Zadok; his nearest friend, Zabud; his chief priest, Azariah, son of Zadok; his captain of the guard, Azariah, son of Nathan; his general in chief, Benaiah; his historian, Jehoshaphat; and his grand vizier, Ahishar. _IV. David’s work._—This was (_a_) a widely extended kingdom; (_b_) a centralized government; (_c_) peace with all the world. His son’s name, _Solomon_, _Shelomoh_, _Peace_. _V. The country’s external relations._—(_a_) By Ezion-Geber a water route was opened to the far east. Traces of this commerce with India can be found in their language. See Stanley, “Jewish Church,” Vol. I. (_b_) By Damascus, a land route to the far interior highlands. (_c_) By the Mediterranean traffic with Spain—in ships of Tarshish. (_d_) By Tyre, commerce with Phœnicia. SUNDAY-SCHOOL SECTION. LESSON VII.—THE TEACHING PROCESS.—ADAPTATION. There are certain heresies of common speech. One is, that a man can be only what he is born to be. Apply it to the teacher’s art and it is a heresy. The majority of men and women can become teachers if only they will be at pains to become familiar with the secrets of the science, study with care the best models in books, and as often as may be come into contact with the best living teachers. There is such a thing as _the teaching process_. We outline some needful steps in that process. _The first is adaptation._ By it we do not mean the adaptation of the lesson to the pupil; that belongs to the teacher’s preparation. We mean _adaptation of the teacher to the pupil_; such a coming together of teacher and pupil as shall cause them to agree, be in harmony, _fit to_—that is, be adapted to each other. This adaptation must be, 1. _In the matter of knowledge._ The teacher knows much more than the pupil. His knowledge is his treasury. From it he draws in his work as a teacher. That which he draws must be fitted to his pupil’s want, else it is valueless. He must therefore learn what the pupil knows, and work along the line of that knowledge. In such a process they become companions, and the teacher can lead the pupil almost at will. With adaptation of knowledge—progress: without it—nothing.