Questions

This is a list of all the questions and their associated study carrel identifiers. One can learn a lot of the "aboutness" of a text simply by reading the questions.

identifier	question
31323	Or naked, and clothed thee?
31323	Or when saw we thee sick or in prison, and came unto thee?
31323	Then shall the righteous answer him, saying, Lord, when saw we thee a hungered, and fed thee?
31323	When saw we thee a stranger, and took thee in?
31323	Who would think of running a medical school without a laboratory and a clinic?
31323	Why is this?
31323	Will he lose it?
31323	or thirsty, and gave thee drink?
13533	But should not the child control himself?
13533	Do you mean,''Holy, Holy, Holy is the Lord''?
13533	How is it that you always have a perfect spelling lesson at school?
13533	What is the best way to keep a boy from eating green apples?
13533	Why, do n''t you know that Jesus sits in the seat with me every day and helps me?
13533	And is it not the one thing above all others, which teachers, mothers, fathers and all of us, need to understand?
13533	Before considering this vital question, shall we note some characteristics of the feelings in Early Childhood?
13533	But just what is meant by it?
13533	But why is the absurdity not equally apparent in saying,"Be loving,""Be sorry,""Be reverent?"
13533	Can we be less pitifully tender toward His little ones?
13533	First, what kind of impressions should we attempt to store in the memory during childhood?
13533	Has not a plant been positively injured when its most beautiful possibilities are unrealized because of unfavoring conditions?
13533	He is taken to school by his mother; must she forever accompany him to insure his safe arrival?
13533	How is it carried on?"
13533	How may the Feelings be Aroused?
13533	How then may this great force be nurtured so that greatest results shall follow?
13533	I expect to go now, but what of those seven years?"
13533	Is it not strange that there is such distorted perspective and false balance of values in regard to what is worth while?
13533	Is it not the work of nurture to see that memory is provided with that out of which it can supply every need of the developing life today?
13533	Is not a body, undersized and stunted because of lack of fresh air and food, as truly deformed as though the back were bent?
13533	Is not the work of nurture plain?
13533	Is not this the explanation of so many meagre lives?
13533	Is there any question as to the outcome, with a father and a father''s God within?
13533	Is there no way of understanding a present experience except by passing through it?
13533	Is this one meaning in the Master''s words,"Inasmuch as ye did it,"or"Inasmuch as ye did it not?"
13533	It is rather,"Are these things included in the ideal of a Christian life, as it is held by those whom I want to touch?"
13533	Must some one always watch him, year after year, to save him from a succession of burns?
13533	Second, how may these impressions be made permanent?
13533	The First Principle deals with the nature of life-- What is it?
13533	The child must do the right, but, in a nutshell-- which is the stronger constraint-- outer or inner?
13533	The only legitimate question is,"What is the work of nurture in connection with the feelings?"
13533	The question,"What is my touch upon this unfolding life?"
13533	This can be done, for the brain will retain the sound of the words, but meantime, what shall the child feed on?
13533	To whom shall the task be given?
13533	V. The very important question now arises,"How may these crucial times be recognized?"
13533	What can be trained?
13533	What is the significance of it all in the life of the child?
13533	What shall he use?
13533	Where does nurture begin?
13533	Which makes character surer, the voice without, saying,''You must,''or the voice within which says it?
13533	Who was gone?
13533	Will hands clumsy and unskilled, miss the perfect beauty, or the touch of master workmanship bring forth a likeness to the Christ?
13533	You who let it slip,"How will you go up to your Father and the lad be not with you?"
41505	Are n''t we to do anything with it?
41505	Can you apply a parable?
41505	Do you know anything about Sunday- schools?
41505	If any one there in the sun fired off a cannon straight at you, what should you do?
41505	Whether of them twain did the will of his father?
41505	(_ e_) Compare with these the same thought clothed in the concrete and picturesque words of our Lord himself:"But what think ye?
41505	...''Whereby shall I know this?''
41505	A thoughtful teacher, in reply to the question,"What stories have you found especially helpful?"
41505	And in his famous Liverpool address, did he not, when speaking of the freeing of the slaves, throw down and trample upon actual chains?
41505	And was that row ever so green and straight and thick- standing as those that had been let alone?
41505	And who has not felt the difference when trying to listen to one who talks, but whose words are not loaded with life?
41505	Are we doing all that we may to gratify, and at the same time to form, this taste?
41505	Can you see( and hear) each of these?
41505	Did you use more or fewer general terms than the original?
41505	Do you think that I would be so base as to ask another to do what I would not do myself?"
41505	Do you"moralize,"and if so, with what obvious result?
41505	Does the last lesson always bear upon the lesson of to- day?
41505	Does this seem crude?
41505	Have you not heard such teachers and such stories?
41505	How did he accomplish this?
41505	How many elements has it, in respect of number, form, color, sound, atmosphere?
41505	How many pictures are there in this passage?
41505	How many pictures are there in verses 5- 13?
41505	How many separate pictures are there?
41505	How may we gain this power to enrich our teaching with side- lights?
41505	How might you have been less diffuse?
41505	How would you lead the pupils to see it?
41505	How?
41505	If Palestine were taken up from the shore of the Mediterranean and planted on your state, where would Dan and Beersheba lie respectively?
41505	In your childish haste to have a crop or to see what was going on under ground, did you ever unearth the newly- planted row of peas?
41505	Is it not as important that our children should know the story of Christian saints and martyrs as that of Greek gods and heroes?
41505	Is it_ right_ to use the cross as commonly as you would a letter of the alphabet?
41505	Is to- day''s aim single?
41505	Might he not have gotten along without using the objects themselves on those occasions?
41505	On how many and on what occasions did Jesus use objects in his teaching?
41505	Small[ easy?]
41505	Stories in which the moral is set forth or hidden?
41505	Stories told or read?
41505	The child''s thirst for stories-- has it no significance, and does it not lay a duty upon us?
41505	The spiritual truth which we would have enter the child''s mind-- how is it to gain admittance?
41505	Those based on poetry or prose?
41505	True or fictitious?
41505	Were ever pictures painted like these?
41505	Were your words and expressions so picturesque as those in the text?
41505	What are the points in good blackboard work?
41505	What does this illustrate?
41505	What first?
41505	What is picture- work?
41505	What is the central picture?
41505	What is the truth hidden in this fact?
41505	What is_ the_ picture in the whole passage( verses 1- 4)?
41505	What kind of place was Cæsarea Philippi, and what kind of stream is the Jordan at that point?
41505	What necessary points did you omit?
41505	What objects, pictures, drawings, maps, would you use in making it real to your class?
41505	What other objective helps?
41505	What picture would you find in Matthew VIII., verse 1?
41505	What seems to have been his purpose?
41505	What was the result?
41505	What was the secret of his power?
41505	What, then, is a picture?
41505	Wherein did its divisions differ, in respect of people, surface, products, occupations?
41505	Which are the most important to try to see?
41505	Which is the central picture?
41505	Which of these should be chosen in telling the story to children, and in what order?
41505	Which was the better example of obedience?
41505	Who has not felt the same when listening to one who speaks of that which he does know?
41505	Who has not spent a"bad quarter of an hour"when the"exercise"was perfunctory?
41505	Who has not, when freed from the dead atmosphere of the schools, done a like thing?
41505	Who having once read, seen, and felt this picture can ever forget it or fail to feel the atmosphere of this place?
41505	Who of us has not been thus startled and moved?
41505	_ Environment._ What kind of country was Palestine?
41505	_ Environment._--What means do you use of making the dress, customs, etc., of Bible people seem real to children?
41505	_ Examples._--What stories have you found especially helpful?
41505	_ Experience._--What stories are you going to use in the Sunday- school lesson for next Sunday?
41505	_ Kind._--Which of the stories have you found more effective, modern or classic?
41505	_ Picture- work._--Do you use blackboard illustrations?
41505	_ Precept._--If you do not use stories, what other means do you employ to enforce religious and moral lessons?
41505	_ Principles._--Do you succeed in having such unity in the lesson that the stories all contribute to one main thought?
41505	_ Purpose._--What is your purpose in using stories in the Sunday- school?
41505	_ Sources._--To illustrate the lesson do you use Bible stories, stories from good literature, or stories invented by yourself?
41505	_ Subject._--Do you find your children more interested in stories of people or of nature?
41505	verse 2?
41505	verse 3?
41505	verse 4?
41505	what last?
41505	what next?
41505	what will that illustrate?"
39022	I am Joseph, do ye not know me? 39022 What do you think should have been said here?"
39022	What seekest thou?
39022	What would you do to make the part better?
39022	Where can they improve it?
39022	Why?
39022	2.--A scene from_ David and Goliath_]_ Goliath_[_ apart from the king and soldiers_]: Why are ye come out to gather your armies to battle?
39022	All take hold of him and push him into the pit._]_ Tenth Brother:_ But what shall we tell our father?
39022	Am I not a Philistine, and ye servants to Saul?
39022	Am I not a Philistine, and ye servants to Saul?
39022	And Judah came to Joseph and fell on the ground and said,"What shall we say unto my lord?
39022	And have you returned bringing with you your youngest brother?
39022	And his father said unto him,"What is this dream that thou hast dreamed?
39022	And the thing was good in the eyes of Pharaoh, and he said,"Can we find such a one as this is, a man in whom the spirit of God is?
39022	And with whom hast thou left those few sheep in the wilderness?
39022	Are ye certain that she understood the meaning of my command?
39022	Art thou able to get on this beast of mine?
39022	Butler, who is this boy that interpreted thy dream?
39022	Can he forgive us?
39022	Can not our father trust the flocks to our hands without sending this Joseph to spy on us?
39022	Can we find such a one as this is, a man in whom the spirit of God is?
39022	Canst thou not take me to the Queen?
39022	Did I not command that every Hebrew boy should be killed?
39022	Dost thou think that thou art mightier than I, whom the King hath set above all the princes of the land?
39022	Esther, thou must save thy people and thyself?
39022	For who is this Philistine that he should defy the armies of the living God?
39022	Hast thou been hurt, my friend?
39022	Hast thou not everything at home?
39022	Hath aught happened to the flocks?
39022	Hath aught happened to thee?
39022	Have we no man among us with the strength or boldness to fight this giant?
39022	He said to Joseph,"Do not thy brethren feed the flock in Shechem?
39022	He tears his clothes when he finds that_ JOSEPH_ is not there._]_ Reuben:_ The child is not, and I, whither shall I go?
39022	How can we save our baby?
39022	How cometh it that thou art here?
39022	How didst thou know of his plan?
39022	I am Joseph; doth my father yet live?
39022	Is all well with him?
39022	Is he not a wonderful boy?
39022	Is he yet alive?
39022	Is he yet alive?"
39022	Is my father yet alive?"
39022	Is there something here?
39022	Merchants enter._]_ Tenth Brother:_ What will ye give us for this lad?
39022	My little daughter, will you stay and watch and bring me word quickly if anything happens?
39022	Now, is there one among you who can tell me the meaning of these dreams, for my spirit is troubled because of them?
39022	Oh, do you not see that I am Joseph that speak unto you?"
39022	One little boy made the remark,"We keep telling the same things over; why ca n''t we leave out that second scene?
39022	One morning Joseph found them both very sad and he said unto them,"Wherefore look ye so sadly today?"
39022	Or shall he have dominion over us?
39022	Shall I and thy mother and thy brethren indeed come to bow down ourselves to thee?"
39022	Shall he indeed reign over us?
39022	Shall his mother and father and eleven brethren indeed come to bow down themselves to him?
39022	The Hebrew people?
39022	The brothers are dividing out the money._]_ Gad:_ The lad is gone with the merchants, but what excuse shall we make unto our father?
39022	The leader raises such questions as,"Which parts did these children do best?"
39022	The soldiers seem disturbed and frightened._]_ David:_ What meaneth this?
39022	The_ ELDER SON_ calls to him._]_ Elder Son:_ I hear music and dancing in the house; what do these things mean?
39022	Then Joseph lifted up his eyes and saw Benjamin, his mother''s youngest son, and said,"Is this your younger brother of whom ye spake unto me?"
