Jhe Primary 
 
 EflCBER 
 
 Sy MARTHA 
 WITH AM 
 J£$$E IYMA& HUftLBUT, && 
 
 
LIBRARY OF CONGRESS. 
 
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 UNITED STATES OF AMERICA. 
 
THE 
 
 Primary Teacher 
 
 WITH 
 
 HELPS AND EXERCISES 
 
 MARTHA VAN MARTER 
 
 INTRODUCTION BY 
 
 Jesse Lyman Hurlbut, D.D. 
 
 Better a child in God's great house 
 
 Than the king of all the earth.— MacDonald 
 
 NEW YORK: HUNT & EATON 
 
 CINCINNATI: CRANSTON & CURTS 
 
 1893 
 
 Jo^iTJ 
 
 h~ 
 
$ 
 
 ^% 
 
 Copyright, 1893, by 
 
 HUNT & EATON, 
 
 New York. 
 
 Electrotyped, printed, and bound bv 
 
 HUNT & EATON, 
 
 150 Fifth Avenue, New York. 
 
 LC Control Number 
 
 tm P 96 027855 
 
INTRODUCTION. 
 
 THE Sunday school workers are the cream of 
 the church membership, in intelligence, in 
 earnestness, in effort, and in self-denial. There is 
 no department of Christian activity where are 
 found so many devoted people as in the Sunday 
 school. 
 
 What the Sunday school workers are to the 
 church the primary teachers, as a body, are to the 
 Sunday school — its most enthusiastic, eager, and 
 self-denying members. No doubt there are in- 
 competent and inactive primary teachers, but they 
 are less in number, proportionally, than in any 
 other department of the Sunday school. It is the 
 experience of every leader in the Sunday school 
 cause, that the primary teachers appear in stronger 
 force at the convention, the institute, and the assem- 
 bly than the representatives of any other depart- 
 ment, in proportion to their numbers ; that they 
 are more eager for methods and plans of instruc- 
 tion, will listen to more addresses, will ask more 
 questions, and will give more time to the work 
 than any other body of teachers. 
 
 The reasons for this earnestness are manifest. 
 The primary teacher deals with ardent young 
 natures, responsive and affectionate. They manifest 
 
4 INTRODUCTION. 
 
 their interest and their delight more than children 
 of a larger growth ; and their interest awakens the 
 zeal of their teacher. Moreover, the primary 
 teacher must of necessity have her lesson thoroughly 
 studied and prepared. It is desirable for all teach- 
 ers to be thoroughly equipped for the lesson, but 
 it is absolutely necessary for the primary teacher. 
 She cannot call out the lesson by questions from 
 her class ; she cannot study it with her class ; she 
 must teach it to her class out of her own store of 
 knowledge and tact. For these reasons, primary 
 teachers are ever on the alert for new methods, 
 suggestive hints, and helps in their work. 
 
 We welcome, therefore, any new book that 
 promises assistance to primary teachers, for we 
 know that it will be eagerly received and read. 
 We welcome especially this book, which is the 
 result of many years' work in the primary depart- 
 ment, and presents methods which have been 
 tested in practice. 
 
 Its author has written lesson helps for primary 
 teachers for the past ten years, and is a lover of 
 little people, a skilled teacher, and a practiced 
 writer. We believe, therefore, that her book, which 
 has been written in response to an urgent demand, 
 will be found helpful to all primary teachers and 
 to those who instruct little children, in the home 
 as well as in the Sunday school. 
 
 Jesse L. Hurlbut. 
 New York, January 10, 1893. 
 
THE 
 PRIMARY TEACHER'S PRAYER. 
 
 IP to me sweet childhood looketh, 
 Heart, and mind, and soul awake ; 
 Teach me of thy ways, Father ! 
 For sweet childhood's sake. 
 
 In their young hearts, soft and tender, 
 Guide my hand good seed to sow, 
 
 That its blossoming may praise thee, 
 "Whereso'er they go. 
 
 Give to me a cheerful spirit, 
 
 That my little flock may see 
 It is good and pleasant service 
 
 To be taught of thee. 
 
 Father, order all my footsteps 
 
 To direct my daily way, 
 That, in following me, the children 
 
 May not go astray. 
 
 Let thy holy counsel lead me ; 
 
 Let thy light before me shine ; 
 That they may not stumble over 
 
 Word or deed of mine. 
 
 Draw us hand and hand to Jesus, 
 For his word's sake, unforgot, 
 
 *' Let the little ones come to me, 
 And forbid them not." 
 
 — Unknown. 
 
CONTENTS. 
 
 PAGE 
 
 The Teacher — Who and What ? 9 
 
 Class Organization 16 
 
 Ways and Means 28 
 
 Methods and Devices 37 
 
 In the Class Room 48 
 
 The Class Singing 57 
 
 The Class Praying 65 
 
 The Class Working 72 
 
 Week Day Work 80 
 
 Child Festivals 87 
 
 The Children's Meeting, or Junior League.... 98 
 
 Temperance Teaching in the Primary Class... 108 
 
 HELPS AND EXERCISES. 
 
 Helps in Temperance Teaching 119 
 
 Christmas Helps 127 
 
 Easter Helps 132 
 
 Miscellaneous Exercises 141 
 
The Primary Teacher. 
 
 CHAPTER L 
 THE TEACHER-WHO AND WHAT? 
 
 I love thy men and women, Lord, 
 
 The children round thy door. — MacDonald. 
 
 A LITTLE girl three years of age went to Sun- 
 ■**• day school for the first time. She had been 
 taught at home to pray to Jesus, and in her thought 
 he stood as the dearest and best Friend of little 
 children, a real person, and yet the great God of 
 heaven and earth. 
 
 In the Sunday school to which she went that 
 day the primary class was taught by a good man 
 whom the children dearly loved. 
 
 The little maid went home and eagerly poured 
 out the joy of her heart. Suddenly she paused, 
 and after a moment's silence said, u And O, mamma, 
 I saw Jesus, and he smiled at me ! " 
 
 The dear child saw kindness, gentleness, love, 
 and she said, " It is Jesus ! " If she had seen 
 coldness, impatience, lack of sympathy, could she 
 have associated them with the gracious Saviour? 
 
 The primary teacher stands before the children 
 in Christ's stead ! 
 
10 THE PRIMARY TEACHER. 
 
 When Tommy and Mary set out for the Sunday 
 school " to learn about Jesus," they have a right 
 to expect that their teacher is acquainted with him. 
 They expect to hear how good he is and what he 
 wants- lu& Uille^children to do that-tLs.^ nray please 
 him. They do not put the thought into words, but 
 it lies deep down in the little heart, and it is both 
 the privilege and duty of the teacher to show them 
 the Saviour they need to see. 
 
 But the Christ must live in the teacher's heart if 
 he is to be represented to the little ones. Shams 
 are of no avail with children. We may hang veils 
 before our real selves with our elders, but not with 
 the babies. The dear truth-loving little souls are 
 not yet far enough away from paradise to be daz- 
 zled by false lights, and so they go straight to the 
 hard bottom of facts. 
 
 The child lover is generally sought as the teacher 
 of the primary class. This is quite right, provided 
 the love is the true love, which is sacrifice rather 
 than sentiment. There are child lovers, so called, 
 who delight in the unspeakable grace and charm of 
 childhood, but who think little of the immortal 
 Being behind the bright eyes and rosy cheeks and 
 dewy lips of the darlings. 
 
 Such are flesh and blood lovers, and though 
 they sometimes find their way into the primary 
 class, they seldom remain long. 
 
 We once visited a primary class in the Sunday 
 school of a prominent city church. The teacher 
 was a beautiful woman, charmingly dressed, and 
 
THE TEACHER — WHO AND WHAT.' II 
 
 the children evidently came from homes of wealth 
 and refinement. 
 
 The teacher called the little ones by various en- 
 dearing names, and in many ways sought to impress 
 upon them the fact that she loved them. '" Now, 
 my darlings, you will be quiet just to please me, I 
 am sure ; " and ; * I shall be so happy if you will all 
 sing sweetly ; " and " These ladies who have come 
 to visit you will enjoy hearing you recite the 
 Golden Text." The children seemed strangely 
 listless and indifferent to all these solicitations, but 
 the change was marked when a plain looking lady 
 visitor spoke a few earnest words about the Lord's 
 love and tender care for little children ! Little 
 eyes brightened and little voices rang out in a 
 sweet song of praise when the visitor said : "Jesus 
 hears you when you sing. Will you not make him 
 glad now with your songs ? " 
 
 The true teacher of the little ones will have 
 much to say of our Lord, and very little of self. 
 The children will be loved first of all for Christ's 
 sake, and because he loves them. 
 
