It is perfectly clear that all of these incidents could not be adequately considered in any one lesson.  Assuming that the teacher is free to handle this ninth chapter as he pleases, we are forced to the conclusion that knowing his class, as he does, he must choose that incident or that combination of incidents which will mean most in the lives of his pupils.  In other words, he centers his attention upon one major central truth—­his aim.  By so doing he guards against wandering and inadequacy of treatment and makes for the unified presentation of one forceful thought.

It ought to be pointed out here that every teacher must be the judge as to what constitutes for him the best aim.  It is quite clear that any one teacher could find in this ninth chapter of Matthew at least four or five worthy aims.  Three different teachers could possibly find as many more, each equally worthy of development.  All other things being equal, that aim is best which most completely and forcefully covers the chapter or passage in question.  To illustrate:  Suppose we are asked to teach a lesson on the Prodigal Son.  One aim that could be chosen clearly is that of jealousy on the part of the prodigal’s brother.  A second one might be repentance, as typified in the action of the prodigal.  Still a third might be the compassion and forgiveness of the father, as typical of those same qualities in our heavenly Father.  Which, to you, is the most forceful and significant?  That one to you is your best aim.

The wording of the aim is a matter that gives rise to a good bit of disagreement.  There are those who maintain that if the aim announces the subject as a sort of heading that is sufficient.  Others contend that the aim should crystallize into axiomatic form the thought of the lesson.  Of course, the real force of the aim lies in its serving as the focus of thought.  The wording of it is of secondary importance.  And yet it is very excellent practice to reduce to formal statement the truth to be presented.  It is helpful to adopt the ruling that the aim should express both a cause and a result.  Perhaps an illustration would indicate the difference between the aim stated as a mere heading, and stated fully and formally.  Take the case of the daughter of Jairus already referred to,

  Mere Headings: 
      Daughter of Jairus restored, or
      The power of faith.

  Formal Aim: 
      Implicit faith in God wins His choicest blessings.

Surely the latter is a more significant expression and offers better training to the teacher than the setting down of mere headings.

The ability thus to crystallize out of a great variety of facts a single focusing statement, coupled with the ability then to build about that statement a clearly organized amplification, is the sign of a real teacher.  Instead of generalizing further, let us turn to the questions on this lesson where some laboratory exercises are set down calling for actual practice in the selection and justification of a number of aims.