39022	Then Joseph said,"Do not interpretations belong to God?
39022	Then Joseph was greatly moved and said unto them,"Is your father well, the old man of whom ye spake?
39022	Then Judah said,"Why do we slay our brother and conceal his blood?
39022	Then his brothers said to him,"Shalt thou indeed reign over us?
39022	They bow low._]_ King:_ Rise; what is thy message?
39022	What can be the matter?
39022	What can be the meaning of this?
39022	What can we do?
39022	What is thy business?
39022	What shall I do?
39022	What troubleth you?
39022	What wilt thou do?
39022	When he saw that Joseph was not there, he rent his clothes, and ran after the others, crying,"The child is not, and I, whither shall I go?"
39022	Where art thou?
39022	Where did you get the boy?
39022	Where is the Queen?
39022	Where is thy wife?
39022	Wherefore didst thou pray to thy God when thou knewest of my decree?
39022	Whither shall I go?
39022	Who is this and where is he that dareth in his heart to do this thing to thy people?
39022	Why should he make merry over my brother who has wasted his living?
39022	Will you bathe here?
39022	Will you not let him be brought here?
39022	Wilt thou give me any task to do that I may make enough to keep me alive?
39022	[ ESTHER_ shows great distress._]_ Esther:_ Oh, what shall I do?
39022	[ HAMAN_ enters; they seat themselves, and the feast is served._]_ King:_ Haman, what shall be done unto the man whom the King delighteth to honor?
39022	[ KINSMAN_ sits down._]_ Kinsman:_ What wilt thou, Cousin?
39022	[ MIRIAM_ runs out._]_ Miriam:_ Lady, would you like a nurse for that baby?
39022	[ REUBEN_ goes away._][ JOSEPH_ runs up._ GAD_ lays one hand roughly on his shoulder._]_ Gad:_ How comes it that thou art here?
39022	[_ A baby''s cry is heard._]_ Princess:_ What is it I hear?
39022	[_ All the princes and the_ KING_ show surprise and anger._]_ King:_ Refused to obey me?
39022	[_ Brothers bind_ JOSEPH_ and cast him into the pit._]_ Joseph:_ What have I done to deserve this?
39022	[_ Enter servant._]_ Jacob:_ What didst thou see?
39022	[_ He holds out the golden scepter._] What is the request that has brought thee here?
39022	[_ He turns to citizens._] A piece of land is about to be sold; will ten citizens witness this deed?
39022	[_ Men stand up._]_ Wise Men:_ What is thy dream, O King?
39022	[_ Several citizens stand in groups, talking._ BOAZ_ enters._]_ Boaz_[_ speaks to one of the group_]: Hast thou seen my cousin pass this way?
39022	[_ She turns and goes out._]_ King:_ Hearest thou, Haman?
39022	[_ The ten brothers are sitting and lounging on the ground, eating bread._]_ Reuben:_ Shall we stay longer in this place?
39022	[_ The_ FATHER_ comes out._]_ Father:_ My son, wilt thou come unto the feast?
39022	[_ The_ HEAD REAPER_ bows low and goes back among the reapers._]_ Boaz_[_ to_ RUTH]: Hearest thou not, my daughter?
39022	[_ They both pick bulrushes and the mother weaves the basket._]_ Mother:_ How can I leave him here alone?
39022	[_ They bow lower._]_ King:_ What meaneth this?
39022	[_ They sit down._][_ To_ KINSMAN]: Dost thou remember Naomi, our kinswoman, who went with her husband and two sons to the land of Moab?
39022	[_ To the brothers:_] Is your father well, the old man of whom ye spake?
39022	[_ To_ ELDER SON]: And dost thou intend to take thy living also, and leave thy father?
39022	[_ To_ MORDECAI]: What art thou here for?
39022	[_ To_ MORDECAI]: Why dost thou break the King''s commandment?
39022	_ Boaz:_ Whose damsel is this that gathereth grain after the reapers?
39022	_ Chief Adviser:_ What more can we do than we have already done?
39022	_ Dan:_ What is this dream which he has dreamed?
39022	_ David:_ What have I now done?
39022	_ David:_ Who is this Philistine that he should defy the armies of the living God?
39022	_ Esther:_ Mordecai, my uncle, why art thou here?
39022	_ Father:_ My son, why is it that thou desirest this?
39022	_ First Brother:_ Have ye seen this Philistine who is come up, this giant who has defied the armies of the living God?
39022	_ First Brother_[_ showing anger against_ DAVID]: Why camest thou hither?
39022	_ Goliath:_ Am I a dog that thou comest to me with staves?
39022	_ Goliath:_ Why are ye come out to gather your armies to battle?
39022	_ Haman:_ What shall we do to Queen Vashti according to the law, because she hath not performed the commandment of King Ahasuerus?
39022	_ Haman_[_ aside_]: Whom would the King like to honor more than myself?
39022	_ Haman_[_ pointing to_ MORDECAI]: Who is this man who doth not bow the knee to me?
39022	_ Joseph:_ And is this your younger brother of whom ye spake unto me?
39022	_ Joseph:_ What have I done to deserve this?
39022	_ Judah:_ Oh, why should we go back?
39022	_ Judah:_ What doth it profit if we slay our brother and conceal his blood?
39022	_ King:_ Did Haman do this deed?
39022	_ King:_ Esther, hast thou dared to come before my presence when I have not called thee?
39022	_ King:_ Speak, butler, what wouldst thou say?
39022	_ King:_ Speak, my Princess; do I not always grant what you ask?
39022	_ King:_ Thy people?
39022	_ King:_ What thinkest thou, Haman, my chief counselor?
39022	_ King:_ Why hast thou disobeyed my law, Daniel?
39022	_ King:_ Why was he hidden?
39022	_ King_[_ takes_ ESTHER''S_ hand_]: What is thy name, fair maid?
39022	_ King_[_ with anger_]: Who is this man that breaketh my laws?
39022	_ Levi:_ Why should he come to us?
39022	_ Mother:_ Where shall we take him?
39022	_ Pharaoh_[_ angrily_]: Are ye called the wise men of Egypt, and yet are ye not able to interpret a dream?
39022	_ Princess:_ A nurse for him?
39022	_ Princess:_ Will you take good care of this baby for me until he becomes a youth?
39022	_ Reuben:_ Can it be he?
39022	_ Ruth_[_ bows to the ground_]: Why have I found such favor in thine eyes, seeing that I am a stranger in the land?
39022	_ Sarah:_ Can it be that these tidings are true?
39022	_ Second Brother:_ Who has seen him?
39022	_ Second Prince:_ What shall we do?
39022	_ Second Servant_[_ laughing scornfully_]: Thinkest thou that the Queen will see thee?
39022	_ Simeon:_ From what country?
39022	_ Simeon:_ What shall we do?
39022	_ Soldier_[_ walks up to_ DAVID]: Have ye seen this man who is come up?
39022	_ Third Brother:_ What news dost thou bring of our father?
39022	or how shall we clear ourselves?
39022	or shalt thou have power over us?"
8940	And can you believe we can much care for mere_ words_ of insult, after that?
8940	And in what manner, for the most part, is this precious time expended by those of no mental cultivation?
8940	And is it_ because_ these would be the consequences, that they disapprove it?
8940	And to_ what_ extent?
8940	And what_ were_ they taught-- those of them who gave their attendance and attention?
8940	And when the senses have thus usurped the whole mind for their service, how will you get any of it back?
8940	And where?--but on all who have voluntarily concurred and co- operated in systems and schemes, which could deliberately put_ such_ a thing last?
8940	And why was all this?
8940	And_ is_ this spirit crushed?
8940	And_ was_ not that, it may be asked, an age of the highest glory to our nation?
8940	Are they to entertain no question respecting the right adjustment of their condition in the arrangements of the great social body?
8940	Be that subject what it may, if those ideas are of any use to him, by what principle would one idea more, or two, or twenty, be of_ no_ use to him?
8940	But if thus much has contributed greatly to his advantage, why should he be interdicted still further attainments?
8940	But the two classes so beheld in contrast, might they not seem to belong to two different nations?
8940	But then for the means of depreciating that currency, so as to drive it at last out of circulation?
8940	But_ had_ they any chance for good in such an abandonment?
8940	Do men gather grapes of thorns, or figs of thistles?
8940	Do n''t you know, that on the account of this same business we have sustained the battery of stones, brickbats, and the contents of the ditch?
8940	Do they not even seem preparing for different worlds in the final distribution?
8940	Do they not seem growing into two extremely different orders of character?
8940	Do you sometimes accompany your working in the vineyard with maledictions on those who have reduced you to such a necessity?
8940	For what is it but a splendid and animating exhibition that we behold in looking back to the age of Elizabeth?
8940	He seriously animadverted on this, adding, Do n''t you think God will be displeased at and punish such conduct?
8940	How many of those who come after them will choose to proceed on the same principles, and meet the same award?
8940	How should they know it?
8940	In England it has; but look at Ireland?]
8940	Is it subdued?
8940	Is it, we could really wish to know, a point at all yet decided, wherein consist the value and importance of the human nature?
8940	Is it, we repeat, repressed?
8940	It has seemed a mournful thing to behold, in contemplation, the multitude of lifeless?
8940	May any sinister thought have occurred, that you might defeat our ends by a certain way of managing the means?
8940	Now then, as carrying with them this quality of a test, how were those men received in the community?
8940	Now, may we presume that by knowledge, or information, is meant a clear understanding of a subject?
8940	Or do you hope to deter mine and limit to some subordinate purposes, what we wish to prosecute for the most general good?
8940	Some preached Christ of envy, and strife, and contention, supposing to add affliction to his bonds; but, says he, What then?
8940	Then will he pretend not to foresee any material change in an order of things obnoxious to so vast a combination of wills and agents?
8940	We say where can be the harm of all this?
8940	What have commonly been the matter and circumstance of revolutions?
8940	What is it that I should be, more than the animal that I am?
8940	What is it that is manifesting itself in the most remarkable events in the old, and what has been called the new world, at the present time?
8940	What is there then that should reduce them, as individual agents, to such utter and willing insignificance in the affair of which we are speaking?
8940	What is to give fulness of evidence to an instruction, if a world be too narrow; what is to give it weight, if a world be too light?
8940	What reasonable and benevolent man would think of making any objection to it?
8940	What was it that this intelligent depravity would stop short of accomplishing?
8940	When the means are of so little splendid a quality, it will be said, by what inflation of fancy is their power admeasured to such effects?
8940	Why repress our delight in contemplating it?
8940	Will the hearers of the sentence just now repeated from the sacred book, give a moment''s attention to the effect it has on them?
8940	Would you have been glad to be saved the unwelcome service by_ their_ letting it alone?
8940	Yes, we answer, but he has had three thousand Sundays; what would not even the most moderate improvement of so vast a sum of hours have done for him?
8940	You would consent( may we suppose?)
8940	[ Footnote: These denominations of knowledge, so strange as they will to some person?
8940	do you believe that God can think of damning me because I may have been as bad as other folk?
8940	how happy_ they_ should be, if, with the vast superiority of their advantages, they could still be just as little accountable?
8940	what opportunity, what time, has the poor mortal ever had?
7338	How can I start a religion?
7338	Is not the life more than meat and the body than raiment?
7338	Shall not the Judge of all the earth do right( Genesis 18:25; Psalm 58:11; 67:7; 97:6; 9:8; 50:6; Proverbs 16:11,12; Romans 3:21,22)?
7338	The question is, What is this rock? 7338 A certain lawyer asked Jesus,Master, which is the great commandment of the law?
7338	But why look upon business as a fight?
7338	Can He and will He answer prayer?
7338	Did God make the good man, the evil man?
7338	Did God make the worst and the lowest of men?
7338	Does He hear when men pray to Him?
7338	Duties of children; what are the two lines?
7338	Duties of husbands and wives; what are the four lines?
7338	Great things are expected of a man but how is he to work them out?
7338	He is the Perfect Example of an Intellectual Man.--What man can compare with Jesus Christ in the power of His intellect?
