2. _In the matter of personality._ The teacher and pupil who meet but once each week, must meet on the plane of a common personality, or their meeting will be vain. This is something finer than adaptation of knowledge to knowledge. It is adaptation of heart to heart. It makes teacher and pupil for the time of their intercourse in class absolutely one. Teacher and pupil forget that either one or the other, no matter which, is either rich or poor, well or ill dressed, old or young, graceful or awkward, wise or ignorant, clever or stupid, and remember only that each is the other’s hearty friend. This is one of the highest possible acquirements of the teacher’s art, and the one who possesses it has the gift of soul-winning. 3. _In the matter of thought._ As the former is the secret of soul-winning, this is the secret of soul-feeding. The average scholar is a poor thinker. He thinks that he thinks, but his is not his teacher’s thinking. It is the ploughing of the ancients. It only scratches the surface of the soil: and the human heart is too hard and barren to be made productive of divine fruit by any such process. This essential goes deeper than the other two. Its burden is to answer how shall the pupil be brought to think on Bible themes as the teacher thinks. This is the teacher’s most difficult problem. Its solution is possible through community of thought, or an adaptation of the teacher’s way of thinking to the pupil’s way of thinking. The three essentials enumerated are possible, 1. Through a close and intimate acquaintance with the pupil. (_a_) _Socially_; (_b_) _religiously_; (_c_) _literarily_; (_d_) _in business relations_; (_e_) _Biblically_. Let the student give a reason why knowledge in these particulars would bring teacher and pupil together. 2. Through personal sympathy with the pupil in (_a_) cares; (_b_) hopes; (_c_) fears; (_d_) temptations; (_e_) joys; (_f_) pursuits. Let the student give an illustration showing how adaptation of person to person could be produced by such sympathies. 3. Through occasional study with the pupil of the appointed Bible lesson—to show how (_a_) to select the most available part for study; (_b_) to arrange it harmoniously; (_c_) to outline it; (_d_) to show its relations to other scriptures; (_e_) to trace its historic connections; (_f_) to understand its obscure allusions or phrases. Let the student show that adaptation of thought to thought or mutuality of thought would result from such study. LESSON VIII.—THE TEACHING PROCESS—APPROACH. A second needful step in the teaching process is _approach_: not the approach of teacher to pupil simply, _but of the teacher to the lesson_ in the act of teaching. This can therefore be no part of the teacher’s preparation. For this step there is no uniform law. Each teacher’s approach must be his own. What is successful with one will not be with another. An exact copying of methods will be of no avail unless circumstances are exactly alike.