r?. m ^mmm m^f' ^m^ wimmmM m fe*^i, m^: m li f ii^l'>^: ^:>^li' m Ki flSK"3i? '^ii\J^';. ' ;: O PRINCETON, N. J. -C^ BV 1475 .C7 1876 Crafts, Sara Jane Timanus. Open letters to primary teachers Shelf.. OPEN LETTERS TO PRIMARY TEACHERS, WITH HINTS FOR LXTERMEDIATE CLASS TEACHEHS. BY MRS. W. F. 'CRAFTS, [SARA J. TIMANUS.] WITH A\ AITENDIX, CONTAIXIXG SPECIMEN LESSONS AND CONCERT EXERCISES FOR LITTLE CHILDREN ''feed my lambs, '» NEW YORK: NELSON & PHILLIPS CIXCIXXATI : HITCHCOCK & ^ArALDEN. SUNDAY-SCHOOL 1)KPA::TMKST. Entered according to Act of Congress, in the 3-ear 1S76, by NET. SON & PHir^T.IPS, In the Office of the Librarian of Congress at Wasliington. rftePERTrcf PRIITCETOIT %, fiEC. SEP I88i THSOLOGIGAL . A* ^^V^a-t^^^li^^^i^ ,^Zi^^«iiiL ^>^/fl. y COls TENTS Page I. Organization 9 II. Qualities and Training of the Primary Teacher. . 16 III. Place and Programme 21 IV. The Lesson 30 V. Attention and Discipline 38 VI. The Art of Questioning 44 VII. The Art of Memorizing 56 VIII. The Art of Illustration 70 IX. Visible Illustration 80 X. The Culture of Benevolence 95 XI. Teaching Little Children to Sing, 102 XII. The Teacher's Social Work 108 XIII. The Home and the Class 113 XIV. The Teacher's Spiritual Work 117 TWELVE LESSONS ON THE LIFE OF CHRIST. I. The Child Jesus 126 II. The Baptism of Jesus 129 III. The Law i33 IV. Power over the Sea 137 V. The Mind of Christ 142 VI. Parable of the Sower i47 VII. The Widow's Two Mites 151 VIII. The Withered Fig-tree I55 IX. The Anointing at Bethany 161 ) Contents. Page X. Jesus the King i66 XL Jesus on the Cross 170 XII, The Risen Lord 174 LRIMARY CLASS CONCERTS. I. Jesus our Shepherd 179 11. Prayer 184 III. Temperance 188 IV. Missions 191 V. Christmas 195 VI. How TO Spend Christmas 198 PREFACE. T T 7HILE these letters have been written espe- ' • cially for teachers of Primary Classes, they will be found nearly as appropriate for teachers of Intermediate Classes. Many of the chapters are adapted to all grades. " Teach us what we shall do unto the child." *' For he established a testimony in Jacob, and appointed a law in Israel, which he commanded our fathers, that they should make them known to their children : that they might set their hope in God, and not forget the works of God, but keep his commandments." *' Is not the teaching of men a part of the divine gladness ? " "Whatever the ways or the means you take, Do it alone for the Saviour's sake." "Only through prayer comes the blessings down, That wins them as gems for the Saviour's crown." "Whoso shall receive one such little child in my name, receiveth me." " It is not the will of your Father in heaven that one of these little ones should perish." " From a child hast thou known the Holy Scriptures." " Feed my lambs " said Christ, our Shepherd ; Place the food within their reach ; And it may be that the children You have led with trembling hand, Will be found among his jewels When you reach the better land." " The learned and self-confident Saul must become as a little child, asking ' W^hat shall I do?' and reaching out his hand to be led, be- fore he can enter the kingdom of God as a teacher." REC. SE THSOLOGICa OPEN LETTERS^"^ TO PRIMARY TEACHERS. I. Organization, Dear Teacher Friend: — Does your class number a hundred scholars, more or less, and are you perplexed to know how to keep the attendance of so many ; how to tell whom you ought to visit on account of absence or sickness ; how to learn not only their names, but also their souls' needs; how to give each child a personal share in the lesson time ; how to get the interest and attention of all ; how to save the distraction and trouble required to hush a noise here and quiet a child there ; how to judge of the effect of your lesson upon each little heart ; how to make each child feel that you are his special friend for Christ's sake? I think I understand how it is with you. You stand upon your platform so that you may see every body ; you feel the disadvantage of the distance between your- self and the little ones who need, more than any other kind of an audience, the influence of personal mag- netism ; you long for a closer contact, where you can 10 Open Letters to Primary Teachers. gather them in your arms, look into their eyes, and bring heart and heart in sympathy. Let me suggest how you may accomplish these desires, as far as the children's interests are concerned. Separate the little people into knots of ten, endeavor- ing to put those of like capacity together. While age may be some guide in this matter of grading, the most important consideration is a child's power to understand. It may be necessary to form more than one class of the same grade. It would be better to have less than ten in a class than more. Give each little group a teacher, who will have them in charge during twenty minutes of the session, in which time the attendance is marked, the collection taken, and specified portions of the lesson taught. Thus each child will receive in the class close and personal atten- tion, which should also be extended to the home by visiting during the week, especially in case of absence or sickness. One of the greatest advantages of this class system is found in connection with transfers to the general school. Instead of having those who are transferred scattered promiscuously through various classes with strange teachers and strange classmates, or even placed together under the same teacher, but a new one, the mature classes may be transferred at appropriate times with their teachers, thus keeping the relations of growing in- terest and affection unbroken. As a rule, I have been accustomed to transfer children at about eight years of age. This may suggest the inquiry, At what age should children begin to attend Sunday-school ? I think it is Organization. 1 1 not ordinarily profitable for those under three years of age to do so. Your duty as Primary Superintendent will be to lead the whole class in prayer and song, (getting some one to sing if you cannot,) and to give the introductory exer- cise of the lesson and closing review, each filling about ten minutes. You should employ yourself, during the twenty minutes the teachers are at work, in intercepting all disturbing influences, such as tardy scholars, visitors, and calls of various kinds, in a manner I will describe in a future letter. By this method of subdivision the advantages of the large class and of the small class are combined, and variety, one law of childhood, is gratified. Harmony and unity between the teachings of the Primary Super- intendent and the teachers is secured by a definite plan being mutually understood beforehand. Are you saying, '' This is all impracticable for me .? " Perhaps the very queries sent to me by one of my teacher friends may be arising in your mind, and that to answer her may be to reply also to you. She asks, " To superintend such a department as your ideal con- templates, would it not require an executive ability, a consciousness of power and skill in leadership, an amount of educated talent to inspire confidence in others, as well as a heart sympathetic and loving toward childhood } " Skill in leadership would certainly be a desirable attribute to bring to the position — the best of every thing is always in demand — but it seems to me that an ordinary ability will develop the necessary skill to direct the workings of a subdivided Primary Class. 12 Open Letters to Primary Teachers. The effort to do so will of itself produce educated tal- ent. Self-confidence rather than ability is the element usually lacking. " Are there not many persons who can govern and teach the little ones well, who feel that they are not qualified to become Normal teachers? " The position of Primary Superintendent does not necessarily imply the duties of a normal teacher, although the " ideal " Primary Superintendent could and would assume them. The next letter will contain more explicit words upon this point. " Can you always find persons willing to be teachers in the Primary Department ? " Yea, I am persuaded there need be no difficulty in this. In several schools, where the superintendent had found the usual difficulty in supplying his classes with teachers, I have organized such a department, and, by the aid and counsel of the pastor, have found a sufficient number of suitable persons who had not previously been Sunday-school teachers. I know that my plan of organization will seem com- plicated to you ; but I am confident its working will not prove so if you will but give it a fair trial. Never- theless, I am disposed at this point to give a few hints relative to a large class under the care of one teacher. Probably the most perplexing question for such a teacher is, " How can the attendance be kept ? " All agree that it is essential. The calling of the roll takes too much time. Even when the roll is called, there will be many little ones too timid to answer to their names. Mean- while it will be difficult to maintain order. This cannot Orga n iza Hon. 1 3 be considered in any sense, either for teacher or pupils, a profitable way of spending the one brief and precious opportunity of a whole week for teaching and learning the way of salvation. It has been suggested that an as- sistant might quietly look over the class and mark the attendance during the time the lesson was given. The objection to this would be that the teacher would never learn the names of the children ; and, indeed, I do not see how the assistant could do so, or how it would be possible for her to take the attendance without such knowledge. For one year I kept the attendance of a class numbering three hundred in the following manner : An indexed blank book was secured. The names of the children were alphabetically arranged in it, with the residences written opposite the names. During the half hour before the time for the school to begin I was seated at a little table near the door. As the children came in they fell in<"o line^ and as they moved by me in single file, each child stopped long enough to give me his name. While I was turning to it, there was a mo- ment's opportunity for getting acquainted. It became possible in a short time to call them all by name. W.ien the time came for opening the school an assist- ant took my place, and marked the few stragglers who came late. It was, also, my custom during that year to make out, immediately upon my return from the Sun- day-school, a visiting list for the week. This was done by looking over the class-book and writing on a slip of paper the names of all who had been absent two Sun- days. Thirty was the average number of calls to be made each week. This method of conducting a Pri- 14 Open Letters to Primary Teachers. mary Class, in contrast with the plan of subdivision, might be compared with the effort to do the work of thirty persons instead of setting thirty persons to work. But you ask, " How can you, as Primary Superintend- ent, learn the names of the children any better when thirty assistants take the attendance than when it is done by one assistant ? " A sly question ! You will have the law of association to help you. At the weekly teachers' meeting you will enter into conversation with the teachers about the children in their classes, and they will be so frequently spoken of by name that the task will be made very easy. I would not have you understand by the prominence I have just given to this matter of keeping the attend- ance, that I consider that the chief duty of the assist- ant teachers. I am aware that some primary teachers of prominence, who advocate the subdivision of the Primary Class, make only a business use of the assistant teachers, requiring them only to mark the attendance, keep order, distribute books and papers, and take up the collection. The plan of subdivision is, to my mind, thus shorn of its greatest benefits, namely, the close personal attention which each child ought to receive in connection with the lesson, and the opportunity for the culture and training of teachers. With one more thought, I will bring this letter to a close. Do not speak or write of your class as " The Infant Class." According to common usage an infant is a child in arms. You have none of these among your scholars ! According to law an infant is a minor, that is, a person under twenty-one years of age. Your Organization. 1 5 class does not take in such a range ! The majority of teachers in the school might with equal propriety say they were teaching infant classes. In the second place, the name is displeasing to little children. Of all per- sons in the world, they are the most desirous of being called ''''big'' Under the name " Infant Class " it will not be possible to retain them as long in this depart- ment as they ought to be. In the third place, the name " Primary Class " more truthfully and completely describes all of the conditions. Its highest significance is given in the following epitome by Dr. Vincent : — " They are the dearest of all. They are the weakest of all. i They are the strongest of all. They are the purest of all. They are the most accessible of all. They are the most susceptible of all. They are the most promising of all." They are the Primary Class, then, because they are the first in affectionate interest, the first in need of care, the first to reach by influence, the first in hopefulness, therefore of primary importance. Yours in loving service, S. J. C. 1 6 Open Letters to Primary Teachers. II. Qualities and Training of the Primary Teacher. Dear Teacher Friend : — Have you ever painted in your imagination a portrait of an unknown person, about whom you have often heard ? I am quite sure you have ; even to the details of stature, complexion, color of eyes, etc. I have in imagination painted your portrait as a primary teacher, and I want now to de- scribe it. If I have given it qualities that you do not possess, it will be possible for you to attain them, I am uncertain about your age, and also about some points of your condition in life. You may be in early youth, or at any other point in the journey of life ; but whatever your age, you have a youthful heart, a child- like spirit. You realize that the tree of life never bears the sere and yellow leaf; that immortality need not put on age. You may be to other children either father, mother, sister, or brother ; but to your own class you are the loving Christ-friend, who has faith in child piety, be- lieving it possible for the lambs to be gathered into the fold of the Church before they have wandered *' Away on the mountains wild and bare, Away from the tender Shepherd's care." You may not have attained to a thorough knowledge of spiritual things, but you are an earnest student of the truth. Your lesson is prayerfully kept in the under Training of tJie Primary Teacher. 17 current of your thoughts all the week. Every thing which you touch does not turn to gold, but somehow all things which you see or experience do turn to lesson. You have a warm sympathy with childhood. This is shown in your choice of words while teaching. Your sympathy has led you to observe children closely, that you may learn their peculiar idioms to adopt when teaching. Thus your language has become sifnplijied without being sillified. The child idioms are your pass- words to the child mind. I cannot commend, however, the habit of that primary teacher in a mission school, who made it a point to make the same mistakes in grammar and pronunciation which his pupils common- ly did, in order that he might show himself in sym- pathy with them. It was a decided error, although it came from a loving heart. Not the mistakes of children should be imitated, but their bright, natural sayings. There is about your picture an unmistakable vivacity. I might say of you as a little child once said of his sis- ter: "My heart is warm when I look at you." Your good cheer, I know, is not assumed, for that would be a counterfeit soon discovered by even the smallest child in your class. I can imagine that your vivacity will lead you to be playful with your little pupils, not idly so, but rather with a desire to lead the children to love what you teach them. With children particularly there is a close relation between the emotional nature and the intellectual faculties. Your purpose to lead the children to love what you teach them makes you ear- 2 1 8 Open Letters to Primary Teachers. nest while you are playful, and playful while you are earnest. I see in your face a mildness tempered not with ill nature, but with determination. I should call the com- bination, loving firmness. If you were loving without being firm, you would become involved in many per- plexing questions about controlling your pupils. If you were firm only, how could you teach the mercy and loving-kindness of God.-* If I have not in all points correctly drawn your por- trait, will you not strive to make it true .'' You may also use this picture of a model Primary Class teacher to identify those whom you would make your assistants in case you desire to organize a class on the plan proposed in the preceding letter. The best teachers in the school ought to be in the Primary Class, for the impressions made are to have a longer influence on life than those made anywhere else, because there is more of life to influence. Mothers of little children make the best primary teachers. Hardly second to these are young ladies who are apt to teach, and whose Christian life needs the developing influence of Christian work. After you have chosen your teachers, you can secure for them a course in training by a weekly meeting of the teachers of sub-classes with the Primary Superin- tendent, either for the purpose of drill in methods of teaching, or to secure harmony of thought and purpose between the class exercises and the general exercises. In order to make a complete co-operation between the Primary Superintendent and teachers, it will be neces- sary that the division of the lesson, both in matter and Training of tJie Primary Teacher. 19 tiine, be understood by all. And it is desirable, also, that the hearts of all should be informed and enthused by conversation and prayer on the lesson. When a les- son can be secured which is prepared for a class thus organized, (as in the specimen lessons given in the Ap- pendix of this book,) not much time need be spent in studying the lesson, but most of the hour can be de- voted to normal work, that is, studying how to teach. If the teachers are inexperienced, this meeting may be conducted as a Normal Class. Specimen and practice lessons should be given, followed by discussion and the taking of notes, with hints upon various topics connected with teaching. Members of Bible-classes can thus be developed into enthusiastic, skillful teachers, and in the end find the work vastly more to their spiritual profit than simply the hearing of the Word. A working Chris- tian is always a growing Christian. It is very desirable that these teachers should also attend the regular teach- ers' meeting for their own personal profit in the study of the Scriptures. If you, as Primary Superintendent, are able from your own experience and reading to give normal suggestions in the primary teachers' meeting, that will be the best mode of instruction ; but if not, and you can secure the services of any person competent for this work in or outside of the school, let it be done. If neither of these two plans is practicable, let some good book be selected for study, and at the weekly meetings let there be a conversation upon a chapter or theme designated one or two weeks beforehand. Two of the best books I can recommend for such use are " The Infant Class," by 20 Open Letters to Primary Teachers. Mrs. Knox, and " The Infant Class," by Charles Reed, M. P., of London ; or you might thus use my Letters. In the following list of books, which can be purchased at a trifling cost, there are parts which might be adapted to the primary teachers' weekly meeting. Those marked with the asterisk are English publications. Our Work,* Groser ; Child and Book,* Dunning ; The Art of Secur- ing Attention, Fitch ; The Art of Questioning, Fitch ; The Use of Illustration, Freeman ; Illustrative Teaching* Groser ; Through the Eye to the Heart, (with an appen- dix for Primary Teachers,) Crafts. A course of primary reading will be invaluable for every teacher in addition to the study of the normal text-book. Dream-life, by Ik Marvel ; Child Pictures, from Dickens ; Childhood the Text-Book of the Age, Crafts ; Children with the Poets ; most of George Mac- Donald's books ; also, books written to children, as The Children s Church, Faith Latimer ; Peep of Day Scries ; Dr. Newton's Sermons to Children; Talking to Children,* A. MacLeod. Children's periodicals will also be helpful to the primary teacher, such as St. Nich- olas, The Nursery, and Infant's Magazine* The most important element of all in the training of teachers is the personal study of childhood. " A geologist never passes a cliff without noticing the formation. A mineralogist sees a rare stone, or a bot- anist a peculiar flower, as he rides rapidly along the road. A teacher of children should study with equal care the words and ways of every group of children seen by the fireside or the wayside." Yours, in loving service, S. J. C. Place and Programme. III. Place and Programme. Dear Teacher Friend : — Have you ever read Mrs. Whitney's " Hitherto ? " If so, you will readily recall the dream houses which the '* Polisher gi rises " built. Said one of them to Hope Devine, " I declare we've had it over so much that I can see every identical thing, and smell the grapes ; it's quite old in our minds, you see, though we've never got the chance to do it. We sit out here when it gets shady, and tell on about it till it seems real." " I think that's beautiful ! " cried Hope, her eyes shin- ing ; "you can have so many things so." As yet, my ideal primary class room is a dream ; but now I am going "to tell on about it till it seems real." First, you will want to know how it is situated. It is just as near the Superintendent of the Sunday-school as possible, where the sight of the children is a de- light to all others, and where the Superintendent can use them to advantage in the general exercises, and also where the children are in the best position to see blackboard work and to be interested. When I have seen a Superintendent try to enlist the atten- tion, and talk with a large class of little children at the back part of the room with the whole school be- tween him and them, I have often been reminded of the child's song : — 22 Open Letters to Primary Teachers. " A little bird sat in a cherry tree, And whistled and sang ' You can't shoot me, Cuckoo, cuckoo.' " My ideal room has large folding doors entirely of wood. It has no glass at all, for we do not care to look out, or to have visitors look in, while we are saying our lessons. The floor is level, and covered with a bright, cheery carpet. By my side stands my little table, useful in many ways. My bell is not on it, for I lost that some time ago, and I do not care to get another, having found greater magnetism in the voice, to call to order or direct, than in the tongue of the bell. I am sure you never saw any thing more comfortable or cunning than those little cane-seated chairs without arms, and with seats only twelve inches high. During the introductory and closing exercises the little chairs are arranged in straight rows in front of me, but when I give the lesson to my assistant teachers they are clus- tered in groups about each teacher, who also sits on one of the little chairs, so that she may literally become as a little child. Such a cosy arrangement would not be possible upon a floor elevated by tiers, which has be- come a popular plan, although its popularity cannot be based upon comfort. There is still another advantage in the level floor; that is, the room need not be given up wholly to the primary class, but may be used for other purposes dur- ing the week. There is plenty of light and fresh air in my room, abundance of sunshine coming in and making us all glad. Place and Programme. 23 There are pictures and mottoes on the wall, brought by the children to decorate their Sunday home. There are plants and vines at the windows which require a lit- tle of my attention through the week. They add much of that element of " at-home-ativeness " which I would have pervade every thing. Over in a corner is a small cabinet which has in it treasures for illustrating the lesson, such as my picture scrap-book, maps, blackboard outlines, etc. My blackboard is not very large, and stands on a light easel, so that I can move it to the most advantageous positions. The organ is placed at my right hand. Its sweet and sure tones enable me always to give the children the right pitch, and in other ways it is a great help to us all. " It's quite old in our minds, you see, though we've never got the chance to do it." But instead, (if it will be any comfort for you to know it,) I have taught some- times in dark, damp basements, sometimes in the prayer- meeting rooms with high settees. Only once have I had the little chairs ; only in two instances has there been a carpet on the floor. Sometimes I have used a door for a blackboard, and, indeed, have made the best of every kind of inconvenience, with promises and hopes of bet- ter things by and b) . I have tried to submit patiently to all these drawbacks to my work, being very decided upon one point, however, that is, not to teach my class in the general Sunday-school room. I firmly believe that my ideal room must contain some features within the reach of every Sunday-school, and 24 Open Letters to Primary Teachers. for those who are building or remodeling, its complete realization would not be extravagant. You will find more reality than dreams in the fol- lowing Programme. I. Greeting : Pri7nary Suft. Jesus said, Suffer the little children to come unto me. Children. The Lord is my shepherd. [As a change for .i.lternate months the following may be used :] Primary Stip't. They that seek me early shall find me. Children. O satisfy us early with thy mercy, that we may rejoice and be glad all our days. II. Prayer (by the Primary Superintendent, children repeating clause by clause — sometimes to be made by one child for all the rest.) III. Song, (all rising.) IV. Money Collected. V. Response. Frijftary Sup't. Come, ye children, hearken unto me ; I will teach you the fear of the Lord. Childrefi. The fear of the Lord is the beginning of wisdom. VI. Marking the Attendance. VII. Introductory Exercise by Primary Superin- tendent, (lo minutes.) VIII. Lesson Tau^jht by assistant teachers. (15 minutes.) IX. Song, (appro])riate to the lesson if possible.) Place mid Programme. 25 X. Closing Exercise by Primary Superintendent. (10 minutes.) XI. Closing Prayer. XII. Song. XIII. Books and Papers Given out. XIV. Dismission. In the above programme no provision is made for the Primary Class to take part in either the opening or closing exercises of the main school. Little children are apt to become weary and restless during the open- ing exercises, which are usually long, and thus the fresh- est and most valuable moments are lost. For this rea- son it is advisable that they should not then be present. But it would certainly be well for them to join the main school at the close, if they are given a part in the Re- view Exercises. It may be said in general, the place and programme should be arranged with due regard to the instincts of childhood. In adaptation to the " Instinct of Activity," there should be the greatest possible variety. Interest, attention, good discipline, and almost every other good quality, die in monotony. Very few changes, of course, can be made in the place; occasionally, however, the arrangement of the furniture and decorations may be varied. On the programme there may be variety not only in the order, but in the exercises themselves; for instance, in singing, sometimes let the boys or girls sing separately, or let the teacher sing alone ; and at other times let the whole class sing together. In praying, let the teacher sometimes pray alone ; at other times let one child pray ; or let the teacher pray and the children 26 Open Letters to Primary Teachers. follow, sentence by sentence; or let the whole class engage in silent prayer; or let as many as will pray successively. A change in the programme could be made by singing and praying out of the usual order; by sometimes having the Primary Superintendent teach the whole lesson ; at other times, by having the assistant teachers give the introductory and closing exercises, and the Primary Superintendent teaching that part usually assigned to the assistants. One of the most restful changes that can be made is a change of position. Little people must move frequently, and it is certainly better that they should do it in an orderly than in a disorderly manner. Therefore, a wise teacher will pro- vide frequent changes of position. One of the most agreeable ways in which this can be done is to adapt motions of the hands and feet to songs. I shall write more about this in a future letter. Among the most vivid memories of my childhood are the spells of " fidgets " that used to come over me when obliged to sit still. I can liken them to nothing besides the nightmare transformed from sleeping to waking mo- ments. It is one of the greatest follies a teacher can commit to command children to "be still." "Never tell children to keep still " is an invariable rule with me in my teaching ; but instead, I try to keep every body so busy by a frequent change of exercise that the Instinct of Activity is fully employed. " The Instinct of Horticulture," which leads to so many delights in the child-world, is gratified by seeing plants or bouquets in the Sabbath- school room, and by the use of them, as often as may be, for illustration. Place and Programme. 