which to build the minor ones. Relative importance had not been taught
him through that organized review that is so valuable in review. The
teacher ought to come back time and again to pause on the big
essentials--the peaks of gospel teaching.


III. INTERPRETATION AND ELABORATION OF TRUTH

It is really surprising how many various notions of an idea will be
carried away by the members of a class from a single declaration on the
part of a teacher. A phase of a subject may be presented which links up
with a particular experience of one of the pupils. To him there is only
one interpretation. To another pupil the phase of the subject presented
might make no appeal at all, or linked up with a different experience
might lead to an entirely different conclusion. Truths need to be
elaborated and interpreted from all possible angles--all possible phases
should be developed. An interesting discussion recently took place with
a young man who had "gone off" on a pet doctrinal theory. His whole
conception built itself up about a single passage of scripture.
Satisfied with a single notion, he had shut his eyes to all else and
"knew that he was right." Properly to be taught, he needed to be trained
to suspend his judgment until _all the evidence_ was in.


IV. INSPIRATION TO HIGH IDEALS

Men and women like to be carried to the heights. They like to be lifted
out of their lower selves into what they may become. It is the teacher's
delight to let his class stand tip-toe on the facts of subject matter to
peep into the glories of the gospel plan of life and salvation. In 1903