 And they will be taught, because the truth will 
 lie deep in the heart of the teacher, that the way 
 into the kingdom is through " the conquest of self- 
 seeking egoism,'' as Froebel so well expressed it. 
 
 It is a beautiful and wonderful work to which 
 the primary teacher is called. Who is sufficient ? 
 For nothing is so tender as the soul of a little child ! 
 Nothing can so easily be hurt by careless, ignorant 
 handling. Froebel says : " Losses which have 
 
12 THE PRIMARY TEACHER. 
 
 taken place in the first stage of life — in which the 
 heart-leaves, the germ-leaves, of the whole being 
 unfold — are never made up." 
 
 Who and what shall the primary teacher be ? 
 
 Man or woman, young or old, married or single, 
 rich or poor, learned or unlearned — these accidents 
 matter little. But it does matter greatly u<hat the 
 primary teacher is ! 
 
 The teacher of the little ones must be one who 
 "loves God and every little child." This is indis- 
 pensable to success. But there must be wisdom as 
 well as love — the wisdom that comes down from 
 above. As we follow the teachings of our Lord, 
 we see more and more clearly that the child heart 
 is the wise and loving heart. The primary teacher 
 then must become as a little child, loving, simple- 
 hearted, teachable. 
 
 Such a one may not be skilled in normal meth- 
 ods ; it may be impossible to mingle with other 
 teachers and catch their spirit : there may even be 
 great odds to contend against as to surroundings 
 and interest and sympathy; but if there be indeed 
 the obedient child heart, there need be no fear of 
 failure and defeat. 
 
 The disciples were astonished when Jesus taught 
 them that they must become as little children. 
 They thought that the little children must become 
 like themselves ! Not so, said the great Teacher. 
 The children are true, humble, loving, and obedient. 
 They belong to the heavenly kingdom. But you — 
 you have grown self-centered, wise in your own con- 
 
THE TEACHER — WHO AND WHAT.' I 3 
 
 ceit, false in your standards, unloving, disobedient. 
 You need to come into the child's world. 
 
 The primary teacher must have the child heart, 
 dwell in the child world, and be able to " think as 
 a child." 
 
 One who hears the divine call to this delicate 
 work need not shrink back because of the require- 
 ments. He who calls will surely furnish. And, 
 while human helps are much to be desired, the 
 only indispensable furnishing after all must come 
 from the holy Teacher who himself became a little 
 child for our sakes. 
 
 This is the training that must not be omitted. 
 
 But the truly called teacher will recognize the 
 fact that God helps those who help themselves. 
 and will be wise to seek outward preparation while 
 waiting for the inner baptism. 
 
 Many years ago a Sunday school meeting was 
 called in a country village in England to consider 
 the question of forming an infant class. There 
 were plenty of little ones in great need of religious 
 training, but, alas ! a teacher could not be found. 
 Some could not give the needed time to the work : 
 others did not "know how to get on with little 
 children." while others clearly perceived and 
 frankly owned their unfitness for the work. The 
 matter was about to be postponed indefinitely, 
 when, to the astonishment of all, the village black- 
 smith rose, and said simply, '"' I'll try it, please 
 God." 
 
 He was known to be a good man, but of all 
 
14 THE PRIMARY TEACHER. 
 
 others he seemed the least adapted to this line of 
 work. His voice was loud and harsh, his manner 
 uncouth, and moreover he was not known to have 
 the power to attract children which is often found 
 in people with a rough exterior. 
 
 The blacksmith knew very well that he was not 
 fitted for the work. He had not ventured to offer 
 himself until all other resources had failed. But 
 the need had been laid upon his heart, and he 
 dared not let his unfitness stand in the way of the 
 Lord's work. 
 
 So this untaught man did the one wise and true 
 thing : he put himself i?i t?'aini?ig. He borrowed 
 some children's books ; he read and thought and 
 prayed. He studied Bible stories long and pa- 
 tiently. Then putting away the book he wrote 
 out the stories in his own words. Early and late 
 he toiled. Months passed, and still the brawny 
 student was at work, making ready to obey his 
 Lord's call. 
 
 One bleak November day some little children 
 stood at the smithy door watching the sparks fly 
 from the anvil. By and by they ventured in. The 
 smith began to speak to them, and his own heart 
 glowed as he saw that his words found their way 
 to the young hearts. He felt that his long labor 
 had not been in vain, and that day witnessed the 
 beginning of the blacksmith's direct work for the 
 neglected little ones. 
 
 It is not surprising that this man came to be 
 known as one of the most successful primary teach- 
 
THE TEACHER — WHO AND WHAT? I 5 
 
 ers in all England. Hundreds of little ones found 
 in him a friend and a guide into heavenly paths. 
 And this because he obeyed the call, and put him- 
 self in training. 
 
 This is a somewhat extreme case. In our day 
 of abundant "helps" the teacher hearing the 
 divine call will find sympathetic encouragement at 
 the very outset ! But we give the extreme case to 
 show how truly our God opens "the way in the 
 sea " to one who is minded to go forward. " Only 
 be thou strong and very courageous," dear teacher- 
 friend, so honored of God as to be called to a work 
 like this ! 
 
CHAPTER II. 
 CLASS ORGANIZATION. 
 
 " The first six years are as full of advancement as the six years 
 of creation." 
 
 A HUNDRED and fifty in the infant class 
 to-day !" said the good superintendent of 
 the Sunday school, beaming with satisfaction. 
 "Yes, our school is certainly growing!" 
 
 There was no doubt that the infant class was 
 growing. The little seats were crowded with 
 wriggling, uneasy children, getting their first im- 
 pressions of order and good behavior in the house 
 of God. And it is said that early impressions are 
 not easily effaced. 
 
 The room was a large, bright one, but badly 
 ventilated. The day was cold, and it would not 
 do to open the windows and let the wintry wind 
 fall directly upon the heads of the children. So 
 the warm, vitiated air was breathed over and over 
 again, with such results as might be expected. 
 
 The "infants" were of varying ages, from three 
 to ten years. Here a group of a dozen or so were 
 being vastly entertained by the pranks of a jolly 
 baby of three. In another corner of the room 
 still another infant was weeping and rubbing his 
 
CLASS ORGANIZATION. 1 7 
 
 eyes with his fat fists, while a dozen or more were 
 giving due attention to his small woes. 
 
 Over this way a bright-eyed girl was the center 
 of a half dozen eager listeners, who were hearing 
 all about the pretty new hat ; while over that 
 way boys were elbowing and pushing and scram- 
 bling, making vain endeavors meanwhile to get 
 attention from the teachers, that they might make 
 complaints in due form. 
 
 But where were the teachers ? They were on 
 duty, and doing all they could to hold the atten- 
 tion of the children. One was teaching the lesson, 
 the other moving about endeavoring to quiet dis- 
 turbances and secure order ; for while she was at 
 the front an insurrection broke out in the rear, and 
 vice versa. 
 
 And yet the lady who was trying to tell the sweet 
 Gospel story was no novice. She had evidently 
 both gifts and graces for this kind of work. She 
 was sympathetic, enthusiastic, and capable. 
 
 What was lacking ? 
 
 A proper classification and necessary help. 
 
 The children were not sinners above others, 
 nor was their teacher a failure. The difficulty 
 lay in the attempt to do what very few people 
 can do. 
 
 A kindergarten teacher of thorough training and 
 wide experience cannot do justice to more than 
 twenty-five children ; more frequently the limit is 
 placed at twenty. In public schools it is thought 
 unwise to place more than fifty under the care of 
 
1 8 THE PRIMARY TEACHER. 
 
 one primary teacher. Why is it thought that a 
 teacher in a Sunday school primary class, who 
 has to deal with the very loftiest subjects, can 
 properly handle from one to two or even three 
 hundred children ? 
 
 Why may not a class like this be made into three 
 or four divisions ? The teacher who cannot teach 
 a hundred and fifty may be able to do excellent 
 work with a third or fourth of that number. Or, 
 still better, the " little class " system may be 
 adopted. 
 
 This brings us to a very important question. 
 
 How shall we most successfully organize the 
 primary class ? 
 