2/ " The Instinct of Invention and Imitation " is, per- haps, one of the most marked characteristics of child- hood. Children are not only miniature men and women in stature, but in pursuits and pastimes as well. Moth- er hasher family responsibilities and cares; the little daughter assumes the same with her family of dolls. Father has a store ; the little son must have a store, too, with a chair for a counter, and toy money for hard cash. The Sabbath-school teacher will by the way of this instinct find an easy and pleasant method of teaching and controlling her class. It has been abused by some teachers, who require children to repeat things which they do not understand ; for instance : — Teacher^ [reading from a book.] Adam and Eve lived in the garden of Eden. Repeat. Class. Adam and Eve lived in the garden of Eden. T, In the middle of the garden stood the tree of the knowledge of good and evil. Repeat. C. In the middle of the garden stood the tree of the knowledge of good and evil. T. The serpent tempted the woman and she did eat. Repeat. C. The serpent tempted the woman and she did eat. The most delightful exercise of this instinct may be found in the movement songs before referred to ; in looking at mottoes or pictures on the blackboard, or in the drawing by the children themselves when it is pos- sible. (See specimen lesson on The Cross.) In manag- ing the class do yourself what you desire the children to do, since it will be easier for them to obey by imitat- ing you than by any other way. Sing louder if you 28 Open Letters to Primary Teachers. want them to sing louder; sit straight if you want them to do so; be cheerful and bright if you would have them so. You will quickly see how powerful is your example, and how strong is the tendency of the children to imitate. In the readiness with which they will copy these slight things, there is a deep significance for you. They will just as closely imitate the unconscious in- fluence which you are exerting — the silent side — what you are as well as what you do. " The Rhythmic Instinct," shown in the love of music, may be provided for in the programme by frequent singing, and also by concert recitations, such as repeat- ing together the Twenty-third Psalm and the Ten Com- mandments, and occasional simultaneous replies to ques- tions. The movement songs are also gratifying to this instinct. " The Instinct of Investigation," which prompts chil- dren every-where to inquire into matters, even to break their toys to see how they are made, may be given de- lightful exercise by the frequent changes recommended in the place and programme. The state of curiosity as to what will come next will help to keep attention and interest. It should be the aim of the Primary Superin- tendent in the Introductory Exercise to arouse this In- stinct of Investigation, so that the soil, the heart, will be readily prepared for the lesson-seed which the assist- ant teachers will put in. " The Social Instinct " is gratified by gathering to- gether children of the same age in one room, that by example and sympathy they may be a help to each other. In a general way, the Social Instinct is gratified Place and Programme. 29 in the prayers, songs, introductory and closing exer- cises which are participated in by the whole company. It is more perfectly done when the children are gath- ered in little groups about the assistant teachers. *' The Instinct of God-trust " is exercised in the Sun- day-school room by association with things which are remindful of God, such as the place itself, a part of the church, the mottoes on the walls, and the plants in the window. The employments should also be remindful of God ; the prayers and songs full of devotional spirit ; the lesson, not the reading of some cunningly devised fable, but an earnest and simple presentation of God's own truth. Let there be harmony and unity in all things pertain- ing to the place and programme : harinony between the child-nature and its surroundings ; harmony between the surroundings and the occasion ; harmony between young hearts and the great heart of God ; unity in mak- ing every thing contribute toward this high end, exclud- ing all that simply answers or entertains. Yours in loving service, S. J. C. 30 Open Letters to Primary Teachers. IV. The Lesson. Dear Teacher Friend : — Is it not deplorable, that after visiting a large number of Primary Classes and hearing from others, that one should be obliged to say, " It is the exception and not the rule to find the In- ternational Lessons taught to small children ?" Do you ask how the teachers are occupied and what the chil- dren do ? Some you would find clinging to the use of the Catechism, asking still, " Who was the first man ? " " Who was the first woman ? " etc. Others use question books that have gone completely out of print ; it is astonishing how long a few old copies will last. The lesson in these is usually marked by two crosses. One Sunday I was asked to take a class and " hear a lesson " which had thus been assigned. They all said " they knew their lesson by heart." So I proceeded to ask the questions in my own way, making slight changes in the language. The result was nobody could "say their lessons ; " but when I afterward followed closely the question book the answers were rattled off unhesitat- ingly. Then I endeavored to show them how those questions might be changed and receive the same an- swers, which caused a new light to break into all their faces. Other teachers you would find who use a series of lessons selected by an indefinite somebody, but which The Lesson. 31 they know to be good, because they have tried them for thirty years ! They thus deprive themselves of helps and shut themselves in the darkness by excluding the light and magnetism which is shed abroad in the Chris- tian world through the International Lessons. Other teachers occupy themselves in " hearing verses." Under such circumstances you would probably find most of the children occupied with making mischief, and the teacher quite engaged in " trying to keep them still." Several years ago I spent a Sunday in a Primary Class where the children were taught to read from a sort of religious primer. Great efforts were expended to have them read and spell such sentences as " Sin is woe." The memory of those torn and soiled books is very vivid. They were in no way suggestive of the clean hands and pure heart which are a part of the religion undefiled before God. You know how very attractive the singing of little children is. You would find that some classes are taught to do little else than sing. Worst of all, you would find some teachers, and not a small number, occupying the entire hour in relating those frivolous, fascinating tales and fairy stories, so readily obtained from the columns of our newspapers, and the works of fiction with which our Sabbath-school libraries abound. To these the pupils listen with the utmost eagerness, the earnest look and changing tone betraying the ascendency which these narratives are gaining over their susceptible minds. One teacher said, " It keeps me busy during the week hunting up incidents to amuse my little boys and girls, as they cannot understand Bible truths yet." 32 Open Letters to Primary Teachers. What a mistake! No books so well adapted even to the children as the Bible : and no truths will interest them like the truths of the Gospel. Why are not the International Lessons in general use in primary departments ? Teachers reply, " It is not pos- sible to teach them to little children." The aim of the Lesson Committee is not to select the hard things of the Bible to confound the wise, but rather such portions as contain both " the strong meat " and " the sincere milk." Where could one find more attractive stories than those about Joseph, Moses, Joshua, and the Israel- ites .'' Or what could so touch the heart of the youngest child as the incidents in the life of One who regards them with a love unspeakable ? An experience of five years in writing the International Lessons adapted to the primary department and in teaching those same les- sons has proved the possibility to my entire satisfaction. And I have seen the most gracious results upon the children, and upon other portions of the school as well, who, while listening to a review of the lesson, were astonished that out of the mouth of dades praise should be perfected, and were thus themselves stirred to a new interest in the truth. So much and more might be said about the matter of the lesson ; but lest my letter should grow too long, we will now consider the manner of teach- ing the lesson. Miss Lathbury says, in the Sunday- School Jourfial : — " There is nothing prettier than a bed of pansies, ex- cept an infant class. The class I have in mind num- bered about one hundred, and looked as if a summer wind were passing over the pansy-bed, there was such a The Lesson. 33 restless bobbing of little heads. There stood the lady teacher before them, giving the most charming of talks. But she did not hold the eyes of the children. She tried to draw them with questions, but they answered without looking at her. She interspersed bits of song, but all did not sing. I was ready to say, ' What can in- terest children if this doesn't .'*' But I saw the diffi- culty. The teacher talked with her voice, but not with her face; that was unsympathetic, expressionless, cold. " In the progress of the lesson the teacher related an incident in which she must have had a personal interest, for the color came into her cheeks, and her whole face was full of feeling. I looked at the children, and I saw she had gained them. They were all daisies now, look- ing straight at the sun. " 1 wish the teacher could have held them through the lesson ; but when the light died out of her face the daisies all became swaying pansies again." The import of this is that a teacher must have an in- terested, sympathetic face, which shall be the expres- sion of a deep and personal interest in Christ. I want to give you also a bright bit from Dr. Ormis- ton, which contains a helpful hint : " When a boy I amused myself, as is common, in hunting birds' nests. In order to feed the callow young birds it was necessary to chirp to them like the old bird to get them to open their mouths to receive the food. I found that chirping right was very difficult. So you infant-class teachers will find it very difficult to chirp right. The mother- bird feeling has to be pretty strong in one in order to get the knack of that chirp. But when one has that 34 Open Letters to Primary Teachers. there is no difficulty whatever." That same mother-bird feeling in the heart of the mother is always suggesting some little gift or service for the child, though not as a reward, and so it should be in the heart of the teacher.* A gift connected with the lesson would be most appro- priate — the golden text given in some attractive form which would induce the child to learn it. A few Sun- days ago each child in our class was given a paper cross on which was written, " I have set before you life and death, blessing and cursing." Longer ago we gave small paper flags fastened on little sticks, on one side of which was written " Jehovah-nissi," on the other, "When I cry unto thee, then will mine enemies turn back." (For other examples, see specimen lessons.) Just as the children put such little gifts carefully away in their treasure boxes, so God's words on them shall be counted among their heart treasures. Almost unconsciously, one may become the slave of written or printed preparations of the lesson. When a mother holds an earnest conversation with her child she does not read something which she has prepared before- hand, although she has pondered the matter in her heart and has determined what she will say at the time she talks out of the abundance of her heart. As teacher- mothers, let us then accustom ourselves to teach with- out a paper, or book of any kind save the Bible. Mr. Moody has well said, that a question book, or lesson leaf in a class, are like a lump of ice between two lovers. Our lessons should be learned so well before coming to the class that we should not need any helps to memory. * See gift suggested in specimen lesson on " The Mind of Christ." The Lesson. 35 Thus are fulfilled the two best conditions of the teacher as given by Dr. Vincent, that is, a fixed purpose, and an emancipated eye. One of the most essential things to do in teaching the lesson is to get the children to think. " He has no opin- ion of his own," we sometimes hear said of some one. The same might be said of many people by whom opin- ions are accepted rather than received. And oftentimes what we call " changing the mind " is simply the first thoughtful decision. But do you think it is safe to teach children the religion of Christ, a matter which must decide their soul's eternal welfare, in such a manner that a thoughtful awakening may open the way to doubt "^ Should not the understanding be converted as well as the heart } One of the best rules ever given to teachers is, " Never tell a child what you can lead him (by questions and illustrations) to discover for him- self." We will take away half the pleasure of the lesson if we tell children every thing we want them to know. Let us for a moment try to put ourselves in their places. It is a great delight to visit a green-house in the winter; the fragrant air, the bright blossoms, the genial warmth and springing life offering a wide contrast to the winter- land outside. Which should we prefer, to be invited by a friend to pass through the green-house, or to be left outside and be told simply of the beauty within ? I am thinking that we are in danger of taking all the gladsomeness out of the child-heart by depriving it of the sweets which it might gather in the genial summer- land of thought. 36 Open Letters to Primary Teachers. Perhaps you would ask now, How can children be aroused to think ? Make an interrogation point out of every child in the class. " The Instinct of Investigation" is the teacher's most available point in the child's na- ture. To teach a class of children without arousing this instinct, might be compared to eating withered radishes which have lost all their pungency and fresh crispness. Yes, but here S , by my side, says, " You have un- bolted one door only to lead to another as closely locked. How are we to arouse curiosity ? " I will tell you, as I did her, of a missionary talk which I heard a speaker give to a company of children. After talking for a few moments about missionaries, he said that he had brought a large number of missionaries with him. Would they like to see them.? — they were under his handkerchief on the table. At that point I saw con- siderable unavailing peeping done, but the " interroga- tion points " were left to grow still more full of wonder while the great good which missionaries do was told them. Then the handkerchief was lifted and a pile of pennies was seen. The children were then urged to send many such missionaries every Sunday. This same curious interest will be a great help to the memory, and surely if there is any thing we should seek to do it is to give the lesson in such a way that it will be remembered. We should not be content with reviewing lessons once each quarter, or each month, but rather review from week to week, and indeed no lesson is well taught that is not largely made up of reviews of parts already given. " Never give a piece of information without asking for it again." Have you not had gratify- The Lesson. 37 ing proof of your success in teaching a lesson thorough- ly by hearing a parent tell you that the child day after day repeated your precepts in his play Sunday- school ? There are yet four other points which occur to me about this subject of the lesson. I will simply state them, and leave their elaboration to your own thoughts. 1. Seek to make one definite point rather than to teach the entire lesson. 2. Study to make a variety in method. 3. Learn a great deal more about the lesson than you expect to teach. 4. Make the lesson contribute to the child's love of the Bible. I must add a few words upon this point. It is a sad fact that there is no book so neglected by Chris- tians as the Bible. A class of Christian ladies of aver- age intelligence were unable to answer the question, " What was the tabernacle 1 " One thought it was a pile of stones. Would there be such deplorable igno- rance if there were a greater interest in the Bible among Christians.? It has been truthfully said that if rightly taught or read to a child the Bible would prove the most attractive of story books. In my own teaching, when the interest of the class has been raised to the most intense degree, I make it a rule to open the blessed book and connect it with what they are hearing by reading a part of the story. To cherish a love for God's book is the most important work a teacher has to do, next to the conversion of the child's heart. Yours, in loving service. S. J. C. 38 Open Letters to Primary Teachers. V. Attention and Discipline. Dear Teacher Friend : — I have made a visit to Miss T.'s class, having heard much of her excellent methods of securing attention and good order. Knowing so well the great interest you have in your work, and knowing, too, your desire to go on to perfection in the art of teaching, I want to give you the advantage of what I saw and heard. When Miss T. entered the room the assistant teach- ers and the children were all in their places. She came before them with a bustling, cordial manner, laying her Bible on the little table. For the moment every eye was upon her, and before those eyes had time to wander and carry the attention with them she had commenced the exercises. It seemed as if she had swept the " pansy-bed," and held them all in a beautiful bouquet close to her heart. After the " introductory exercise," the lesson was given to the assistant teachers. Each little group of teacher and class put their heads so close together that you could almost have put a bushel basket over them. I said to myself, I do hope no tardy ones will break up those interested little circles. Just then the door opened, and in came two little tots. Miss T. gently intercepted them, and gave them seats so near me that I heard her ask, "What has made my little friends late Attention and Discipline. 39 this morning?" "Breakfast wasn't in time," was sob- bed out. " Look over to your class and see how hard they are thinking and talking about the lesson. If you go there they will forget about the lesson and talk about you; will you go there, or stay here.'*" "Stay here." I noticed that these children were allowed to take their places in the class just before the closing exercise, in which Miss T. then assumed full charge with a manner that indicated such perfect confidence in the children's disposition to do right that for them to have done otherewise would have been like betraying trust. If it had not been a mission school I should have said to myself, I wonder where the troublesome children go to Sunday-school 1 surely not here. Noth- ing was said about order during the whole session. Just before beginning the closing exercise the children were allowed to rise and sing a song, accompanied with ap- propriate motions. I thought it was a happy way of resting little bodies that would otherwise have to move and be called disorderly. I noticed that Miss T. made the motions which she wanted the children to make, and also that she sat as a signal for them to sit, and stood when she wanted them to stand ; thus making their obedience an exercise of the favorite " instinct of imitation." I was favorably impressed with the naturalness of her voice. She always used pleasant conversational tones, and in this regard differed from the majority of primary teachers I have heard, whose voices have either been too loud, too low, or had in them a patronizing element. The quality of the voice has great influence in a class. 40 Open Letters to Primary Teachers. Have you not yourself felt this when listening to differ- ent public speakers whose voices seemed to have the power either to soothe or irritate ? At the close of the school Miss T. apologized for not speaking with me before, saying that it was her habit to devote herself wholly to the class daring the session. We walked away from the church together. And now I want to give you a few extracts from our conversation, for I am sure I gained some hints which must be a part of her secret of success. I said, *' I was gratified by the order in your class ; but are you not sometimes obliged to give reproof, or ask for quiet ? " " I never tell children to keep quiet," was her reply, " but I correct myself, rather than the children. If my class becomes restless, I am sure that I have grown tedious, so I either brighten my lesson or change the exercise. Sometimes there will be a degree of inat- tention or play in any class, for which the teacher is hardly responsible. In such cases I ask the disorder- ly ones questions on the lesson ; or, if possible, go and stand by them, making no mention of the fault, how- ever, as that would destroy the attention of the whole class." I remarked that I had read in Our Own Fireside a short article by a medical writer, in which it was stated that " Infant schools would only promote death if they were not conducted in a playful manner, with frequent exercises of hands, feet, and voices." Miss T. said that Theodore Parker had written at least one true thing among his many errors. It was this : " Men often speak of breaking the will of a child, Attentio7t a7id Disciplifte. 4 1 but it seemed to me they had better break the neck. The will needs regulating, not destroying. The in- struction of children should be such as to animate, in- spire, strain, but not to hew, cut, and carve ; for I would always treat a child as a live tree, which was to be helped to grow ; never as dry, dead timber, to be carved into this or that shape, and to have certain moldings grooved upon it. A live tree, and not dead timber, is every little child." " If you should not succeed in checking the disorder by diversion, what would you do.'*" I asked. "Quietly dispose of the offender by seating him alone, continuing all the time to talk about the lesson." " Some teachers, you know, have difficulty not only in keeping, but also in securing attention." Miss T. replied, " Children should not be required to pay strict attention until there is something to receive for it. To request attention before the exercises or lesson begins reminds me of the indi- vidual who had agreed to teach a class of boys and girls to whistle. He began by saying, ' Prepare to whistle.' The smiling which followed rendered whistling impos- sible. I am persuaded that the quickest, surest, and pleasantest way to gain the attention is not to ask for it, but to win it. I cannot say that I have ever had the perfect attention of a class from the beginning to the end of a lesson, but I have been able to prevent habit- ual inattention on the part of any children by asking several in succession to give answers to the same ques- tion, and by having their replies repeated by the whole class simultaneously, or by any one who seemed dis- posed to be inattentive. In all this, then, there is for 42 Open Letters to Primary Teachers. you and me this thought : Win attention, and order rather than demand it." I was here reminded of what Dr. Gregory has said about securing attention. He says in substance, atten- tion is of two sorts — compelled and attracted. The former is only momentary, because it is mechanical, and therefore purely external. The latter scarcely knows any fatigue, because it is vital : hunger, seeking food ; excited interest, seeking gratification. " Yes," Miss T. replied, " but we must not forget that ' fixed attention is physically impossible in a child for any lengthened period.' " I was then led to say that I thought teachers were too apt to consider only the children's relation to atten- tion. We would not think any one who did not know how to read himself capable of teaching others to read. Neither is any one who cannot control his own atten- tion capable of fixing the attention of others. A dis- ciplined mind is essential to the disciplining of other minds. Children feel the reserve power. They are true psychologists, invariably seeking out the inner man, and acknowledging the power they feel by allow- ing themselves to be swayed by a superior intelligence. We must, then, try to perfect ourselves before we look for perfect results in others. Now I am going to close this letter by giving you a few extracts from Pestalozzi, " the father of popular education : " — " When I recommend to a mother to avoid wearying a child by her instructions, I do not wish to encourage the notion that instruction should always take the char- Attention and Discipline. 43 acter of amusement, or even of a play. A child must, very early in life, be taught that exertion is indispensa- ble for the attainment of knowledge. But a child should not be taught to look upon exertion as an evil. " I would suggest that the best means to prevent this is to adopt a mode of instruction by which the children are less left to themselves — less thrown upon the unwel- come employment of passive listening — less harshly treated for little and excusable failings, but more roused by questions, animated by illustrations, interested and won by kindness. " Interest in study is the first thing which a teacher, a mother, should endeavor to excite and keep alive. There are scarcely any circumstances in which a want of application in children does not proceed from a want of interest. There are, perhaps, none in which a want of interest does not originate in the mode of teaching adopted by the teacher. If he is not, with his whole mind, present at the subject — if he does not care whether it is understood or not, whether his manner is liked or not — he will never fail of alienating the affec- tions of his pupils, and rendering them indifferent to what he says. But real interest taken in the task of in- struction — kind words, and kinder feelings, the expres- sion of the features, and the glance of the eye — are never lost upon children." Yours, in loving service, S. J. C. 44 Open Letters to Primary Teachers. VI. The Art of Questioning. Dear Teacher Friend : — The world owes about all it has of good to people who have asked questions. The law of gravitation is the answer to Newton's ques- tion about the falling apple ; the watch and clock are the answer to Galileo's question about the swinging of the suspended lamp ; the railway is the answer to Watt's question about the steam of the tea-kettle, and the tele- graph and the cable are the answer to Franklin's ques- tion about the lightning. What a wise world this would be if all the people were in the habit of asking ques- tions ! Let us congratulate ourselves that, as teachers, we can exert an influence to bring about that state of things. As Sunday-school teachers we are in a position to do more than to arouse minds to discoveries con- nected with temporal welfare ; yes, even to lead souls to search out the mystery of godliness, for Christ has said, ** Ask, and ye shall receive." To accomplish these desires, our first effort should be to stir the children to self-activity. Make thought the coin which a child must pay for the lesson which he receives. Dr. Vincent has said, " It is the business of the teacher to set the mind of his pupil to thinking : — " I. Thinking — to feel its need of truth. " 2. Thinking — to explore old truth. The Art of Questioning. 45 " 3. Thinking — to get new truth. " 4. Thinking — to grow by truth. " 5. Thinking — to make a wise use of all truth." The teacher, then, in order to fulfill the conditions of his business, should train the children to observe, to re- call what they have been taught, and to draw from the resources of their present knowledge. This self-activity, this thinking, this observation, can best be aroused by the question method of teaching, called the Socratic method after one of its earliest and most illustrious prac- titioners. " Socrates was constantly intent on making his pupils independent and self-reliant. He did not value results of instruction that were merely handed over, already complete, by the teacher to the pupil. He desired to associate his pupil with himself as his productive part- ner and helper in the search for truth. No mind could come into contact with him and not be roused to ac- tivity. It was lively work to answer his questions. It took thinking. And thinking was the chief intellectual result at which Socrates aimed. There was no hum- drum monotony in his method. He was full of am- bushes and surprises. His pupils had to be perpetually on the alert or they would be caught in some absurd self-contradiction. He never approached them twice in the same way. Now, perhaps, he would ask them to de- fine for him some term in ordinary use. Taking up their reply, he would then, in a series of apparently remote questions, bring them back, after long circuits, to the starting-point, to find that they had quite abandoned their own definition. Again, he would begin by stating 46 Open Letters to Primary Teachers. some startling paradox, which his pupils would at first, on being questioned, dispute. By a course of subsequent interrogation he would bring them to a point at which they were obliged to confess that they had unconsciously admitted it to be true. Yet, again, he would set out with letting his pupils acknowledge as true some com- monplace principle, and then fetch them a long way around to discover that, according to their own answers, it must be false. He never talked long without inter- rupting himself to make sure of the attention and inter- est of his pupils by asking them some question. His teaching was talking — talking, back and forth — conver- sation." * It is noticeably true that the most renowned teachers are also renowned questioners. It has been wisely said, " No one teaches well who does not question well." To any in the habit of teaching without responses from pupils, the use of the deaf mute language might be suggested, because its appeal to the eye has more power than the sound of the voice to control the attention. The ideas which a mind gains by effort are not only un- derstood, but indelibly stamped upon it. It is only the digested food which contributes to the growth and strength of the body. Any excess is positively a source of weakness and disease. Likewise it is only the truth received that is inwrought, and so becomes subjective, that develops and strengthens the mind. Try to fill a glass with water by dashing the contents of a pitcher into it. It cannot thus be filled ; but gently * Wm. C. Wilkinson, D.D,, in " The Normal Class." The Art of Questionhig. 47 and slowly pour from the pitcher and soon the glass will be filled to overflowing, and not a drop will be lost. The same principle will apply in our teaching, and will lead us to question the lesson into the children rather than tell them all about it. Curiosity is the most favorable state of mind for re- ceiving ideas. With young children it is the appetite which prepares the mind to relish its food. Make pupils curious to know is the first rule I would urge upon inex- perienced teachers. Tell them nothing they are ?iot curious to knoiu is a second rule of like importance. The teacher may learn a lesson from the process of making rock candy. When the melted sugar is ready to crystallize threads are placed in it, so that the crys- tals may be formed around them. Let a teacher make a child's curiosity the thread which shall gather about it the crystals of truth. The Bible expresses the value of questioning in the words, " That thou mightest know the certainty of those things wherein thou hast been instructed," (catechised.) Questions are not only a help to the children, but they are the teacher's most faithful assistants. They show how much the children know ; how much the children are able to do; how much the teacher has accomplished in each lesson. If you knew of any person who could accurately tell you these three things, what effort would you not be willing to make to avail yourself of his assist- ance } The art of questioning is a yet more valuable assistant than that person would be to you, because it will clothe you with just the power you seek in another. A teacher who does not become cognizant of these things, 48 Open Letters to Primary Teachers. and therefore teaches the lesson without any thought of its adaptability, might be likened to that dealer in ready- made clothing who was asked to furnish a coat for a boy twelve years old. But when the coat was brought from the pile which usually supplied twelve-year-old boys it hung in awkward folds on the little fellow, who was not up to the average size. The dealer insisted to the parents that it was right. " Dere ish no trouble. De coat ish all right. De coat ish de broper size ; but de poy, ah ! the poy ish too shmall." The aim of questioning is, in brief, *' I. To measure the pupils' knowledge and power, " I. For the teacher's information ; " 2. For the pupils' information. " II. To stimulate the pupils' desire for knowledge and their purpose to secure it. *' III. To assist the pupils in such purpose and effort, '• I. By questions put to them ; *' 2. By questions elicited from them. " IV. To prove the teacher's work."