7338	He said,"Do men gather grapes of thorns or figs of thistles?
7338	He said,"For what shall it profit a man, if he shall gain the whole world and lose his own soul?
7338	Hence,"why pray?"
7338	How can better conditions of living be secured through Christ?
7338	How can law and order be maintained through the advancement of Christian principles?
7338	How can we know what God is like?
7338	How did Christ teach?
7338	How does the Bible and Christian experience testify of this approach of God to man?
7338	How far is he free; how far bound?
7338	How is God manifested, in Christ, and in the threefold manifestation?
7338	How is God personal?
7338	How is he linked with the physical and the spiritual worlds?
7338	How is it not like and how is it like other books?
7338	How is it the record of a revelation from God?
7338	How is the church a divine institution?
7338	How shall I treat my neighbour?
7338	How shall he regard the Bible and the church?
7338	How shall men serve the Christ in the heart, home, community, abroad?
7338	How shall we regard it?
7338	How shall we think of Him?
7338	How would the Jewish Messiah, if not put to silence, answer a question like this?
7338	In the Social Settlement.--What is a true social settlement?
7338	In what respect was He a civil reformer?
7338	In what three ways may the home be preserved?
7338	In what way did He lay the foundation of the true state?
7338	Is man only a creature of fate?
7338	Is the Bible, in plain words, true history?
7338	It was asked, when a certain very rich man died,"How much did he leave?"
7338	Jesus said,"Is not the life more than meat and the body than raiment"( Matthew 6:25)?
7338	Men ask, why should we obey this or that law of God, man or our moral nature, if it bars the way to our enjoyment?
7338	OWNERSHIP If the ideal of service is accepted in the business world as true, then the question arises, What or whom shall man serve?
7338	Or what shall a man give in exchange for his soul?"
7338	PREFACE These studies consider the questions: What did Christ teach?
7338	QUESTIONS Christ and the state; what was His relation to the state?
7338	QUESTIONS How does belief control action?
7338	QUESTIONS What can be said about the Founder of Christianity and His teachings?
7338	QUESTIONS What can be said of the Christian''s hope in the present life?
7338	QUESTIONS What can be said of the ideal in the business world; fight or service?
7338	QUESTIONS What can be said of the question of the relationship of man to other men?
7338	QUESTIONS What can be said of the social circle, what does the word society signify?
7338	QUESTIONS What is a home?
7338	QUESTIONS What is man?
7338	QUESTIONS What is the Bible?
7338	QUESTIONS What is the Christian Church?
7338	QUESTIONS What is the call to service?
7338	QUESTIONS Who is God?
7338	Right attitude of heart to God?
7338	Right subjects of prayer?
7338	Shall a man serve another man as a man?
7338	Shall he make light of it and call it a necessary part of living?
7338	Shall it be a thing, silver, gold, house or land?
7338	So we look upon a man who has been marred and broken by sin and ask the question,"Was that man created in the image of God?
7338	THE PERFECT EXAMPLE God''s Measure of a Man.--What is the standard by which man is to compare himself?
7338	THE PRESERVATION OF THE HOME How may the home be preserved and made to serve its great end?
7338	The Approach of God to Man.--How does God come near to man?
7338	The Image of God.--What is the likeness of God?
7338	The Place.--Where shall men serve the Christ?
7338	The Right Relation of God to Man and Man to God.--How does God regard man?
7338	The Search for Happiness.--How can I be happy?
7338	The first question was,"Is the state strong and prosperous?"
7338	Two pertinent questions are asked in a recent book of sermons, What would be the effect upon this world if everybody was a consistent Christian?
7338	WHAT IS MAN?
7338	WHAT IS THE BIBLE?
7338	What Shall We Think of Man?--Who is he?
7338	What are some of the principles which are destined to help the industrial world out of its difficulties?
7338	What are the conditions of Christian happiness in service?
7338	What are the different kinds and places of prayer?
7338	What are the duties of servants and dependents; of the young and aged?
7338	What are the four conceptions of the Kingdom of God?
7338	What are the ordinances?
7338	What are the proper means of approach to God through prayer?
7338	What can be said of God''s measure of a man?
7338	What can be said of His authority, persuasiveness, originality and promise?
7338	What can be said of Jesus Christ as the perfect physical, intellectual and moral man?
7338	What can be said of a man''s right to hold property?
7338	What can be said of answers to prayer?
7338	What can be said of its books, of its groups of books?
7338	What can be said of its credibility?
7338	What can be said of its structure?
7338	What can be said of man as a trustee?
7338	What can be said of personal work, training others for service, teaching, works of mercy and love, suffering?
7338	What can be said of social aims; Socialism, Christianity, Christ, the social reformer, the church as a social settlement?
7338	What can be said of social institutions; the family, the church, the government?
7338	What can be said of the Christian social brotherhood?
7338	What can be said of the activities of the modern church?
7338	What can be said of the approach of God to man?
7338	What can be said of the approach of man to God?
7338	What can be said of the attack upon the home; the marriage relation, the quiet of the home, the purity of the body, freedom of speech?
7338	What can be said of the beginning and completion of the organization?
7338	What can be said of the character of God?
7338	What can be said of the church and the kingdom?
7338	What can be said of the definiteness of the Christian faith?
7338	What can be said of the example of Christ in society, the Christian society?
7338	What can be said of the forms?
7338	What can be said of the human elements?
7338	What can be said of the ideal Christian home?
7338	What can be said of the inequalities in the lives of men and the great inequality?
7338	What can be said of the law of the state, the reign of law, definition, end of the law and the duty of the Christian citizen?
7338	What can be said of the life of the early church?
7338	What can be said of the ownership of property?
7338	What can be said of the reckoning?
7338	What can be said of the right conceptions of God?
7338	What can be said of the search for happiness?
7338	What can be said of the urgency of the call to service?
7338	What can be seen in these men that reminds us of"the likeness of God"?
7338	What did Christ teach; about the right relation of God to man, man to man, man to sin, man to salvation and man to death and the hereafter?
7338	What did He teach about the state?
7338	What did He teach about the universal state and the principles upon which it should be founded?
7338	What did Jesus teach about obedience to the state?
7338	What did Jesus teach about the individual and his relation to the state?
7338	What do we mean when we say, that"God is a Spirit"?
7338	What does God care, great as He is, for one man?
7338	What has persistency to do in praying to God?
7338	What is Christ''s law of love?
7338	What is God''s attitude to the universe and to man?
7338	What is a Christian?
7338	What is his destiny?
7338	What is his place on the earth and in the universe?
7338	What is meant by conscious personal existence after death, eternal citizenship, the glory of heaven?
7338	What is meant by the enlightenment of the social conscience?
7338	What is right knowledge of God?
7338	What is the Bible?
7338	What is the Christian conception of God?
7338	What is the Christian thought of man?
7338	What is the Christian''s hope in the future life?
7338	What is the Christian''s hope in turning the world to Christ?
7338	What is the basis of Christian faith?
7338	What is the cause and remedy of the sting of inequality?
7338	What is the chief conception?
7338	What is the chief end of man?
7338	What is the chief end of the church?
7338	What is the difference in homes?
7338	What is the extent of any social circle, the character?
7338	What is the great outside difficulty urged against God''s approach to man and what can be said of it?
7338	What is the hope of the church?
7338	What is the image of God?
7338	What is the joy of service?
7338	What is the model prayer?
7338	What is the object of the call?
7338	What is the pattern of service?
7338	What is the regeneration of the individual through faith in Christ?
7338	What is the source of authority for the state?
7338	What is the standpoint of Christianity?
7338	What is the true home?
7338	What kind of communities has it produced?
7338	What kind of men has the Christian faith made?
7338	What of the fellowship?
7338	What of the profit?
7338	What of the worship?
7338	What ought he to believe and why?
7338	What ought the church equipment to be?
7338	What ought to be man''s attitude to sin?
7338	What shall we think of him?
7338	What should be his relations to God, to his fellow men, to his home, to society, to business, and to the state?
7338	What should be the great concern of man?
7338	What three things are necessary to keep clearly in mind, in the work of evangelization?
7338	What threefold obligation rests upon man to serve and glorify God?
7338	What would be the effect upon this world if everybody was a consistent infidel?
7338	Where is the authority and ground of teaching?
7338	Where shall men serve the Christ?
7338	Where shall we place it?
7338	Who is a tenant at the will of God?
7338	Who is my neighbour?
7338	Who is the Head of the church?
7338	Who is the owner of all?
7338	Why then potter with temporary and minor remedies when the permanent and great remedy was at hand?
7338	and, How shall man look upon God?
16305	''Then it does n''t all depend upon the place where the fruit is grown?'' 16305 ''Unkind?''
16305	''What is it? 16305 ''What is it?''
16305	''What is it?'' 16305 ''Why,''inquired the teacher,''do you think the moon is of more benefit to the world than the sun is?''
16305	And is there a message for us older ones on this Cradle Roll Day? 16305 And is there a message to the grandfathers and grandmothers on this glad day?
16305	And is there a message to the parent which sheds any light on the way they should treat their children? 16305 And so, I answer the question that I asked at the beginning, who are these mothers?
16305	And what do you think, children-- did the kite reach the man in the moon? 16305 And what was that mission?
16305	Are your hands the kind that clasp other hands in warm friendship? 16305 Boys and girls, on this Rally Day, let me ask you: Are you going to let your life grow to be like this tree?
16305	Boys, are you letting any bad habits grow into your life? 16305 But is this cheerfulness for the sole benefit of the one who smiles?
16305	Did you ever see a palmist read a hand? 16305 Do you ever harbor such thoughts about people who have made good in the commercial life?
16305	Do you like to draw? 16305 Do you like to speak?
16305	Do you understand, boys and girls, that it was the thing which this mother put into the life of her boy that made him a great and a good man? 16305 Does cigarette smoking make criminals out of boys?
16305	Does cigarette smoking make failures out of boys? 16305 Does it mean, then, that we should look ahead, and see nothing before us but the grave-- the end of all?
16305	Does the message say anything about how the boys and girls should treat their fathers and their mothers? 16305 Have you ever stopped to think what good eyes God has?
16305	How about you, boys? 16305 How may we best reflect this light of heaven?
16305	How, then, are we to make our resolutions good? 16305 Is it a true portrait?
16305	It seems strange-- doesn''t it-- that fish can be fooled in this way? 16305 Let us first ask the question,''How did she reach the high place to which she has been able to attain?''
16305	Now, what do you think this food is? 16305 Now, what has made the difference in these two men?
16305	Now, why did it seem impossible? 16305 Said one girl to another,''Do n''t you think Julia is a splendid girl?''
16305	That was certainly a strange kind of an answer; was n''t it? 16305 The great question is, why can they not see the danger?
16305	Then why look down upon the poor man-- the laboring man? 16305 What does Paul mean?
16305	What does it signify when we do this? 16305 What else did he learn?
16305	What had wrought this great change? 16305 What is this great evil power?
16305	What is this? 16305 Who were these people?
16305	''Are you ready?''
16305	''Who hath woe?
16305	''Who hath woe?
16305	103]"Boys and girls, what does the flag stand for?
16305	115]"What was the matter with the tree?
16305	127]"Now boys, why did the kite fall, when the string broke?
16305	129]"Did you ever hear anything to beat that?
16305	14]"_ Did Benjamin Franklin depend upon luck?_ Never!
16305	27]"Why did the boys in blue rally round this flag?
16305	54]"Have I said she was helpless?
16305	59]"And are we not like the fish?
16305	70]"Now, then we ask, can the moon shine upon the earth all of itself without any help?
16305	80]"Now, I want to see, by having you hold up your hands, just how many of you boys like to go fishing?
16305	93]"Well, now, would n''t it be foolish for us to go about finding flaws in God''s creatures, like this?
16305	A dead branch, did you say?
16305	A nice- looking little thought comes along and says,''Why not cheat just a little?
16305	Ah, do n''t you know that when the bulb produces new bulbs the original bulb dies?
16305	And again of the lazy hand, he says,''How long wilt thou sleep?
16305	And how can a seared, defiled, dead conscience help him to shun temptation and sin?
16305	And is n''t that exactly the case with a lot of good- looking, well- dressed people?
16305	And what about the first boy?
16305	And what could be more beautiful than the pictures of the devotion of the mother of Jesus to Him who was to be the Savior of the world?