 Two methods are in vogue, each having its own 
 special advantages. The more common, perhaps 
 we may say the more popular, of the two places 
 the children, be they few or many, Under the care 
 of a superintendent, who secures two or more as- 
 sistants, an organist, a secretary, and possibly a 
 librarian and a general helper. The superintend- 
 ent conducts the exercises and teaches the lesson, 
 while the assistants serve in their allotted places. 
 
 This method, especially when the class is large, 
 means hard, exhausting work, and a general sense 
 of duty left undone, which is always depressing. 
 The burden falls upon the superintendent, of ne- 
 cessity. The assistants can assist, but the superin- 
 tendent must plan, direct, and see that the work is 
 actually done. Think what is to be accomplished 
 in one short hour: Lesson teaching, singing, roll 
 
CLASS ORGANIZATION. 1 9 
 
 call, teaching Bible verses, giving out papers and 
 cards, gathering pennies, adjusting strings and 
 buttons, settling childish disputes, distributing li- 
 brary books, keeping order, etc., etc. The little 
 children, of all others, need special attention. 
 
 Freddy, who has learned the Golden Text, wants 
 teacher to hear him recite it, and feels defrauded 
 if this cannot be. Jenny is rejoicing over the 
 coming of a baby sister, and wants teacher to re- 
 joice with her ; while Alice perhaps comes with 
 little heart full of sorrow because the angels have 
 taken baby away, and wants a word of loving 
 sympathy from teacher. 
 
 The superintendent would be only too glad to 
 enter into all the little childish confidences, but 
 sixty minutes make an hour, and, besides, there is 
 a limit to one's powers of endurance. What won- 
 der that the teacher sighs hopelessly, looking out 
 upon the hundred or more little ones to be faith- 
 fully visited in their homes. 
 
 Yet this system has its advantages. The atten- 
 tion is concentrated in one direction, or should be. 
 It is easily adapted to unfavorable surroundings, 
 and many teachers think that better order can be 
 secured by having one controlling mind to which 
 all are subject. 
 
 The other method, strongly advocated by some 
 of the wisest and most advanced primary teachers, 
 breaks up the primary class into little groups of 
 ten or less. A teacher is placed over each group, 
 and these teachers relieve the superintendent of 
 
20 THE PRIMARY TEACHER. 
 
 much routine work. They call the roll, gather the 
 pennies, teach the Golden Text where it has not 
 been taught at home, give out papers, cards, and 
 books, and perhaps have a short talk with their 
 classes about the lesson story before the more for- 
 mal teaching of the lesson by the superintendent. 
 The children are thus brought into close contact 
 with a teacher who can attend to little wants and 
 come to know each one as a little individual. 
 She can learn faults, and so know how to correct 
 wisely. She can give the loving touch to little hands 
 and hearts if she be herself in living connection 
 with the great heart of Love. She can look after 
 absentees, visit the sick, and acquaint the super- 
 intendent with special cases needing special at- 
 tention, and in many ways can do work that the 
 most active, tireless, and faithful superintendent 
 cannot do. 
 
 The little class system deserves a trial for these 
 if for no other reasons. By it 
 
 Good order is promoted. 
 
 Time is saved. 
 
 Children are personally reached. 
 
 Every teacher knows how spontaneously dis- 
 order springs up during the gathering of the 
 pennies, the distribution of papers, etc. With 
 this system teachers are on the spot to preserve 
 order. 
 
 All the incidentals of which mention has been 
 made take time, and somebody must give it. Ten 
 teachers can do it more quickly than one or two. 
 
CLASS ORGANIZATION. 21 
 
 The personal touch is a matter of more impor- 
 tance than we think, perhaps. " I love my teacher ; 
 she smiled at me," said a little girl who went but 
 two or three times to Sunday school, and then 
 went to heaven. 
 
 Said an earnest teacher, dissatisfied with the re- 
 sults of her teaching, " I would like to try the little 
 class plan, if I only knew how to go about it." 
 
 To such, an experience worth more than many 
 theories is offered : 
 
 The class was not large, but growing. An attendance of 
 sixty was thought very good. It was easy enough to hold 
 little eyes and ears during the teaching of the lesson, but the 
 roll call was a trial time, and so of other exercises during 
 which most of the class were necessarily unoccupied. Many 
 considerations, some of which are specified above, urged the- 
 change. The superintendent of the main school said, " Try 
 it ; try anything you please. The responsibility rests with 
 you." 
 
 We were told that it was difficult to find Sunday school 
 teachers. How six, the modest number aimed at, could be 
 secured was a question. But they were found, furnished with 
 class books, and set to work. They called the roll, collected 
 pennies, taught Infant Catechism, heard Golden Texts recited, 
 and kept order. They enjoyed the work, and when after a few 
 weeks it became necessary to form new classes, teachers were 
 not so hard to find. Young mothers came with their little 
 ones, and in several instances the very best and most de- 
 voted teachers have come from this class. Within a year 
 there were twelve teachers, earnest, faithful, child loving, who 
 gathered classes of ten or fifteen around them, and drilled on 
 questions and answers and Golden or Tiny Text, and told 
 lesson story, with opportunities for personal contact that the 
 superintendent could not have in any large degree. They 
 
22 THE PRIMARY TEACHER. 
 
 also kept records, gave out papers, looked after books, vis- 
 ited, attended to needy cases, and did other much needed 
 work which must otherwise have been neglected. 
 
 You will see from this one experience that the 
 class grew in numbers. That is not an unusual 
 outcome of the change from the old to the new. 
 In making the change it is the first step that costs. 
 If you cannot secure the full number of assistants 
 needed at first take what you can get. Perhaps 
 you will need to give your organist a class. Let it 
 have a place as near the instrument as possible. 
 Your secretary will consent to teach a little class, 
 and also look after the general roll book. For this 
 must be kept, giving a complete list of names and 
 residences. Each teacher has her own class book, 
 and at the close of each session any addition to, or 
 withdrawal from, the school should be reported to 
 the secretary for the benefit of the superintendent. 
 A five-minute gathering of teachers at the close 
 of the session is desirable, to report sickness or 
 special cases of any sort. 
 
 A wise discretion is needed in classifying and 
 seating the children. It would seem that the least 
 ones should always be brought to the front, and, 
 while this is desirable, it is better not to make it a 
 rigid rule ; indeed, it is best not to make it a rule 
 at all. The day may come when you will find it 
 expedient to bring that uneasy class, not blessed 
 with the very wisest and best teacher, to the place 
 of honor, nearest your desk or table. 
 
 At the beginning you will find it difficult to 
 
CLASS ORGANIZATION. 23 
 
 classify the children to your own satisfaction or to 
 theirs. Nelly, aged ten, must have five-year-old 
 brother Willy at her side — " Mamma said so." 
 And that pair of mischievous girl friends will be 
 sure to protest against being placed in different 
 classes. You will find a demand for both tact and 
 grace, but promise a rearrangement at the close of 
 the quarter. By that time you and the teachers 
 will see where changes would be desirable. Then, 
 too, is the time to permanently place newcomers 
 who often want to sit with friends while the feeling 
 of strangeness is upon them. 
 
 When your class reaches the three-figure mark 
 you will find the need of a general assistant. If 
 your organist, released from class teaching, will 
 consent to do this, utilize her by all means. There 
 are little papers to fold, library books to attend to, 
 pennies to gather, class books to look after, cards 
 and symbol-gifts to place in the hands of teach- 
 ers for distribution, and visitors to meet and greet, 
 possibly during the teaching of the lesson. 
 
 And now you are ready to ask " What is left for 
 the superintendent to do?" 
 
 Work, and plenty of it ! 
 
 A program, which, with variations, has been used 
 with good success, is given below : 
 
 2:30-2:35. Praise exercise, song, and prayer. 
 
 2:35-2:40. Roll call (by teachers) and collection. 
 
 2:40-2:45. Singing, and Golden Text (by teachers). 
 
 2:45-2:50. Creed, Commandments, or books of Bible, fol- 
 lowed by chanting twenty-third Psalm or 
 Beatitudes. 
 
24 THE PRIMARY TEACHER. 
 
 2:50-2:55. Review of last lesson. 
 
 2:55-3:03. Lesson story explained (by teachers). 
 
 3:03-3:18. Motion song or quieting exercise, followed by 
 lesson teaching from superintendent. 
 
 3:18-3:20. Singing. 
 
