did not know how to plan for a psychological mode of approach to this
difficult concept. He began by defining faith in Paul's phrase as "the
substance of things hoped for; the evidence of things not seen." He then
went to the dictionary definition, which shows the relation of faith to
belief. He discussed the relation of faith to works, as presented in the
writings of James. But all to no avail. The class was uninterested and
inattentive. The lesson did not take hold. The time was wasted and the
opportunity lost. I excused myself and went to another classroom.

Here they had the same topic. But the teacher had sought for and found a
starting point from which to explain the meaning of faith in terms that
the children could understand. The teacher's eye rested for a moment on
John; then: "John, when does your next birthday come?"

"The sixteenth of next month," replied John promptly.

"Going to get any presents, do you think?" asked the teacher.

"Yes, sir," answered John with conviction.

"What makes you think so?" inquired the teacher. "Not everybody does
receive birthday presents, you know."

"But I am sure I will," persisted John. "You see, I know my father and
mother. They have never yet let one of my birthdays pass without
remembering me, and I am sure they are not going to begin to forget me
now. They think too much of me."

"You seem to have a good deal of _faith_ in your father and mother,"
remarked the teacher.