* According to the purposes enumerated, questions may be divided into three classes : examining, developing, and reviewing. I feel that you are telegraphing this question to me : Where in the lesson must these different kinds of questions be used ? I cannot give you an invariable rule, except it be, sli/dy to 7nake the greatest possible variety. If a les- son is one of a series, reviewing questions would natu- rally be the first, in order to muster the stock of knowl- edge about the old lesson for a better understanding of * Dr. Vincent. The Art of Questioning. 49 the new lesson. But this should not always be so. Some- times, but seldom, it might be well to ask an examining question first, to find out how much the children know about the lesson before teaching it to them. Usually a better way is to follow the rule of the follow- ing aphorism : " Show the child a certain quality in one thing and let him find out the same in others." This would be done by developing questions. See specimen lesson on " The Mind of Christ." Developing questions " stimulate the pupil's desire for knowledge and his purpose to secure it;" also, "assisting him in such purpose and effort." Examining questions " measure the pupil's knowledge and power." Reviewing questions " prove the teacher's work." It should be your study to know how you can best adapt these means to an end. In teaching a primary class les- son, developing questions should generally be used. I cannot agree with that writer on the subject of question- ing who says, " Except in the case of infant or feeble children, questions should never suggest answers." I think questions to children should never suggest answers in any other way than that included in the Socratic method, by which the answer to the first question sug- gests the second, in this way supplying a series of steps. Questions which do not suggest the answer in any other way than this help young minds to grasp ideas. It is really wonderful to what points of understanding even " infants" may be brought by a gradual series of devel- oping questions. One delightful use I have made of examining ques- tions has been to bring out the children's differences 50 Open Letters to Primary Teachers. of opinions, asking, What do you think ? Why do you think so ? [See specimen lesson on " Jesus, the King."] Reviewing questions should be asked not only for the purposes of recalling previous lessons or of closing each lesson, but also to test every point in the lesson during its progress, in order to make the work thorough. Never tell a fact, or develop a thought, without asking for it again. Dr. D. once said in a sermon, " I make it a point to repeat to a friend any fact which I wish to remember within three weeks after reading or hearing it. I am thus disseminating knowledge while benefiting my own memory." The effort which a child must make to respond to re- viewing questions will benefit not only himself, but every little classmate as well. His ability to tell what he has been learning makes sure that he knows those things wherein he has been instructed. Notwithstanding the interrogative method is so stir- ring in itself, I have seen a lesson on this plan fall dead upon listless pupils. The reason why this was so was because the questions were not judiciously framed or properly uttered. What are injudicious questions } I. Questions beyond the pupil's ability to answer, either in the light of his present knowledge, observation, or reasoning power. Thus there is a tendency to check thought rather than to create it, to discourage rather than to help. Such a question was that of a clergyman, who asked The Art of Questioning. 5 1 a class of young children, '*Can you tell me whether, in the work of regeneration, the Holy Spirit operates casual- ly or instrumentally ? " 2. Those which are indefinite or vague. They develop confusion on the part of the children, and perplexity on the part of the teacher. Questions are of this character when the teacher has not a clear idea of what she wants to teach, or when the questions are so long that the idea is lost in the labyrinth of words. The followiog questions, selected from A Question Book for Younger Classes, are of this sort : " What does the reason God gave for diminishing the army of the Israelites tell us about the character of God's people.?" "Did God select those who lapped the water because they drank in this way, or did they drink thus because God had se- lected them .^ " Questions should be as short and con- cise as possible. 3. The third kind of injudicious questions includes those which contain much of the answer. The children reply to these by guessing rather than by thinking ; for example, " Esau used to hunt ; what was he } A hunt- er. Jacob used to take care of sheep ; w^hat may we call him.'* A s keeper." Shakspeare gives us a striking example of this sort of questions in the conversation between Hamlet and Polonius : — *' Matn. Do you see yonder cloud that's almost in shape of a camel .'' " Fol. By the mass, and 'tis like a camel indeed. ^^ Ham. Methinks it is like a weasel. " Pol. It is backed like a weasel. 52 Open Letters to Primary Teachers. *' Ham. Or, like a whale ? " Pol. Very like a whale." The intonation of the teacher's voice frequently shows whether the expected answer is "yes" or "no," and the children, without thought, answer as they think they are expected to. A gentleman was visiting at a friend's house where there was a little boy three years old. The father was accustomed to ask Harry, in a tone of pecul- iar affection, " Are you papa's nice little boy } " The visitor said, " He doesn't really think about what you are asking when he answers * yes,' and I'll prove it to you." So he asked the child, in the same tone the father had used, " Are you papa's bad little boy .? " " Yes," replied the child. Then he asked, rather gruffly, " Are you papa's good little boy } " " No." The teacher's tones may check thought in yet an- other way, that is, by having in them a sort of mathe- matical precision, or a certain kind of dispatch, such as one would show in throwing missiles. Fear is thus caused to take possession of the children. What now may be considered judicious questions t I. Those about things which pupils can see or hear. (Opportunity may be given for observation by means of object illustrations.) 2. Those which are so systematic- ally arranged that each question is naturally developed from the preceding answer. 3. Those which are so simple and direct that only one answer can be given. Still other varieties of judicious questions might be developed from the following rule of Dr. Vincent : " Tax the memory, judgment, invention, and conscience of the pupils in your questions." The Art of Questioning. 53 The whole aim of questioning is comprehensively summed up in the following extract from an English Sunday-school paper : — " Would you arrest and sustain attention — ques- tion. " Would you discover what scholars already know — question. " Would you provide teaching adapted to the wants of the scholars — question. " Would you have hearty co-operation between teacher and scholar — question. "Would you fix truth in the mind — question. " Would you continuously refresh the memory — question. " Would you pointedly and powerfully deal with the conscience — question. " Would you clearly and successfully direct the anx- ious — question. " Would you ascertain the actual results of your teaching — question. " Before you begin the lesson — question. " As you proceed with the lesson — question. "At the close of the lesson — question." The success of a lesson taught according to the ques- tion method depends greatly upon the bearing of the teacher. It is not enough that a teacher should have in mind a well-arranged outline, but she must possess the tact to carry^ it out so that it appears like a free conver- sation. All of the children must be interested and en- gaged, for that is a propriety which should enter into all conversations. There will be a tendency which 54 Open Letters to Primary Teachers. must continually be guarded against to conduct the lesson with the ftw children who are most ready to talk. Simultaneous replies should not be given by the class until a few individual answers have been made, for there may be a great show of knowledge where, for the most part, there is emptiness. I should not advise you to ask questions in regular order around the class, for I too well remember the sense of relief from responsibility that I used to feel when " my turn " had passed. The best plan of asking questions is to address them to the whole class, without any intimation as to who will be called upon to answer. Request all who can answer to hold up their hands, and then let one or more per- sons be selected to reply. Afterward request simulta- neous repetition of one or more of the answers given. The teacher should work out her plan with sympathy. If the children give wrong answers it may be possible to work them into the lesson plan, or, at least, a kind '' no " can be spoken. A heartless " no ! " is sometimes worse than smiting a child. A successful use of the question method depends, too, upon the efforts of the pupils. On their part there should be a disposition to try ; prompt, definite, and distinct answers, and a willingness to wait until called upon. It requires peculiar skill on the part of the teacher to question well. It comes more naturally to some than to others, but it may be acquired, in a greater or less de- gree, by all. Having taken upon ourselves the respon- sibilities of teachers, it is a solemn duty to so develop ourselves that strength shall be cast over weakness. TJie Art of Questioning. 55 Thus a deficiency may cease to be a blemish in becom- ing a bud of growth. I would recommend to you, if you desire to become a skillful questioner, some good work on mental philoso- phy. I can assure you that you will find no more read- able book on any subject than The Human Intellect^ by Prof. Porter, of Yale College. Let any one carefully read the chapters on " Consciousness," " Sense-Per- ception," and on " Representation and Representative Knowledge," "Intuition and Intuitive Knowledge," and he cannot fail to appreciate how utterly at variance with the laws of mental development are methods almost universally adopted. Socrates should be studied by the teacher, not for what he taught, but to see how he taught. But you need not seek far-away helps. You will find it a great assistance in the first days of your trial of the question method to confine yourself to questions beginning with ^F— Who.? What.? Why.? When.? By whom.? To what .? For w^hat .? After a little time you will not need to be so circumscribed. After all your best guide will be practice, both in the class room and with little friends you may meet. Take a fact which you may wish to tell a child; write out a series of questions by which you could develop the thought in a child's mind, and then ask some little friend, or even a friend of larger growth, to be your pupil until you can "try on " your plan. Let your' aim be to "make children skillful finders of truth rather than patient receivers of it." Yours in loving service, S. J. C. 56 Open Letters to Primary Teachers. VII. The Art of Memorizing. Dear Teacher Friend : — Have you not noticed that a reform sometimes carries public opinion as far in excess of the right as it was lacking before, and that a rebound is necessary to establish a healthy condition ? The awarding of prizes for the greatest number of Scripture verses committed to memory was a reform instituted to correct the total lack of a study of God's word. And now we are having the rebound in the de- mand that what is memorized must first be understood. The result will be intelligent study of the word The memorizing of Scripture is good, even more, it is in- dispensable, for three reasons : i. That hearts may have a help within for the hours of temptation, affliction, and prosperity. 2. That habits of thinking God's thoughts and speaking in words of godliness may be cultivated. 3. That Christ's followers may be able to meet contro- versy in God's own words, and may have for ready use that weapon which is sharper than any two-edged sword. A moment's thought will prove to you that without an understanding of it, no amount of Scripture would meet the needs just enumerated. One who pos- sesses simply a word-knowledge of the Scripture might be likened to a man who purchased a field in which lay an inexhaustible mine of gold, but without knowing of it, lived on year after year meeting his necessities by The Art of Memorizing. 57 hardest effort. To know the words of the Bible with- out grasping the spirit of truth under them is to live on the surface, where neither love, joy, nor peace can be drawn from God's great treasury. If it were necessary, which it is not, that we should choose between teach- ing our pupils simply the words of the Bible or incul- cating its truths, I would choose to do the latter ; for I know that such a course would inspire a desire in the minds of the children to read and study for themselves, would give them strength to bear the trials of life, and would help them early to grow Christ-like. If an empty bucket is let down into a well and drawn up hastily, it will be returned as empty as it was sent; but if the bucket is allowed to sink below the surface of the water, it will be running over when drawn up. And so if words are allowed to sink into the depth of conscious- ness and feeling, they will be filled with the water of life for human hearts. Perhaps you are thinking of the same question that was asked at our teachers' meeting : Is it not proper to require the Scripture to be memorized and then have it explained ? A reply was given in the form of three questions, namely : Did man in the beginning inherit a language, or has the language grown out of his neces- sity .^ Then is not the natural order, ideas first, lan- guage second.'* Should our teaching be based upon natural or artificial methods .? Language has grown out of necessity, each new invention or experience bring- ing a new word into our vocabulary. Language is, there- fore — relative — the expression of the impression^ and should be second to ideas in order of development. 58 Open Letters to Primary Teachers. I think it is not too much to say that all passages of Scripture should be understood before they are memo- rized. A child who had been taught to think about what she was learning was one day asked to repeat the Golden Rule. She hesitated, but evidently the idea was strug- gling for expression ; finally it burst forth in this wise : " What you don't want other little girls to do to you, don't you do to them." Better for a child to have such a clear idea of the Golden Rule than to be able to repeat it perfectly without understanding it. Of course both can and should be done. It is useless to urge, as some do, that because all Scripture is given by inspiration of God there is no need of explaining it. The inspiration of the writers of the Bible does not imply that its readers are also inspired. It is also urged by some against explaining the Scriptures before memorizing, that the Holy Spirit is the one great Teacher of the word of God. In John xvi, 13, we read, " When he, the Spirit of truth, is come, he will guide you into all truth." Christ taught his disciples things which they did not and could not understand until after his resurrection and the coming of the Spirit. But no other teacher should plead Christ's example in this respect, as the necessity for such a course no longer exists. As well expect miraculous manifestations of healing to the degree of apostolic days, as to expect the same miracu- lous manifestations of teaching. In these days. Chris- tian teachers (and no other kind should be appointed) must lead other hearts to see the beauty of the Lord and of his word. Have not passages which seemed dull and obscure to you been greatly illuminated by the ex- The Art of Memorizing. 59 planations of some friend or speaker ? I once listened to some remarks by Miss Sarah Smiley upon the text, " All Scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness." She said she determined to read the Bible with that passage as a key. When she came to the first genealogical list it took her some time to discover how those almost unpronounceable names could be in any way " profitable " to her. At last the thought dawned upon her that although the records of those persons were unknown to men, God remem- bered all their service. Then she said, " When I have passed away and am forgotten — even the sound of my name — God will remember me." What if Miss Smiley had been given in childhood the task of memorizing those same names } Do you think the Spirit would then have taught her the sweet lesson which was after- ward the reward of prayerful study .? Ruskin speaks with enthusiasm of his mother's faithfulness in this mat- ter of Bible reading : " As soon as I was able to read with fluency, my mother began a course of Bible work with me which never ceased until I went to Oxford. She read alternate verses with me, watching, at first, every intonation of my voice, and correcting the false ones, till she made me understand the verse, if within my reach, rightly and energetically. It might be beyond me altogether. That she did not care about ; but she made sure that as soon as I got hold of it at all, I should get hold of it by the right end. In this way she began with the first verse of Genesis, and went straight through to the last verse of the Apocalypse." 6o Open Letters to Primary Teachers. Ruskin also says : " It is unfortunate, but very certain, that in order to attend to what is said, we must go through the irksomeness of learning the meaning of the words. And the first thing that children should be taught about their Bibles is to distinguish clearly be- tween words that they understand and words that they do not, and never to think they are reading the Bible when they are merely repeating phrases of an unknown tongue." It is, perhaps, true that "some persons have come to a knowledge of the truth without any creature helps." " Man's extremity is God's opportunity." Whatever is necessary for a Christian that his own ef- forts cannot secure, God provides for him ; but what man can do for himself, God will not do for him. The Bible is not like that magic ax which, without hand to guide it, cut its way through dense forests. Neither is it any argument against the explanation of Scripture before memorizing to quote Luther's example when he claimed the privilege of reading the word of God " without priestly comment." Luther renounced priestly comment only to substitute his own thorough study and explanation of the truth. It is hardly just to assume that all teachers are false teachers, and will pervert the truth. If it perpetuates errors to explain Scripture, then our whole system of Sunday-school instruction, and preaching too, for that matter, is wrong ; and the only right way would be to place a copy of the Bible in the hands of pupils, and let them spend the hour usually devoted to the study of the lesson in private and indi- vidual reading, "without explanation or comment." Dr. Hall says : " Let the Bible speak for itself, and it TJlc Art of Alemorizing. 6 1 will make itself interesting. Exhibit the naked sword of God's truth, and it will cut its own way into the heart and conscience. But be careful, and see that in using the sword you take hold of the handle. Many persons seize it wrong end first, and succeed in doing double execution ; they stun their hearers, and cut themselves." We want to give our pupils the sword of the Spirit by the handle, and not by the blade, when we ask them to memorize Scripture. Very many of the passages of the Bible are so plain that their meaning is evident at the first utterance ; but those which are not so should be explained to the child as far as possible, enough, at least, to give him an intelligent thought in connection with them. I do not say that the meaning of every word should be explained, but the general thought of the text should be understood ; and this plan would suggest that memory verses and golden texts had better be memo- rized by the class after the lesson containing them has been taught, rather than before. Otherwise the words spoken in the sixteenth century by Roger Ascham of some pupils who learned their lessons without under- standing them, will be made true of the scholars of to- day : " Their whole knowledge was tied onely to their tong and lips, and never ascended up to the braine and head, and therefore was soon spitte out of the mouth againe." Put in contrast to this the following incident. In the days of persecution a boy had secretly secured a Testa- ment. The priest found it out, and, taking it from him, threw it into the fire. As the boy watched it burning 62 Open Letters to Primary Teachers. with tears in his eyes, he turned to the priest and said, " Sir, the first ten chapters of Matthew are hidden safe where you cannot burn them." " Tell me where they are ox you shall burn ! " said the priest, sternly. " I have them in my heart,'" was the boy's brave answer. Professor Gillett, of the Normal College of New York city, once said in a Sunday-school teachers' gathering where this subject of memorizing was being discussed, that it had been a principle with him for years not to request a lesson to be learned until it had been the theme of conversation in the class, or had been explained in some way. The testimony of hundreds of educators in our own and other countries would show the same plan. Why is it that many Sunday-school teachers are so blind to the right of development of a child's mind, and that they strongly urge there is no necessity in under- standing what is memorized, but that " the word hid in the heart will some day be quickened into a source of help and strength } " I should like to ask them if Sun- day-school instruction is not for the purpose of training up a child in the way he should go for present help; is it not to give him power to overcome temptation in " another's greater strength.'* " The Scripture passage (Psa. xix, 9, it) which teaches the hiding of God's word in the heart, declares that it is to be done to cleanse the soul and keep free from sin. It surely is not reasonable to overlook the child's present need, that there may be laid up for him wisdom for maturity, when, indeed, not The Af't of Memorizing. 63 only for present help, but for the future as well, he would be made stronger by an intelligent memorizing of the Scripture. I am thinking that Satan does not object to " hiding of the w^ord " in the child's heart if it is " hid " away from the child's understanding, for he looks at the possibility that the child may be called from earth before the precious seed has had time or occasion to spring into life and bear the fruit of the Spirit. A gentleman, to show a young friend, who had studied geography several years, something about the shape and motion of the earth, took up an apple and illustrated the scientific fact. His young friend looked at the apple and at the gentleman a few minutes with great interest, and said : " Why, sir, you don't mean that the earth really turns round, do you 1 " He replied, " Did you not learn that long ago 1 " " Yes, sir," she responded, " I learned \{^ but I never knew it before." Ah ! there is a wqde space between learning and knowing. Nothing less than to lead their pupils to know, to the depths of their souls, the blessed truth as it is in Jesus, should be our aim as Sunday-school teachers. James Gall, the veteran Sunday-school worker of Scotland, and author of End and Essence of Sabbath- school Teachings whose thoughts and practice were earnestly turned toward securing intelligent memorizing of the Bible and the Catechism, says: " A large proportion of those who could recite pages of the Bible or Cate- chism with perfect accuracy lived and died in ignorance of the w^ay of life." Mr. Gall showed " a more excellent way " of teaching religious truth, by means of well-considered extempo- 64 Open Letters to Primary Teachers. rized questions, drawing out the meaning and applica- tions of the Bible text and Catechism answers so that the words memorized were understood when first lodged in the memory. His statement of the " effects of the old system of religious instruction as now practically exhibited in society," and of "the difference between learning a Catechism and being catechised," would, per- haps, give new light to many who now advocate a return to the old modes of teaching, or of attempting to in- doctrinate the young through unintelligent memorizing. One warning which Gall then gave is, after fifty years, still needed, not only by teachers, but by some who as- sume to instruct teachers. It is this : " The principal thing to be guarded against by the teacher, at this [the earlier] stage of a religious education, is the repeating, or committing words to memory, without the children's understanding them. However little they read or learn, it should always be understood." * Being understood, it will be likely to go home with the pupils and influence their lives. A beautiful instance of this is given in Nehemiah viii, 8, 10, 12. The question might very justly be asked, Will as much Scripture be memorized by the plan suggested, as by the award of prizes ? To say nothing of the miserable motives which influence the seeking of prizes, I should like the question better in this form : Will more Scripture be lived as a result of committing it to memory understand- ingly, or for a prize for the greatest number of verses ? But I will answer the question as first given. Let two children be examined who have memorized in the two * " Sunday-School World." The Ai't of Memorizing. 65 ways just named, and doubtless the one who had been striving for the prize (not for the prize of the high call- ing of God in Christ Jesus) would be able to repeat the largest number of verses ; but let those two persons be brought together again at the end of ten years, and the result would usually prove exactly opposite ; one having soon " spitte them out of the mouth," while the other pondered them in the heart. " How can pupils always come to the class prepared with their lessons, if they must understand the lesson be- fore memorizing it ?" is a question which naturally arises. I have long been in the habit of requesting the children of my classes to learn during the week the Golden Text of the lesson taught the preceding Sunday, rather than that of the new lesson, desiring them to understand what they learned. I had once the privilege of attending a course of lectures, by Dr. C. S. Robinson, on the " Exo- dus," illustrated by the stereopticon. After listening to each lecture, I was eager to get home that I might again read the Bible account of the Exodus, which had sud- denly become fraught with new meaning. There would be great gain to the Sunday-school cause if pupils could be thus incited to study. Primary teachers can see to it that their little pupils are started in this right way. If I were the teacher of older pupils than are in the Pri- mary Department, my requirement for home study would be mainly connected with the preceding lesson, while I should encourage the study of the new lesson also. The principle of memorizing with the aid of the un- derstanding has been sadly violated in teaching chil- dren the Catechism, prayers, and songs. A little child 5 66 Open Letters to Primary Teachers. was heard to sing, " Let me die in the harness shop." Being asked where he learned to sing the song, he re- plied, " In the Sunday-school." Upon inquiring of his teacher, it was found that the child was trying to sing, " Let me die in the harness " — in the exercise of Chris- tian duty. He sang it wrong because he did not un- derstand it. Another child, after having been taught for two or three years to pray, " Now I lay me down to sleep," etc., astonished his mother very much one even- ing by stopping in the midst of his prayer to ask what '''' fie-she-die " (if I should die) meant. How many children are thus being trained to lip service by well- meaning, but thoughtless, parents and teachers ! A lady remembers having almost grown to womanhood before she understood what " manschefen " (man's chief end) in the Catechism meant.* * In the Presbyterian Church we have got a good old Catechism — we call it the Westminster Catechism — and its theology is sound. . It is good for theological students and men after they get to be thirty years old or so, but it is not intended for babes. Some give it to children of six. I know by experience, because I got the dose at six. Go to a Presbyterian and tell him not to give it to a child of six, and he will hold up his hands in holy horror ! " What ! not give the children that dear old Westminster Catechism? I was brought up on it and it is good ! " I would as soon think of giving a babe tough beefsteak at a week old and expect it to digest it as to expect a child of six years old to understand that Catechism. But then, they say, we expect them to get it by heart — they mean by ear — and then, when they get grown up it will all come to them, and they will understand it. Why not apply the same rule to every thing, and let the child of six years old memorize the forty-seventh problem of the first book of Euclid, telling him that although he does not understand it now, he will when he is grown up ? No ! give them just what the Bible is full of— the milk of the blessed The Art of Memorizing. 