The true teacher starts from the _known_, and proceeds over short and easy stepping-stones to the faintly known, thence to the contrast, and then to the unknown. Some very learned men utterly fail as teachers. They take such tremendous strides that no pupil can follow them. It is like the father rushing up three steps at a time to the top of the staircase. If he would lead his child, he must be careful to take but one step at a time. Let the child's present knowledge be the starting-point for all future acquisitions. Reading, or even reciting, a lesson, may possibly teach nothing. "'Tis in vain that you make them read the life and doctrines of the Saviour, if you do not explain to them that he lived for their example, that he died to redeem them, and that those doctrines are to govern them in thought, word and deed." Care should be taken, to select the best plan of arranging the lesson. "The _beginning_ should arrest attention, the _middle_ inform the mind, and the _end_ affect the heart." Let there be a natural order and method in all your teaching;--one thought gliding into and connecting with the next, and so on. In no department of life is system and method of more value, and a child is as much aided by it as a man. Robertson justly says: "Memory without method is useless. Detached facts are practically valueless." Method is the laying out of the lesson and proceeding in its natural order in conformity with the uniform laws of the human mind. It tells what shall come first and second, and puts everything in its right place, so that the mind can take a clearer grasp, and memory a more easy and a more retentive hold, of the truths presented. We should not, however, bind ourselves to any _one_ method of teaching, for there is no standard mode alike adapted to different persons and lessons. The most of our good teachers have wrought out some way of teaching in a measure peculiar to themselves and adapted to them. Those who can do so, however, will be able to borrow much of value from "Gall's Lesson System," with its thorough analysis, numerous exercises, exhaustive doctrines and lessons of instruction, or from "Stow's Training System," with its sympathy of numbers, its picturing out into life and training which will aid others, and "Mimpriss's Gospel Harmony" will help many. Let us ride no hobbies, but gather the best suggestions from all for our Sabbath-school work. What we want in our Sabbath-schools is to add a sufficiency of teaching-power--to give efficacy to our teaching without stiffening it with rules and forms.