16305	And what do the possessors of riches expect as a harvest in return for the sowing of their wealth?
16305	And what does it mean to be steadfast?
16305	And what has come to take the place of these which were only dreams?
16305	And what is public sentiment?
16305	And who are these experts?
16305	And who will it help?
16305	And why not?
16305	And you, girls?
16305	Are they hands that crush heartlessly?
16305	Are they hands that drag downward?
16305	Are they hands that grope into the dark places and do more harm than good?
16305	Are they hands that help to lighten the burdens of other people?
16305	Are they hands that help wherever and whenever they can?
16305	Are they hands that lie idly and fold indolently?
16305	Are they hands that lift up the fallen one and point him to Him who said,''Come unto me all ye that labor and are heavy laden?''
16305	Are they hands that pull backward?
16305	Are they hands that slap insultingly?
16305	Are they hands that strike in cruelty?
16305	Are they hands that stroke the fevered brow?
16305	Are they hands that take food and clothing to the poor?
16305	Are they hands that tear pitilessly?
16305	Are they hands which are busy every day doing good, honest work?
16305	Are they?_"In God''s word, we find the hand mentioned more than a hundred times.
16305	Are they?_"Or, are they hands that clench in anger?
16305	Are they?_"Or, are they hands that clench in anger?
16305	Are they?_"Or, are they hands that drop lazily?
16305	Are they?_"Or, are they hands that drop lazily?
16305	Are we a friend to those who need us?
16305	Are we crazy?
16305	Are you getting chummy with other boys whose companionship is not good and whose words and deeds you would not dare to talk about at home?
16305	Are you reading useless books and letting the treasures of literature on mother''s bookshelf at home go untouched?
16305	Are you wasting your time running after pleasures and amusements that do n''t help you to be better boys?
16305	Boys, may we plead with you today never to allow this thing to enter your life to keep you from being all that God wants you to be?"
16305	But I wonder how many of us do a similar thing when we see the real woods, the real lake and the real flowers?
16305	But how can we smile unless we feel like it?
16305	But were they perfect?
16305	But what had become of the original bulbs?
16305	But what may one lose when he puts the drunkard''s glass to the lips of a young man?
16305	Can you make a five- pointed star with one clip?
16305	Can you see the boy?
16305	Did you ever hear of him?
16305	Did you ever think of your thoughts as your visitors?
16305	Do n''t you want this one?''
16305	Do we welcome such a man to our homes?
16305	Do you get the idea?
16305	Do you know it is a fact that a man, seated quietly in an easy chair on his front porch on a summer evening, may be sinning against God and man?
16305	Do you know, I would rather see a boy with jam smeared all over his cheeks than to hear a''smutty''remark from his lips?
16305	Do you love music?
16305	Do you not see that we would soon starve?
16305	Do you plan to study medicine, or law, or to be a teacher?
16305	Does n''t that sound strange?
16305	Faulty?
16305	Girls, is n''t it a pity?
16305	Has n''t some alluring amusement or pastime brought disappointment or shame when you thought it would bring delight and satisfaction?
16305	Have n''t you been fooled into thinking something was good for you when it turned out to be bad?
16305	Have n''t you bitten into any baited hooks during the past year?
16305	He does n''t look as if he had a care in all the world, does he?
16305	He was so much interested that he spoke to the man, saying:"''Since you are blind, why do you carry a lantern?
16305	He was working in a distant city, and there, alone, how do you suppose he started in to get rid of his habit?
16305	How are we to be sure that the new leaf which we turn over will not be blown back again by the first wind of passion or discouragement which comes?
16305	How did he look upon them?
16305	How do we know it?
16305	How many of you ever heard of him?
16305	How would he act?
16305	How, then, can it be made to produce such big, splendid plums when no other tree in the neighborhood grows such luscious fruit?
16305	I wonder if we have all heard of the tragedy of this great book and the sorrow which came to its author?
16305	Ice cream?
16305	If the wind is blowing from the west, which way do you run to make the kite go up?
16305	If you run with the wind, the kite wo n''t go up at all, will it?
16305	Is n''t it simple?
16305	It is a significant fact that the first recorded words of Jesus Christ are,''Wist ye not that I must be about my father''s business?''
16305	It would be impossible to find, in the world''s history a life in which some imperfection did not lurk?
16305	It''s a seedy- looking old hat, is n''t it?
16305	Or is it to be like this one?
16305	Rice?
16305	Should the discovery of faults and imperfections in ourselves or in others discourage us from trying to follow in the footsteps of the Perfect One?
16305	So the light will shine on the roadway and we will be able to see where we are going and thus avoid mishap and injury?
16305	Then what was the matter with John?
16305	They, too?
16305	This sounds like a dime novel tale, does n''t it?
16305	WHAT IS BEST?
16305	Was he happy?
16305	We will laugh and quaff; all things delight us; what care we for the future?
16305	What can you do?
16305	What did he learn about the merchant?
16305	What do I mean?
16305	What do I mean?
16305	What does the cross stand for?
16305	What had brought the change?
16305	What is it?
16305	What is it?
16305	What is passing in the mind of the man who stands here receiving his instructions?
16305	What kind of thoughts do you think?
16305	What seems more lifeless than the bulb of a lily?
16305	What was Columbus trying to do when he discovered America?
16305	What was the matter?
16305	What would he do?
16305	What wound did ever heal but by degrees?''
16305	What''s the matter with us?
16305	What, then, would Washington be like?
16305	When wilt thou rise out of thy sleep?
16305	Where does the moon get its light from?
16305	Where were they going?
16305	Where''s the boy who said''kite?''
16305	Where?
16305	Which is the more important?
16305	Who hath babbling?
16305	Who hath redness of eyes?
16305	Who hath redness of eyes?
16305	Who hath sorrow?
16305	Who hath sorrow?
16305	Who hath wounds without cause?
16305	Who hath wounds without cause?
16305	Who would cart away our garbage?
16305	Who would clean our streets?
16305	Who would scrub our floors?
16305	Who would wash our clothes?
16305	Why and how has the saloon changed his life?
16305	Why do we light the lamps?
16305	Why not be just as polite and respectful to him as to the college president?
16305	Why only once?
16305	Why?
16305	Why?
16305	Why?
16305	Why?
16305	Why?
16305	Why?
16305	Why?
16305	Why?
16305	Will every girl please listen and do as I ask?
16305	Will it vanish tomorrow?
16305	Will we forget to be kind to those about us next week, next month, next summer?
16305	Yes, and you like to get pretty post cards, too; do n''t you?
16305	Yes, but how about the lamp at the rear?
16305	[ Draw line to change headstone to door]--while the pathway leads to-- what?
16305	but ai n''t I high today?
16305	~~The Talk.~~"Boys, how many of you ever flew a kite?
16305	~~The Talk.~~"How many of the boys and girls are fond of puzzle pictures?
16305	~~The Talk.~~"How many of you boys and girls ever played the game called''Hide the Thimble?''
16305	~~The Talk.~~"Who are these mothers for whom we have decorated our school room and ourselves with these beautiful flowers?
17307	Am I the kind of teacher I should like to go to?
17307	And again, he that receiveth the word of truth, doth he receive it by the Spirit of Truth or some other way? 17307 But what about the three days?
17307	How can I drive a four- horse team such as that?
17307	How should I pray?
17307	How will the book turn out?
17307	The next question to consider is: How are we going to present it? 17307 What can I do best that society needs most?"
17307	What fur?
17307	When should I pray?
17307	Why do I teach?
17307	Why do I teach?
17307	Why do I teach?
17307	Why should I pray?
17307	Yes,says the young skeptic,"but how about the whale idea?
17307	35:8?
17307	Adequate preparation involves the following questions: What aim shall I select out of the material available as the focus for my day''s work?
17307	And why are they not chosen?
17307	Are prayers answered?
17307	Are prayers answered?
17307	Are we of Israel and how?"
17307	As illustrative of the fact question may we set down the following: Who was Joseph Smith?
17307	As you now recall them, what distinct pleasures stand out in your teaching experience?
17307	CHAPTER II WHAT IS TEACHING?
17307	Can we not agree to these steps as fundamental in the proper preparation of our lessons in all of our Church organizations?
17307	Colloquially expressed, it raises the question in teaching,"What''s the use?"
17307	Corrected typo:"uncertainty?"
17307	Did they prevail in the days of Israel?
17307	Dixon, Chairman Teacher Training Committee_ Contents_ Chapter Page Preface vii I Purposes Behind Teaching 1 II What Is Teaching?
17307	Do I answer my own questions?
17307	Do I ask chiefly fact questions?
17307	Do I ask confusing, changed questions?
17307	Do I ask direct questions or alternative questions which can be answered without knowledge or thought?
17307	Do I ask foolish questions that no one can answer?
17307	Do I ask leading or suggestive questions?
17307	Do I make the recitation an inquisition, or do I pursue a slow pupil and listen while pupils express themselves freely and naturally?
17307	Do I name the pupil who is to answer before I put the question?
17307	Do I repeat my questions?
17307	Do I repeat the pupil''s answer?
17307	Do my questions follow up the answer and lead to new organization of knowledge?
17307	Do my questions make pupils think?
17307	Do my questions reach all the members of the class?
17307	Do we attend to things because they are interesting?
17307	Do you expect us to believe that stuff?
17307	Does it always involve action?
17307	Does the Lord hear and answer our prayers, or do we answer them ourselves?
17307	Having listed these tendencies we still face the question,"What shall we do with them?
17307	Having prepared a lesson, how shall I set about to teach it to my class?
17307	His attitude, perhaps, is our best answer to the question,"What is attention?"
17307	How Should I Pray?
17307	How Should I Pray?
17307	How are class members better for having considered particular facts?
17307	How can I keep the little rascals quiet long enough to work the theories out?"
17307	How can a teacher be governed by the force of individual differences when he has to teach a group of forty pupils?
17307	How can applications best be made?
17307	How can members of the class meet such an argument?
17307	How can rivalry be made an asset in teaching?
17307	How can the fighting instinct in children best be directed?
17307	How can the hunting instinct be appealed to in religious stimulation?
17307	How can we effect the solution if all that we know of Jimmie is that he is one of our fifteen scouts?
17307	How can you convince the world that a just God would declare that none of their churches is right?
17307	How do children and adults differ in their powers of attention?
17307	How do they differ?
17307	How do you account for the fact that the Lord''s people have always been a chastened people?
17307	How does application go to the very heart of teaching?
17307	How is it made?
17307	How is teaching one of the surest guarantees of the blessings of eternal life?
17307	How many of the answers to your questions are a matter merely of memory?
17307	How many of the members of your ward are actively engaged in other than parental teaching?
17307	How many questions do you ask regularly during a recitation?
17307	How many reveal original, creative thinking?
17307	How may I discipline my class so that no disturbances will interfere with our discussions?
17307	How may I know how to pray?
17307	How may children best cultivate a testimony?
17307	How much of the reference would you include in a single lesson?
17307	How often should I pray?
17307	How often should| prayer as a| I pray?
17307	How old was he when he received his first vision?
17307	How shall I build about that aim a body of facts that will establish it as a fundamental truth in life?
17307	How shall I illustrate the truths presented so that they will strike home in the experiences of my boys and girls?
17307	How shall I make sure that members of the class will go out from the recitation to put into practice the teachings of the day?
17307	How should I pray?
17307	How should this fact affect teaching?
17307	I arouse interest by quoting a friend who has put the query to me,"What is the use of fasting?"
17307	If so, what is it?
17307	If you had to choose between a fairly capable but humble teacher, and a very capable but conceited one, which one would be your choice?
17307	In considering application he asks,"Of what use will this material be in the experience of my pupils?"
17307	In each case which do you consider your best aim?
17307	In short, application involves the question,"What is the_ carry- over_ value of the lesson?"
17307	In what sense are we trustees of the heritage left by the pioneers?
17307	In your opinion, which is the greatest purpose?
17307	Is any aim adequate for the whole reference?
17307	Is it inherent in the lesson, or is it added as a sort of supplement to the lesson?
17307	Is it possible that life can be suspended,"and restored"?
17307	Is there a_ one best method_?
17307	Is there not a common- sense procedure which we can agree to as promising best results in these two fundamental steps?
17307	Just what constitutes vitality?
17307	Just what is the meaning of the term Individual Differences?
17307	Missing period in original Chapter XXII"to go to bed agreeably"Corrected typo:"agreebly"Chapter XXIII"to participate in class discussions?"