6/ In the Sunday-school with which I am now connected, a class in the Methodist Catechism, or " Church Teacher," has been organized by the pastor, consisting of about fifty boys and girls, mostly between eight and sixteen years of age. It meets for half an hour at the close of the Sunday-school, and two or three questions and an- swers are explained and illustrated at each session and then memorized, the exercise being accompanied with prayers and testimonies and songs by the children, and also by any adults who may be present. It is not ex- pected that the children will get a thorough understand- ing of the doctrines taught, but they do at least receive some intelligent idea of each sentence they are asked to remember. Just here I am reminded to express a desire that there might be a change in the time of the responsive reading of the lesson by the school, which it would seem might be done with a better understanding, and conse- quently more interest, after the attention of all had been concentrated upon it during the lesson hour, rather than at the usual time — the opening of the school. I am thinking that some of these days, wnen you are advocating the principles contained in this letter, you will want to quote higher authority than your friend, Mrs. C, so I am going to furnish you with a for- Gospel — milk for babes. Give them the Bible, which is so full of Jesus that we can feel his arm around our neck as we read. The dry, metaphysical Catechism as a substitute for it is blasphemy. I love the Catechism in its place, but this is not its place. — Rev. Howard Crosby, D.D. 68 Open Letters to Primary Teachers. midable list of names and evidences that I have taken from a fine article written by Rev. Henry Clay Trum- bull for the Sunday- School Times : ** Robert Herbert Quick quotes Montaigne, Milton, Locke, Ratich, Comenius, Jacotot, Rousseau, and others, as agreeing that * only that which is understood maybe committed to memory.' Said Comenius, ' In teaching let the inmost part, that is, the understanding of the subject, come first, then let the thing understood be used to exercise the memory.' Ratich affirmed, ' Knowledge of the thing itself must be given before that which refers to the thing ; for if a thing is thoroughly grasped by the understanding, the memory retains it without further trouble.' " Perhaps I ought not to do more now than name those who agree with this opinion on memorizing : Wilder- spin, the originator of the infant-school system ; James Currie, principal of the Church of Scotland Training College, at Edinburgh ; Wm. Russell, editor of the Ainericafi Journal of Education ; Herbert Spencer ; M. Marcel ; James Gill, of Scotland ; Rev. J. F. Sar- geant, of London ; J. G. Fitch, of London ; Dr. John Todd; Dr. John S. Hart; Dr. John P. Gulliver; Dr. J. M. Gregory. Mr. Trumbull adds : "And so the authori- ties might be multiplied, but already it has been shown there has been substantial agreement on this point among representative teachers in Germany, Austria, Denmark, Switzerland, France, England, Scotland, and America." There is another authority to be added, God's word by his apostle Paul, wherein we find the following: " If the trumpet give an uncertain sound, who shall pre- The Art of Memorizing. 69 pare himself to the battle ? So likewise ye, except ye utter by the tongue words easy to be understood, how shall it be known what is spoken, for ye shall speak into the air. I had rather speak five words with my under- standing, that by my voice I might teach others also, than ten thousand words in an unknown tongue." Yours, in loving service, S. J. C. 70 Open Letters to Primary Teachers. VIII. The Art of Illustration. Dear Teacher Friend : — If you should ask me, " What are the best helps to gain attention ? " I would reply, The use of apt illustrations. One hot summer day I was trying to give my class an idea of an ancient sandal ; but the children were far more interested in making mischief than they were in the lesson. I stooped down quickly, and, taking off the shoe of a little girl who sat near, held it up, saying : " Here is Annie's shoe. If it had no buttons on it, and was nothing but a sole with strings to tie around her foot to keep it on, it would be much like the shoes people used to wear when Jesus was on earth. They called their funny shoes sandals." Every eye was fast- ened upon the shoe, and all the scholars were interested and instructed. Illustrations will also hold the attention. 1 have already written so much upon this point in a pre- vious letter that I will not enlarge upon it here more than to say, so long as children are interested, they are attentive, and they are attentive so long as the lesson is within their realm, the world of pict- ure and story, and not in the upper air of abstrac- tions. For children one illustration is worth a hundred abstractions. If you should ask me, " What are the best helps to The Art of Illustration. 7 1 memory ?" I should also answer, Apt illustrations. They both "strike and stick." As a friend once said to me, *' They stick like burs in a boy's hair.' Doubtless you have felt, as I have, an earnest desire to give the truth you teach such a degree of tenacity that it will be im- possible for the children to forget it. What will make a teacher able to do this, was once very clearly shown by Ralph Wells. Dr. Storrs had delivered a very fine address on some topic, and Mr. Wells, in order to test what is best remembered, asked a number of persons what Dr. Storrs had said. In each case what was re- called was hung on an illustration. This law of associ- ation is one of memory's greatest helpers. Have you not sometimes succeeded in recalling something you had forgotten, but were trying to remember, by going back to the place where you stood or sat when you had the thought 1 Have you not been able to remember a new and peculiar name by associating it with some- thing } Illustration is a help also in another direction. " It lightens up or illuminates a lesson."* Until I learned to associate God's truth with familiar objects, it was very tiresome work for me to read the Bible. One day, while taking a carriage drive with a friend, these ques- tions were asked me: "What does the Bible say about rocks? about water? about trees?" When I began to search for answers by aid of a concordance the reading of the Bible ceased to be a dull task, and passages which I had read with indifference before became bright points of interest. I do not hesitate to say that * Dr. Vincent. y2 Open Letters to Primary Teachers. by the aid of illustration a teacher can succeed in mak- ing children enjoy and understand any lesson suitable to be given to them. Illustration lightens up a lesson, especially by aiding the children to understand a new truth through com- parison with something already familiar. " You tell us what things arCy but never what they are likcy' was the criticism of Robert Hall on a brother minister. I wished to give a lesson on the " Resurrection " to a class of little pupils to whom I discovered it was an entirely new thought. The first step was to plant three weeks beforehand in the presence of the class a grain of corn in a flower-pot. When the day of the lesson came there was a little plant two inches high. It was drawn up, and the grain of corn was seen attached to it. The children were taught that the seed had been buried, and God had called it to come up. They were then told about the conversation of two little girls beside the grave of their little friend. Amy. " Did you say that they planted her.? Will she come up next year.? " asked Annie. " No, not so soon," answered Katy ; " but some day God will call her to come up, then she will. Papa knows every thing, and he said she would." Then the story of Lazarus was told, as giving proof that the dead would come forth when God should call them. A general resurrection, was taught, and finally the children were asked how they would like to look when they should come out of their graves. One little girl, five years old, and a boy, replied, " Very pretty." Another child answered, "Just as I do now." The Art of Illustration. 73 They were then taught that if they truly loved Jesus they would shine as the sun, and look like him. The worship of the early Church was a grand system of illustration devised by God himself. The sacrifice of a lamb without spot or blemish was like the sacrifice of the sinless Lamb of God. The blood which must be sprinkled to insure that the life was yet in it, typified the sacrifice of a living Christ. The offering of dead blood, which would have been coagulated and could not have been sprinkled, would not have been typical of the blood which pleads for our sins. The altar to burn in- cense upon every morning and at even when the lamps were lighted, taught prayer to a nation who in no other way could have comprehended what prayer was. The high priest, who alone was admitted to the Holy of holies or allowed to gaze upon the mercy-seat, the throne of God, was a grand illustration of the Advo- cate with the Father, even Jesus Christ the righteous. Macaulay says : " Logicians may reason about abstrac- tions, but the great mass of mankind can never feel an interest in them. They must have images." He also says that in early ages " God, the uncreated, the incom- prehensible, the invisible, attracted few worshipers. It was before Deity embodied in a human form, walking among men, partaking of their infirmities, leaning on their bosoms, weeping over their graves, slumbering in the manger, bleeding on the cross, that the prejudices of the synagogue, and the doubts of the academy, and the pride of the portico, and the fasces of the lictor, and the swords of thirty legions, were humbled in the dust." There is a certain school of thinkers who believe that 74 Open Letters to Primary Teachers. " the development of man commences with natural perceptions through the senses ; its highest attainment is the exercise of reason." Taken without modifica- tions, this would have a rationalistic tendency. God has given us power to receive impressions or ideas of things through the five senses of the body, and he has endowed us with the still higher capability of perceiving truth by soul intuitions, which we call rea- son, but would, perhaps, be better named revelation. We know some things, the knowledge of which we can- not trace to any other source than to God himself. The teaching in our Sunday-schools will be degraded in the measure that it is mere object teaching, but to bring the higher and lower faculties to point of contact will constitute the noblest kind of teaching. The fail- ure of so many teachers to do this in the use of objects has given to persons of fine spiritual sense a dislike to the method adapted to religious instruction. Let the spirit which the term object illustratio7i embodies to a Christian teacher, but which would be better expressed by the words intuitional instruction^ pervade Sunday- school teaching. But while the purpose of illustration is to lighten a lesson, sometimes the effect is to darken it. This is the case when the illustration is made more prominent than the lesson-thought, by the teacher's failure to make a definite application of the illustration. In the use of illustrations there are conditions to be nicely adjusted. This cannot be done by putting the illustration in one balance and the truth in the other to test which will weigh the heavier on a pupil's mind. But the illustra- The Art of Illustration. 75 tion must be well overlaid with the truth, as were the boards of Shittim wood overlaid with gold in the boild- ing of the tabernacle. A teacher should test his work in this direction by making inquiries of parents what the children say about the lesson at home. It should also be kept in mind that incongruous illus- trations darken a lesson by changing, as it were, the as- pect of the truth, or by mingling it with ludicrous and degrading associations; that inaccurate illustrations often destroy impressions of truth. A mother had been teaching her little daughter about the ark. Some time after the child was looking at a picture of an ark, when she suddenly exclaimed, " Why, mamma, you told me the ark had only one window in it, and that was in the roof! This picture has ten windows in the ark, for I counted them." Illustrations may be divided into two classes : first, those addressed to the ear; second, those addressed to the eye. Stories and incidents are included in the first class ; to the second class belong blackboard exer- cises, object illustrations, and pictures. Of the former I will give some hints in this letter, but I will reserve the second class for another letter, which will be on the subject of eye-teaching. A child's love of hearing a story is too well known to you to need more than mention. *' Tell me a story " is the universal plea from children; and, therefore, no in- struction given to little people would be complete with- out the story element. The most desirable stories for illustration are to be found in the Bible. It is of itself a "Christian Treasury." In these times the attention 76 Open Letters to Primary Teachers. of Bible students is being particularly directed to using the Bible as its own commentary. Many can say with Jeremiah, " Thy words were found, and I did eat them ; and thy word was unto me the joy and rejoicing of mine lieart." The way to make our nation a more Bible-loving and Bible-studying people is to begin a right course in child- hood. All that we can do as teachers to interest chil- dren in the Bible will tend toward the accomplishment of this. Bible stories are apt to have a sort of unreality about them to the minds of children. This is, perhaps, due somewhat to the difference of customs, names, etc., be- tween those times and our own time. And these stories have been so often repeated that it is hard to realize them, just as we do not realize the common blessings of life because they are so constantly bestowed. I have found it well to tell a Bible story, withholding all Bible names, (see Specimen Lesson on Jesus, the King,) and have thus been able to carry the interest and attention of the class until the end of the lesson, or to a point where I could lead the children to know for themselves that I was telling them something from the Bible. Second to Bible stories for illustrations are incidents which may be gathered from many sources — home-life, school-life, play, etc. These should never be told simply for amusement. They should enforce thought rather than make up for the lack of it. " An illustration is merely a channel which is dug, through which thought flows more easily into the mind. The Art of Illustration. 77 and the channel is useless if the water of truth does not flow through it." Besides stories, another class of illustrations addressed to the ear are word-pictures. The following poem, by the " Poet of the Sierras," so beautiful that I have copied it for you, will give an idea of what I mean by word- pictures. A prominent daily paper says : " It makes us think of some canvas after Murillo or Rubens." Beyond Jordan. " And they came to him, mothers of Judah, Dark-eyed and in splendor of hair, Bearing down over shoulders of beauty, And bosoms half hidden, half bare ; *' And they brought him their babes and besought him, Half kneeling, with suppliant air, To bless the brown cheiaibs they brought him, With holy hands laid in their hair. '* Then reaching his hands he said, lowly, ' Of such is my kingdom ;* and then Took the brown little babes in the holy White hands of the Saviour of men ; " Held them close to his heart and caress'd them, Put his face down to theirs, as in prayer ; Put their hands to his neck and so bless'd them, With baby hands hid in his hair." Does not the poem help you to see, better than you have ever seen it before, how it all must have been when Christ was blessing the little children .? If we can- not be poets, we can at least become teachers, who are able to make Bible incidents appear as vivid pictures to the imaginations of children. In word-picturing the 78 Open Letters to Primary Teachers. pupil will acquire no more definite and vivid view of the lesson than the teacher himself possesses. The list of illustrations addressed to the ear would not be complete without allegory. I never realized how much an allegory could be to a child until I read Little IVomen, by Miss Alcott. You will remember how the lives of the four young girls were patterned after Ftl- grims Progress. At least this grand masterpiece of alle- gory should be studied by you, not only to gain illustra- tions, but also to help you make original illustrations of a similar character. I know of a mother who allegorizes the naughty ways of her young children by personifying them in mice and other animals. She thinks they are thus enabled to see themselves as others see them. As my next letter is to be devoted to the other de- partment of illustration — eye-teaching — I will occupy the remainder of this letter in suggesting how to acquire the art of illustration. Several excellent books of illustrations have been published for the use of Sunday-school teachers. These serve an important purpose, but more valuable than any book or collection of illustrations is the acquirement of the illustrating habit. This is to be gained by cultivat- ing the observing powers and by a course of reading. I know of a teacher who never sees or reads any thing which interests him without asking himself the ques- tion, " What can I illustrate by this ? " A good illus- tration is not given by him to a treacherous memory to keep, but is placed either in a repertory, or index rermUy or labeled envelopes, classified in a way to make it easily found when needed. The Art of Illustration. 79 " What is it like ? " as an habitual question in con- nection with every lesson, will gather illustrations as a lodestone gathers about itself iron filings. Ask your- self the question, What is like this truth in the Bible? What is like it in home life ? What is like it in nature ? A course of reading that would be most beneficial to prepare one's self to illustrate would include, first, the Bible; second, sermons and essays written by persons celebrated for their illustrating habit, as Guthrie, Arnot, Spurgeon, Beecher, Talmage, and Newton ; third, hand- books on illustrative teaching, as The Art of Illustra- tion, by J. S. Fitch ; The Use of Illustration, by J as. M. Freeman ; Illustrative Teaching, by W. H. Groser ; Art of Picturing, by W. H. Groser ; Through the Eye to the Heart, by W. F. Crafts. Finally, the best way to acquire the art of illustration is to be a thorough Christian at heart, for only that which has made its way from the head of the teacher to his heart and conscience will succeed in making an im- pression upon the conscience of the children. I like to think that an aptitude to teach others is a part of that living water which Jesus has promised. By his power the heart of a teacher may indeed become a fountain springing up into everlasting life in many souls. Yours, in loving service, S. J. C. 8o Open Letters to Primary Teachers. IX. Visible Illustration. Dear Teacher Friend : — The case before us now is Eye vs. Ear in teaching. A farmer told his man, Patrick, to feed the oxen with corn in the ear. He came back in a little while, saying, " Sure, sir, I did as ye tould me. I fed them with corn in the ear, but they shook it all out. Niver a bit of it could I get down." Perhaps you have had a somewhat similar experience in teach- ing little children. You have found that the lesson " went in at one ear and out at the other," or, perhaps, it has proved difficult to get any lesson at all into their ears. Horace, in giving directions to a dramatic writer, makes the remark that " those things which enter the mind through the ear make a less vivid impres- sion than those which enter through the eye." This holds true of all ages, but especially of the period of childhood. It is through observation that children gain the most of their early knowledge. The most observant child is usually the most intelligent. The eye is the principal agent in observation. The impressions gained through it are more numerous and more correct than those ac- quired through any other organ. The eye might well be called the king of attention, for where it leads attention will follow. A teacher has Visible Illustration. 8 1 only to. hold up an object, or touch the blackboard with a piece of chalk, and, whether he draws any thing or not, attention is arrested. During the last few years object lessons have become very popular in our public schools. The use of objects in the Sabbath and day- schools is for widely different purposes. In the day- school objects are introduced that the observing fac- ulties may be strengthened and general intelligence increased. As a practical result, " a child is made to see for it- self by the aroused activity of its intellect, to advance only as it comprehends, and to become accustomed to habits of self-command and confidence." In the Sunday-school object illustrations are given rather than object lessons, the object being employed only to teach spiritual truth by comparison and asso- ciation. When this is accomplished the object should be put out of sight or it will have just a contrary effect, diverting the attention rather than concentrat- ing it. I was once giving a lesson on the surety of God's promises. The first step was to ask the children to tell what a promise is ; secondly, to get them to tell of some promises they had made; thirdly, to inquire whether or not they had kept their promises ; fourthly, to take a fine thread from my pocket and snap it, to illustrate how easily their promises are broken ; fifthly, to recall some of God's promises ; sixthly, to take a wire from my pocket and vainly endeavoring to snap that, to illustrate that God's promises are not broken. In this example it will be seen that two object illustrations are given. 82 Open Letters to Primary Teachers. Truths thus associated with familiar objects are made plainer to the mind, and they are longer in the memory than when they are taught abstractly. Familiar ob- jects are thus made continual reminders of God. There may be excess in even so good a practice as this. Victor Hugo has said : " The excess of a good quality becomes a vice. The generous man is not far removed from the prodigal, or the prudent man from the miser." Excess in illustration would tend to mate- rialize truth. You ask, " When should object illustrations be intro- duced in the Sunday-school lesson 1 " Some would say, in the beginning of the lesson ; others, when the lesson is two thirds taught. But no general rule can be given unless it be this : give illustrations when they are needed to make the truth clearer. " How can it be done .'' " I will answer this question by giving some specimens which I have gleaned from a num- ber of my lessons. When telling about the rain- bow as a sign of the covenant between God and man, have a prism to throw the colors on the wall, where they can remain while you talk about them. Get the children to move their hands in the shape of the rainbow. When teaching that the pillar of fire was light to the Israelites, but darkness to the Egyptians in crossing the Red Sea, show a piece of paper red on one side and black on the other. When this lesson was taught in my class, I provided each one of my assistants with such a piece of paper. When describing the vail of the Tabernacle show Visible Illustration. 83 some white linen, and blue, purple, and scarlet threads, and, if possible, a piece of embroidery done with these colors. In teaching the le?:son about " Joseph making himself known to his brothers," to show that Joseph reminded his brothers of their wickedness not to punish them, but rather to make them love him more and despise evil, bring before the class a branch covered with leaves and a branch stripped of its leaves, and follow a line of ques- tioning and development similar to this : What is the difference between these two branches ? One has leaves on it and the other has none. Which one might we call a whip.'' [Children point.] Listen to the voices of the leaves, [The teacher shakes the branch with leaves.] Joseph wanted his brothers' thoughts about the wrong they had done to him to be like voices telling them not to do wTong any more, rather than like a whip, to give them sorrow. [Here some of the details of the story would be given.] As they went home their thoughts about the wrong they had done to Joseph [shaking the branch with leaves] made them very kind to Benjamin, and they did all they could to keep harm from coming to him. [Let the scene now be described when Joseph sent every one out of the room save his brothers, when he made himself known.] Did Joseph want their thoughts of him to be like a whip, or like a branch with leaves } I think he wanted to take their thoughts about him and make them into crowns of love to wear around their hearts. [Let the teacher hold the branch of leaves in the form of a crown.] God wants our thoughts about 84 Open Letters to Primary Teachers. the wrong we have done to be not like whips, giving us sorrow, but like voices, telling us not to do so any more. God has forgiven us our sins for Jesus' sake, and, of course, he does not wish to punish us for them, but he wants to make a crown of love for us to wear around our hearts out of the memory of our sins. In teaching about a walled city, Jericho, for instance, set up a toy village with a high row of blocks around it, and explain the similarities and contrast between the toy city and the walled city. In teaching about the twelve stones which were set up in Gilgal as a monument of God's mercies to the Israelites, and applying the same thought to our re- membrance of God's mercies to us, procure twelve marble chips. Write on them : Jesus Christ, The Com- forter, The Bible, Heaven, Life, Prayer, Forgiveness, Home, Friends, Reason, Food, Clothing, and let them be set up as a monument before the class. Let a little boy about three years old — he will proba- bly have long hair — be placed before the class to illus- trate Samuel's age and size when his mother took him to the tabernacle to be trained as a servant to the Lord. When teaching about deaf mutes cured by Christ, you may find a deaf mute who is willing to come into the class and show the children how pov/erless he is either to hear or to talk. Illustrate the blessing of sight by showing an opera glass and telling what it enables us to do. Show how it must be regulated, then tell that each child has a more wonderful pair of glasses, with which he can see things Visible Ilhtstration. 85 both near and far, and which are self-regulating, self- cleansing, and beautiful in color. Tell the children that these " glasses " are their eyes. To illustrate God's love by comparison with man's love, the following order of development may be used. If you should see a ball as large as this whole room, would it seem large or small to you .? See what a little ball I have in my hand, [a very small round seed.] Our love to God is like this little seed, but God's love for us is greater than a ball as large as this room would be. To explain Jesus' name, " Light," illustrate as follows : How many of you have tried to look at the sun .? Do you think you could look right at the sun while I could count twenty .? Do you know of any thing as bright or even brighter than the sun } [They do not.] I do. Jesus in heaven before he came down to die for us, and Jesus in heaven now. He was and is brighter than the sun. When Jesus came from heaven his shining was all shut up in a body like yours and mine. While Jesus was here among men there was one time when his God-light shone through his body and his clothes too. How well his name of Light fitted him then. This illustration was used in a lesson on the transfigura- tion. When teaching a lesson on the feeding of the multi- tude, bring before the class five loaves made to repre- sent oriental bread. A very good imitation can be made by mixing Graham flour and coarse Indian meal and bran with water, rolling the dough thin and cutting out some round cakes, which should be about ten inches in 86 Open Letters to Primary Teachers. diameter and half an inch in thickness. They should be dried rather man baked in a slow oven. A lesson on humility might be illustrated in the fol- lowing manner : What can you make } " A kite, a boat, a doll," etc. Endeavor here to recall the pride which has filled their hearts when they have succeeded in making any thing. How many of you have heard the sweet music which the organ makes } Why does it not make music now } No one is playing on it. Is it right, then, to say that the organ makes the music } Now Miss will play on the organ. How does she help the organ to make music ? She puts air into it and moves the keys. Each one of you is somewhat like an organ. Who gives you air.? " God." What do you call it ? " Breath." And it is God who teaches your hands how to move to make things. He tells you how, and puts strength into your hands to work. Even men and women could do noth- ing themselves. God helps every body. Just as the organ cannot make music by itself, so no one can do any kind of work unless God helps. What if the organ could talk and should say, "What beautiful music I can make ! " Would that be true 1 What should it say } "What beautiful music Miss can make on me! " You told me a little while ago that you were proud when you made any thing that was nice ; is it right for you to feel proud and say, " How great I am ! " What should you say instead } " How great God is that he can show me how to do these things ! " In teaching how we have " freedom by the truth," re- fer to the slavery of the colored people, then show a Visible Illustration. 