 3:20-3:25. Golden Chain Texts, or temperance talk, fol- 
 lowed by singing temperance song. 
 
 3:25-3:30. Closing song, echo prayer, and Mizpah. 
 
 Dismissed by classes, receiving papers at the door. 
 
 It will be seen by a study of this program that 
 the superintendent will not be left to fold her hands 
 in idleness. The few moments between the review 
 and the lesson teaching profitably spent by teach- 
 ers in telling the lesson story with the aid of slate 
 and pencil or pictorial lesson paper, will make it 
 possible to come to this exercise without the sense 
 of hurry and fatigue which must be felt by the sup- 
 erintendent who has to do all the teaching. This 
 is important, for in this fifteen minutes the spiritual 
 truth taught in the lesson must be illustrated and 
 impressed. 
 
 "But how," some one asks, "shall we learn to 
 know the names of our little ones if we give up 
 the roll call ? and shall we not lose our hold upon 
 the children by sharing the teaching with others ?" 
 
 No ; always and everywhere, you who stand at 
 the desk and teach the spiritual truths of the les- 
 son will be "teacher," loved and looked up to ! 
 
 But how to learn the names when the class is 
 large is a grave question. Of course all the help- 
 ers in the land should not shut you off from the 
 sweet privilege of knowing your little ones through 
 
CLASS ORGANIZATION. 2$ 
 
 meeting them in the homes, but this takes time, to 
 begin with, and then the names of newcomers 
 must be learned as well. 
 Here is a suggestion : 
 
 The half hour before Sunday school spent in the class room is 
 of untold value to the primary teacher. First, see if the room 
 is in order. The sexton cannot always be trusted. If seats 
 are movable, see that they are neatly arranged. Open the 
 windows. You will find a use for the fresh air by and by, as 
 you try to win and hold the attention of your little ones. 
 Make your table attractive. Have the spread (a bright one) 
 hung straight, the Bible (as big a one as you can get) laid in 
 the center, the box for the pennies a pretty one, and whatever 
 may be upon the table in orderly array. The vase may hold 
 but a single flower, but that will have its voice, and every bit 
 of home brightness and beauty that you can put in your room 
 will be a silent teacher. 
 
 Now you are ready to greet the early comers with a smile 
 and cheery word, which may go far toward making a place in 
 the little heart for the truth you teach ! Call each one by 
 name. Listen to the eager questions, and check, advise, or 
 comfort, as the case may demand. Willy has been sick. 
 Whisper softly in his ear, " You and I will thank God for 
 making you well, will we not ? " Ask Mary if baby brother is 
 well. Tell Hatty that you are coming to see her soon (and 
 keep your word!), and in this loving ministry your half hour 
 will slip away so quickly that it will be to you a busy half 
 hour. 
 
 A primary class library is greatly to be desired, 
 especially if the children come from homes in 
 which reading matter is scarce. The simple Chris- 
 tian stories will be read aloud by some older mem- 
 ber of the family to please the little one, and so 
 great good may be done. 
 
26 THE PRIMARY TEACHER. 
 
 Mrs. Knox, with her usual practical sense, sug- 
 gests a plan for distributing library books which is 
 to be commended for its simplicity and thorough- 
 ness. Any teacher can manage this without diffi- 
 culty : 
 
 On the first Sunday after the school is organized give each 
 teacher six books, one for each of the six scholai-s in the class. 
 Let them be kept in the class six weeks, which will give every 
 scholar a chance to read every book. On the seventh Sunday 
 let the librarian, who is the superintendent's assistant, take 
 the six books in class No. I, and give them to class No. 2, 
 and of No. 2 to No. 3, and so on round the school. On the 
 thirteenth Sunday, which will be the first of the next quarter, 
 let the librarian take all the books to the library and give 
 none out. Then start again and give different sets to each 
 class from those they had before. The teacher charges the 
 books to the scholars on the class books each Sunday. Every 
 time a change of sets of books is made from class to class the 
 teachers remain a few moments after school, and give their 
 numbers to the librarian, who charges them to each teacher 
 on her account book. 
 
 Mrs. Knox would assign but six pupils to a class, 
 hence, she uses this number. But ten or twelve 
 books could be equally well put in one set. 
 
 You who are thinking of the difficulty of secur- 
 ing teachers for the Sunday school are waiting to 
 say, " But where are we to find our assistants ? " 
 
 Get permission to go into the adult classes of 
 girls. Sit down and talk with the teacher and the 
 girls together. As a rule the selfish and frivolous 
 and unloving will not listen to you. But you will 
 find sweet, young hearts, longing to be of use, who 
 will hail the opportunity. Child loving, young 
 
CLASS ORGANIZATION. 27 
 
 Christian girls and young mothers who can bring 
 their little ones to the Sunday school make the 
 best teachers generally. 
 
 They will need to be instructed, and this will be 
 a part of your work, dear superintendent. But 
 what an opportunity will be yours for training in 
 Christian work ! 
 
 Little children cannot be led to the Saviour in 
 masses any more than grown people can be, and 
 we know that the very great majority of conver- 
 sions result from direct personal effort. When the 
 children leave the primary class they are put into 
 small classes at once. Why ? Because the Sun- 
 day school aims at the conversion of the young, 
 and it is deemed wiser and better to place each 
 child under the care of a teacher who can study 
 each case and personally lead each child. And 
 this is just the work we want to inspire our assist- 
 ants to do by God's help ! Let us rejoice in our 
 opportunity ! 
 
CHAPTER III. 
 
 WAYS AND MEANS. 
 
 Beauty cannot create a new heart, but it can greatly change the 
 disposition. — W. T. Harris. 
 
 A PRIMARY class can be successfully taught in 
 **■ a corner of the chinch, or in the gallery, or 
 in a dismal basement room which never sees the 
 light of the sun ; but no such thing should ever be 
 allowed, if it be at all possible to avoid it. 
 
 The church can better afford to forego carpets, 
 chandeliers, and frescoes, than good, tasteful ac- 
 commodations for her little ones, so soon to be 
 her responsible workers. Here in the primary 
 school, in a far greater degree than we think, are 
 church tastes awakened, church habits formed, 
 and church love kindled and directed. Let the 
 Sunday school nest be a delightful place, and the 
 little birds will not be likely to fly far from the 
 church home. 
 
 Sometimes there is a feeling that too much is re- 
 quired for the little ones. "What difference does 
 it make about the babies?" was asked in the 
 teachers' meeting, and the question was like a 
 dash of cold water upon the love and enthusiasm 
 of the primary teacher, showing as it did how little 
 
WAYS AND MEANS. 29 
 
 sense there was of the real importance of her 
 work. 
 
 11 Ten teachers in the infant class ! " said another 
 in the same teachers' meeting. u A clear waste of 
 time and material. Two is enough. Little classes 
 indeed ! Why, the whole thing is a little class ! " 
 
 Yes, a little class of a hundred or so wide-awake 
 children who are here, in many cases, to take their 
 bias for life. 
 
 What is needed that the best work may be done 
 in the primary class ? 
 
 Not that,good work may be done; that can be 
 wrought out anywhere. But the best, the work 
 that will bring the most glory to our Christ and 
 the most blessing to the world. 
 
 First of all a separate room is to be desired. If 
 this cannot be had, then a heavy curtain or a high 
 screen should be used to secure some degree of 
 privacy. 
 
 The room should by all means be bright and 
 sunny. Little children are especially susceptible 
 to cheerful surroundings. Good light, good air, 
 and good Gospel belong together. 
 
 It should be a generous size. The well-taught 
 class is quite sure to increase in numbers, and 
 where crowding is there is confusion and tumult. 
 
 By all means let the floor be level, and give the 
 children comfortable seats. Little chairs are the 
 best. They can be bought for five dollars, or less, 
 a dozen. If these cannot be had insist upon low 
 benches, the prettier the better. 
 
30 THE PRIMARY TEACHER. 
 
 A blackboard of some sort is a necessity. The 
 best for the average primary class is not a large 
 one, and stands on a light easel which may easily 
 be moved. Blackboards may be had anywhere 
 from three to twelve dollars. 
 
 A sweet-toned piano or organ, covered with a 
 pretty spread, should stand near the teacher's table 
 or desk. A bright carpet on the floor, pretty pic- 
 tures on the walls, a bookcase, and a clock are all 
 to be desired to make glad the hearts of both 
 teacher and child. 
 
 But how are all these things to be secured ? you 
 are saying. 
 