17307	Of what significance is the"gang spirit"to teachers of adolescents?
17307	On the subject Prayer, the following are some possibilities: Under question I,"What is prayer?"
17307	One question still remains:"How shall we proceed to secure and to hold attention?"
17307	Or are we interested in things because we give them our attention?
17307	Or, I might proceed with a few definite, pointed questions:"How many of you eighteen boys and girls fasted this month?"
17307	Religious?
17307	Should prayers always be answered affirmatively?
17307	The first great question that should concern the Latter- day Saint teacher is,"Why do I teach?"
17307	The importance of a proper attitude on the part of one who disciplines.--What constitutes such an attitude?
17307	The query,"What constitutes teaching?"
17307	The question of interest then is, what in nature is peculiar to the male sex and what to the female?
17307	The question often arises,"Is n''t there danger of moralizing in making an application?"
17307	The two outstanding queries of the uninterested pupil are: What is it all about?
17307	The two songs:"Sweet Hour of Prayer,""Did You Think to Pray?"
17307	To what extent are boys different from girls in mental capability and attitude?
17307	To what extent is a child limited in its development by its nervous system?
17307	To what extent is a teacher handicapped in deciding upon an aim for another teacher to follow?
17307	To what extent is it that a born teacher teaches without method?
17307	To what extent were the persecutions of Missouri political?
17307	To what extent would you favor adopting these steps as the fundamental processes?
17307	To what extent, if any, were the Latter- day Saints themselves responsible for their expulsion from Missouri?
17307	Two of the most practical questions that a teacher ever has to solve are: How shall I go about to prepare a lesson?
17307	What Is Prayer?
17307	What a capital attitude?
17307	What are the advantages of having boys and girls together in class?
17307	What are the arguments for separating them?
17307	What are the characteristics of a good assignment?
17307	What are the characteristics of a good illustrative story?
17307	What are the characteristics of a good prayer?
17307	What are the chief purposes of a review?
17307	What are the dangers that attend an attempt to keep children quiet for any length of time?
17307	What are the dangers that attend the asking of a great number of fact questions?
17307	What are the immediate joys attached to teaching?
17307	What are the objections to"eleventh- hour"preparation?
17307	What are the outstanding characteristics of a person newly converted to the Church?
17307	What constitutes good discipline?
17307	What constitutes instinctive action?
17307	What do you consider your best method of stimulating members to participate in class discussions?
17307	What do you consider your most valuable device in the preparation of a lesson?
17307	What factors contribute to make discipline a real problem in our Church?
17307	What is Prayer?
17307	What is a testimony?
17307	What is an aim?
17307	What is application?
17307	What is attention?
17307	What is meant by calling teaching a composite process?
17307	What is pedagogy?
17307	What is prayer?
17307	What is sympathy?
17307	What is teaching?
17307	What is the best time for making the assignment?
17307	What is the history of Israel up to the time of the Savior?
17307	What is the relative importance of expression and impression in teaching?
17307	What is the significance of the term, scholarly attitude?
17307	What is the teacher''s obligation in the matter of organizing knowledge?
17307	What is the use of prayer?
17307	What is their history subsequently?
17307	What is their significance in teaching?"
17307	What is your argument against the idea,"Teachers are born, not made"?
17307	What is your daily scheme for systematic study?
17307	What kind of class activities contribute most to the life of your class?
17307	What kinds of prayers are there?
17307	What method do you regularly follow?
17307	What method of presentation can I most safely follow to make my lesson effective?
17307	What native tendencies are of most concern to teachers?
17307	What plan do you follow in an attempt to know the scriptures?
17307	What prayers have impressed me most?
17307	What principle or practice means most to you by way of affirming your own testimony?
17307	What proportion of those questions are answered in full and complete statements?
17307	What qualities are involved in the proper attitude?
17307	What questions ought I to ask to emphasize the outstanding points of my lesson?
17307	What significance attaches to the statement,"Children are born''going''"?
17307	What significance is attached to calling our Church a teaching Church?
17307	What steps does it involve?
17307	What traits will be true of a boy, merely because he is a boy, and vice versa?
17307	What types of companionship are assured him who teaches?
17307	What vital truths are announced to the world through his first vision?
17307	What was his father''s name?
17307	What was his mother''s name?
17307	What were their big movements relative to the Promised Land?
17307	What''s the use?
17307	When Should I Pray?
17307	When Should I Pray?
17307	When can applications best be made?
17307	When did he receive the plates?
17307	When is it best made?
17307	When should I pray?
17307	Where was he born?
17307	Which, to you, is the most forceful and significant?
17307	Who does not watch with interest a moving locomotive?
17307	Why Should I Pray?
17307	Why are facts alone not a guarantee of a successful recitation?
17307	Why are reviews more necessary in our religious work than in regular school work?
17307	Why do they so stand out?
17307	Why do we find some things naturally interesting while others are dull and commonplace?
17307	Why is an intimate acquaintance with the lives of pupils so essential a factor with the interesting teacher?
17307	Why is biography so valuable in material for teaching?
17307	Why is conversion the real test of religious teaching?
17307	Why is it essential that a teacher build up a class spirit?
17307	Why is it essential that teachers know the parents of pupils?
17307	Why is it essential that teachers study methods of the recitation?
17307	Why is it essential that we get a clear conception of just what teaching is?
17307	Why is it essential that we prepare questions as we do other material?
17307	Why is it essential to good teaching that regular reviews be conducted?
17307	Why is it of vital importance that teachers give attention to the native tendencies in children?
17307	Why is it particularly essential to good religious teaching?
17307	Why is it so essential in teaching?
17307	Why is it so essential that the teacher be interested in what he hopes to interest his pupils in?
17307	Why is it so essential that we put responsibility upon boys and girls?
17307	Why is it so important that we assume the responsibilities placed upon us?
17307	Why is it that one class is crowded each week, while another adjourns for lack of membership?
17307	Why is sincerity a foundation principle in all teaching?
17307	Why is some kind of lesson statement a prerequisite to a good recitation?
17307	Why is the teacher''s attitude so important a factor in discipline?
17307	Why it is of vital importance that a teacher give special preparation to a review?
17307	Why name spirituality as the crowning characteristic of the good teacher?
17307	Why need we illustrate general truths?
17307	Why not bring them in occasionally to stimulate testimony bearing?
17307	Why should I pray?
17307	Why should I pray?
17307	Why should certain subject matter be presented to a class?
17307	Why, with the same amount of preparation, does one teacher succeed with a class over which another has no control at all?
17307	Why?
17307	Why?
17307	Why?
17307	Why?
17307	of prayer?
17307	or"What is the difference between an application and moralizing?"
17307	|______________| What are the characteristics of a good prayer, etc.?
17570	What shall I do when I catch the child in an outright lie? 17570 [ 27] Should we say grace on all occasions of meals?
17570	_--To start_ The Family Book_, mother or father raises the question at dinner:What was the best Sunday of all last year, and why was it the best?"
17570	6:7- 9, 20- 25)?
17570	AMUSEMENTS What should the family do about the question of the amusements of young people?
17570	AT THE CRISIS But what shall we do as we meet the lie on the lips of the child?
17570	Admitting that there are sufficient grounds for divorce in numerous instances, what other causes enter into the high number of divorces?
17570	After all, what do we most of all desire for all our children-- position, fame, ease?
17570	And is it not to be the same with the child?
17570	And might we not also connect the idea of God with the affairs of daily life?
17570	And what ought we to try to make it mean to children?
17570	Are there degrees of lying?
17570	Are these influences greater or less with parents on children?
17570	Ask the little fellow with the jam- smeared face,"Have you been in the pantry?"
17570	Ask:"What has been the best we have read or repeated in our worship this week?"
17570	Ask:"What shall we learn for memory repetition this week, what psalm or other passage for our concerted worship?"
17570	But how can a true parent escape that lesson?
17570	But what kinds of memory treasures are being given to the modern child in the realm of religion?
17570	But where shall we go?
17570	CHAPTER VI THE CHILD''S RELIGIOUS IDEAS How shall I begin to talk with my child about religion?
17570	Can we forever fix the general concept of all this beauty as the thought of God in the words of flower and leaf, mountain and stream?
17570	Can you describe any plans of community councils in the home?
17570	Can you describe forms of play in which practically all the family might unite?
17570	Can you find that story and put it in the book?
17570	Can you guide them intelligently when they ask for suggestions of interesting books?
17570	Can you see any especial advantage to character in the very difficulties and apparent disadvantages in the life of the family?
17570	Could anything be sadder than the picture of the anemic, pulseless automaton who is always"good"?
17570	Describe any methods or modes of approach which have seemed successful?
17570	Describe, from your memory, some of the influences of personality?
17570	Did you love God or fear him?
17570	Did you read in the paper this week of some brave or kindly deed done by a boy or a girl, a man or a woman?
17570	Did you see someone do an act of kindness?
17570	Do all children quarrel?
17570	Do the schools and colleges, Sunday schools and churches teach youth a better way?
17570	Do they not also belong to the church in at least the sense that the church is responsible for their spiritual welfare?
17570	Do we believe that this universe is so ordered that there is a law for weeds and none for the higher life of man?
17570	Do we hold that cabbages grow by law but character comes by chance?
17570	Do we remember the best times of our childhood?
17570	Do we sedulously cultivate charity for others?
17570	Do we stifle impatience, bitterness, class feeling?
17570	Do we tend to expect too high a development of character in children?
17570	Do you agree that the family is the most important religious institution?
17570	Do you know the healthful, suitable ones?
17570	Do you know what goes on in secret places on the grounds?
17570	Do you regard table- talk and table- manners as having any directly religious values?
17570	Do you remember any stories which especially impressed you as a child?
17570	Do you show an interest in the books they plan to draw from the public library?
17570	Does all this mean that boys should be encouraged to fight?
17570	Does it prefer a cheap veneer to a slowly acquired genuine article?
17570	Does not the development of moral ability and culture deserve at least as much attention as any other phase of the child''s life?
17570	Does someone object that that would be to degrade the Bible to the level of secular writings?
17570	Does that mean that religious education has ceased in the home?
17570	Does the apartment or tenement building furnish a suitable condition for the higher purposes of the family?
17570	Does the child learn more through ears or eyes?
17570	Does the plan of a short service for children meet the need?
17570	Does the reading of newspapers by children affect their general habits of reading?
17570	Does this enrich lives?
17570	Evading taxes, avoiding duties, a community parasite, does it commend to children the arts of social cheating and lying?
17570	Expect activity and use it._ Why should we assume that because the adult finds a Sunday nap enjoyable the child will be blessed by enforced silence?
17570	For instance, did you read the other day of the young man who jumped in front of a train to save a young girl?
17570	For is it not true with us that practically all we really know has come by the organizing of our different experiences?
17570	Have you ever seen evidences of the phase mentioned as aversion to parents?
17570	How can there be real family life?
17570	How can we discriminate among the statements of children?
17570	How can we help them to recognize the qualities of truth?
17570	How can you use childish figures of speech as an avenue to more exact truth?
17570	How do children acquire their social ideals from the home?
17570	How do homes train for the responsibilities of citizenship?
17570	How do homes train in dishonesty?
17570	How does the social instinct express itself in social service?
17570	How early in life do we have manifestations of a conscious will?
17570	How early should the sex instruction begin?
17570	How else shall they be trained to take the home and family in terms that will make for happiness and usefulness?
17570	How far have these changes affected the community of the family, the continuity of its personal relationships, and its religious service?
17570	How far should we go in restraining activity?
17570	How have the changes affected the religious influence of the home?
17570	How long could family life persist under these conditions where privacy was almost gone and comfort almost unknown?