87 facsimile of the Emancipation Proclamation, or a large sheet of paper with the following words written upon it : " I, Abraham Lincoln, President of the United States ... do order and declare that all persons held as slaves . . . are, and henceforward shall be free." Tell the children about the results of that document upon the condition of the slaves. Teach them then that they are Satan's slaves when they do wrong. Jesus wants to make them free. Hold up the Bible as Jesus' Emanci- pation Proclamation, and read from it how we may be made free; " the truth shall make you free," that is, by trying to do as the Bible teaches us we become God's free children. Let us now pass to the other department of Visible Illustrations : pictures, and blackboard work. I have in my home a copy of The ChiliVs Bible, a quarto vol- ume, which contains one hundred and fifteen full page illustrations, and as many, if not more, half-page pict- ures. It has been invaluable to me in giving vividness to my ideas of Bible events, and has, therefore, been a great help to me in my preparations to teach the little children. In some instances I have taken the pictures into my class. Such a Bible would be a perfect delight to a child. He could, by aid of the pictures, gain a pretty good knowledge of the Bible before learning to read. I once heard Dr. Arnot say that it is the habit of the world to read the pictures in God's book instead of the words. The lives of Christians are those pictures. You will readily recall instances where this has been so, and where God's cause has suffered through the example of some unfaithful Christian. But this is not the point 88 Open Letters to Primary Teachers. I wish to emphasize. You can frequently find pictures to illustrate your lessons in commentaries, Bible diction- aries, and in books on Bible manners and customs. I have several times been much gratified by seeing my assistant teachers bring in these small pictures to illus- trate the lesson to their little classes. For such purpose a picture scrap-book would be almost invaluable. Ma- terial for it could be gleaned from newspapers, maga- zines, and various other sources. Such pictures are apt to be small, and, therefore, use- less to the Primary Superintendent to show to the whole class. But such a collection would be very suggestive, and pictures or parts of pictures might sometimes be copied from it on a large scale upon the blackboard. There have been published on large sheets pictures representing some few Bible scenes in the style of black- board outlines, which, if pinned to the blackboard, can- not be distinguished from an actual chalk drawing a few feet away. There will also be occasions when you will need to make use of the blackboard. To say " that you cannot draw " is no argument by which to excuse yourself from doing so. If we take advantage of the imaginative powers of children we shall find that it will answer nearly as well to represent people, journeys, and places by dots and lines as by elaborate pictures. Do you not remember that rows of broken bits of dishes, arranged in a little cupboard which you made out of blocks and stofies, were like so many rows of China in a handsome sideboard to the eyes of your imagination as a child ? You have seen chairs con- Visible Ilhistratio7t. 89 verted into a railway train with perfect satisfaction, and probably, too, you have seen a journey undertaken with a hobby-horse, or a saw-horse, accompanied by all the enjoyment and perplexities of a real trip. If we take advantage of this peculiarity of the child's mind, it will be a comparatively easy task to make good and efficient use of the blackboard, although we cannot draw well. As additional encouragement I will give you a few examples of simple blackboard work, taken from some of my lessons. Print Gen. ix, 13, in the shape of a rainbow when teaching about that sisrn of God's covenant. Make innumerable dots to represent manna when teaching about God feeding the Israelites in the wil- derness. Draw a line representing the journey of the Israelites from Egypt to Canaan, thus: When the course of lessons was the Is- raelites' journey from Egypt to Canaan, this line was placed by degrees upon the blackboard or slates of the assistant teachers until it was complete. Very many of the children learned to draw it, and at the Quarterly Review they were able to locate the different places about which they had go Open Letters to Primary Teachers. learned. At that time a red mark was drawn across the journey line to represent the Red Sea ; a little green branch was drawn at Marah ; dots representing manna located the Desert of Sin. A flag was drawn to represent Rephidim, where the Israelites fought with Amalek ; the two tables of stone at Mount Sinai ; a small straight line to represent a stick in Moses' rod at Kadesh ; a serpent at a point midway between Mount Hor and Ezion-geber ; and a bunch of grapes at Mount Nebo to represent the place from which Moses looked over into the Promised Land and saw that it was a land of plenty. In teaching about the passover draw a door and frame, and put some red marks on them to represent the blood which the Israelites were instructed to put upon the door posts and the lintel. In teaching the significance of the passover make a cross thus — with the motto, " Christ our passover is sacrificed for us," on it ; or, if you prefer it, the figure of a lamb, with the motto, "Behold the Lamb of God," as an explanation of the words, " Christ our passover is sacrificed for us." If you cannot draw the lamb you can get some one to draw it for you, or paste a picture on the blackboard. Visible Illustration. 91 When teaching about the mountains of blessing and cursing, Mount Ebal and Mount Gerizim, draw the out- line of two mountains with a valley between. Make an application of the lesson by printing upon Mount Ebal the seven things which the Lord hates, and upon Mount Gerizim the eight things which he blesses, thus : — GOD HATES /A proud look. , ^ lying tongue, Killing hands A wickal heart. A false witness. An adulterous eve GOD BLESSES : To illustrate the lesson about the four lepers who sat at the gate of Samaria draw a square to represent the city, leave an open place for the gate, and make four dots by the gate for the lepers. In teaching how it may be possible to live right in the sight of God, tell, first, the story of the widow whose little pot of oil Elisha caused to increase until it filled all of the empty jars which she had brought in from her neighbors' houses. She then sold the oil and paid her debts. Draw on the blackboard a row of seven jars, di awing a small heart above them. Then make use of them in the following manner:— Here is a little jar for each day in the week. Tell me what letter to put un- der each line, S, M, T, W, T, F, S. [Then point to the heart.] From that we are to fill each day [pointing 92 Open Letters to Primary Teachers. to the jars] with goodness. " Could the widow fill her empty jars with the small quantity of oil which she had in her little pot } Do you think you have enough good- ness in your heart to fill all of the days .^ " "Yes." "Let us think about this. How many of you have sometimes promised your fathers and mothers that you would be good all day .'' Try to remember now. In a little while were you not doing wrong and feeling very sorry about it } You surely did not have enough goodness in your heart to fill that day } I will make a picture of all the goodness you had. [Represent the jar about half full.] If we pray to God to help us do right he will send his Holy Spirit into our hearts, and we shall then be able to fill all of the days full of goodness, for the Holy Spirit will bring God's goodness to us." [Represent all the days as full by rapid use of the chalk on all the jars.] In teaching the lesson about David and Goliath, to give an idea of Goliath's size draw on the blackboard a shoe and a hand twice the size of those belonging to a man of ordinary size. When telling about the weapons which David used in the combat with Goliath, show the children a sling cut of sheep-skin of an elliptic shape, five inches long and three inches wide, with a coarse leather string, three yards long, passed through holes at each end. Show also a stone to fit it. I will now give one more illustration of simple black- board work which can be applied to many different les- sons. It is a portion of my lesson on Ruth and Naomi. " I wish we had some large and beautiful pictures for our lesson to-day, but as I could not get them we will ^ pre- Visible Illustration. 93 tend' that we have some, and I will make some frames for them. [Drawing the outlines below.] Three \vidow8, Naomi, Kuth, aud Orpah, walking to- gether from the land of idols to the land where God was wor- shiped. Naomi kissing Ruth and Orpah, and trying to get them to go back to their Mends and let her go alone. Orpah tiu-ning back, Ruth cleaving to Naomi, saying, Entreat me not to leave thee nor to return from following after thee, etc. Naomi and Ruth coming nto Bethle- hem all the people looking with wonder at Naomi, whom they | had not seen for ten years. They came to Beth- lehem in the begin- ning of barley har- vest. Men were cut- ting and gathering it into sh eaves and maid- ens were gleaning. The words in the above outlines are not to be written, but to be repeated by the teacher. The success of the method will depend upon the ability of the teacher to control the imaginative faculties of the children. Make the ideal real ; point to a place for the persons and things mentioned. This will give " to airy nothings a local habitation and a name." The greater part of the examples which I have given may be used by assistant teachers, who will draw them 94 Open Letters to Primary Teachers. upon slates instead of the blackboard. I hope you will see to it that each one of your assistants is provided with a slate as one of the necessary equipments. It is much the best plan to do all blackboard work in the presence of the class, as children take great delight in seeing any thing drawn, and besides attention will be thus collected as I have already intimated. But if the drawing and printing cannot be done rapidly it had better be made before the class comes together, and kept covered up until the time for it to be used. If this is not done, the illustration will be found, when the time comes for using it, to be like an uncorked bottle of perfumery from which all the fragrance has evaporated. Before closing this letter I want to give one caution about the use of the blackboard. It is altogether wrong to associate God's truth with deformity. It will be hard for a child ever afterward to think of it as beauti- ful. I have seen blackboard work which reflected ridicule rather than light upon a lesson. Therefore, unless you can draw well, or can learn to draw well, I would advise you to get some one to draw for you, and to attempt nothing more complicated than dots and letters yourself. Yours, in loving service, S. J. C. The Culture of Benevolence. 95 X. The Chilture of Benevolence.* Dear Teacher Friend : — What do you suppose a child thinks about the money which he brings to your class ? " Here, Johnny, is a cent to take to Sunday-school," says a mother to her little boy. As Johnny skips along he wonders what the cent is for ; he has never thought of it before ; perhaps it is to buy candy for the teacher, or perhaps it is to pay for getting in. Johnny remembers that when his papa took him to the circus he had to pay for him to get in. It occurs to him that he will ask the teacher what the money is for, but there is no chance, and so he drops it quietly into the collection box. The act has less pur- pose in it than if he had thrown a leaf upon the stream, for he would have stood to watch what became of that. Do you and I not know that this aimless giving is what to-day constitutes in the majority of primary classes the culture of benevolence ? *' There is no more benefi- cence in the transaction than there would_ be in drop- ping in so many buttons." Even worse than this is the plan I have sometimes seen carried out, by which the money brought by the children is devoted to the pur- chase of their own books and papers. I have heard that a school which raised fifty dollars * See also " Specimen Lesson on the Widow's Mites." 96 Open Letters to Primary Teachers. last year sent five of them to the mission work and kept forty-five for their own support ! Call it, then, the culture of selfishness, and let no one suppose that children thus trained will be developed into tlie generous Christians who would be willing to sell all that they have and give it to the poor, if so the word of the Lord should come to them. Between neglect at home and indefiniteness in the Sunday- school the child is in danger of growing up without a knowledge of the blessedness of giving, and that love of the Father which is promised to the cheerful giver. Why should children be taught to give 7 Because we have the " Church of the future " in our molding hands to-day. There are usually three motives presented for Chris- tian giving : pity, duty, and profit. That higher purpose suggested in some Churches in the use of the expression, " Let us continue the praise of God by passing the contribution box," is frequently forgotten. Instead of looking at the contribution box in this noble light, it is more generally considered a necessary evil, " Something of the world brought, from dire necessity, into the Church." Should not the worshiper see as much beauty in ex- pressing his thanks to God by an offering as by prayer and song } " The fruit of our lips, and the fruit of our labors, are equally acceptable to God, else why did he train his chosen people to give tithes of all ihey had, and to consider their worship incomplete until they had given thank-offerings 7 Let us do our part toward preventing TJie Culture of Benevolence. ' 97 * The Church of the future ' from having the selfish ideas of Christian benevolence entertained by the Church of the present." Children should be taught : i. That God is the owner of all things. 2. That whatever a person has, God in- trusts to him to keep a little while until death, when it must be intrusted to some one else. 3. That we ought to return to God a part of the things intrusted to us ; that a tenth is what God asked his ancient people to give him 4. That the Bible designates a time when God's dues should be paid — " the first day of the week." Let the children be made to realize thai, as in the day when the widow cama with her two mites to God's treasury, so to-day, Jesus is looking upon our gifts. They should also be made to realize Christ's great and generous gift to them : " Ye know the grace of our Lord Jesus Christ, that, though he was rich, yet for your sakes he became poor, that ye through his poverty might be rich." " To be a cheerful giver one must somehow know the worth of the thing given." What means for getting money shall be suggested to the children, that they may know something about the worth of what they bestow .? A good plan is to ask them to earn what they give to God. But there is an objec- tion to doing this, as it sometimes necessitates payment for little services which it is their duty to render at home ; or, perhaps, they are paid for being good. My ideal plan would be to have the children taught in the home some industry by which a little money could be 98 Open Letters to Primary Teachers. made. But if that does not seem practicable, perhaps the teacher might secure the co-operation of the parents to the degree that they would give their children a small amount each week to spend for specified things, with the understanding that a portion should be given to be- nevolence. A wise use of money, and Christian charity, would thus be taught at the same time. The delight which a child feels in contributing of his earnings is illustrated by the following incident : Said a boy, eight years old, the other day, " I have made eleven cents by selling pins, shoe laces, and such little things. Did you know I have a store in grandpa's office .'' " At a meeting when a collection was called for, this little fellow whispered in the ear of one of the collectors, "Put me down for two cents. I can pay it." Another method of teaching " the worth of the thing given " is to explain to the children beforehand what is to be done with the money, instead of asking them in the usual way to give to the " collection." Afterward let a report be made about the use of the money. It is well to ask each Sabbath, or before taking the collection, what is the money for, which you have brought to-day } A regular statement by the treasurer is demanded by adult givers. Such a statement made to the children, including an account of what has been done with their money, would not only stimulate them to give more, but would cultivate an interest in all good works. Children should be taught to give with a definite pur- pose. In my own judgment there are no objects of benevolence so appropriate for them to be trained in supporting as those adopted by the Church, for thus The Culture of Beiievolence. 99 they will early become identified with its interests, and their hearts will be closely united with it in sympathy. There must, of course, be much explanation on the part of the teacher, so that each cause presented will be understood. There is no place so holy that Satan would be abashed to enter, and no grace is too Christ-like for him to blow his foul breath upon. Why, he even tries to make us proud of our humility ! And in some cases I have seen him use Sunday-school teachers as instruments for train- ing children to bestow their gifts to be seen of men. The children are told that on next Sabbath the mis- sionary concert will occur, and they must bring their offerings — their pennies for the missionary cause. They are exhorted to remember it by motives of banners, medals, etc. When the time comes, and the different amounts have been collected, the Superintendent an- nounces that class No. i, the Busy Buzzers, have raised the largest amount of money this month, and are entitled to the banner. Is not this a doubtful way of developing the unselfish feelings of the heart } In sweet contrast to it is the following : A little girl, who loved her Sav- iour very much for having so loved her, came to her clergyman with eighteen shillings for a missionary so- ciety. " How did you collect so much 1 Is it all your own } " the clergyman asked. **Yes, sir; I earned it." " But how, Mary — you are so poor ? " " Please, sir, when I thought how Jesus had died for me, I wanted to do something for him, and I heard how 100 Open Letters to Primary Teachers. money was wanted to send the good news out to the heathen, and as I had no money of my own, I earned this by collecting rain-water and selling it to washer- women for a penny a bucket. That is how I got the money, sir." " My dear child," said the clergyman, " I am very thankful that your love to your Saviour has led you to work so long and patiently for him ; now I shall gladly put down your name as a missionary subscriber." " O ! no, sir, please ; not my name." " Why not, Mary ? " " Please, sir, I would rather no one knew but Him ; I should like it to be put down as 7'ain from heaven ! " The child should be taught also to give systematic- ally. Benevolence should become to him a habit rather than a matter of impulse. A noble example of what a school may do, which is trained to systematic and intelligent giving, is that of the Fourteenth-street Presbyterian Church of New York City, Mr. Frank A. Ferris, Superintendent. For the last sixteen years it has given an annual average of ^i,ooo. Out of an average attendance for one year of one hundred and forty-seven, (exclusive of a large pri- mary class, which also contributed regularly,) one hun- dred and forty-four brought a weekly offering. These donations were entirely for the support of missions. The record of the amount of missionary money is kept with the same regularity as the record of attendance ; indeed, the attendance is marked by the amount of mis- sionary money brought. A large and durable envelope, containing a paper for the list of names, is provided for TJie Ctiltiire of Benevolence. loi each class. Opposite the names are spaces for the dates of the Sabbaths in one quarter, and a large space for the scholars' residences. Each Sabbath, when the attend- ance is taken, the missionary money is collected, and the amount which each child has brought is checked off against his name. If he has been careless and forgotten his money, a cipher marks his presence. All absentees are indicated by the space being left blank. At the foot of the space for each Sunday the amount of missionary money is written, and also the number of absentees. The money is then put into the envelope with the class list, and laid aside to be collected by the secretary at an appropriate time. One excellent feature about Mr. Fer- ris's system is that there is also a space provided in the class list for the teacher to keep an account of the mis- sionary money he brings. In this, as in all other things, nothing speaks more effectively than example. Let us teach our little pupils that " The great privilege of possession is the right to bestow." Yours, in loving service, S. J. C. 102 Open Letters to Primary Teachers. XI. Teaching Little Ohildren to Sing. Dear Teacher Friend : — The opportunity for learn- ing new pieces in the Sunday-school, which, in primary classes, must always be done by rote, is very limited. The mothers in the homes might greatly facilitate the work if they would undertake to teach their little ones the sentiments and words of songs indicated by the teacher. By this means the children would be better prepared to understand what they sing than by the usual way. It is to be feared that parents and teachers do not sufficiently realize the confusion of ideas in the minds of children, resulting from a failure to understand what they sing. A little child was heard singing about his home, "He taught me how to wash and pray." Must he not have had a very singular idea of Christ's relation to him } In direct contrast to this is the following incident from the revival in England: — " A milk-boy on his rounds was heard by a lady (herself converted through one of Mr. Moody's ad- dresses) singing one of Mr. Sankey's hymns. The lady said to the boy, ' Those are very solemn words you have been singing; do you think of them as you sing, and do you understand them .'*' Then such a great change came over the boy's face, and he said, * That I Teaching Little Children to Sifig. 103 do, ma'am, and I sing them as I go my rounds, hoping that just a word or two may fall into some one's ears.' Surely the missionary spirit in this lad will be blessed. That is, indeed, ' sowing seed in the morning and in the evening not withholding the hand.' Shall it not pros- per.? Shall not even this little child of God win jewels for the Redeemer's crown .'' " Children should be taught " to sing with the spirit and with the understanding." In accomplishing this some simple illustration, an object, perhaps, or a rough sketch on the blackboard, will frequently assist. By this means the sentiment of the hymn to be learned will be im- pressed. For example, in teaching the song — " When children give their hearts to God 'Tis pleasing in his eyes ; A flower when offered in the bud Is no vain sacrifice." Let the teacher provide herself with a full-blown rose and a rosebud. By questioning, the children may be led to tell that the rose will soon fall to pieces, but that the bud will last some time, so that we can enjoy its sweetness much longer. Then the heart of childhood may be compared to the bud, and the heart in old age to the rose. God wants us to give him our hearts. When shall we do it — when they are like the bud or like the rose .? Surely while we are young, so that he may long have our love and service. In teaching " Jewels," we may ask, " What do we call persons who wear crowns } " Let us see what a crown looks like. [The teacher draws one or shows a pict- ure.] What are set in the crown to sparkle } [Show 104 Open Letters to Primary Teachers. rings containing jewels.] I know of a King who wants different jewels for his crown : — " Little children, little children "Who love their Redeemer Are the jewels," etc. Who is this King ? Jewels shine, so shall those whom Jesus gathers for his crown. " Like the stars of the morning. His bright crown adorning, They shall shine in their beauty, Bright gems for his crown." When will Jesus gather his jewels.^ "When he Com- eth, when he cometh." Yes, Jesus is coming again some day. May you all be his, dear children, " in that day when he comes to make up his jewels! " In this connection it might not be inappropriate to give a few thoughts about the character of the songs or hymns which children should sing, and the manner of singing them. You probably think as we do, that a good primary-class song should contain Gospel truth instead of pretty jingle. Simple and silly are two qualities which get strangely confused in the minds of those who write for little children. The compass should not be high; Dr. Tourjee says "never above E flat." A strain upon young voices renders singing any thing but a pleasure, also destroying all musical effect. Dr. T. suggests also that a lady should lead children in sing- ing, because her tones will give the proper pitch ; a gentleman's voice, even when singing soprano, usually being pitched one octave lower than the children should sing. Teaching Little Children to Sing. 105 The song should be cheerful both in the spirit of the words and in the music. I cannot soon forget the dole- ful impression made upon me by hearing a large class of happy-hearted little children singing in Sunday- school, "I'm a child of sin and wdt." It was like a whip-poor-will's note in the throat of a chirping wren. Whenever it is possible the primary-class song should be accompanied by motions. The change of position which children require is thus provided for, and the consequent stirring is in order, rather than a matter in- viting reproof. And then, you know, it is an old estab- lished rule, that " the more senses employed, the clearer will be the child's idea." So when the children are permitted to exercise in motions what they are singing, they will feel and know more deeply what they sing ; for example, if they sing about the breath, which God sends them, let them place their hands where they can feel that breath ; if they sing about their hearts, which God keeps in motion, let them place their hands where they can feel the beating of their hearts ; if they sing about the snow, let their hands represent the snow-flakes, and teach them to imitate the falling of the snow; if they sing of the rain, teach them to imitate its pattering, by tapping with their finger tips upon a hard surface. And now as to the manner of singing. A good order to observe in teaching a new song is, i. To gain the children's interest in it by singing it yourself, or getting some one to sing it for you. 2. To hold a conversation with the children about its sentiments. 3. To sing one line alone, then repeat it immediately with the children accompanying, and after a few lines have been thus io6 Open Letters to Primary Teachers. learned, to sing them through together. 4. To encour- age the children to sing without the teacher's help. Teach them to sing conscientiously, since only the best of any thing is fit to be offered to God. Many- times this worshipful element is entirely left out; and if children think at all why they sing they conclude that it is to please either the teacher or themselves. It would be well to keep the idea of praise to God con- tinually before them by such reminders as the following, when the music is not going well : God likes you to think about what you are singing: I believe that God likes gentle, sweet sounds, rather than such loud, harsh ones : God does not like a lazy way of doing things for him, so you must sing a little quicker: God's little birds make more music than you do ; certainly you can sing as well for him as they. Sometimes this worship- ful element is lost sight of in the endeavor to please visitors and friends, who always delight to hear the children sing ; or the purpose may be forgotten in too frequent singing. We are told to " pray without ceas- ing," but a primary class cannot sing without ceasing, as is sometimes the case, without degenerating into an exhibition singing school. Children should sit or stand well when they sing. They should be told that their lungs are somewhat like sponges, and that when they sit or stand bent up their lungs are so crushed together that they cannot " sing best for God." They should sing with a quick utterance, thus avoiding the miserable habit of dragging. Tell them to make their voices skip when they sing ; by this a jerky manner is not meant. They should be Teaching Little CJdldren to Sing. 107 in a cheerful mood. " I'm saddest when I sing," is not a desirable condition for children, at least ; neither have we much sympathy with the sentiment, " Birds that wont sing must be made to sing." It is promotive of the cheerful mood to give the children a choice of what they will sing. This could not be recommended as an invariable rule, for while they may be happiest in singing what they like best, the selections might not be best adapted to the occasion.* Yours, in loving service, S. J. C. * I suppose that, like myself, you have felt the lack of a suffi- cient number of appropriate songs to teach to the little ones. Very few are to be found in any one book of music, not enough to supply all that would be required in a class or in a home. In con- junction with Miss Jenny B. Merrill, I have prepared a singing book for the Primaiy Class and the home. It contains about one hundred and ninety pieces, partly original, and the remainder " winnowed " from a large number of singing books. It is called, " Songs for Lit- tle Folks," and is published by Biglow & Main, 76 East Ninth- street, New York city. Price, 25 cents. o8 Open Letters to Primary Teachers. XII. The Teacher's Social Work. Dear Teacher Friend : — Doubtless you have some- times felt the pain of being unrecognized when your heart has gushed forth in friendly greeting, even though a personal slight was not intended. Dislike, however, would have been hardly less complimentary than the in- difference which caused forgetfulness. We must know, then, how to pity our little pupils when we meet them on the street or elsewhere, and, in answer to their smiling gladness at seeing us, ask the cold question, " What is your name ? " Perhaps when the name is spoken it does not bring back any memory of the child. It seems to me the first and most important part of the teacher's social work is to learn the names of her pupils. You say you have a large class of three hundred children, and meeting them, as you do, for an hour each week, you have no opportunity to learn their names and faces. Would it not be well to set yourself the task of learning at least six names each Sabbath ? The teacher's social work does not consist alone in learning names, but in learning the characters of chil- dren as well. Attempting to teach a child without knowing his temptations and surroundings is somewhat like a game at blind-man's-buff, the teacher having the bandage over her eyes. Unlike that, it is not an inno- cent game, but an almost hopeless struggle to find souls. The Teacher's Social Work, 109 No teacher should assume the guardianship of souls without a willingness to seek their needs and supply the requisite help. No one would do less in the care of a body ; why should they do less in the care of a soul ? One hour on the Sabbath will not suffice to do full duty. A faithful teacher will find that hour to be the smallest part of the work. A devoted primary teacher once told me that she made on an average thirty calls a week on as many members of her class. And this she did although a faithful housekeeper, and the busy mother of three little children. Two absent marks against a name should indicate that a visit ought to be made at once. Even then, sometimes the death angel will have made the visit before the teacher. One day a teacher's class was small, and in looking over the names of her pupils she came to one with six marks against her name. "Ungrateful child ! when I do so much to make it pleasant for her," was the remark made. Alas ! she did not know (being so neglectful of duty) that for four long weeks the sod had covered the face of that pupil. A faithful superintendent is in the habit of placing the following blank in his teachers' class books where he discovers there are absentees: — SCATTERGOOD S. S. 187 . M residence has been absent from your class weeks. Have you done all you can and ought for this scholar ? Will you lose this one from your class ? Please report on this card reason of absence, whether you have visited, and what you recommend to be done. H. C. H., vSuperintendent. no Open Letters to Primary Teachers. But the teacher should not visit like a physician; there should be calls made just to carry sunshine when the children are well. Yes, to carry sunshine and to get it also, for in the joy of such loving service one will find himself not the giver only, but the receiver as well. In a certain district where I was accustomed to visit, it was usual for the children to follow me from one house to the other. Sometimes this increasing force numbered as high as fifteen, all laughing for very delight. Surely such an experience was abundant reward for my efforts. If you have not become used to this pastoral calling you will wonder what to do when you enter a home. Ask for the mother as well as the child, (the child will probably have little or nothing to say and act very shy ;) notice the baby if there is one ; ask your little pupil to let you see her box of treasures, (among which you will find many of your own gifts of cards, papers, etc. ;) invite the mother to visit the class, and leave a gift for your little friend — a bit of candy, a picture card, or some trifle. If the child should not be at home, after a brief call with the mother leave your card. I have seen my card that had thus been left brought to the class and exhibited with great satisfaction, although in a crumpled and soiled condition. It is as important that the chil- dren be invited to the teacher's home, as that they shall be visited in their own homes. I never enjoyed a thanksgiving story more than one which appeared in the Sunday-School Tinies^ about a teacher's thanksgiving dinner to the boys of her Sunday-school class. If the class should be too large to invite to tea, or a thanks- giving dinner, or at any one time, it would be found The TeacJicr 's Social I Vo?'k. ill very convenient to have a " children's hour " each week, perhaps from three to four on Saturday afternoon, when the children would be free to call upon their teacher and find pleasant entertainment in looking at pictures, listening to music and stories, the interview to be closed by prayer. In carrying out your social work as a teacher, I won- der if you have ever tried bird-parties, grape-parties, orange-parties, etc. The plan was suggested to me by Mr. Moody when teaching the Primary Class in his Sunday-school. Some of the children came from mis- erable homes, and it was desirable to put some cheer into their lives, which they could not have gained in any other way. These gatherings were held in the basement of the church on Saturday mornings. Since then I have held one in my own house, which I will describe to you. The '' bird party " was announced from the pulpit, so that the mothers would understand that the little people were wanted at the parsonage. It was the event of the week to which the children looked forward from Monday until Saturday. They came promptly at the hour appointed, each bringing a little bunch of flowers to decorate the church on the follow- ing Sunday, as all the classes were accustomed to do in turn. A number of stuffed birds had been procured, which, together with the skeleton of a bird, formed inter- esting material for a little talk by the teacher, who tried to impress upon the children many lessons about God's goodness to "the fowls of the air." Then each child was given a chromo of one of the birds ; all of which were birds of the Bible. The chromos came in pack- 112 Open Letters to Primary Teachers. ages of twelve, and cost only fifty cents per dozen. An hour was spent in play, and the children went home with loving thoughts of God, after such bright glances at his handiwork. It is not to be wondered at that I should write such a long letter on so social a subject, and I shall be quite satisfied if you receive as much pleasure and profit from reading the letter as I have had in writing it. Yours, in loving service, S. J. C The Home and the Class. 