 Happily the day has dawned in which the im- 
 portance of first teachings is coming to be gener- 
 ally recognized. There is a spirit of progress 
 abroad in the churches, and it is not so difficult to 
 secure cooperation in advanced plans for primary 
 work as in former years. 
 
 The point of chief importance is that the 
 teacher shall clearly understand the needs of the 
 work, and patiently, but definitely, make them 
 known. 
 
 A large outlay of money is not always necessary. 
 A little skill, a good deal of imagination, and a de- 
 gree of perseverance will work wonders in the 
 barest room. 
 
 Another " experience " may be interesting and 
 suggestive. 
 
 The " Infant Class," as it was called, met in the 
 large audience room of the church. Half a dozen 
 
WAYS AND MEANS. 3 1 
 
 of the pews on either side of the middle aisle, 
 just in front of the pulpit, were filled Sunday after 
 Sunday, by bright little beings, who played at hide 
 and seek, improvised low seats by piling up hymn 
 books and Bibles on the floor, and otherwise dis- 
 ported themselves during the lesson hour. 
 
 The new teacher said that a room for the class 
 was indispensable, and a barren room in the old 
 church, which did duty as a chapel in the rear of 
 the fine new church, was placed at her disposal. 
 
 The room was long and narrow, with six large 
 windows, admitting an abundance of sun and air, 
 and with an expanse of white wall that dazzled the 
 eyes of beholders. 
 
 Some little wooden benches, various in length 
 and height, that had been used in other days, were 
 produced, together with an unpainted wooden 
 table for the teacher's use. Part of the floor was 
 covered with a red carpet, not unpleasing to the 
 eye, carefully pieced out with carpet of a vivid 
 green. A picture of the bishops — a number of 
 large men represented in a very small way — and 
 another engraving, a deathbed scene, were sup- 
 posed to adorn the walls, while a creaking, groan- 
 ing organ in one corner of the room filled up the 
 measure of dreariness. 
 
 In this room scores of beauty loving little chil- 
 dren gathered, many of whom came out of homes 
 dark with poverty and sin ; and the teacher did 
 wish that the Sunday school room in which they 
 met to sing and pray and learn about the beauty 
 
32 THE PRIMARY TEACHER. 
 
 and blessedness of the good and true, might be 
 more suggestive of heavenly delights. 
 
 But the treasury was low — it always was — and it 
 was useless to ask for an ''appropriation," since 
 there was nothing to appropriate. Some said, 
 "Get up a concert, and have the little ones per- 
 form. The parents will be sure to come, and you 
 can make quite a sum of money." 
 
 What! Coin the modesty and sweetness of these 
 unspoiled little children into money for any pur- 
 pose whatsoever ? No, not if the room went bare 
 of ornament forever ! And so that matter was 
 settled. 
 
 But little by little ideas began to take shape 
 which did not involve much outlay of time or 
 money. Assistant teachers were interested in the 
 project of beautifying the room ; small donations 
 began to come in, and now the sexton brought out 
 remnants enough of red carpet to make it possible 
 to banish the green. A friend sent a pretty red 
 table cover. The dreary pictures w r ere removed, 
 and their places filled with pictures of child life, 
 birds, flowers, and Scripture mottoes, also sent in 
 by friends who wanted to help when they learned 
 what was being done. 
 
 A beautiful picture of the Saviour blessing little 
 children was found. It formed the center of a 
 beautiful banner w T hich had been rolled up, put 
 away, and forgotten. This covered a large space 
 on the staring wall, and was looked upon as a 
 treasure trove. 
 
WAYS AND MEANS. 33 
 
 One day the teachers met by appointment, and 
 some bright material was produced which was to be 
 cut up into draperies for the unadorned windows. 
 Some cheap scarlet and yellow fringe finished 
 them, and the six windows were dressed at a trifling 
 expense. The organ was retuned and oiled, so 
 that it looked and sounded new again. The 
 benches, freshly painted, were assorted and ar- 
 ranged with something like uniformity ; some little 
 articles of ornament for the table and walls were 
 disposed of, and then all was ready for the surprise 
 and delight of the children. 
 
 And it did not fail to be forthcoming ! The gay 
 curtains and the pretty pictures won every little 
 eye, and the increase of interest in and love for the 
 Sunday school repaid the teachers many times 
 over for their outlay of time and effort. 
 
 The actual expense in money was but a few dol- 
 lars ; but of course thought and heart had to be 
 given as well, and who so well able to give these 
 as the loving hearted teacher of the little ones ? 
 
 The large colored designs illustrating the Inter- 
 national lessons are of great use in the primary 
 class. The Leaf Cluster, published by the Metho- 
 dist Book Concern, 150 Fifth Avenue, New York, 
 at $5 per annum, is not only a help in teaching the 
 lesson, but may be utilized in decorating the room, 
 after having served its first purpose. 
 
 A beautiful frieze for the wall can be easily 
 made, which will also be very useful. The pictures, 
 pasted together in a long roll, may occasionally be 
 
34 THE PRIMARY TEACHER. 
 
 used at the close of the quarter to enliven the re- 
 view. Groups of such as are of permanent interest 
 may be arranged on the wall for reference. It is 
 often a help in teaching the lesson to have an il- 
 lustration at hand. The children will soon learn 
 to feel that these silent teachers on the walls are 
 speaking to the?n from Sunday to Sunday. 
 
 In these days of symbol gifts, of cheap and 
 beautiful Scripture cards, of charming picture pa- 
 pers illustrating the lessons, there seems little to be 
 desired in the way of requisites for the ^primary 
 class. Teachers should not provide these in such 
 variety as to obscure their value. One really good 
 thing is worth several of the commonplace imita- 
 tions that flood the market. 
 
 There is one requisite to the well-furnished 
 primary room of which mention has not been made. 
 That is the bright faced, happy voiced, pleasant 
 mannered teacher. We once visited a primary 
 class in which the children, about thirty or forty 
 in number, looked and acted like melancholy little 
 men and women. No wonder. The room had 
 but one window, and the children sat with their 
 backs toward that. Not a hint of beauty or grace 
 was to be seen on walls or table, and the very 
 gloomiest object of all was the teacher — face, voice, 
 dress, and manner. She was robed from head to 
 foot in dismalest crape and bombazine. Not the 
 faint dawn of a smile appeared upon her sad face 
 as she spoke to the children or looked at them. 
 The atmosphere of the room was heavy with a 
 
WAYS AND MEANS. 35 
 
 weight that the little hearts could not understand, 
 and they sat in listless dejection waiting for the 
 welcome moment of release. 
 
 Whether we can have a pretty room or not, we 
 can carry brightness and cheer in face and voice to 
 the little people who wait for it, and whose hearts 
 are chilled if they are denied it. Let us teach by 
 look and tone, as well as by word, that to know 
 Jesus is to be happy. 
 
 Is there danger of laying too much stress upon 
 such small matters as surroundings ? Listen : 
 
 In a Southern city, during a time of great mor- 
 tality, a very wicked man lay dying. A kind clergy- 
 man making his rounds found him out and spoke 
 to him earnestly of his need of pardon through 
 Jesus. He met no response, and after a time 
 turned sadly away, thinking, as he went, of the 
 hardening power of sin. 
 
 Something impelled him to go back and make 
 one more appeal, and again he told the dying sin- 
 ner that even at that late hour, if he would cry to 
 God for mercy he might be saved. The dying 
 man opened his eyes, and looked intelligently at 
 the minister. Suddenly he began to speak. "When 
 I was a boy," said he, " I went to a Sunday school. 
 Right back of the superintendent's desk a great 
 yellow sun was painted on the wall, and in its rays 
 was painted in large letters, 'God is love.' I 
 know I am a sinner. I know I am going right 
 into God's presence ; but I cannot be afraid of the 
 God who is love." 
 
36 THE PRIMARY TEACHER. 
 
 And he died with this picture of God, a great 
 burning sun of love, stamped upon his sin stained 
 heart ? 
 
 Teacher, see to it that upon the wall of your 
 class room hangs at least one eloquent teacher. 
 Nothing can be better than the picture of Jesus 
 and the children ; but let it be something vivid, 
 striking, bearing the lesson on its face. No need 
 to talk much about it. Hang it up where all can 
 see it, and let it do its silent work. 
 
 The more such teachers you can have the better, 
 but be sure that each one teaches "the truth as it 
 is in Jesus." 
 