17570	How long could the family as a unit continue under these conditions?
17570	How many families co- operate with the library?
17570	How many maintain the custom of bedtime prayers in mature life?
17570	How may the home co- operate with the school?
17570	How may we develop this in childhood?
17570	How might the church co- operate?
17570	How shall we define duties to business, to society, and to the family?
17570	How shall we overcome the apparent difficulty of maintaining the confidence of children?
17570	How shall we say grace, or"ask a blessing"?
17570	How would you define education?
17570	How would you do this?
17570	How would you promote community service in the family?
17570	How?
17570	Ideally, what is a church but a group of families associated for religious purposes?
17570	If a child asks,"Did God make the world?"
17570	If religious education does not at all influence us in the great events of life, of what value is it to us?
17570	If so, what are the reasons?
17570	If the child asks or his query implies,"Did God make the leaves, or the birds, with his fingers?"
17570	If the church fails in an adequate ministry for children, shall we condemn it as we would a bridge that failed to carry a reasonable load?
17570	If the demand for clean drinking- water is a proper one, is the demand for healthful food for the life of ideals less so?
17570	In a few years these youths will be bearing social burdens, facing temptations, taking up duties; does their teaching relate at all to these things?
17570	In any church there is a large number of young people under instruction; what are they learning?
17570	In discussing the development of character in children one hears often the question,"Which is the earliest virtue to appear in a child?"
17570	In how far are home problems due to the ignorance of parents?
17570	In how far can we direct the reading of young people toward sane and helpful knowledge of family life and duties?
17570	In the vivid memory of a childhood clouded by the thought of a police- detective Deity, may one protest against this act of irreverence and blasphemy?
17570	In visiting a school what may the parent do to acquire information in the proper way?
17570	In what degree is this due to the art of the story- teller or the reader?
17570	In what sense is the family an ideal democracy?
17570	In what way are these hymns valuable to you?
17570	In what way do these come to the surface in the family?
17570	In what way does city life interfere with the natural development of the child?
17570	In what way does the school best help in moral training?
17570	In what ways are parents to blame for forcing children to protective lying?
17570	In what ways do children''s aptitudes differ and what factors probably determine the difference?
17570	In what ways?
17570	Indeed, who can tell which comes first, the joy, the loyalty, or the love?
17570	Is anger always a purely mental condition?
17570	Is fighting necessarily wrong?
17570	Is he angry because the top- string is tangled?
17570	Is it ever right to teach the child those conceptions which we have outgrown?
17570	Is it largely a matter of sham and pretense for the sake of social glory?
17570	Is it not that in our own group we may have the consciousness of the presence of God?
17570	Is it possible to make the child see the intimate relation between conduct and religion?
17570	Is it possible to restore to the home some of the benefits lost by present factory consolidation of industry?
17570	Is it that of securing quiet or of wisely directing the action of the young?
17570	Is it true that it is possible to discover the laws of growth and so determine the development of character?
17570	Is it trying to get more out of life than it puts in?
17570	Is it wise to attempt thus to distinguish this day?
17570	Is it worth while to teach children to play?
17570	Is not this the present need, that both family and church shall conceive the latter in family terms?
17570	Is she prepared to answer the questions?
17570	Is that an ideal family in which none of the members bear pain or are called upon for self- denial?
17570	Is the front appearance that of a dandy while the backyard looks like a slattern?
17570	Is the habit of reading books passing among children?
17570	Is the home striving for more than it deserves?
17570	Is the quiet child an ideal child?
17570	Is there a sense of unreality about it as a book?
17570	Is there any essential relation between the play of children and the wide- open Sunday of commercialized amusements?
17570	Is there any other kind of child?
17570	MAINTAINING FRIENDSHIP WITH YOUTH Do parents know how hungry their older children are for their friendship?
17570	Must it not be counted a sheer waste of time?
17570	Of what importance is the child''s sense of possession?
17570	Or shall he see an occupation as his chance to pay back to today and tomorrow that which he owes to yesterday?
17570	Parents ought first to ask, Why is an infant angry?
17570	Remembering the ultimate purpose of the family, how far is communal life desirable?
17570	SPECIAL NEEDS OF YOUTH What are the special needs of youth upon which the family may base a reasonable program for their higher needs?
17570	Shall we then throw down all barriers and make this day the same as all others?
17570	Should children attend, in family groups, the church service of worship?
17570	Should one punish for small quarrels?
17570	Some of the child''s questions probe deep; how shall we answer them?
17570	State your distinction between the family and the home; which is the more important and why?
17570	THE PROBLEM OF PLAY What shall we do with the child who wants to play on Sunday?
17570	THE SUNDAY AFTERNOON PROBLEM"What shall we do?"
17570	That is the test of the child''s religion: Is he growing Godward in life, action, character?
17570	That question will start another: What is the very best thing we can remember about the year past?
17570	Then what are we doing to make them good and useful?
17570	Through which agency do we seek to convey religious ideas?
17570	To us who complain that business interferes with the personal education of our children through the week, what ought this day to mean?
17570	To us who lament the little time we can spend with our families, what ought this day to mean?
17570	Under what circumstances is one justified in refusing time to the church for the sake of the family?
17570	Use the question method, but do not confine yourself to"What does the author say on this?"
17570	WHAT IS MEANT BY THE RELIGIOUS DEVELOPMENT OF THE CHILD?
17570	WHAT IS RELIGIOUS EDUCATION?
17570	WHY FAMILY WORSHIP?
17570	WORK Canfield,_ What Shall We Do Now?_ Stokes,$ 1.50.
17570	Was he lying?
17570	Was it not better to humor her fancy, to draw it out, to give it free play, being careful gradually to let her know that I knew it was fancy?
17570	We call this God''s day; what must some children think of a God who robs his day of all pleasure?
17570	We know that this was true of us at that time; why should we assume less of others?
17570	Were they for good or ill?
17570	Were they not when we were doing things?
17570	What about Santa Claus and fairies?
17570	What advantage has the family over the school and larger groups for educational purposes?
17570	What are probably the causes when children habitually defy authority?
17570	What are some common mistakes of treating the subject of courtship?
17570	What are some of the natural expressions of religion for a boy?
17570	What are the advantages which the home has as a school?
17570	What are the arguments against children playing on Sunday?
17570	What are the best times and opportunities for the strengthening of the personal bonds between children and parents?
17570	What are the causes for the decay of the custom of family worship?
17570	What are the causes of habitual petulance?
17570	What are the causes that separate parents and children?
17570	What are the causes?
17570	What are the conditions which seem to make the reading of the Bible different from other reading?
17570	What are the dangerous elements in boys''fights?
17570	What are the dangers of this habit of mind?
17570	What are the dangers of unsocial and selfish lives growing in the home?
17570	What are the difficulties in maintaining the friendship of our young people?
17570	What are the difficulties in the way of teaching these subjects to young people?
17570	What are the facts which ought to be ascertained regarding any quarrel?
17570	What are the first evidences of a consciousness of property rights?
17570	What are the fundamental causes of family disasters?
17570	What are the fundamental relationships of the two?
17570	What are the important things to contend for in this institution?
17570	What are the motives which would make people willing to bear the high cost of founding and conducting a home?
17570	What are the normal activities for girls in the home?
17570	What are the reasons why young people leave home?
17570	What are the special common interests of church and family?
17570	What are the special dangerous tendencies in public amusements?
17570	What are the special difficulties which you feel about introducing the topic of religion to children?
17570	What are the special needs of the growing boy?
17570	What are the special social needs of young people?
17570	What are the things that a boy enjoys in his home?
17570	What are the things which most of all impress children?
17570	What are the unfortunate features of teasing?
17570	What are the valuable possibilities in the fighting tendency?
17570	What are their especial needs?
17570	What are your difficulties in story- telling to children?
17570	What biblical material stands out in your memory of childhood?
17570	What can take the place of the old household arts and of those which are now passing?
17570	What can the family do about this?
17570	What changes might be made in church life for the sake of the children?
17570	What changes would bring the church and the home closer together?
17570	What changes would you like to see in the hymns the children learn today?
17570	What characteristics should distinguish play on Sundays from other days?
17570	What conception of the church ought to be fostered in the children''s minds?
17570	What constitutes the importance of early crises of the will?
17570	What cures would you suggest for either?
17570	What degree of instruction in morals ought the school to give?
17570	What difficulties do you find in training children to sing in the home?
17570	What do you know about the conditions on the playgrounds of your own school?
17570	What do you regard as the essentials in the training of parents?
17570	What do you think"religion"means to the child- mind?
17570	What does a father owe to the boy, and what are the best methods of meeting the duty?
17570	What features of the older customs are most worth preserving?
17570	What forms of community service can be done by children and by young people?
17570	What games have religious significance or value?
17570	What games have special educational value?
17570	What has been the effect of purity of family life on the Jewish race?
17570	What hymns do you remember from childhood?
17570	What if the weather is bad?
17570	What importance have the angry demonstrations of infants?
17570	What in the New Testament?
17570	What in your judgment are the first evidences of character development?
17570	What influences us most: public opinion, popular custom, economic pressure?
17570	What is a child seeking to do when he teases another?
17570	What is in the last analysis the aim of every parent?
17570	What is the chief end of all forms of social organization?
17570	What is the difference between education and religious education?
17570	What is the essential principle of the right life?
17570	What is the factor of love in the development of character?
17570	What is the real problem of Sunday in the family?
17570	What is the relation between cheating and dishonesty?
17570	What is the relation of teasing to bullying?
17570	What is the relation of the control of temper to the rightly developed life?
17570	What is the religious significance of the period of social awakening?
17570	What is the special social importance of the family?
17570	What joy can there be or what ideals created in daily discomfort and distress?
17570	What makes the home especially effective in education?
17570	What may be done for vocational direction in the family?
17570	What of the relation of the thought of God to the demands for truth?
17570	What of the relation of"wild oats"to directed work?
17570	What of the value of chores to you; did you do them?
17570	What ought parents to know about public- school life?
17570	What part does it play in the lives of men?
17570	What personal difference is there, if any, between the effect of a borrowed book and of one the child owns?
17570	What place did religion hold in the primitive family?
17570	What place did the family hold in the teachings of Jesus?
17570	What points of emphasis does this study suggest in the matter of the education of public opinion?
17570	What quickening of love for goodness and purity, truth and service, is there in the home and its conduct?
17570	What responsibility has the public library toward the child''s selection of books?
17570	What shall we do at the social dinner in the home?
17570	What shall we do in the family when the sermon is always tediously dull?
17570	What shall we do?
17570	What shall we think of the relations of the church and family as to their comparative rights and our duty to them?
17570	What should be the central motive of"grace"at meals?
17570	What should be the children''s conception of unity with the church?
17570	What special advantages do songs and hymns have in their pedagogical power?
17570	What special opportunities are offered in the rise of moral crises?
17570	What special opportunities do children''s differences offer?
17570	What special quality of character needs development in this connection?
17570	What steps should be taken to secure to the family a larger measure of the time in terms of occupation of the parents?
17570	What was your own childish conception of God?
17570	What were the qualities of their narration?
17570	What were their qualities?
17570	What would you regard as the best kind of manifestation?
17570	Whatever is done this day must come to this test, Is this a ministry to the life of goodness, truth, and loving service?
17570	When is a lie not a lie?
17570	When is criticism of the church unwise?
17570	When the child asks,"Mother, if God made all things, why did he make the devil?"
17570	When you have thought of all the portions and all the plates, have you thought of the food for the spirit?
17570	When young children exhibit anger parents must ask, How would this quality, under similar circumstances, serve in the business of mature life?
17570	Where can the necessary subjects best be taught?
17570	Where do the young men and young women whom you know spend their evenings?
17570	Which do you remember best, your teachers or your lessons?
17570	Why is it desirable to maintain family worship?
17570	Why is this the case?
17570	Why not recall the hunger of eighteen years of age and give these youths the very bread of our own inner selves?
17570	Why not talk up the best books we remember?
17570	Why should we assume that the Fatherhood of God is for the adult alone?
17570	Why should we expect change in the form of the home and what are the features which should not be changed?
17570	Why?
17570	Why?
17570	Why?
17570	Would there be advantage in occasionally omitting the"grace"?
17570	Would you punish a child for lying and, if so, in what way?
17570	Would you regard it as a fault if a child seems unwilling to talk about religion?
17570	Would you think it wise to bring a child under the influence of a religious revival?
17570	Yet what definite program for any other training does society provide?
17570	_ Bedtime prayers._--What of children''s bedtime prayers?
17570	_ Do you know what your children read?_ Do you watch as carefully the food of mind and spirit as you do that of the body?