113 XIII. The Home and the Glass. Dear Teacher Friend : — A song that I used to sing in childhood floats through my memory this morning. The school children sang in chorus, " ech — o, ech — o," and in a distant room, a single sweet voice repeated, "ech — o, ech — o." From childhood until the present time, I have delighted to call out among the hills, and receive an answer from that mysterious being which fancy always pictures as very large and very saucy, so ready is he to pick up your slightest word and "mock you " as the children say. As a teacher there are yet other echoes for which I listen — listen with deep earnestness of soul. They come to me from the lips of parents, and they sound some- what like the following : " Every day during the week Annie told us something new about the lesson of last Sunday; it seemed to be in her thoughts continually." If parents only realize how grateful such words are to the teacher they would speak them oftener ; they would be in the habit of doing it. There is the closest possible relation existing be- tween the home and the class, and yet, more frequently than otherwise, they are not on " visiting terms." How many of the parents of your little pupils have you ever welcomed to your class room ? We should not, how- ever, be ready to give them full measure of censure 114 Open Letters to Primary Teachers. that we have seen so few of them, for we feel if we had in- vited them directly more of them would have come. We should not be willing to assume that their absence had been caused wholly by indifference, but rather let it be set down as an invariable rule that teachers can interest and enlist the parents as their helpers. It would seem perfectly proper to arrange a definite time for the visit, just as any other invitation is extended. This could be done while the teacher was on the round of " pastoral calling " mentioned in a preceding letter. An occa- sional visit to the class will acquaint parents with the teacher's methods, and they will thus be enabled to supplement the work of the Sunday-school in the home. I do not know what your preference is, but in my own judgment, so far as young children are concerned, it is better to have parents follow up the lesson given in the class than to take up the new lesson. In general this would be the most interesting thing for parents to 'do. It is usually less discouraging to listen to a child tell you what he knows, than to try to interest him in something which he knows nothing about. As far as the child is concerned it is certainly well that he should be thus made to feel a responsibility about remembering the lesson. The very effort which he must make to recall and repeat it will make it indelible upon his memory. Not only can the parent thus help his child to recall his lesson, but there is a still nobler work to be done during the week in helping the child to live the lesson which he learned on Sunday. It would neither be possible nor desirable for the parents to visit the class every Sab- bath, and so it would be well to send occasional notes The Home and the Class. 1 15 or suggestions to them to retain them as constant helpers. You see it is a fixed principle with me that a teacher cannot do without the help of the home, either for its encouraging results upon himself, or the efficiency of its teachings upon his pupils. By this co-operation of the home and class a teach- er's efforts are multiplied many times ; they are in- creased in tenderness and force by the peculiar love of a parent's heart ; they are made more direct, because applied to daily life. Only when the home and the school thus work to- gether is the highest and truest aim of the Sunday- school reached. Perhaps you think in all these suggestions I have for- gotten you as a mission-school teacher, where there is not only indifference in the homes represented, but vice and crime as well. Still I would say. You will do well to enlist the parents ; this may be the lever to raise them out of degradation into godliness. Do not at least de- spair if you cannot gain their interest : your influence will extend far into the wretched life of the children ; it will not be wholly lost, even if they are with you but one half hour out of one hundred and sixty-eight ; for proof of this consider the beautiful songs they re- member from Sunday to Sunday. I have sometimes marveled at this, particularly when they were learning a new song without seeing either the words or the music. Your influence will remain with them even as does the song. Yours, in loving service, S. J. C. ii6 Open Letters to Primary Teachers. " Suffer little children, and forbid them not, to come unto me ; for of such is the kingdom of heaven." " O satisfy us early with thy mercy ; that we may rejoice and be glad all our days." " Remember now thy Creator in the days of thy youth, while the evil days come not." " Verily I say unto you, Whosoever shall not receive the kingdom of God as a little child, he shall not enter therein." " Samuel ministered before the Lord, being a child." " O Lord God : thou art my trust from my youth." " While he was yet young, he (Josiah) began to seek after the God of David his father." " All thy children shall be taught of the Lord ; and great shall be the peace of thy children." — The Scriptures. " I have seen as manifest evidence of the new birth in children of eight years of age, as I have ever seen in any adult." — Dr. Tyng, Sr. " As early in a child's life as possible, teach him implicit trust in Christ, and the full consecration of his little life with all its possibili- ties to Christ."— Rev. J. H. Vincent, D.D. The Teacher's Spiritual Work. wj XIV. The Teacher's Spiritual Work. Dear Teacher Friend : — In one of my first letters to you I named, as a necessary quality for the primary teacher, faith in child piety. That faith inspires the teacher with an earnest purpose which excludes all trifling, such as teaching for a reputation, or seeking to amuse children because they are thought too young to learn truth ; or striving to educate them to a point where they will become Christians. We should crave, more than any thing else in the way of reputation, to have it known of us in heaven that we have brought many little ones to Jesus. I love my work so much that I often find myself hoping that there may be little ones to teach in heaven, and that I may have a part of it to do. " Too young to learn truth ! " No one could say so if he could hear the demure little four-year-old Mamie, who comes to my class and says never a word, but goes home and tells the whole lesson to her mamma; or if he could hear the little curly-headed, bright-faced Allie, two years and a half old, lisping about the Sunday-school to her nurse all through the week. " But the question might be asked, How are you go- ing to let these little children know all the great truths of religion .? We are not going to let them understand all the great truths of religion, only one or two. The smallest child knows there is a God. Atheism was n8 Open Letters to Primary Teachers. never born in any human being. A man must work very hard to grind himself down to an atheist. All that is needed for salvation is to know God and believe in him. The smallest child can understand God, and love him for his love." * A teacher should realize the value of a child's soul. The child's body may be a wee thing, as it were a drop of water; but his soul, it is vaster than the ocean. The souls, they are committed to our care ! O that I could write these words in flame ! Each Sabbath, as we come from our classes, let us ask ourselves the question. Have I done any think for souls to-day ? Souls, the crowning work of God's creation, set over all the works of his hands; souls, whose value is the ransom price, the pre- cious blood of Christ ; souls that can be measured, in their height, depth, length, and breadth, only by the cross; souls that have an eternity to spend somewhere, either among the saints in glory, or in the " prison house of the lost." A teacher should also study the religious possibilities of the child. " It is as possible to play like a Christian as it is to trade like a Christian." And I doubt not that children can be brought to exercise as much grace in their sphere as men and women do in theirs. Little Dannie had been taught by his mamma that when he wanted to do wrong the wicked spirit was in him, and that he must try to get it out before he was naughty. I can re- member seeing the little fellow, when only three years old, coming to his mother, and saying with a look almost of alarm, " Ze wicket spirit is in Dannie, for he 'ants to * Dr. Howard Crosby. The Teacher 's Spiritual Work. 1 1 9 hurt his little sister." I have a theory that as soon as a child is thus able to recognize wrong he has a corre- sponding power to recognize good, and that he may be taught to avoid one and cling to the other. Perhaps it would be well to quote what the children themselves say about their Christian duty. I was once talking in a children's meeting to about two hundred children between the ages of five and fif- teen. The subject was prayer. I asked, How old do you think children ought to be before they 'begin to pray .' The answers were as follows : " As soon as they can speak ; " "As soon as they can understand ; " " One and a half years old ; " " Two years old ; " " Three years old." Then followed another question : How old do you think children ought to be before they begin to pray in prayer-meeting .? " Five years old ; " " Six ; " " Ten ; " " Twelve." (No one said. Not until they are grown up.) How many of you are willing to pray in this prayer- meeting.? There was a look of willingness on many faces ; two little girls aged six and eight years, and a boy of twelve, raised their hands. The boy made one of the most beautiful prayers I have ever listened to, full of simple trust. After the meeting, I asked him how long he had been a Christian. " Ever since I can remember," he replied, with a radiant smile. Would any one be disposed to doubt such a state- ment 1 Yes, I fear some persons would. Those who think that a conversion must be like the breaking up of the great deep would be apt to deny a child's conver- sion, either on the ground that he had not enough sin to mourn deeply for, or that it would be impossible for 120 Open Letters to Primary Teachers. him to live a consistent Christian life because much of his time would of necessity be given up to play. " He slides down hill just like other boys," was a criticism made upon a child Christian by such a person. Paul and Silas, delivered from prison by an earthquake, and Peter, delivered at Philippi silently by the angel of the Lord, represent two types of conversion. The child's regeneration, although less marked and sudden than is usual with adults, will be made as clear- ly manifest by yielding the fruit of the Spirit, (Gal. v, 22, 23,) under proper Christian culture. In a day-school of fifty little children between the ages of four and six years an occasional morning prayer- meeting, lasting for about half an hour, was well sus- tained by the little people. At first they needed my help to frame original prayers, but at last they became inde- pendent of this help, save a conversation which we al- ways held previous to the season of prayer, when I tried to bring to their remembrance God's gifts and blessings and their needs. At first only one child was willing to make an audible prayer. Before many weeks had passed it was an exception for a child not to be willing to do so. They did not seem to be embarrassed by the presence of adult visitors. Mr. Crafts delights to recall his experience with Christian children in H , where in children's meet- ings at least twenty would offer prayer, some uttering only a sentence or two without any formal introduction or closing, and others making a longer prayer. At some meetings there would be thirty or forty tes- timonies in addition to prayers. From that band of The Teacher's Spiritual Work. 12 1 little people there were constant additions to tlie Church. Dr. Crosby says : " We must have faith in the conver- sion of little children. We must not expect too much of them. We must not expect them to be like Paul, or Peter, or Apollos. We must not be too exacting with them, or expect gigantic faith, or gigantic intel- lect, or gigantic piety. I have always taken little children into the Church of which I am pastor, and have never regretted it. No, for they have all proved faith- ful ; and where many who came into the Church older have been entirely lost to it, we know where to find every one who came in in childhood." Rev. Julius Field gives similar testimony : " From the long experience of over half a century in the ministry, I have found in the Church no class of members which possessed such deep, uniform piety, stability of Christian character, and perseverance, and of whom I could re- port so favorably, as those converted in childhood." Having written so much about the teacher's aim, it is fitting that the remainder of my letter should be devoted to the teacher's methods. You have seen the Catholic devotee praying with the rosary. Has it not occurred to you that every Sunday-school teacher should have a rosary } Not one of beads, but one composed of the names of scholars. Such a one I made on the fly-leaf of my Bible ; those names were one by one spoken in prayer, that I might be the means of leading each soul to Christ. There should be a spiritual application of each lesson. A few years ago I met, on a steamer going through the 122 Open Letters to Primary Teachers. lakes, a lovely Christian teacher, who said to me, " I am never satisfied to teach a lesson without bringing Christ into it." Although I then made no dissenting reply, I thought that such a course would sometimes be exceed- ingly inappropriate ; but the longer I teach, I find my- self very strongly of the opinion that I do not want to give lessons in which it is not appropriate to teach Christ. It has been very beautifully said that " Jesus is the thought which, like a scarlet thread, binds together all the books of the Bible." I am persuaded that every lesson which a teacher gives should be fastened upon that scarlet thread, " All growing that is not toward God Is growing to decay. All increase gained Is but an ugly, earthy fungus growth ; 'Tis aspiration as that wick aspires Towering above the light it overcomes, But ever sinking with the dying flame." There should be a weekly prayer-meeting for chil- dren. This point has already received much attention in my letter, therefore I will only add, in case such a meeting is not provided by the Church, each teacher should feel the responsibility so far as his class is con- cerned. If space allowed I should like to give you an account of my experience in teaching children to pray, but I can only refer you to the lesson in the concert on prayer. Children should be taught to pray both morning and evening in their homes. While nearly all children are accustomed to pray in the evening, very many have no habits of morning prayer. The Teacher's Spiritual Work. 123 Of the two, it would seem that the morning prayer is the more important, because it is at the very threshold of temptation and duty. The habit of evening prayer acquired in childhood makes it much easier in after life to keep up regular evening prayer. A habit of morning prayer would be equally valuable and helpful.* Personal conversation on religion should also enter * I have collected a few morning prayers for little children, from which parents and teachers can make selections : — 1. Now I'm rising from my bed ; Like a bird, I must be fed ; Heavenly Father, hear me pray — I would be thy child to-day, Loving Thee with holy fear. Knowing Thou art always near, Happy in my Father's sight All the day, and all the night, Lest my feet should go astray. Bid some angel guard my way, * And a vigil keep within, Lest my wayward heart should sin. 2. As soon as I awake from sleep, I pray the Lord my heart to keep ; And through the day my life to save From sin, from sorrow, and the grave. 3. Hear, O Lord, my morning prayer, Greatly do I need Thy care ; Save my life, my thoughts control — I'm a sinner, make me whole. 4. Jesus, welcome ! I rejoice In the morn to hear Thy voice ; Soon as I awake from sleep. Thou art come my heart to keep ; And since Thou hast come for me, Gladly will I follow Thee. 5. Now I'm rising from my bed ; Like a bird, I must be fed ; Heavenly Father, let me share With the sparrows in Thy care. Take my heart, and make it good ; Feed my soul with heavenly food. 124 Open Letters to Primary Teachers. into every teacher's work. A young lady called to see a friend who was ill, and on leaving, one of the children, a sweet, intelligent little girl, took her down stairs. She was her own especial favorite and pet, and yet, be- ing naturally of an extremely reserved disposition, she had never spoken one word to her on the subject of religion. Looking down into the thoughtful, loving eyes, under a sudden impulse she asked the question, " Maud, my darling, do you love Jesus ? " To her as- tonishment the child stopped abruptly, and drawing her into a room which they were passing, she shut the door, and clinging closely to her, burst into a flood of tears. Looking up at last with a glad, happy face, she said, " Miss Alice, I have been praying for six months that you would speak to me of Jesus, and now you have. Every time I have been to your house, and every time you have come here, I have hoped you would say something, and I was beginning to think you never would." Perhaps there are some little ones praying for us to speak to them of Jesus ! I am aware that this will need to be done very judiciously with young children; but with the co-operation of parents, it will be possible to train up these little ones in the nurture and admonition of the Lord. In closing this letter let me quote a familiar poem which has been a great incentive to me in spiritual work as a Sunday-school teacher : — " When mysterious whispers are floating about, And voices that will not be still Shall summon me hence from the slippeiy shore To the waves that are silent and chill ; The Teacher's Spiritual Work. 125 When I look with changed eyes at the home of the blest, Far out of the reach of the sea — "Will any one stand at that beautiful gate, Waiting and watching for me ? " There are little ones glancing about on my path, In need of a friend and a guide ; There are dim little eyes looking up into mine, Whose tears could be easily dried ; But Jesus may beckon the children away In the midst of their grief or their glee — Will any of these at the beautiful gate Be waiting and watching for me ? " I may be brought there by the manifold grace Of the Saviour who loves to forgive, Though I bless not the hungiy ones near to my side. Only pray for myself while I live. But I think I should mourn o'er my selfish neglect, If sorrow in heaven can be, If no one should stand at that beautiful gate Waiting and watching for me." Yours, in loving service, S. J. C. TWELVE LESSONS ON THE LIFE OF CHRIST. I. Subject. — The Child Jesus. Golden Text. — Matt, ii, lo. Ce?itral Thought. — A Saviour Sought and Found. LESSON PLAN. I. To review God's promise that a Saviour should come. 2. To teach about the Saviour king made manifest in the flesh. 3. The wise men sought him and were directed to him by a star. 4. The Holy Spirit will lead to Jesus all who seek to find him. INTRODUCTORY EXERCISE. Who was the first man ? Who was the first woman } Who made them.? Where did God put them to live.? Why did God make them leave the garden of Eden after awhile } Who did he promise should come from heaven and take their sin away.? Your teachers will tell you to-day about how Jesus came from heaven to take their sin away. [The above is a review of the third lesson in the first year of the International course, entitled, The Fall and the Promise. The following is the first lesson in the third quarter of the same year.] THE LESSON TAUGHT. How many of you have a little baby brother or sister at home.? Do they look anything like this picture.? [Showing some large ideal picture of a baby.] I know Twelve Lessons on the Life of Christ. 127 you had all many questions to ask about the baby when it first came. If the baby could have talked, I am sure it would have said to you : — " God thought about me, and so I grew." And then if you had asked, " But how did you come to us, you dear." Baby would have answered, " God thought about you, and so I am here." A dear little friend of mine was one day playing church, and preaching to chairs. His mamma heard him say to them, *' Once upon a time before there was any little Willie Moody, away up in heaven, God said, 'Let there be a little Willie Moody,' and there was a Willie Moody." "Let there be," are the words which God spoke to make the light, the sky, the sea, the sun, moon, and stars. Away up in heaven, before God said, " Let there be " any thing, Jesus lived with the heavenly Father. He was so old that the Bible calls his name. The An- cient of Days; and yet when Jesus left heaven to live in this world a little while, God gave him a little baby's body ; and so we talk about Jesus being born in a man- ger at Bethlehem, In the Bible it is said of Jesus, " The Lord possessed me in the beginning of his way, while as yet he had not made the earth ; then I was by him as one brought up with him, and I was daily his delight, rejoicing always before him." When the Father was ready to send Jesus to take away sin as he had promised he gave him a very little house to live in. Do you see Jesus' little house in this T28 Open Letters to Primary Teachers. picture ? [A picture of Jesus as an infant.] You do not see it? If I show you the windows you will know where it is. [Teacher points to the eyes in the pict- ure.] Do you not all see Jesus' little house now ? Do you live in larger or smaller body-houses than Jesus had ? Who has the largest body-house here ? You have. O how wonderful that one so great in heav- en should be put into a little baby's body-house to live ! He was more wonderful than any little baby God has ever made, for he was God put into a body like ours. When Jesus came to earth God put a new star in the sky to help people find him. Some wise men saw the star, and they knew Jesus had come. They went to the king and asked him to read out of the Bible the promise about Jesus' coming. The king sent for some other wise men who could read the Bible. They came and read the name of the town where Jesus should be born. How many of you would like to know the name of that town ? It was Bethle- hem ; all try to say it. Jesus did not live in our city, for Bethlehem is far across the ocean. When the wise men started to Bethlehem, the star [which star ?] moved as if to show them the way. How do you point when you want to show any one the way .'' [Children point with their index fingers.] I love to think God was pointing the way when the wise men were traveling to Bethlehem. Perhaps the star was the end of his shining finger ! I will read to you from the Bible how far the star moved. Matt, ii, 9. They found the dear God-child under the shining of the star. How do you think the wise men felt when they Twelve Lessons on the Life of Christ. 129 found that the star had led them to Jesus? Glad., The Bible tells us, *' They rejoiced with exceeding great joy." THE CLOSING EXERCISE. Try to read what I have printed /\ on the blackboard. "When they saw \jesus v^ they rejoiced with exceeding great joy." j C How many of you would like l^^\ to go and find Jesus now.'' Do you think you could go to him as the wise men did, and have a star to show you the way ? Yes. No, Jesus is in heav- en now; if you tell God that you want to go to him, God will let his Holy Spirit lead your heart to Jesus to- day, although you cannot go to him with your body. My heart went to find Jesus many years ago, and every day now it has a visit with him. When I pray, I call that visiting Jesus. I can shut my eyes and be with him in a moment, even while I seem to stand here. How many of you want the Holy Spirit to take your hearts to Jesus } What will he do for you } Take away my sins. ■ » II. Subject. — The Baptism of Jesus. Golden Text. — Mark i, 11. Central Thought. — Baptism by water and by the Holy Ghost. LESSON PLAN. I. To recall what the children have observed of baptisms. 2. To teach about the double baptism which Jesus received at the River Jordan. 3. To teach that all who are baptized with water may also be baptized with the Holy Ghost. 9 130 Open Letters to Primary Teachers. introductory exercise. How many of you have ever seen any one baptized ? Who were they ? Were they baptized in the river or in the church ? How was it done ? You are going to learn to-day about Jesus being baptized. What do you want to know about it.'' / ivajit to know whether he was baptized in the river or in the church, and who bap- tized him. Your teachers are waiting to tell you all these things. THE LESSON TAUGHT. Jesus was baptized twice in one day ! The first time John baptized him, and the second time God baptized him John baptized so many people that he was called John the Baptist. That is the work God gave John to do — to tell the people that they should very soon see" Jesus, to beg them to feel sorry for their sins, and to be baptized. John did not preach to the people in church, but in the street, by the sea-side, or in the fields. Do you think John baptized in the church or in the river i» In the river. Yes, in the River Jordan. One day while John was baptizing some people Jesus came to be baptized. To what place did he come 1 The River Jordan. The people did not know who he was, but John did. John thought Jesus was too good and too great for him to baptize, so he said, "No; I have need to be baptized of thee." Then Jesus talked with John, and told him it was right for him to do it, because the Son of God must be baptized in or- der to obey God. Then John baptized him. Where .' With what .' Water. God looked down from heaven ; Twelve Lessons on the Life of Christ. 131 what did he see ? Jesus being baptized. Then God baptized him, not his body with water, but he baptized his heart with the Holy Spirit. The heavens were opened, and God sent down the Holy Spirit into Jesus' heart to help him be loving and gentle always to the wicked and cruel people among whom he had come to live. He had come from heaven to do good to these people, and to die for them so that God would forgive their sin. Are not you and I some of those wicked people ? No. I am sure we are, for every day we do something wrong that makes Jesus' heart sad. With what did John baptize Jesus' body.** With what did God baptize his heart } Where did John baptize Jesus } Where did God baptize him } Who saw John baptize Jesus ? Do you think any body saw God baptizing Jesus.? Yes. No one but John; he saw the Holy Spirit come down from heaven to be Jesus' helper. He said the Holy Spirit looked like a dove, and rested on Jesus* shoulder. God spoke from heaven, saying, " This is my beloved Son in whom I am well pleased." Do you think the people heard God's voice .-* Yes. If they did, they thought it was thunder; only John knew God had spoken. What did John hear God say.? I have not told you how old Jesus was when John bap- tized him. Would you like to know.? Yes. He was thirty years old. How old was he when God baptized him? Thirty years old. 132 Open Letters to Primary Teachers. the closing exercise. I wish you would all try to read what I have printed on the blackboard : — ^- * t " * e - * t - H •' * e - H '• H - ^- V - * e " * t — THIS IS MY BELOVED SON, IN WHOM I AM WELL PLEASED. Who said this ? When ? Who thought the Holy Spirit looked like a dove ? A friend once asked me which of God's animals I would like to be. I thought that was a very funny question, but still I made a choice. My friend said he would rather be a pure white dove than any thing else, because it is the sign of the Holy Spirit. A dove is the gentlest, kindest creature God has made; but we may become even more gentle and loving than a dove if we have God's Holy Spirit in our hearts; that will give our eyes a gentle look, will make our hands work to do good for others, will make our feet run to help others. How many of you want to be baptized with the Holy Spirit.'