 It is not necessary to expend much money on 
 these pictures. Often a cheap lithograph is excel- 
 lently drawn and has real feeling in it. If you 
 have not the artistic sense yourself, get some friend 
 who has to help in the selection. It is no small 
 matter. 
 
 The story is a familiar one of the mother who 
 lamented the fact that her five sons, living far in- 
 land, had one after another taken to a seafaring 
 life, and wondered why it was so. 
 
 A stranger, hearing her complaint one day, 
 pointed silently to a striking picture over her 
 mantel, of a ship at sea. Dark clouds were in the 
 sky ; the waves ran high, and the ship was strug- 
 gling in the midst of them. 
 
 The mother recognized the teacher that had 
 prevailed, and was silent. 
 
CHAPTER IV. 
 METHODS AND DEVICES. 
 
 Undervalue nothing, but utilize the small for the illustration of 
 the great. — Grimm. 
 
 "\117ITH0UT haste, without rest." 
 
 * * The German poet could scarcely have 
 given a better motto for the primary teacher. The 
 hour is very short, and there is much to be done. 
 No wonder the teacher is tempted to a feeling of 
 nervous haste. But let this feeling once creep into 
 voice and manner, and we shall see how the little 
 ones catch the spirit ! 
 
 There is no help for the sense of hurry and con- 
 fusion that overtakes one at such times, save in a 
 definite order of work held well in mind. The 
 teacher must know just what is coming next, and 
 pass to it so quickly that there will be no time for 
 disorder to creep in. The program should be care- 
 fully prepared for each lesson. Some parts of the 
 service should- be unvarying, as the prayer at the 
 opening and the echo-prayer at the close of the 
 lesson. But for the rest variety in unity should 
 be studied, as a changeless repetition wearies and 
 soon loses its force. 
 
 The singing and special exercises may and should 
 
38 THE PRIMARY TEACHER. 
 
 vary as the lesson demands. The Commandments, 
 the children's Psalm, the Beatitudes, whatever we 
 may use in concert exercises, will all find their 
 appropriate time and place if planned for before- 
 hand. The teacher who does not become con- 
 fused need not fear confusion, and nothing is so 
 sure a preventive as knowing exactly what is to be 
 done at each given point. 
 
 The primary teacher must cultivate that calm 
 faith in God which forbids restlessness and doubt. 
 This will insure the settled, cheerful manner so 
 necessary to secure the best results in dealing with 
 little children. 
 
 The primary teacher should have something of 
 the imaginative faculty. Little children who have 
 not yet seen far into the realities dwell very largely 
 in this realm. We have always thought well of the 
 teacher of that boy who, after following the les- 
 sons on the life of Moses for several months, said, 
 "I believe I should know Moses if I met him on 
 the street ! " 
 
 This is what the primary teacher must aim to do 
 — make the children see the people with whom they 
 have to do in the lessons. The Bible characters, 
 with all the lessons they are set to teach, will be- 
 come real living beings to classes if they are such 
 to the teachers. But the teacher who leaves it all 
 to the imagination will be very likely to fail. Study 
 is needed, and the teacher who cultivates the im- 
 agination as an aid in teaching must also cultivate 
 the habit of study. 
 
METHODS AND DEVICES. 39 
 
 Do not forget that a wise man has said, " To fill 
 the imagination with beautiful images is the best 
 thing that can be done to educate little children." 
 
 A successful primary teacher must be full of de- 
 vices. This is a necessity because of the difficulty 
 of securing and holding the attention of young 
 children. 
 
 It is not hard to gain it for the moment, but the 
 untrained little mind flies off on the slightest prov- 
 ocation — as the opening of a door, the motion of a 
 head or hand, or the sudden thought darting into 
 the baby mind. The teacher must be quick to see 
 and to call back on the instant, or the thread will 
 be broken and the connection lost. 
 
 How can this be done ? In many ways ; ways 
 that cannot be described, but which can be seized 
 upon at the moment. 
 
 The earnest teacher who longs to give food to 
 the little flock which may become part and parcel 
 of the immortal Being will study all possible ways 
 of holding the interest of the children, and will be 
 quick to lay innocent traps to catch wandering 
 thoughts. 
 
 A cabinet of curiosities, one of Bishop Vin- 
 cent's many devices, will prove an untold help to 
 a teacher. Into this cabinet will go pictures, paper 
 symbols, shells, stones, a bird's nest or two, stuffed 
 birds, mosses, dried flowers — anything, in short, 
 which you think can possibly be of use in illus- 
 trating a lesson. 
 
 It is wonderful how rapidly such a collection 
 
40 THE PRIMARY TEACHER. 
 
 will grow, and what a delight it will become both 
 to teachers and children. 
 
 If the ambitious " cabinet " cannot be compassed, 
 then try the more humble " curiosity box," to which 
 as a great favor the children may be allowed to 
 contribute, though this will need to be very care- 
 fully managed. 
 
 The teacher who will have a box of colored 
 crayons at hand and use them, even if she cannot 
 draw a picture, need not be troubled by the inat- 
 tention of a class. A name printed now and then, 
 a few marks to indicate a roadway, the outline of 
 a tree or flower — such simple devices seized upon 
 when necessary, will keep the children looking to 
 see what is coming next. Who cannot make lines, 
 circles, squares, and dots ? Get into the habit of 
 talking with crayon in hand, and you will find oc- 
 casion to use it though you may not be an artist ! 
 
 Then there are endless devices of word, look, 
 tone, and manner. A smile and a question (on 
 the lesson) may bring back the thought of the 
 child who is turning toward "pastures new." A 
 tone of hearty encouragement, and the evident ex- 
 pectation that the children are ready to "help " in 
 teaching this particular lesson, will go far toward 
 enlisting them on your side. A teacher who is in 
 the habit of striking the bell but once to call her 
 hundred little ones to order, found one day that it 
 failed to secure attention. Instead of striking it 
 again she held it up, saying in a clear tone, "What 
 can be the matter with our bell to-day?" In an 
 
METHODS AND DEVICES. 4 1 
 
 instant every eye was fixed upon it, and the teacher 
 had the ear of her flock while she urged prompt 
 obedience as pleasing to God. 
 
 Taking into account the play instinct of the 
 child is a matter of importance. The little one 
 has the ability to endow shapeless forms with life, 
 and to enter on demand another world than ours, 
 in which chairs, tables, bits of wood or glass, even 
 a straight mark on a blackboard means a living, 
 moving being! A wise teacher enters this world 
 with the child and humors his fancies. 
 
 A gentleman who has great power with children 
 appeals to this instinct very successfully. If, for 
 instance, three or four characters enter into a les- 
 son, he will indicate them on the board by straight 
 marks — maybe with a round O for a head. Each 
 one will be named ; perhaps one is an evil doer, 
 a crooked mark stands for that one ; perhaps one 
 is eminent in goodness — a taller mark indicates 
 that one. The children enter into the fun of it, 
 and those simple marks mean to them real beings, 
 the lessons of whose lives are easily taken in be- 
 cause the natural instinct of the child has helped 
 on the work. 
 
 Many teachers find it difficult to induce little 
 ones to learn Bible verses. Plans must be devised 
 to make them attractive. The law of association is 
 of great value in training children. An "Alphabet 
 of Texts " is sometimes taught with the best results. 
 A, B, and C suggest the texts which have been 
 learned, and the "Alphabet " can never become a 
 
42 THE PRIMARY TEACHER. 
 
 tax, for as one short verse is learned each Sunday- 
 there is opportunity for abundant review, and the 
 whole becomes impressed upon the memory by 
 constant repetition. An alphabet of this kind can 
 be easily and happily learned in six months, and 
 should thereafter be called for as often as once a 
 month. Such an alphabet carefully arranged may 
 be found on another page. 
 
 Another device is the " Golden Chain." This 
 consists of a series of selected texts, the last word 
 of each text being the first word of the following 
 selection ; for instance : " Now the just shall live 
 by faith." "Faith is the substance of things hoped 
 for." "For even Christ pleased not himself," etc. 
 Such a chain can consist of as many links as may 
 be desired. A " Chain " of twelve links running 
 through a quarter may be found among Miscella- 
 neous Exercises. 
 
 The justly celebrated "Chautauqua Drill," has 
 been of great service, as much by its suggest- 
 iveness, perhaps, as by its real value. Many 
 Bible texts may be taught by the aid of similar 
 motions. 
 