17570	_ Do you know what your children read?_ Do you watch as carefully the food of mind and spirit as you do that of the body?
17570	_ Grace at meals._--Shall we say grace at meals?
17570	_ The child''s question,"What shall I do next?
17570	_ The exploring party._--But even after the walk it will not be long before the little ones are asking,"What can we do next?"
17570	as his chance to give the world himself?
17570	or is it not rather simply this, that, no matter what else they do, they may be good and useful men and women?
17570	to the character of the material?
17570	toward promoting book reading?
15800	But when is he coming back?
15800	Do you not finally come to know this material all by heart, so that it is old to you?
15800	Going to get any presents, do you think?
15800	Not ever?
15800	What makes you think so?
15800	Wo n''t God let him?
15800	_ When shall we learn that if we do our duty by the children there will be fewer adults left outside for the church to receive? 15800 25- 37:Who wanted to try Jesus?
15800	And can the teacher set up for attainment as definite aims as are offered the gunner?
15800	And if I can not reasonably hope to keep my class at the high- water mark of interest at all times, what shall I call an attainable standard?
15800	And, further:"Are my pupils developing a_ growing_ interest in religion?
15800	Another teacher asked,"Why did Jesus''s parents go up to Jerusalem when Jesus was twelve years old?"
15800	Any in which you feel that you are not very successful?
15800	Are the central truths of the lesson being brought out and applied?
15800	Are the children alert?
15800	Are the children interested in the right things?
15800	Are the children of your church school growing in this knowledge?
15800	Are the children of your class interested in keeping up the membership and attendance?
15800	Are the pupils in your class going to be able from the work of the church school to answer favorably these and similar questions?
15800	Are the standards too high for day- school teachers?
15800	Are their lives more pure and free from sin?
15800	Are there any particular ones who are less attentive than the rest?
15800	Are there many lessons that will involve several of the types?
15800	Are there still other causes not mentioned in this chapter?
15800	Are they all"in the game,"or are there laggards, inattentive ones, and mischief- makers?
15800	Are they high enough for church- school teachers?
15800	Are they keen for discussion, or for listening to stories told or applications made?
15800	Are they more reverent, more truthful, more sure against temptation, increasingly conscious of God in their lives?
15800	Are they more sure to rise to the occasion when they confront duty or opportunity?
15800	Are they stronger when they meet temptation from day to day?
15800	Are worthy hymns taught them, or the silly rimes found in many church song books?
15800	Are you a good story teller?
15800	Are you able to determine from the character chart which are your strongest qualities?
15800	Are you able to tell how the children of your class understand religion?
15800	Are you acquainted with other series or material for the same grades?
15800	Are you constantly adding to your list?
15800	Are you constantly improving?
15800	Are you definitely seeking to help on these points in your teaching?
15800	Are you leading them to see that religion is a way of living the day''s life?
15800	Are you making these questions one of the problems of your teaching?
15800	Are you reading and studying to become more fully prepared to use this type of material?
15800	Are you studying to improve in this line?
15800	Are you teaching subject matter or children?
15800	Are you willing to apply these three tests to yourself?
15800	Are your children having an opportunity to know the great religious pictures?
15800	Are your pupils developing through the work you are doing a growing consciousness of God in their lives?
15800	Are your pupils good in memory work?
15800	As you think of your own teaching, are you able to decide whether you have been sufficiently clear in your objective?
15800	Aye, what?...
15800	But there it is, and what can we do but teach it, though it may sometimes miss the mark?
15800	But they will require thought to answer Yes or No to such questions as, Should Esther have asked that Haman be hanged?
15800	By what means do you tell?
15800	Can we choose?
15800	Can you discover the cause?
15800	Can you judge the degree to which the descriptive parts of the lessons appeal to your pupils as real?
15800	Can you now make a statement of the measures that you will wish to apply to determine your degree of success as a teacher?
15800	Can you think your class over pupil by pupil and decide which of these points in the_ code of action_ most needs be stressed in individual cases?
15800	Coming to know the child.--How shall the teacher come to know the child?
15800	Could you compare and characterize the Hebrew religion and the religion of Jesus?
15800	Could you describe the great biblical events, and draw the lessons they teach?
15800	Could you give a sketch of twenty of its leading characters, describing the strengths and weaknesses of character of each?
15800	Could you pass a fair examination on the history and achievements of the church?
15800	Did Jesus seem more near and friendly to you than God?
15800	Did he face hostile mob and servile judge?
15800	Did he mean to ask why they went when Jesus was just at this age, or did he mean to ask why they went at all, the age of Jesus being incidental?
15800	Did they develop a line of thought in a successful way?
15800	Did you ever have any disturbing ideas about God?
15800	Do I know how to_ present_ this material so that it will take hold upon my class?
15800	Do I know the technique of the recitation hour, and the principles of good teaching?
15800	Do our pupils think differently, speak differently, act differently here and now because of what we teach them?
15800	Do the lessons we teach find expression in the home, in the school, and on the playground?
15800	Do the topics in this code suggest points of emphasis which might serve for many different lessons?
15800	Do they come regularly?
15800	Do they count themselves as children of God?
15800	Do they do their part?
15800	Do they enjoy the lesson hour, and give themselves happily and whole- heartedly to it?
15800	Do they enjoy the lesson hour?
15800	Do they increasingly find it attractive and inspiring, or is religion to them chiefly a set of restraints and prohibitions?
15800	Do they need conservation or conversion?
15800	Do they seek to promote the interests of the class and the school?
15800	Do they think?
15800	Do we_ know_ just what ends we seek in the religious training of our children?
15800	Do you agree with him?
15800	Do you always supplement with matter of your own, or expand the topics by asking questions when the discussion has been incomplete?
15800	Do you believe that for young pupils this is good teaching?
15800	Do you believe that review day can be made the most interesting of the lessons?
15800	Do you bring in stories of fine actions by boys and girls?
15800	Do you combine the several methods occasionally in the same recitation?
15800	Do you constantly make use of stories and illustrations from the lives of great men and women in your teaching?
15800	Do you definitely plan your teaching to accomplish this aim?
15800	Do you definitely seek to apply these principles in your lessons?
15800	Do you definitely try to organize your daily lesson material on a psychological plan?
15800	Do you ever find lessons provided for your class which are not adapted to their age and understanding?
15800	Do you ever give them material to memorize the meaning of which is not wholly clear to them?
15800	Do you feel that you are reasonably skillful in leading children to discover truths for themselves through the use of questions?
15800	Do you feel the real worth and dignity of childhood?
15800	Do you find a thoughtful attitude on the part of your class?
15800	Do you find them helpful?
15800	Do you have any unruly pupils?
15800	Do you have sufficient command of the material of the Bible and other sources so that you can do this successfully?
15800	Do you instruct them how to memorize what you assign?
15800	Do you judge that you are as successful in the developing of religious attitudes as in imparting information?
15800	Do you keep a plan book, so that you may be able to look back at any time and see just what devices you have used?
15800	Do you know a considerable number of stories adapted to the age of your pupils?
15800	Do you look upon the material you teach truly as a means and not as an end?
15800	Do you love it for what it means to you, or for what through it you can do for them?
15800	Do you love the matter that you seek to teach the children?
15800	Do you make a reasonably complete and wholly definite lesson plan for each lesson?
15800	Do you on the whole feel that the subject matter you are teaching your pupils is adapted to the aims you seek to reach in their lives?
15800	Do you plan each lesson to secure a psychological mode of approach?
15800	Do you plan which is best for each particular occasion?
15800	Do you read a journal of Sunday school method dealing with problems of your grade of teaching?
15800	Do you realize the responsibility that one takes upon himself when he undertakes to guide the development of a life?
15800	Do you study the lesson helps provided with your lesson material?
15800	Do you take a reasonable proportion of these from contemporary life?
15800	Do you talk too much?
15800	Do you think he wants children to be good and happy now as he did then?
15800	Do you think it is possible to teach the child parts of the Bible without securing for him spiritual development from the process?
15800	Do you think that Jesus loves children as much to- day as when he was upon earth?
15800	Do you think that any part of the children''s failure to prepare their lessons may be due to imperfect assignments?
15800	Do you think that church- school teachers could pass as good an examination on what they undertake to teach as day- school teachers?
15800	Do you think that the haphazard type of organization indicates either lack of preparation or lack of ability?
15800	Do you think they have an increasing interest in religion?
15800	Do your pupils come to the lesson hour full of expectancy?
15800	Do your pupils enjoy the church school, and like to come?
15800	Do your pupils succeed in discussing the topics with fair completeness?
15800	Does it lead to the_ applications_ in life and conduct which were intended?
15800	Does it stimulate the_ attitudes_ and motives we had meant to reach?
15800	Does your class like review lessons?
15800	Does your mother like to have you come and be beside her?
15800	Even if your lesson material does not provide stories, do you bring such material in for your class?
15800	For example, children will not be required to think when asked such questions as, Was Moses leader of the Israelites?
15800	For example, what_ definite_ results are you seeking from the next lesson?
15800	Growing out of lessons I teach these children are they coming to_ like_ the Bible?
15800	HOW SHALL WE ORGANIZE AND PLAN THE LESSONS?
15800	Have I definitely planned and sought for skill?
15800	Have you a broad enough knowledge of such material yourself so that you can select material from other sources for them?
15800	Have you any accurate notion of the time you yourself take?
15800	Have you been consciously emphasizing the creation of right attitudes as one of the chief outcomes of your teaching?
15800	Have you ever known anyone who did not seem to like to have children around him?
15800	Have you ever seen a man who you think looks much as Elijah must have looked?
15800	Have you heard lectures, sermons, or lessons which were constructed after the haphazard plan?
15800	Have you plans for making their mastery more complete?
15800	Have you seen Sunday- school teachers at work who evidently did not know their Bibles?
15800	Have you seen others who seemed to know their Bibles but who were ignorant of childhood?
15800	Have you seen others whose technique of teaching might have been improved by a little careful study and preparation?
15800	Have you the force and decision necessary to bring the class well under control?
15800	Have your pupils asked questions showing that they are thinking?
15800	Have your reviews been largely repetitions of matter already covered, or have they used such devices as to bring the matter up in new guise?
15800	He ought to be able to answer affirmatively the question,"Have I the prophetic impulse in my teaching?"
15800	Here are a few such: What did Paul claim concerning one of his epistles?
15800	How can I arrange it so that it will be most easily grasped and understood?
15800	How can I organize it for the recitation so that it will most strongly appeal to his interest?
15800	How can I plan the lesson so that its relation to immediate life and conduct will be most clear and its application most surely made?
15800	How can this material best be_ organized_, or arranged, to adapt it to the child in his learning?
15800	How can you tell whether you have succeeded?
15800	How completely am I commanding their enthusiasm?
15800	How completely are your pupils usually interested in the lessons?
15800	How did Jesus answer him?
15800	How did Jesus show his love for children?
15800	How did it differ?
15800	How did religion appeal to you in your childhood?
15800	How did they treat him?
15800	How do you judge this?
15800	How do you judge you would rank as a story- teller?
15800	How do you know when you have a psychological approach?
15800	How do you live through the sameness and grind?"
15800	How does it differ in appearance?
15800	How does religion express itself in the run of the day''s experience?
15800	How does the child_ feel_ when he takes part in the acts of worship?
15800	How does their mastery compare with that secured in the public schools?
15800	How many do you find of each type?
15800	How much effect has it had in life, character, conduct?
15800	How shall I plan my material?
15800	How shall we arrange and plan the material we teach so as to give the children the easiest and most natural mode of approach to its learning?
15800	How should the mother have answered her child''s question?
15800	How successfully do you feel that you are applying the principles for the use of the imagination?
15800	If day- school teachers find it worth while to read professional journals, do not church- school teachers need their help as much?
15800	If fruitful knowledge is to be one of the chief aims of our teaching,_ what_ knowledge shall we call fruitful?
15800	If not, can you discover the reason?
15800	If not, can you find a remedy?
15800	If not, how can you supplement and change to make it more effective?
15800	If not, where is the trouble and what the remedy?
15800	If so, can you discover the reason?
15800	If so, do you feel free to supplement or substitute with material which meets their needs?
15800	If so, have you done your best to win to attention and interest?
15800	If the class fails in some degree to manifest expectancy and interest, where do you judge the trouble to lie?
15800	If you find that they are not well adapted to your particular class, have you the ability to make the suggestions over to fit your class?