* Who can do it ? You told me when we first began our lesson that you had seen many persons baptized. Were they baptized with water or with the Holy Spirit ? With 7vatcr. Baptism with water is a sign of membership in the kingdom of heaven. You were baptized with water when you were little babes, because Jesus said of all lit- tle children : *' Of such is the kingdom of heaven." But Twelve Lessons oji the Life of Christ. 133 then we must also be baptized with the Holy Spirit. What did God say about Jesus when he was baptized ? ^'This is my beloved Son, in whom I am well pleased.'' When you are baptized with the Holy Spirit you will hear his voice saying, "This is my beloved [substituting the names of one or more children) in whom I am well pleased." ni. Subject, — The Law. Golde7i Text. — Rom. xiii, 10. Cefitral Thought. — Charity, the bond of perfectness. LESSON PLAN. I. To review the law as given by Moses. 2. To teach the law of love which came by Jesus Christ. 3, To teach how the keeping of the new law fulfills the duties of the old law. INTRODUCTORY EXERCISE. If you should try to reach out your arms behind, you could make them go pretty far back ; could you not ? Now, I want you to reach your thoughts back to something you learned a long time ago, back to Moses and the Israelites. How many of you remember learn- ing about them } What did God give to Moses on two tables of stone from the top of Mount Sinai ? I am mak- ing on the blackboard pictures of the two tables of stone. [The teacher draws them.] I think you all know the words which God wrote. How many of you can say them } Perhaps, if I should print a few of the words, we would be helped to speak them together. [The teacher prints on the first table, "No other gods," "Graven images," " Jealous God," and " Remember the Sabbath ; " and on the second table. " Honor," 134 Open Letters to Primary Teachers. " Not kill;' " Not commit adultery," '' Not steal," " Not bear false witness," "Not covet." The teachers and children should now repeat in concert the Ten Com- mandments.] God gave more than ten commandments to the Is- raelites ; he told Moses six hundred and three others to teach the people. Then how many commandments did God give altogether to the Israelites ? By whom did he give them ? By Moses. Yes, God spake to the people by Moses. Whom did God afterward send from heaven to speak for him to all the people in the world .^ Jesus. One of Jesus' names is " The Word," for he was God's word to us. Your teachers will tell you now how many command- ments God told Jesus to tell us — Jesus, the Word that was made flesh and dwelt among us. THE LESSON TAUGHT. How many commandments did God give to the Is- raelites by Moses .^ What are you expecting me to tell you now } Hcnv many commandments God told Jesus to give. One day a scribe came to Jesus and asked him which was the greatest of all the commandments God had given by Moses. The scribe knew all of the six hun- dred and thirteen commandments, for his business was to write Bibles with his reed pen. That is the way Bibles were made before people knew how to print them. The scribe had probably many times written the six hundred and thirteen commandments. What did he come to Jesus asking ? Jesus said the greatest com- mandment is. Thou shalt love the Lord thy God with all thy heart, etc. [Let the teacher read it from the Twelve Lessons on the Life of Christ. 135 Bible. Matt, xxii, 37.] How many commandments among the ten could we find about loving God and serv- ing him .'' Four. And there were many others, too, among the six hundred, about serving God ; some told them to make sacrifice of lambs and doves and bullocks when they had sinned. You learned about that many weeks ago. How many commandments did Jesus give about serv- ing God 1 One. He knew that if any body should love God he would do right without being told what he must do and what he must not do. Among the six hundred and thirteen commandments were many that told the people how they must act to- ward each other, and how they must buy and sell and take care of their animals, and how they must treat each other's animals. God had to teach the Israelites in somewhat the same way your parents teach you. Your mother and father say to you, " Don't come to the table with dirty hands," " Don't come into the house with mud on your shoes," "Don't speak saucy words." When they have told you these many things many times, and they afterward say, " Now be good children," you know every thing they mean; do you not.? For nearly fifteen hundred years God had been teach- ing the Israelites what they must do and what they must not do, and so he thought they would know what he meant if he should tell Jesus to say, " Love one another," You know people who love each other never want to kill one another, nor steal, nor tell wicked stories about each other. So, after telling the scribe that to love God was the greatest commandment, Jesus said the second was like unto it, " Thou shalt love 136 Open Letters to Primary Teachers. thy neighbor as thyself." Let us say together the two commandments which Jesus gave. [The children re- peat them, helped by their teacher.] Then Jesus said, "There is none other commandment greater than these; on these two commandments hang all the law and the prophets." When Jesus had thus spok- en, the scribe thought a few minutes about the six hun- dred and thirteen commandments, and then said, " Mas- ter, thou hast said the truth." [Let the teacher read from the Bible the remainder of the reply in verses 32 and ;^;^ of the lesson.] Jesus saw that the scribe knew much about God's ways, and he said to him, " Thou art not far from the kingdom of God." THE CLOSING EXERCISE. Have you learned how many commandments the Father in heaven told Jesus to tell his people.'* What were they ? What do you see on the blackboard .'* Pictures of the tables of stone. Wliat was written on the real stone tables 1 Now I am going to rub out these ten commandments, and I want you to tell me how to put them back in one word. Can you not tell in one word what Jesus said we must do to serve God, and to do right to everybody } Love. Yes ; love God and love our neighbors. [If the children do not suggest love, let the teacher give it. A pleasant interest may be awakened by asking the children to tell how the word love could be printed on two tables. They will probably say that half of it may be put in one tablet, and a half in the other, thus : — Let the teacher then print it so.] LO VE Twelve Lessons on the Life of Christ. 137 If we love God, what will we not do ? Not have any other gods j nor worship any other gods ; nor take God 's natne in vain, and we will keep the Sabbath day holy. If we love every body what will we not want to do ? Not kill J not steal, etc. Then, to love is to do God's way, and to keep all the six hundred and thirteen command- ments, without knowing what they all are. The Bible says, " Love is the fulfilling of the law." All say together once more the two commandments which God told Jesus to speak to us. Did God write them on tables of stone.? No! Our picture makes it seem so. God says, " I will put my law in their inward parts, and write it in their hearts." Not in tables of stone, but in fleshy tables of the heart. I will make our picture true. [The teacher changes the two outside straight lines of the tables already drawn to slightly curved ones, which will make a heart.] God wants to write love on your hearts, and then he will say to you, as he did to the scribe. Thou art not far from the kingdom of heaven. How many of you want love for God and love for 'every body to be in your hearts ? • IV. Subject. — Power Over the Sea. Golden Text. — Psa. cvii, 29. Central Thought. — " The Father loveth the Son, and hath given all things into his hands." LESSON PLAN. I. To impress the children with the power of the Father. 2. To tell the story of the lesson, teaching that Jesus is equal with the Fa- ther in power. 138 Open Letters to Primary Teachers. introductory exercise. I want you all to look in my hand and see what I am holding. Water. What does the hollow of my hand make } A cup. If my hand were larger, what could I do 1 Hold ino}'e water. Would you like to know how much water God holds in his hand ? The Bible tells us that God holds the great seas in his hand, the great seas in which ships sail ; across which nobody can see, they are so wide. Let me read to you from the Bible about this, (Isa. xl, 12): "Who hath measured the waters in the hol- low of his hand." Now I am going to show you on the blackboard how wide I can stretch my hand. Now I will make a dot where my little finger is, and another where my thumb is. Now I will draw a line from one dot to the other, and you can see just how far I can stretch my hand. You could not reach so far with your little hands. If my hand were larger I might stretch it across the whole blackboard. The Bible tells us how far God can stretch his hand. Would you like to know how far.' God can stretch his hand across the whole sky. [Let the teacher hold up her hand and point to the distance between her outstretched thumb and little finger.] The Bible tells us he hath " meted out (measured) heaven with the span." The span is the distance between the thumb and little finger. How great God is ! How many of you would like to learn about what God can do with the sea which he holds in the hollow of his hand 1 Your teachers are waiting to tell you. Twelve Lessons on the Life of Christ. 139 THE LESSON TAUGHT. How many of you have ever seen ships ? I have brought a picture of a ship for those to look at who have never seen a real one. [Any little print will an- swer.] What name do we give to men who sail on the ships } Sailors. Sometimes there are great storms at sea; then ships are broken in pieces and sailors are drowned. Once there was a storm, and all on the ship were very much frightened except one sailor; he did not seem troubled at all. When some one asked him what made him so calm, why he was not frightened, he said, *' If I should drown, I would only be sinking into the hollow of my Father's hand." What did he know about the sea that you have learned to-day.' That God holds it in the hollow of his hand. Now listen while I tell you a story I have read in the Bible about some other men who were in a ship when there was a storm on the sea. When I get through tell- ing the story I shall want you to tell me what they forgot. It was in the night, and twelve men were in a ship together, and they had with them several other little ships. Jesus was with the twelve men ; how many per- sons in the large boat, then 1 Jesus had been preaching all day, and he had done what you and I do when we are very tired. What .'' He had gone to sleep. Yes, with a pillow under his head, not such a pillow as you and I have, but more like a little stool. God blew his breath on the sea, and that made wind 140 Open Letters to Primary Teachers. and waves, such great waves that the ship was nearly filled with water; still Jesus slept. The twelve disci- ples became so frightened that they went to Jesus, asleep on his pillow, and woke him up, saying. Do you not care if we die } " Carest thou not that we perish." Those twelve men were afraid to fall into the sea. Now try to tell me what they had forgotten. That God holds the sea in the hollow of his hand. Any thing else 1 That drowning is o?ily sinking into God 's hand. God holds the sea in his hand. What could he have done to stop the storm if the twelve men had called upon him for help .'* XeJ>t his hand still. Stopped blowing his breath. How many of you think Jesus could stop the storm when the twelve men called to him for help } Listen while I read a verse from the Bible, and then tell me whether or not you think there was any use for the twelve frightened men to call on Jesus to stop the storm. [Teacher reads, " The Father loveth the Son, and hath given all things into his hands." John iii, 35.] That means the sea and many other things besides. How many of you think now that Jesus could stop the storm } [All the hands are raised to signify that they think he could.] Listen while I read what Jesus did when they wak- ened him: "And he arose, and rebuked the wind, and said unto the sea, Peace, be still. And the wind ceased, and there was a great calm." Tell me now, to- gether, besides the Father in heaven, whom do the wind Twelve Lessons on the Life of Christ. 141 and sea obey ? fesus. Why ? Because the Father hath given all things into his hands. When the storm had gone, the disciples looked at each other with fear in their faces, " and said one to another. What manner of man is this, that even the wind and the sea obey him ? " THE CLOSING EXERCISE. Who can read what is on the blackboard ? [Let the words of the Golden Text, " He maketh the storm," be printed so as to represent waves, then "a cahn," thus " a c-a-l-m ;" "so that the waves there- of," in waves again, and "are still," thus, " a-r-e s-t-i-1-1."] Of whom only can we say these words ? Of God the Father^ and fesus the Son. If you will all do just as I tell you, I will help you to know what a great difference there is between a storm and a calm. Now, all slide your feet forward and backward on the floor until I raise my hand, and blow your breath between your teeth to make the sound of wind. [Let the children do as the teacher directs, and a good imitation of wind and thunder is made. This exercise is given that it may impress the lesson by its novelty, and at the same time gain the attention of idle children.] Now, sit so quietly that you will hardly have to move your eyes. [Wait a moment for perfect silence.] It was something like that after Jesus had spoken to the storm. Now, while it is so still, whisper the verse about what the Father and the Son can do. " He mak- eth the storm a calm," etc. To-day, just as on that long ago yesterday, God holds 142 Open Letters to Primary Teachers. the sea in his hands, and measures the heavens with a span. [Teacher imitating with her own hand.] And now, as then, the storms obey his voice, whether the Father or the Son speaks. We say sometimes, " It has cleared off; " it would be better to say, *' God has spoken." Whom has the Father made as great as himself to measure and to hold ? Jesus the Son. Let us together say the verse about it once more : " The Father loveth the Son, and hath given all things into his hands." [Note. — Let the pupils each be given a piece of paper with a hand drawn on it, and in the palm of the hand these words, " He hath measured the sea in the hol- low of his hand," and between the thumb and little finger these words, " And meted out the heaven with a span." Request that these be learned to recite next Sunday. Ask all to try to remember the verse about the Father giving all things into the hands of the Son, and request them to learn also the Golden Text. V. Subject.— i:\\ God let John look up to heaven, and he saw many crowns on Jesus' head. I did not know how many of Jesus' heavenly crowns look, and so I had one of leaves made, such as great kings some- times wear, a crown of laurel. Do you think when John was looking up into heaven he saw Jesus in working clothes .^ No. John tells us in the Bible that he saw him clothed in blood-red gar- ments, and John said he saw the crowns of all the kings on his head. Do you think John saw him walking in the dusty way, or sitting on a well to rest .»* No. He saw him riding on a white horse, such as kings ride on. Do you think John saw sinful and wicked people following him } No. John has written in the Bible that he saw the whole army of heaven following him on white horses like kings; they were the sinful people all made holy. Perhaps you will follow him thus some day ! Every thing in Jesus' kingdom was more beautiful than John could find words to tell about. 170 Open Letters to Primary Teachers. XI. Subject. — Jesus on the Cross. Golden Text. — Isa. liii, 6. Central Thought. — Heaven opened by the Cross. LESSON PLAN. 1. To awaken fresh interest in the Cross. 2. To direct that inter- est from the cross for the sins of the whole world. 3. To teach that all who would be saved by the cross of Christ must present their bodies a living sacrifice. INTRODUCTORY EXERCISE. If you should come to Sunday-school early in the morning, before light, how would you find the door.'* Locked. Yes ; and if you should turn the door-knob many times and knock, knock, knock, you could not get in. If it were not for Jesus the door of heaven would be locked, and we could never hope to get in. What do I hold in my hand 1 A key. It is the key to our Sunday-school room. When the Sunday-school door is locked, what can we do with this key.'* I am thinking, perhaps, you would like to see the key which unlocks the door of heaven ; how many of you would } I cannot show it to you, for it is lost ; for it was left on Mount Calvary. Of what does this Sunday-school key seem to be made 1 Brass. The key of heaven was made of wood. This Sunday-school key is small, only as long as my finger ; the key of heaven was longer than my whole body. The key of heaven was not shaped like our Sunday-school key: how many of you wish you might see a picture of it 1 I believe any little child here can Twelve Lessons o?i the Life of CJirist. 171 make something like it out of these two strips of paper which you see in my hand ; will some one try ? [A child places the strips so as to make a cross.] Yes, that is a picture of the key of heaven. All say after me, " The Cross is the key of heaven." Your teachers are waiting now to tell you how Jesus unlocked heaven with such a key. THE LESSON TAUGHT. If you and I should come to the Sunday-school door and find it locked, do you think it would be easy for us to get in if we had the key? How many of you think it was easy for Jesus to unlock heaven with the cross? How many of you think it was hard ? Where do you think Jesus got the key? [Many different answers will probably be made.] Those angry people whom you learned about last Sunday made it. Why were they angry They did not know they were making the key of heaven when they took two pieces of wood and nailed them together. Although they did not make the cross for the key of heaven, Jesus used it for that. Now I am going to tell you whether or not it was hard for Jesus to unlock heaven. The angry people told him to take up the heavy cross and carry it to Mount Calvary. Jesus sometimes almost fainted by the way, for his back was cut and bleeding where they had beaten him with leather whips. And his feelings were hurt by the wicked and cruel things that had been said about him and to him. It was very hard for Jesus to carry the cross, but he knew what 1/2 Open Letters to Primary Teachers. nobody else did — that it was the key of heaven ; that made him willing to bear it and- suffer. After a while they met a man named Simon, and they made him carry Jesus' cross. At last, when the crowd of angry people reached Mount Calvary, " Jesus was stripped naked of his clothes ; then followed the most awful moment of all. He was lain down at full length upon the imple- ment of torture ; his arms were stretched along the cross- beams, and at the very center of the open palms, first of the right, then of the left hand, the point of a huge iron nail was placed, which, by the blow of a mallet, was driven home into the wood, crushing with excruciating pain all the fine nerves and muscles of the hands through which they were driven. Then the legs were drawn down at full length, and through either foot separately, or possibly through both together, as they were placed one over the other, another huge nail tore its way through the quivering and bleeding flesh . . . and then the accursed tree, with its living human burden hanging upon it in helpless agony and suffering, was slowly raised up by strong arms, and the end of it fixed firmly in a hole dug deep in the ground for that purpose." * [Let the teacher here add the incidents given in the lesson of the day. See John xix, 25-30, omitting, how- ever, the last-named verse.] Jesus would have hung on the cross for two or three days before dying, but when he thought of all the wicked people in the world he thought of you and me ; then his heart broke, and he died after he had been on the cross only six hours. He died of a broken heart ! And * Farrar's " Life of Christ." Twelve Lessons on the Life of CJirist. 173 when lie died, heaven was unlocked. Was it hard or easy for Jesus to unlock heaven ? THE CLOSING EXERCISE. The children and teachers sing, " Alas ! and did my Saviour bleed," etc. Now that heaven is unlocked, will there be room for everybody there } Yes. Now I think I can help you to know who will be there. [The teacher calls out a little boy and tells him to stand with his feet close to- gether, and his arms stretched out horizontally at the side.] Now you may all look at his shape and tell me what it is like. Like a cross J What is like this part .J* [pointing to the top of the cross drawn on the black- board.] His head. And these two parts } His arms. Each one of you may stand in the shape of a cross. We must act like crosses, as well as stand like them, if we want to get into that heaven which Jesus has un- locked. What can we do with this part of our crosses for Jesus 1 [pointing to the head.] Think about hirn, read about him^ listen to words about him, and tell others about him. What can we do with these parts of the cross for Jesus 7 [pointing to the hands.] What can we do with these parts } [pointing to the feet.] Everybody who lives like a cross will be in heaven which Jesus has unlocked. Now your teachers will give you each a little paper " key of heaven," (cross,) which has on it the verse for you to learn for next Sunday about Jesus unlocking heaven. How many of you will try to learn the verse ? 174 Open Letters to Primary Teachers. XII. Subject. — The Risen Lord. Golden Text. — Rev. i, i8. Central Thought. — Omnipresence. LESSON PLAN. I. The introductory exercise is intended to create a longing for the near presence of Christ. 2. To !each that Jesus satisfied that same longing felt by the apostles. 3. To teach that we may seek and have the same Spirit of consolation and help. INTRODUCTORY EXERCISE. I think you all know who are in this picture. [Teacher shows a picture of Christ blessing little children.] And I think you can repeat some of the words which Jesus said when the mothers wanted to bring the little ones to him : " Suffer little children to come unto me, and forbid them not : for of such is the kingdom of God." How many of you have heard or can sing that little hymn : " I think, when I read that sweet story of old, When Jesus was here among men, How he called little children as lambs to his fold, I should like to have been with them then. " I wish that his hands had been placed on my head, That his arms had been thrown around me ; And that I might have seen his kind look when he said, Let the little ones come unto me.' " [If the hymn is known let these two verses be sung.] I know of a little boy who, when he had laid his head on his &oft> clean pillow to sleep all night, said, Twelve Lessons on the Life of Christ 175 ** Mamma, if Jesus were here I would give him half of my pillow." How many of you wish Jesus were here on earth to- day ? Would he seem nearer to you than he does now? THE LESSON TAUGHT. Can any little child tell why we do not see Jesus here to-day ? Because he has gone to his Father. How could Jesus go to his Father when he had been crucified and lain in the grave ? He rose fr 0171 the dead after three days. Would you like to know who saw him first after he was risen from th-e dead ? Mary Magdalene, out of whom Jesus had cast seven devils. She came to Jesus' grave weeping ; " and as she wept, she stooped down, and looked into the sepulcher, and seeth two angels in white. . . . And they say unto her, Woman, why weepest thou .? " " She saith unto them, Because they have taken away my Lord, and I know not where they have laid him." [Let the teacher complete this account by reading from the twentieth chapter of John.] Would you like to know who besides Mary Magda- lene saw Jesus after he was risen from the dead .'' [Tell briefly about Jesus walking and talking with the two disciples on their way to Emmaus. See Luke xxiv, 13-22.] There were others who saw Jesus after he was risen from the dead. Would you like to have me tell you who they were, and where they saw him .? [Let the teacher now tell about Jesus' appearance to the apostles at Jerusalem, adding to Mark's account the accompanying incidents recorded by Luke and John, 176 Open Letters to Primary Teachers. namely : Jesus showing his hands and desiring them to handle him, and see that he was not a spirit ; the eating of the broiled fish and honeycomb ; and Thomas's doubtings. Tell them of the five hundred who saw him. i Cor. xv, 6.] How many of you want to know how long Jesus was on earth, after he was risen from the dead, before he went to his father ? For forty days he was seen by his apostles, and he talked with them about the work they should do after he would go. After those forty days, and while they were standing together, Jesus was parted from them. He was taken up, and a cloud re- ceived him out of their sight. [Let the teacher read the latter part of the account from the Bible to the children. See Acts i, 9.] When he reached heaven he sat down at the right hand of God, the best place in heaven. What did Jesus say the disciples should have power to do after he should go to heaven ? I see you have forgotten. I will read again what Jesus promised to make them able to do. [Teacher reads Mark xvi, 17, 18.] And at another time, Jesus said they should do the same things and greater things than he had done. He could help them more if he were in heaven than if he were on the earth. [" Christ was taken from the earth, not because his work was completed, but that he might better move the world from the altitude of the heavens." Christ manifested greater power over the hearts of men after he had ascended. When the cloud had received him out of their sight, the disciples "stood gazing up into heav- en." Before this they had looked earthward to mira- cles and ceremonies, to "the seen and the temporal; " now they began to look into " the unseen and eternal." Twelve Lessons on tJie Life of Christ. 177 "And I, if I be lifted up from the earth, will draw all men unto me." That passage belongs to the ascension as well as to the crucifixion. These few^ thoughts have been written ])articularly for the teachers' own hearts, and also with the thought that they may distill them as drops of dew upon the hearts of their little pupils.] THE CLOSING EXERCISE. Do you not think the disciples were lonely when Jesus was gone ,'' Yes. O, no ; he could send his Spirit into their very hearts, and that would be closer than to walk by their side. But I suppose your foolish little hearts are wondering how Jesus could be closer to his disciples by being in heaven than by being on earth ; but Jesus has said he would, and that ought to be enough for you and me. Perhaps you are saying, as that little boy did, " If Jesus were here I would give him half of my pillow ; " or perhaps you are saying as the little child in the song did : — " I wish that his hands had been placed on my head, That his arms had been thrown around me; And that I might have seen his kind look when he said, ' Let the little ones come unto me.' " I wish you w^ould be more like the little child in the hymn I am going to repeat to you now : — • " Dear Jesus ! ever at my side ; How loving thou must be To leave thy home in heaven, to save A little child like me. 12 lyS Open Letters to Primary Teachers. ' Thy beautiful and shining face I see not, though so near ; The sweetness of thy soft, low voice I am too deaf to hear. " But I have felt thee in my thoughts, Fighting with sin for me ; And when my heart loves God, I know The sweetness is from thee. " Yes ; when I pray thou prayest too ; Thy prayer is all for me ; But when I sleep thou sleepest not, But watchest patiently." Like which one will you be ? Jesus sent the Holy Spirit to help the apostles to do their great duties ; and he will send the same Spirit to help you in your little duties if your hearts are full of faith and prayer, to help you believe his promises. PRIMARY CLASS CONCERTS. INTRODUCTORY NOTE. " What can the Prhnary class do at a Sunday-school concert?" To an audience there is a charm about any thing which little chil- dren do. Simply their winsome ways insure appreciative interest. Little songs, particularly when accompanied by motions, always please. Recitations of poems at times are good ; but a bright, in- teresting lesson given by their teacher, showing the older pupils how wee ones think and talk in Sunday-school, would, perhaps, please best of all. The primary class should not usually occupy more than half an liour at a concert. The exercises which follow are prepared for that tin>e or a little less. Like all Sunday-school concerts, those of a primaiy class should combine, as far as possible, the three qualities of unity, instructiveness, and spirituality. L CONCERT ON JESUS OUR SHEPHERD. I. Dialogue between a child and a shepherd, or be- tween the teacher and a shepherd : — Teacher. Shepherd, what are you doing to your sheep ? Shepherd. I am leading them out of the sheep- fold. T. How did they know you wanted them to leave the sb.eep-fold } S. I do not drive them, (as they do in this country,) I go before them ; I call each one by his own name ; they know my voice, and follow me. i8o Open Letters to Primary Teachers. T. Shei)]ierd, what would your slieep do if a stranger, instead of you, should call them to follow him? S. They would not follow a stranger ; they would turn and run from him. T. Where do }'our sheep get something to eat and water to drink ? S. I lead them in green pastures and beside still waters. T. Can the little lambs walk so far, shepherd ? S. I carry them in my bosom when they are tired, and then their mothers walk very close beside me. T. When the night comes on what do you do with your sheep ? S. I take them to the fold. T. Does anybody or any thing ever trouble you in taking care of your sheep ? S. Yes, thieves try to get into the fold to steal my sheep. They do not go in by the door, but climb over the wall. I'he wolf, the leopard, and the panther, when they are very hungry, will leap over the walls of the fold, although it is thickly covered with thorns, to get some of my sheep to eat; but T am always ready to fight both the thieves and the animals. [The shepherd's costume might be easily and inex- pensively imitated in the following manner. A plain cap cut out of sheep-skin with the wool on, a skirt of blue cambric, coming to the knees, sewed together at the lower part, leaving places for the limbs to ppss through ; a short loose sack of sheep-skin, a pair of long stock- ings, a pair of loose slippers or sandals, and a long cane with a crook.l Primary Class Concerts. i8i 2. Concert Recitation of the Twenty-third Psalm. 3. Song — " We're the Laml)s of the Flock." P. 43, Songs for Little Folks. 