 A device of quite another sort is this of the 
 birthday letters. A successful teacher of the lit- 
 tle ones tells the story : 
 
 "Shall I tell you about my birthday letters? 
 This is the way it came about. I had been in the 
 habit for a good while of folding the lesson paper, 
 putting it in an envelope, and sending it by mail 
 to each absent member of my class. The cost 
 
METHODS AND DEVICES. 43 
 
 was very little, you know, and it served several 
 purposes. It told the children that I missed them 
 from the class, that I thought about their absence 
 the next day, and that I wanted them to study the 
 lesson. 
 
 "One Sunday I wanted to illustrate the thought 
 in the lesson by a letter. I held one up and, while 
 talking about it, asked how many children had ever 
 received letters? A good many little hands went 
 up. Then I asked who their letters were from ? 
 A few said, ' From grandma ' (or some other friend), 
 but the majority said, ' From you.' 
 
 " Those little dears actually called that folded 
 lesson paper in an envelope a letter ! 
 
 <; I had been using birthday cards for some time. 
 Every Sunday I asked who had had a birthday 
 during the week, and those who had stopped after 
 class and received their cards. 
 
 ** That day after I went home I was thinking 
 about the children and their ' letters,' and I remem- 
 bered how delighted I was when a child to get a 
 letter, and the thought came to me, ' Why not write 
 birthday letters to the children ? They will prize 
 them more than cards.' I made up my mind that 
 I would do it ! 
 
 "Then I set about getting my birthday list. I 
 found printed cards at the Sunday School Asso- 
 ciation Rooms, addressed to parents, asking the 
 name in full, the address, and the date of birth 
 of the child. If I had not found these cards I 
 should have written a letter asking these ques- 
 
44 THE PRIMARY TEACHER. 
 
 tions, and made a good many copies with my 
 copying pad. It took some time to get a complete 
 .list, for my class is large, but I succeeded at last. 
 Then I took a hint from another teacher, and 
 bought a cheap diary which I use for my birthday 
 book. Don't you see how nice and easy it is ? 
 
 "On Sunday I look ahead a week in my book, 
 and see if there are letters to write and how many. 
 Then I plan to send them so that they will be re- 
 ceived on the morning of the birthday. I use chil- 
 dren's note paper and write a simple, loving little 
 letter, and you would be surprised to know how 
 the little dears look forward to getting those let- 
 ters! 
 
 U A little motherless girl who 'lives out,' came 
 and told me last Sunday, with kisses and tears, that 
 nobody remembered her birthday, but teacher ! 
 And a poor little boy died a few weeks ago, who 
 insisted upon having the little letter near him in 
 his sickness. They put it into his little pine casket. 
 
 " Yes; it does take a little time and thought, but, 
 indeed, it is the very cheapest luxury I have ! The 
 children can't enjoy it more than I do, for I know 
 the letters bring pure happiness to little hearts, 
 and that they will go on speaking long after I am 
 gone." 
 
 " So you do not use the printed birthday let- 
 ters ? " 
 
 " O, no; a printed letter wouldn't be a letter from 
 me, you know. Little children are so bright. They 
 see through shams very quickly." 
 
METHODS AND DEVICES. 45 
 
 11 Then you look upon the printed letters as 
 shams, do you ? " 
 
 "Well, no, not exactly; but they do look very 
 businesslike, don't you think so? Perhaps some 
 feel obliged to use them to save time, but I'd sit up 
 nights to write the real letters with my own hand 
 if there were no other way. The Jews were re- 
 quired to bring the best, you know, and work for 
 the Master never pays until it has cost some- 
 thing." 
 
 "Religion," said a New England mother, "is 
 representing God in common things. It is learning 
 to forbear to be impatient ; to pick up your toys 
 and obey." Some think that to teach religion is 
 to teach the Catechism and Church creed. Not 
 so this wise mother of seven lovely children who do 
 keep their tempers and who do obey. The Latin 
 word from which we get religion means a binding 
 together of some two things. 
 
 The primary teacher needs to remember when 
 she enters her class room, that she is there to 
 bring God and the children together. To this end 
 the children should be diligently taught to put 
 their thought of God into action. Doubtless serious 
 harm is done by teaching children the lofty truths 
 of our faith and not showing them how these 
 truths may be made alive in everyday action. 
 
 Do you teach, for instance, that God is orderly? 
 Then show the children that they will please the 
 God of order by orderly \vays, by doing their tasks 
 carefully and well. Help them to see that in so 
 
46 THE PRIMARY TEACHER. 
 
 far as they are themselves orderly, they come into 
 oneness with the orderly God. 
 
 Do you teach that God is a giver ? Show that 
 children may be like him in this. See to it that 
 their pennies, which they should be encouraged to 
 earn, or to save from money given them to spend 
 on their own pleasures, be used in some work in 
 which the little ones can have a living interest. 
 
 Do you teach that God is the Author of sound, 
 and that he loves harmony? Here you have an 
 incentive to help in teaching the children to sing 
 sweetly and to speak pleasantly. In all these and 
 many other ways, we may help the little ones to 
 understand that they may be workers with God. 
 
 The little boy who brought out the animals of 
 his Noah's Ark and ranged them in beautiful order 
 on purpose, as he said, "to give pleasure to God," 
 was doing just what the primary teacher should 
 aim to teach the children to do — put their ideal of 
 God, however small, into action. When you have 
 succeeded in linking God and common things to- 
 gether in the child's mind, you have gone a long 
 way toward setting open the door of the kingdom. 
 
 It is a marvelous work that is intrusted to the 
 primary teacher. If it were only to put into 
 words, and teach the children to put into words, 
 the truths we seek to impart, that would be a 
 comparatively little task. But a word is not a 
 truth. It is only a sign of the truth, and we are in 
 constant danger of mistaking the sign for the thing 
 signified. Truth is an embodied form. " I am 
 
METHODS AND DEVICES. AJ 
 
 the Truth," said the great Teacher. It is ours to 
 teach embodied Truth ; Truth alive and at work. 
 "Jesus is the good Man that takes care of little 
 childrens," said a mite of a girl. She could easily 
 understand that she could please Jesus, and grow 
 to be like him too, through unselfish love and care 
 for her little sister. 
 
 The primary teacher may come before her class 
 full of theories and methods, but the best teaching 
 can only be done when the teacher has entered 
 the world of thought and feeling in which the 
 child dwells. Love is the only door which opens 
 directly into this beautiful little world. The 
 mother readily interprets the thought of her babe. 
 She may never have heard of mental philosophy, 
 but she does know what her baby is thinking 
 about, for love brings her into its little world and 
 makes her wise to understand its need. 
 
 The cry of the teacher, standing before the 
 class, needs to be, " Love, more love ! " 
 
CHAPTER V. 
 IN THE CLASS ROOM. 
 
 To them 'tis little that they bring ; 
 To Him 'tis very much. — MacDonald. 
 
 TT is no small matter to question a primary class 
 * in such a way as to both interest and instruct. 
 The teacher will find this out to his cost, who at- 
 tempts lo question without previous thought and 
 study. The questions must not be too difficult, lest 
 they confuse and discourage, and the children give 
 up trying to answer. Nor must they be too simple, 
 lest the children may think it doesn't much matter 
 whether they answer or not. 
 
 Questions for the primary class should be ; 
 
 Questions that awaken thought ; 
 Questions that direct thought ; 
 Questions that call out thought ; 
 Questions that test thought. 
 
 Some teachers ask questions as if they did not 
 expect to be answered, and they are not disap- 
 pointed. Children understand whether you really 
 want to see into their minds or not ; and if you do 
 not care much about it they will not insist, you 
 may be sure. 
 
 We must question skillfully, or we shall never 
 find out childish mistakes, sometimes the result of 
 
IN THE CLASS ROOM. 49 
 
 wrong teaching, sometimes of a misunderstanding, 
 which may lie long like a cankerworm at the very- 
 heart of a child's faith. 
 
 "But how can we prepare our questions?" asks 
 one. 
 
 Try them upon an average child, or, better still, 
 upon two or three. Adapt, change,, modify, or 
 reject, as you see there is need. One such trial 
 will be worth hours of study in the dark, and it is 
 not well to make the class room the place of trial, 
 Not many questions are needed, so you can afford 
 to write them out, and you will be surprised to 
 see how simple they will grow under this process. 
 
 Especially do we need to study the questions 
 that direct thought. 
 