15800	If you find when questioning that the children lack the information necessary to arriving at the truth desired, what must you then do?
15800	If you have not done this, will you not start the practice now?
15800	If you have to make such an appeal do you seek at once to make interest take hold to retain the attention?
15800	If you were going to make a coat like the one Joseph wore, what colors would you select?
15800	In a question like, Was Paul a Gentile or was he a Jew?
15800	In how far are my pupils different for having been in my class, and for the lessons I have taught them?
15800	In how far have I accomplished the_ true objective_ of my teaching?
15800	In short, does the recitation period yield the_ fruitful knowledge_ we had set as a goal for this lesson?
15800	In so far as interest fails, which of the factors discussed in the section on interest in this chapter are related to the failure?
15800	In thinking of your class, are you able to judge in connection with different ones on what qualities of character they most need help?
15800	In what ways does Jesus show his love and kindness to children?
15800	Is care taken to give them such hymns as are suited to their age?
15800	Is he developing a habit of prayer, devotion, spiritual turning to God?
15800	Is he doing a reasonable amount of reading and study of the Bible and the lesson material of the school?
15800	Is it largely a way of living or a set of conventions and restraints?
15800	Is it possible that you could plan to use their help more fully and effectively?
15800	Is it possible to make the Bible itself mean more to the child by supplementing it with material from other sources?
15800	Is it too much to ask members of the Christian Church to have the same information about the church?
15800	Is my work in the classroom the best that I can make it?"
15800	Is religion being revealed to them as the pearl of great price, or does it possess but little value in their standard of what is worth while?"
15800	Is the analogy too strong?
15800	Is the child, because of our contact with him, growing in attractiveness and strength of personality and character?
15800	Is the list as long as it should be?
15800	Is the spirit of the class good toward the school and toward the class?
15800	Is the teacher more likely than the gunner to reach his objective without consciously aiming at it?
15800	Is their attention ready, or do you have to work hard to get it?
15800	Is their conduct good, and their attitude serious, reverent, and attentive?
15800	Is there a real outcome_ in terms of daily living_?
15800	Is there any particular type that you have been neglecting?
15800	Is there danger of loss in efficiency if we try to stress too many of the points at one time?
15800	Just how does the problem of this chapter relate itself to the preceding chapter on the"Great Objective"?
15800	Just what did she mean for the child to answer?
15800	Just what do you believe is the status of your children spiritually?
15800	Just what does religion seem to you to be?
15800	Just what methods are you planning to use to improve your personality?
15800	Let us constantly ask, as we prepare our lessons, Will this material work as a true leaven in the life?
15800	Of your own particular church?
15800	Once we have set before us the aim we would reach, our next question is, What shall be the means of its attainment?
15800	One primary teacher, seeking to show how each animal is adapted to the life it must live, asked the class,"Why has a cat fur and a duck feathers?"
15800	Or is there an indifference and lack of interest with which you have to contend?
15800	President, do you recognize this book, and do you remember me?''
15800	Religious architecture?
15800	Should we not be able more successfully to carry out the Master''s injunction,"_ Feed my lambs_"?
15800	Some teachers say it can, How will you go at it to make it so?
15800	Such helps as: Do you think the sea of Galilee looked like the lake( here name one near at hand) which you know?
15800	The children of your class?
15800	The material must fit the aim.--What materials of religious truth should the teacher bring to his class?
15800	The qualities religion puts into the life.--What, then, are the things men live by?
15800	The remedy?
15800	The remedy?
15800	The teacher must constantly ask himself:"What is the state of my pupils''interest?
15800	The teacher of religion should therefore ask himself:"What is my craftsmanship in instruction?
15800	The teacher who constantly asks the children,"Do you not think the poem is beautiful?"
15800	The teacher''s eye rested for a moment on John; then:"John, when does your next birthday come?"
15800	The true objective saves from the rut of routine.--Said the business man,"Do you teach the same subjects year after year?"
15800	Then such questions as these: How did the disciples feel about having the children around Jesus?
15800	These questions are taken from an_ intermediate_ quarterly:"Why was the New Testament written?
15800	This is the final and sure test of the value of what we teach-- how does it find_ expression in action_?
15800	This only means that we must always ask ourselves how will the child most easily and naturally enter upon the learning of this material?
15800	To ask, Do you not think that God is pained when we do wrong?
15800	To the church?
15800	To their particular class?
15800	To what degree are your pupils loyal to the church school?
15800	To what degree do you think your pupils are comprehending and mastering what you are teaching them?
15800	To what extent are you able to hold the attention of your pupils in the recitation?
15800	To what extent are you following the laws of memory as stated in the chapter?
15800	To what extent do the children of your class know the hymns of the church?
15800	To what extent do you believe your pupils are living differently in their daily lives for the instruction you are giving them?
15800	To what extent do you definitely plan each lesson for the particular children you teach so as to make it most accessible to their interest and grasp?
15800	To what extent do you feel that you really know the Bible?
15800	To what extent do you find it necessary to appeal to involuntary attention?
15800	To what extent do you think your instruction is actually carrying over into the immediate life and conduct of your class in their home, school, etc.?
15800	To what extent do you use the story as a method of instruction?
15800	To what extent do you use the topical method?
15800	To what extent have you studied the art of story- telling?
15800	To what extent would you say you have been directing your teaching toward a definite aim?
15800	To which type would we belong?
15800	To which type_ can_ we belong?
15800	True thinking about Bible truths.--What, then, shall we teach the child about the literalness of the Bible?
15800	Was he near by or far off?
15800	Was it a success?
15800	We must ask, What have these things_ done_ for the boys and girls of my class?
15800	We seek to train the child to loyalty to the church; what does the church stand for to the child?
15800	We talk to the child about serving God; what is the child''s understanding of service to God?
15800	We teach the child about sin and forgiveness; just what is the child''s comprehension of sin, and what does he understand by forgiveness?
15800	Were they easy to follow and to remember?
15800	What abilities must he have trained in order that he may the most completely express God''s plan for his life?"
15800	What about Ruth and Naomi?
15800	What application, or deductive, lesson have you taught your class recently?
15800	What applications of religious truths have you recently made successfully in your class?
15800	What are the attributes that will draw people to us as friends and followers and give us power to lead them to better ways?
15800	What are the characterizing features in the life and personality of Jesus?
15800	What are the factors that go to determine the place we shall occupy in the scale of teachers?
15800	What are the great foundations on which a Christian life must rest?
15800	What are the great qualities which have ruled the finest lives the world has known?
15800	What are the qualities we most admire in others?
15800	What are the reasons for calling the Bible the most wonderful book in the world?"
15800	What are the secrets of the influence, power, and success of the great men and women whose names rule the pages of history?
15800	What are the tests of loyalty?
15800	What are the things that will yield the most satisfaction, and that are most worth while to seek and achieve as the outcome of our own lives?
15800	What can be done to increase loyalty?
15800	What can the church school do to help?
15800	What can your class do?
15800	What definite help are you giving them toward broadening and enriching their concept of religion?
15800	What definite_ aims_ have I set as the goal of my teaching?
15800	What did Jesus say about letting the children come to him?
15800	What did Jesus say?
15800	What did Judas become?
15800	What did Moses do when he came down from the mountain?
15800	What did he ask?
15800	What did he put first in practice as well as in precept?
15800	What did they take from him?
15800	What difference have you noted in the interest of a class when a story is_ told_ and when it is_ read_?
15800	What difference will your answer make in your teaching?
15800	What distractions are most common in your class?
15800	What do you consider your chief danger points in teaching?
15800	What do you consider your greatest weakness in conducting the developmental lesson?
15800	What evidences can you suggest from your class work which show that children readily think upon any problem that interests them?
15800	What further provision could be made for the children to have definite responsibility and activity?
15800	What happened when Jesus was crucified?
15800	What has been the outcome of my teaching?
15800	What help do you give the children when you assign them memory work?
15800	What is meant by inspiration?
15800	What is such a story called?
15800	What is the character of the child''s prayer?
15800	What is the child''s concept of God?
15800	What is the name of this parable?
15800	What is the remedy?
15800	What is true success, and how shall we know when we have achieved it?
15800	What is your method of seeking its application?
15800	What is your method or plan of assigning lessons?
15800	What kind of cloth?
15800	What knowledge is of most worth in the field of religious education?
15800	What lessons of recent date in your work have you in mind which especially required the use of imagination?
15800	What measures are you using to train your pupils in the giving of voluntary attention when this type is required?
15800	What methods do you use to encourage reverent thinking in religion?
15800	What of John the Baptist?
15800	What of my technique of instruction?
15800	What other effects might you look for?
15800	What questions did the lawyer ask?
15800	What reasons can you give why children should be taught to think in their study of religion just as in the study of any other subject?
15800	What religious knowledge will finally make most certain a life of loyalty to the church and the great cause for which it stands?"
15800	What reply was made?
15800	What shall I stress and what shall I omit?
15800	What shall be my plan or_ method of presentation_ of this material to make it achieve its purpose?
15800	What specific part and responsibility do you give the members in this matter?
15800	What subject matter shall we put into the curriculum of religious education?
15800	What tree have you in mind which is about the same size as the fig tree in the lesson?
15800	What type of lesson material do you use, uniform, graded, or textbook?
15800	What use do you make of nature in the teaching of religion?
15800	What use have you been making of events in the lives of nations in your teaching?
15800	What was the purpose of the book of Revelation?
15800	What were the priests of the temple required to have?
15800	What were( or are) the most outstanding attributes of God''s nature to you?
15800	What will you need to do to increase your efficiency on this type of lesson?
15800	What, then, shall we teach our children, in religion?
15800	What_ material or subject matter_ shall we teach in the church school?
15800	What_ material_, or_ subject matter_, will best accomplish these aims?
15800	What_ outcomes_ do I seek?
15800	When such questions are asked, how do you treat them?
15800	When you prayed, to what kind of a Being was the prayer addressed?
15800	When, then, shall we have become too far removed from childhood to be beyond the appeal of nature to our souls?
15800	When_ is_ voluntary attention required?
15800	Where did they leave him?"
15800	Where then would all our boasted progress be?
15800	Where was the man going?
15800	Where would modern civilization be?
15800	Where would our religion be?
15800	Which are your weakest qualities?
15800	Which do you like best?
15800	Which of these is probably the hardest to apply?
15800	Which type of recitation method do you most commonly employ?
15800	Which type of these lessons do you best like to teach?
15800	Who has not observed children in a game, and noted their complete absorption in its changing aspects?
15800	Who met him?
15800	Why did they tell the children to keep away?
15800	Why do you think Jesus liked to have the children around him?
15800	Why do you think the children liked to be with Jesus?
15800	Why should thousands of church schools to- day be using the Uniform Lessons?
15800	Why should we not ignore tradition, prejudice, and personal preference, where these are in the way, and_ let the needs of the child decide_?
15800	Will it take root and blossom into character, fine thought, and worthy conduct?
15800	Will they have higher standards of conduct in the school and on the playground?
15800	Will you make the assignment of the lessons that lie ahead one of your chief problems?
15800	Would it not be worth your while to secure supplemental material of such kinds?
15800	Would we lead our children to understand the Fatherhood of God and to love him for his tender care?
15800	Would we lead youth to catch the thrill and inspiration of noble lives, to pattern conduct after worthy deeds?
15800	_ Does it get results?_ The four points of this lesson are of supreme importance in teaching religion.
15800	and because of this will they build the strength and inspiration of the Bible increasingly into their lives?"
15800	did he find himself misunderstood and deserted by those who had been his friends?
15800	must he bid his disciples a last farewell?
15800	or Did Jesus want his disciples to keep children away from him?
15800	or What ought you to say in return when some one has done you a favor?
15800	or, Can God forgive us for a wrong act if we are not penitent?
15800	or,"Is not this a lovely song?"
15800	will they care enough for it through the years to search for its deeper meanings and for its hidden beauties?
15800	will they turn to it naturally as a matter of course because they have found it interesting and helpful?
15800	will they want to know more about it?