4. Recitation of passages of Scripture about shci)- herds. See Gen. iv, 2 : Abel, a shepherd. den. xii, 16 : Abram, a shepherd. Gen. xiii, 5 : Isaac, a shepherd. Exod ii, 15-17 : Moses helping the shep- herdesses. I Sam. xvii, 15 : David, a shepherd. John X, 14: The Good Shepherd. John x, 15, last clause; Ezek. xxxiv, 12; Matt, xviii, 11-14; John x, 16, last clause ; i Peter v, 4. 5. Song—" He Shall Feed His Flock." P. 47, So?i-:s for Little Folks. 6. Recitation : — ' Jesus my shepherd is, 'Twas he that loved my soul, ' Twas he that washed me in his blood, 'Twas he that made me whole ; 'Twas he that sought the lost, That found the wand'ring sheep, 'Twas he that brought me to the fold, 'Tis he that still doth keep." 7. Recitation : — ' ' He feedeth his flock like a shepherd. The weak, by his mercy, are strong ; He comforts the hearts in afiliction, Their wailing he changes to song. He bends with an eye of compassion, Whatever our trials may be, And says, while he pities the mourner, ' My grace is sufficient for thee.' 1 82 Open Letters to Primary Teachers. " ' He feedeth his flock like a shepherd,' And succors the poor and oppressed ; The lambs in his arms he will gather, And carry them safe on his breast. With clouds of temptation around us, Whatever the conflict may be, He whispers to each, in his goodness, ' My grace is sufficient for thee.' " ' He feedeth his flock like a shepherd,' And giveth the weary repose ; He leads them beside the still waters, Where pleasure eternally flows. His banner of love will defend us, W^hatever the danger may be, We know, for his word has declared it, ' My grace is sufficient for thee.' " 8. Recitation : — " See the kind Shepherd, Jesus, stands With all engaging charms ; Hark, how he calls the tender lambs. And folds them in his arms. The feeblest lamb amid the flock Shall be its Shepherd's care : While folded in the Saviour's arms, We're safe from every snare." 9. Song or Recitation by four pupils .— Tune — " Near the Cross.'' First Pupil. " I was but a little lamb, From the Shepherd straying. When I heard within my heart Some one softly saying : — * Follow me, follow me, I will safely guide thee Through the stormy waves of life, Walking close beside thee.' " Primary Class Concerts. 183 Scco)ui Pupil. " Into danger I would go ' But for this protection ; I should miss of heaven, I know, But for this direction : " Follow me, follow me, I will safely guide thee Through the stormy ways of life, Walking close beside thee.'" Third Pupil. ' Never turning from that voice. Never disobeying. Let me know that unto me Christ is always saying: ' Follow me, follow me, I will safely guide thee Through the stormy waves of life, Walking close beside thee.' " Fourth Pupil. " Early to His loving care Shall my heart be given, For each step I take with him Brings me nearer heaven. ' Follow me, follow me,' Is the Saviour saying Unto every little lamb Who from him is straying." — yosephiue Pollard. 10. Recitation by one pupil : — " The Lord is my Shepherd, how happy am I ! How tender and watchful my wants to supply ; He daily provides me with raiment and food ; Whate'er he denies me is meant for my good. " The Lord is my shepherd, then I must obey His gracious commandments, and walk in his way ; His fear he will teach me, my heart he'll renew, And though I am sinful, my sins he'll subdue. " The Lord is my Shepherd, how happy am I ! I'm blest while I live, and am blest when I die ; 184 Open Letters to Primary Teachers. In death's gloomy valley no evil I'll dread, For I will be with thee, my Shepherd hath said. " The Lord is my Shepherd, I'll sing with delight, Till call'd to adore him in regions of light ; Then praise him with angels on bright harps of gold, And ever and ever his glory behold." II. Singing — "Saviour, like a Shepherd lead Us.*' P. 31, Songs for Little Folks. II. CONCERT ON PRAYER. 1. Chant — "The Lord's Prayer." P. 51, Songs /or Little Folks. 2. Duet and Chorus — " The Child's Prayer." P. 37, Songs for Little Folks. 3. Bible Recitations by different members of the class : — Teacher. What is prayer .? Children, i. "Conversation in heaven." Phil, iii, 20. 2. "Talking with God." Exod. xxxii, 9-1 1. 3. " Telling Jesus." Matt, xiv, 12. 4. " Speaking in the heart." i Sam. i, 13. 5. " Drawing near to God with the heart." Heb. x, 22. 4. Singing — " Then Tell Jesus." P. ^^6., Songs for Little Folks. 5. Recitation by a little child — " Dear Jesus ever at my Side." (See p. 61 of this book.) 6. Recitation by the whole class — " Satan hath de- sired to have you : . . . but I have prayed for thee, that thy faith fail not." Luke xxii, 31, 2,2, Primary Class Concerts. 185 7. Singing — " Heavenl)^ P\T.ther, Teach thy Little Child to Fray." P. 27, Son^:^s for Little Folks. 8. Primary Class Lesson — Subject: How to Pray. Golden Text : i Cor. xiv, 15. Central Thought : Prayer is the sincere desire of the heart. When we have had something new, or something has happened in our homes, how can we tell grandma or aunty, or any of the dear friends who live in another city t We can write letters. Here is a letter [showing one] that came to me from my mother, who lives far away. Whose name has it here t [pointing to the su- perscription.] Yours. Yes ; the postmaster read my name and sent the letter to me. I once read about a postmaster who found a letter in the post-office directed " To God." The postmaster could not send letters to God, and so he opened the letter and found that it had been written by a little boy whose father and mother were dead, and he wanted God to take care of him. Several years ago my grandfather left our home and went to God's home. When 1 knew that he was so soon to see and talk with Jesus, whom I had loved so long and so dearly, I thought I must ask him to say something to Jesus for me, and I did send a little message. How many of you think that was a good way to do .'' But, after all, it is sweeter and better to talk to Jesus our- selves than to send messages to him by friends. We need not be afraid that he will not hear, for he is so near to all who want to talk, with him that he has said, " While they are yet speaking, I will hear." What do we call talking with God } Praying. 1 86 Open Letters to Primary Teachers. There are three ways to pray ; two are right, and one is wrong. I think you sometimes pray when you are thinking about play or something else : that is praying with the lips and without tlie heart. The second way is to pray in the heart while the lips pray. The third way is to pray in the heart, while the lips do not move. Which do you think is the wrong way } To pray with the lips and ivithoitt the heart. Yes, I tliink that is almost like telling a lie to God. How does God want us to pray .? With the heart ; luith the heart and lips to- gether. If little children, when they pray, should put their hands on their hearts instead of this way, [imi- tating -the usual manner of folding hands,] I do not think it would help them to pray right. Look at these two flowers. They look exactly alike. One is a true flower, because God made it ; and the other is a false flower, because some man or woman made it. Can you tell which is the real one and which is the false one "^ [Let them be so exactly alike that it will be impossible to do this by simply looking at them. A carnation makes a good illustration.] I suppose the bees would know if we should let them come in. That is the way King Solomon once did to find out which were God's flowers and which were false flowers in two wreaths that looked exactly alike. Which wreath of flowers do you think the bees went to as soon as the windows were opened and they came in 1 I will let you smell of these two flowers, and then, perhaps, you can tell me which is the true flower. [Let the flowers be passed around.] Ah ! I see you know all about it now. Two kinds of prayer are like the true flower, and Primary Class Concerts. 187 one kind is like the false flower. Which kind is like the false flower ? Praying without the heart. Some- times, when you pray, you forget what to say next, and have to begin all over again. Like which flower is your prayer then ? Like the false flawer. Sometimes you pray when you are so tired that you would rather go to sleep. Like which flower is your prayer then .? Some- times you feel very sure, while you are praying, that God will give you what you ask for. Like which flower is your prayer then ? Like the true flower. Sometimes you do not know what the words of your prayer mean. Like which flower is your prayer then .'* How many of you pray every day .? How many of you pray at night and in the morning too .'' I would like to hear some of the prayers you make. [Allow time for several to be repeated.] Do you think you make them false or true prayers .'* The Bible tells us to " Pray with the spirit and with the understanding; " that is, pray with your liearts. Now let us try to make a true prayer to God. Tell me what good gifts God has given you, for which you want to thank him. [Encourage the children to speak of every-day blessings, such as friends, homes, breath, food, water, etc., as well as special blessings.] Now I will try to remember all you have told me, and make a prayer of thanks to God. [The teacher makes short sentences, and the children repeat them.] Now, as we have said the thanking part of our prayer, let us say the asking part. Tell me what you would like God to do for you, and I will try to remember all you say. [If improper things are desired, let the teacher 1 88 Open Letters to Primary Teachers. kindly object, and tell why it would not be right. Let the prayer then be made as before.] Singing—" Loving Father, hear thy children." [All kneeling.] P. 25, Songs for Little Folks'. III. CONCERT ON TEMPERANCE. 1. Singing — " The Bird's Temperance Song." P. 114, Songs for Little Folks • 2. Dialogue between one little boy and the whole class. Boy. " Who hath woe .? " Class. " Woe unto him that giveth his neighbor drink. Woe unto them that follow strong drink." B. " Who hath sorrow } " C. " They that tarry long at the wine." B. " Who hath contentions .? " C. " They that go to seek mixed wine." B. " Who hath babblings 1 " C. " Wine is a mocker." B. " Who hath wounds without cause } " C. " Strong drink is raging : and whosoever is deceived thereby is not wise. [Then] Look not thou upon the wine when it is red, when it giveth his color in the cup» when it moveth itself aright. At the last it biteth like a serpent, and stingeth like an adder." 3. Recitation by a boy. " I would like to have ruddy cheeks, and bright eyes, and strong limbs. But they say that strong drink dims the eye, and whitens the cheek, and enfeebles the frame ; therefore I will not drink at all. Prima jy Class Concerts. 189 ** I would like to have a clear mind, so that I may be able to think on great things, and serve God, and do good to others, and prepare to die. But they say that strong drink clouds the mind, and often destroys it ; therefore I will not drink at all. " I would like to have a peaceful heart and a quiet conscience, so that I may be happy while I am here. But they say that strong drink fills many a heart with misery, and implants in many a conscience a sting; therefore I will not drink at all. " I would like to have a quiet home and happy fire- side, where I could rejoice with loving brothers, and sis- ters, and parents. But they say that strong drink makes ten thousand homes wretched and miserable; therefore I will not drink at all. " I would like to go to heaven when I die, that I may dwell with Jesus in glory forever. But they say that strong drink keeps many from entering into heaven, and casts them down to hell ; therefore I will not drink at all." — Selected. 4. Singing by the girls — "Don't Drink it, Boys." P. 116, Songs for Little Folks. 5. Recitation by a boy. DOWN HILL. A story they tell of a lunatic man. Who slid down hill in a warming-pan. He steered himself with the handle, of course, And clucked away, as he would to a horse. His legs, it is tnie, were somewhat in the way, And his seat rather tight, as a body might say ; But he landed all right at the foot of the hill, And, for all that I know, is sitting there still. 1 90 Open Letters to Primary Teachers. You smile at the story, and wonder how folks Can get from their brains such a terrible hoax ; But sliding down hill is many. a man On a much worse thing than a warming-pan. Some are going full speed on their pride, And others on their stinginess slide ; But the strangest way of taking that ride, is to go, as some do, on a rum-jug astride. Beware of such coasting, or, like Jack and Gill, You'll make some work in getting down hill. Beware, for with what other evils you tug, 'Tis nothing like sliding down hill on a jug. — By Uncle Charles, 6. Recitation by a boy. MY SPEECH. " You'd scarce expect one of my age To plead for Temperance on the stage ; And should I chance to fall below, Portraying all the drunkard's woe, Don't view me with a critic's eye, Nor pass my simple story by, " Large streams from little fountains flow ; Great sots from moderate drinkers grow ; And though I now am small and young. No rum shall ever touch my tongue. " Mayn't Massachusetts boast as great As any other sister State ? But where's the town, go far and near, That sells the rum as we do here ? Or where's the boy, but three feet high, That hates the traffic worse than I ? " — Selected. 7. Pledge recited by the class in concert. 8. Singing, " Dare to do Right." P. 76, Songs for Little Folks. Primary Class Concerts. 191 IV. CONCERT ON MISSIONS. 1. Singing — " 13o the cliildren know of Jesus over there .? " P. 1 1 2, Sou^^s for Little Folks. 2. Bible reading by the teacher, illustrated by pictures of idols drawn on the blackboard. The following passages of Scripture may be read. Psa. cxv, 4-8; Jer. x, 1-5; Isa. xliv, 13-20. 3. .Bible Recitation by different pupils. Psa. xiv, 2 ; Rom. iii, 23 ; Rom. v, 8 ; i John ii, 2 ; i Tim. iv, 10; Matt, xviii, 18, 19. 4. Singing, (by the whole school, primary class joining.) GO FORTH, CHRISTIAIS] !* m % ==1tn5: ~ir'-v-t'\—\ — r-| — r — ^^m^^^r^r^. \ I I I I The Gospel has from heaven come: All by Jesus' love; luvlting r-r ^^1=^ P^PPPP^Pi I I i I wandering shi-ners home : All by Je-sus' love. Go forth, Christian, ^^ -1 — r-1 — r- -jfL-^-± I I :1 ^-=^ ^-*^- p- J — N-4-J- wmrmM^m ^.: ^1 ki I ^ , go to all heathen lands, Till all king-doms learn of Je-sus' love. =tf:fc e--(?_«- r-r-r- * The above chant is arranged from the Jubilee Singers' Chant, " Go down, Moses." The words are of course changed. This piece may be easily learned, and if sung with force and feeling will have a good effect. 192 Open Letters to Primary Teachers. To India liasten with tlie word ; Tell of Jesus' love. Bid China's millions praise the Lord ; Tell of Jesus' love. — CliOR. To Afric's sunny climes repair ; Tell of Jesus' love. Let Europe, too, its blessings share ; Tell of Jesus' love. — Ciior. To western tribes the news proclaim ; Tell of Jesus' love. Let all the Islands hear his name ; ■ Tell of Jesus' love. — Chor. And when ye reach your homes on high. Sing of Jesus' love. Through all the mansions of the sky, Sing of Jesus' love. — Chor. 5. Speech by a little boy. I think missionaries must have a pretty hard time, for they have to leave their dear friends to go to live among people who would like to eat them up, not be- cause they love them so much; I guess they must think a white man is pretty good eating. A missionary would not be quite to my taste ! All missionaries, however, are not white; some are red or copper-colored. This kind have neither eyes nor ears, feet nor hands, and yet it is very remarkable how much they can do for the heathen. 1 have invited a great many of these to be present this evening as dumb orators. One hundred of them have reported, and they are now hiding their i'aces under my handkerchief. They will very soon sail for India or some other mission station. They would like to be joined by many more, because Primary Class Co7tcerts. 1 93 they are very small and each one can do only a little. I will now show you their faces and introduce them to you. [Lifts up the handkerchief, which has from the first been lying over a hundred pennies placed on a stand.] This [holding up one penny] is "One Cent; " here is another of the same name, and here is another and another. Here is one called " Two Cents." He can do just twice as much as " One Cent." Every body here is rich enough to send several of these missionaries, and when the contribution box is passed I confidently expect to see the company of one hundred swelled to a regi- ment. [The large words contained in the above speech are introduced to give a measure of amusing effect.] 6. Recitation by a little girl. WHAT MAIDIE DID. " The box was all packed, and stood by the door ; It was going a journey the round world o'er. There was nothing to do but nail down the lid, Save this one little thing that our Maidie did. " Maidie sat on the door-step, Peg on her anii, Holding her tight and keeping her warm ; She was not very much of a doll, poor Peg ! With her head almost off, and only one leg. " She was all Maidie had, though, her dearest and best, Next to papa, and mamma, and all of the rest ; And now her poor brain was all in a whirl, At the thought that many a poor little girl " Where the big box was going had naught so good As queer little Peg ; and do what she would The question kept coming, " Ought Peggy to go In the box o'er the sea when she loved her so? " 13 194 Open Letters to Primary Teachers. " She would roll up a rag doll, wouldn't that do? Or she'd save all her pennies the whole year through To buy the nicest wax dolly all in the 'French store ;* But then that couldn't go in the box by the door. " The sweetest — the bestest, the minister said ; And softly she patted little Peggy's tow head, Kissed her poor faded lips, with a sob raised the lid, Can you guess for me now what our Maidie did?" — Selected. 7. Singing. "I've thought of Little Children over There." P. 115, Songs for Little Folks. 8. Recitations by five children in succession. First Child. Jesus sat over against the treasury, and beheld how the people cast money into the treasury : and many that were rich cast in much. Matt, xii, 41. Secoftd Child. And there came a certain poor widow, and she threw in two mites, which make a farthing. Mark xii, 42. Third Child. And he called unto him his disciples, and saith unto them, Verily I say unto you, That this poor widow hath cast more in, than all they which have cast into the treasury. Mark xii, 43. Fourth Child. For all they did cast in of their abun- dance ; but she of her want did cast in all that she had, even all her living. Mark xii, 44. Fifth Child. Two small mites have I to give, My small body in which I live ; And my soul that ought to pray. And live for Jesus every day. Prima jy Class Concerts. 195 10. Collection taken. 11. Singing. Mission Song. V. \\\^ Songs for Little Folks. V. CONCERT ON CHRISTMAS. 1. Singing. " Silent Night." P. 123, Songs for Little Folks, 2. Recitation by one pupil. Luke ii, 8-14. 3. Singing. " Jesus is Born." V. 120, Songs for Lit- tle Folks. 4. Recitation by one pupil. Matt, ii, i, 2, 10, 11, 12. 5. Recitation by eight pupils. First Scholar. " We, too, would an ofifering bring, Welcome and adore our king." Second Scholar. "What can /give to Jesus Who gave himself for me ? How can I show my love to him Who died on Calvary !" Third Scholar. " I'll give my heart to Jesus, In childhood's tender spring ; I know that he will not despise So small an offering." Fourth Scholar. " I'll give my soul to Jesus, And calmly, gladly rest Its youthful hope and fond desires Upon his loving breast." Fifth Scholar. " Fll give my mind to Jesus, And seek in thoughtful hours His Spirit's grace to consecrate Its early opening powers." 196 Open Letters to Primary Teachers. Sixth Scholar. " I'll give my strength to Jesus, Of foot and hand and will : Run where he sends, and ever strive His pleasure to fulfill." Seventh Scholar. " I'll give my time to Jesus : O that each hour might be Filled up with holy love for him Who spent his life for me ! " Eighth Scholar. " I'll give my zvealth to Jesus, 'Tis little I possess ; But all I am and all I have, Dear Lord, accept and bless." — Selected. 6. Singing. " Little Lights." P. 93, Songs for Little Folks. 7. Recitation. Boys. Why did the King of glory come, A baby in a stable-home ? Girls. In straw-lined manger was his birth, To live a life like ours on earth ; All. It was for me, for me. Boys. Why with such wisdom was he filled. Obeying all his parents willed ? Girls. He was so gentle, meek, and mild. To be a perfect, pattern child ; All. It was for me, for me. Boys. Why was his life so wondrous kind, Healing the sick, the lame, the blind? Girls. To show his love can enter in Sick souls, and cure disease of sin ; All. It was for me, for me. Pnuiary Class Concerts. 197 Boys. Why was he in the garden found In agony upon the ground ? Girls. Bearing God's wrath, the holy One, In anguish prayed, Thy will be done ; All. It was for me, for me. Boys. Why bore he all, that awful night, Betrayed, denied, friends fled in fright? Girls. Submitting meekly, led along Bound, 'mid the shoutings of the throng ; All. It was for me, for me. Boys. Why bore he mockings, words of scorn, The crimson robe, the cruel thorn ? Girls. Despised, rejected, smitten all While standing in the judgment-hall ; All. It was for me, for me. Boys. Why those nailed hands extended wide, As on the cross my Saviour died? Girls. Even the earth quaked as in fear, While Jesus hung, pierced with the spear, All. It was for me, for me. Boys. W'hy did he burst the grave's dark prison, While angels sang, The Lord is risen ? Gi7-ls. Because his earthly work was done, To save the world God gave his Son ; All. That precious life-blood, shed for me, may I live for thee, for thee ! — Faith Latimer. 8. Singing. " Christ was born in Bethlehem." P. 119, Songs for Little Folks. 198 Open Letters to Primary Teachers. VI. CONCERT ON HOW TO SPEND CHRISTMAS. 1. Singing. Christmas Chant. P. 125, Songs for Lit- tle Folks. 2. Recitation by the class in concert. Matt, ii, i, 2, 10, II, 12. 3. Singing. "Three Kings of Orient." P. 170, Songs for Little Folks. 4. Recitation by one child. PROLOGUE. Kind friends and little classmates dear, Three ways you now will hear A Christmas-day to spend, If to the stories you'll attend. The first in selfish thought True joy and pleasure sought ; But ere the day in darkness closed To keen remorse she felt disposed. The second, too, will tell Of selfish sport as well : But by his story you will find To do some good he felt inclined. The third, with Christ-like joy Gave up her cherished toy, And on this happy Christmas-day Angels bright have watched her play. And when you've heard each story through, We'd like to know how't seems to you, Which is the best and happiest way To spend a merry Christmas-day? 5. Recitation by a little girl. Bessie's Christmas. There's Nettie Earl and Jennie Brown, I see them walking up and down, Primary Class Concerts. 199 Their dolls are wax With curls like flax ; They walk, and talk, and shut their eyes, And Nettie says, she b'lieves her's cries. I wish I had a prettier doll, A little stove, a larger ball ; I'm tired of play And Christmas day ; I'm tired of candy, nuts, and cakes, And O ! my head, how haixl it aches ! I thought I'd be so glad to-day. And never want to stop my play. Nor say cross words. Nor angry grow. Nor make my mother look so sad ; I surely must be very bad. 6. Recitation by a little boy. HARRY'S CHRISTMAS. New boots, new whip, new bridle gay, And a pony black, I've had to-day ; My saddle, too, with stirrups bright, I'll tell you now's a pretty sight. I thought I'd like the boys to know How I could make my pony go ; So up and down the village street We paced and trotted very fleet. And as we passed a cottage low. All banked with leaves, and dirt, and snow. Pressed close against the window pane, I saw the face of Willie Lane. I know the tears were in his eye As he saw me ride so gayly by ; For he was poor, and sick, and lame, And {k:.\\ the joys to him that came. 200 Open Letters to Primary Teachers. I drew my rein and shouted loud, Pulled off my cap and low I bowed, And as I saw his sad, sick look, I thought he'd like my new red book. And soon I brought the book to him, And then his face with joy did gleam ; But yet he feared to take the book, " Lest I should want sometimes to look." " I would not use the book," I said, " I'm sure by me 'twould not be read ; For boys with ponies do not care Much of their time for books to spare." 7. Recitation by a little girL MAGGIE'S CHRISTMAS. My little heart is full of glee ; I'm just as glad as I can be ; I have not had a book or ball. Nor tinkling bell, nor talking doll. Nor any kind of pretty toy. To make my heart thus full of joy. We're very poor, mamma and I, Our home is up the stairs so high ; "We hear the city's noise and din As but an echo faint come in. Just next our room lives Kitty Lee, "Who's weak, and small, and cannot see. I waited for this Christmas day. And counted hours that passed away ; I thought this day the happy time, "When sure a dolly would be mine ; And oft I stopped, on my homeward way. To look at dolls in windows gay. Primary Class Concerts. 20 1 And when the day was ahnost here. My mamma said to me, " My dear, Do you remember Kitty Lee, Who's weak, and small, and cannot see? Will you give up your cherished toy That poor blind Kitty may have joy?" Now other girls could hardly see What joy a doll would be to me ; For through the long and weary day I had no toys to help me play ; She waited long ; how could I say The words that took my joy away ? I thought of all that Jesus taught, And if to be like him I sought, I'd gladly yield my darling toy To give poor Kitty Christmas joy. Then I grew strong, and said the word ; With tearful eyes my mother heard. And when we went to Kilty's room. From out my heart had passed all gloom ; 'Twas easy now my toy to give : I always want like Christ to live ! For sweeter far is this new joy Than any pretty Christmas toy. 8. Recitation by the class in concert. THE DECISION. Since now these stories we have heard, We well remember Jesus' word : That he who would most blessed live, Should of his treasures freely give. The happiest child of all these three Is the little friend of Kitty Lee ; We think she chose the better way To spend a merry Christmas-day. 202 Open Letters to Primary Teachers. 9. Singing. ''Give, said the Little Stream." P. 96, SoNgs for Little Folks. 10. Bible Recitations. Matt, v, 16. Matt, vii, 12. Matt, vi, 19, 20. 2 Cor. ix, 7. 1. c. Acts xx, 35. 11. Singing. "Up and Doing, Little Christian." P. 77, Sojigs for Little Folks. ALPHABETICAL INDEX. Age to enter Sunday-school, page lo. Almsgiving, 95. Allegory, 78. Attendance, how kept, 10, 12, loi. Attention, 38, 41, 70, 80. Anointing of Christ, 161. Baptism of Christ, 129. Benevolence, Christ's standard of, 151. Benevolence cnltivated, 95. Bible, how to use it in the class, 37, 134, 136, 138, 140, 153, 155, 157, 164, 167, 176. Bible sturies, tclhng, 76. Bird parties, iii. Birth of Christ, 126. Blackboard, use (;f, 23, 88, 94, 129, 132, 136, 138, 141, i43i i44,:i5o, 153, 160. 169. Blesses, what God, yi. Blind man healed, 84. Books for Primary Teachers, 20- Breaking the wills of children, 40. Calls on children, 13, log. Catechism, 63, 66, 67. Characteristics of primarj^ class, 15. Childhood, study of, 20. Children's Hour, iir. (.Jhildrens prayer-meeting, 120, 122. Cliirping right, 33. morning prayers, 123. Christ, birth of, 126. baptism of, 129. the Law as given by, 133. his power ol the sea, 137. the mind, 142. and his parable of the sower, 147. the standard of benevolence estab- lished by, 151. and his parable of the withered fig- tree, 155. the anointing of, 161. the king, 166. on the cross, 170. the risen Lord, 174. blessing little children, 77, Christmas, 195. how to spend, 198. Collection, 95. Concerts, 179. Conversion of children, 117. Cross illustrated, 90. Curiosity developed, 47. David and Goliath, 92. Deaf mute healed, 84. Discipline of the class, 38, 40. Ebal and Gerizim illustrated, 91. Echoes, 113. Elisha and the pot of oil, 91. Exercises, order of, in various primary classes, 30. Eye, power of, in teaching, 35, 80. Feeding the multitude, 85. Fig-tree withered, 155. Freedom by the truth, 86. Gifts to pupils, 34. Gilgal, stones in, 84. Giving, 95. Giving hearts to God, 103. Grading classes, 10. Hates, what God, 91. Home and class, 113. Humility illustrated, 86. Illustration, the art of, 70. abused, 74. books on, 79. Instincts of childhood, 25. International Lesson in the Primary • Class, 30, 32. Intuitional instruction, 74. Israelites' journey illustrated, 89. Jericho illustrated, 84. Jesus, our She, heid, 170. Jewels, precious, 103. John, 18, 19, 33,40, 166, 170. Joseph revealed to his brothers, 83. King, Jesus the, 166. Law as given by Christ, 133. Lesson in the primary class, 30. Light, Jesus the, 85. Lighting up the lesson, 71. Love of God illustrated, 85. 204 ALPHABETICAL INDEX. Mark II, 129. IV, 14, 23,35, 41. 136, 147- XII, 41, 44, 151. XVI, 174. Matthew II, 126. XVIII, I, 6, 142. XXI, 19,21, 155. XXII, 36, 46, 133. XXVI, 6, 13, 161. Memorizing Scripture, 56, 71, 102. Mildness, 18. Mind of Christ, 142. Missionary collections, 99, 154. Missionary concert, 191. Morning prayer for children, 122. Motion songs, 105. Name of the class, 14. Names of children learned, 14, 108. Normal class for primary teachers, 18. Object Illustrations, 170, 142, 144, 146, 147, 148, 149, 151, 152, 154, 156, 157, 158, 160, 162, 163, i66, 170, 171, 173, 174. Object teaching, 80. Oil of the widow's cruse, 91. Organization, 9. Passover illustrated, 90. Personal conversation on religion, 42, 123. Pestalozzi, mottoes from, 42. Pictures, use of, 87, 126. Picturing by words, 77, 93. Pillar of lire, 82. Place for Primary Classes, 21. Power, Christ's, over the sea, 137. Prayer, concert on, 184. Prayer-meetings for children, 120, 122. Primary superintendent, duties in class, II. Programme, 24. Promises illustrated, 81. Qualities of primary superintendent, 11 assistant teachers, 16. Questions, judicious, 52. injudicious, 50. Qucbtion books and papers, 34. Rainbow, 82, 89. Reading the lesson responsively, 67. Resurrection illustrated, 72. Risen Lord, 174. Rosary, the teacher's, 121. Ruth and Naomi illustrated, 92. Samuel illustrated, 84. Seats for primary class, 22. Securing assistant teachers, 12. Selecting teachers, 18. Singing, how to teach, 102. Social work of teachers, 108. Socrates as a teacher, 45. Spiritual application of the lesson, 121 life, 79. work, 117. Stories, how used, 75, 127, 143, 185. Study of the Lesson, 19. Sub-classes in the Primary Department 10. Symbols of the Ancient Church, 73. Sympathy, 33. Tabernacle illustrated, 82. Tardiness, how to correct, 38. Teachers' meetings, 19. Temperance, concert on, 188. Think, teaching children to, 30, 34. Training of primary teachers, 16. Understanding what is memorized, 58. Visiting pupils, 109. Visitors, 40, 113. Vivacity, 17. Voice, 39. "• Waiting and watching for me," 125. ill''' «, PUBLISHED BY NELSON & PHILLIPS, 805 Broadway, New York. BIOQRAPHY. Abbott^ Rev. Benjainifu Life of. By Rev. J. Ffirtb. 18mo f j W Aner dotes of the Wcsleys. By Eev. J. B. Wakeley. Large iGino 1 25 Asbury and his Coadjutors. By Wm. C. 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