 A teacher asked a class of which she had just 
 taken charge. 
 
 11 Children, whom does God love ? " 
 
 "Good folks," was the quick reply. 
 
 " Doesn't he love bad folks ? " 
 
 " No, ma'am," rang out clear and strong. 
 
 " Doesn't God love you when you are naughty ? " 
 was asked. 
 
 " No, ma'am," a little more faintly. 
 
 " Doesn't mamma love you when you are 
 naughty children ? " 
 
 Now the little minds were ready to listen with 
 new interest to the story of the adorable and 
 never-to-be comprehended love that stoops to love 
 sin out of us. 
 
 It was not long before such an answer as the 
 4 
 
$0 THE PRIMARY TEACHER. 
 
 teacher received that day could not have been ob- 
 tained from that class. 
 
 Ah ; how we teachers need the simple word re- 
 ceived in the heart, and done in the life, to make 
 these first impressions true ones. 
 
 A primary teacher should never dismiss the class 
 until the work has been tested. It is so easy to 
 step outside the child's world that we are con- 
 stantly in danger of doing it, and a few clear ques- 
 tions will make it apparent if we have been shoot- 
 ing above the children's heads. 
 
 This little incident, published in a tract, illus- 
 trates the point : 
 
 A young missionary, in company with a veteran 
 in mission work, was visiting a sick man. The 
 elder missionary requested the younger to instruct 
 the poor man. This he readily proceeded to do, 
 giving a clear account of man's fallen condition, 
 his need of salvation, and the way to obtain it, 
 after which he read a chapter from one of the 
 gospels enforcing what he had said. The sick 
 man listened attentively, and when the missionary 
 said, "You know," he replied, "Certainly, sir, In 
 course, sir." The young man seemed pleased with 
 his success, until the older missionary began to 
 speak. 
 
 " My friend," said he, " I would like now to ask 
 you a few questions. Do you know who Jesus 
 Christ was?" 
 
 "Well, no," said the sick man. "I should say 
 that's werry hard to tell." 
 
IN THE CLASS ROOM. 5 1 
 
 "Do you know whether he was St. John's brother?" 
 
 "No, that I don't." 
 
 " Are you a sinner ? " 
 
 " O, certainly, sir, we're all sinners." 
 
 A pause. " Have you ever done wrong? " 
 
 " Why, no ; I don't consider as ever I have." 
 
 " Did you ever commit sin ? " 
 
 "Why, no; I don't know as ever I did." 
 
 "But do you think you're a sinner?" 
 
 " O, certainly, sir ; we're all sinners." 
 
 "What is a sinner ? " 
 
 "Well, I'm blest if I know rightly; I never had 
 no headpiece." 
 
 Without applying some such guage to our teach- 
 ing we shall not know whether we have made our- 
 selves understood by the children or not. 
 
 W T e laugh at the amusing blunders the little 
 ones make. A little girl sang in good faith for a 
 long time. "We are weak, but tea is strong." And 
 another, for "Foes without and foes within," sang 
 sturdily, "Toady out and toady in." 
 
 But we cannot wonder, when a " grown up " 
 could actually go to a clergyman with such a 
 question as this : 
 
 " Sir, you often speak about our/tf/vfathers. You 
 tell us that their names were Abraham, Isaac, and 
 Jacob. But they are only three. Please, sir, who 
 was the fourth ? 
 
 Who can be surprised, after this, at the explana- 
 tion given by a little girl as to what Washington's 
 headquarters were ? 
 
52 THE PRIMARY TEACHER. 
 
 " See, Freddy," she explained, ''that is the house 
 where Washington had his head quartered. Papa 
 said so." 
 
 We do not know how stilted our language is 
 until a child who is aching to know begins to 
 question the talk we have thought simple. 
 
 The primary teacher must learn the child lan- 
 guage, and no better teacher can be found than a 
 sociable child. 
 
 Read to him, tell him stories, get him to tell 
 stories in turn, ask him questions, encourage him 
 to ask questions, and the result will soon be appar- 
 ent in the style of the teaching. 
 
 One can well afford to give time and thought to 
 the lessons from little lips. Indeed, one cannot 
 afford to do without them. 
 
 We must make a way for our feet as we attempt 
 to enter the child world, and it must be an illum- 
 inated way. 
 
 The heart and the understanding are to be 
 reached, and not only may we make our appeal to 
 the little ears, but to the little eyes as well. Very 
 often indeed we must send the little eyes to catch 
 the little ears. 
 
 " But I have no gift for illustration," says one. 
 
 A determination to do often develops a gift. If 
 the teacher sees this a necessity, it will be done. 
 
 Let us not hesitate to use illustrations that are 
 neither original nor yet beautiful. Said one about 
 the old simile of the worm and the butterfly : 
 
 "O, that is so old!" 
 
IN THE CLASS ROOM. 53 
 
 " But the children are new," said another. 
 
 Everyday objects are always available in pic- 
 turing our thoughts. A dry twig, a living branch, 
 a leaf, a flower, a spear of grass — there are sermons 
 in them all, and in a thousand things equally close 
 at hand. Only let the sermons be short, pointed, 
 and practical, as all sermons ought to be. 
 
 Pictures are invaluable in lighting up a lesson. 
 Large provision is made for the primary teacher 
 in this respect. The illustrated papers of the 
 day and the lesson papers are full of fielps. 
 
 When pictures are to be shown, excite expecta- 
 tion. Keep them out of sight until needed. Ask 
 questions about them. Use children's explana- 
 tions as far as possible. 
 
 The teacher who can furnish her own pictures, 
 crayon in hand, has much to be thankful for. But 
 it is not at all necessary to be an artist in order to 
 teach a primary class. Children love to see pretty 
 pictures, but their delighted interest and attention 
 can be won and held by the simplest marks and 
 lines, which they are quite ready to make do duty 
 as living beings. 
 
 A small square can represent a house. Straight 
 marks mean individuals, and a bit of crayon en- 
 ables you to take your little pupils with you on a 
 journey from one home to another, or from city to 
 city. 
 
 Any teacher can print on the blackboard. When 
 printing a word or sentence, let the children" help " 
 by calling the names of the letters as you print. 
 
54 THE PRIMARY TEACHER. 
 
 This will hold the attention and secure interest in 
 the word or sentence. 
 
 A never failing fund of illustration is before you 
 in the class. Open your eyes, dear teacher, and 
 you shall see on occasion, quick temper, vanity, 
 envy, selfishness, greed, and O, thank God, you 
 shall see also love, peace, good will, generosity, self- 
 surrender — all in the miniature world before you. 
 You do not need to go far to illustrate principles 
 of conduct. Use your living models. But do it 
 wisely and lovingly. 
 
 " I saw a dear boy in this class do so and so. 
 Was that right ? Why not ? Do you think God 
 saw it too ? I think my boy will not do it again." 
 
 We must know our children to help them at 
 such points. To know them only as Mary and 
 Jenny and Willy, in their Sunday garb, is not suf- 
 ficient. 
 
 What we need as teachers of the little ones is to 
 come into vital sympathy with childhood as it is. 
 We are not to frown upon the little fellow who tells 
 a lie or torments his next neighbor, nor are we to 
 pass it lightly by, thinking he will learn better as 
 he grows older. The sins common to childhood 
 should be spoken of often, and made to appear, as 
 they are, hateful in the sight of God. At the same 
 time we must show that it is sin that God hates, 
 and not the sinner, and that it is because he loves 
 the wrongdoer that he must punish him. 
 
 It is in the power of the primary teacher to hold 
 up a standard of morality which shall be a Gospel 
 
IN THE CLASS ROOM. 55 
 
 standard, and yet be understood and lived toward 
 by the children. 
 
 " Teacher says it's mean to hit a little fellow," 
 said a big boy of six years, looking regretfully 
 toward the tormenting youngster of four who 
 would persist in knocking off his senior's cap. 
 
 But we must not teach an impossible morality. 
 The little humans cannot always do right. We 
 must not too often say, "Thou shalt," and "Thou 
 shalt not." We should aim to show that right 
 doing is the healthy state, and sin the sickness of 
 the life, and so win the little ones to choose the 
 best. 
 
 And in teaching why we should do this, or should 
 not do that, let us constantly refer to the word of 
 God for example and precept. 
 
 A pleasant way of lighting up the lessons is by 
 story telling. A story holds a charm for any child. 
 Here is something living and real upon which his 
 mind can lay hold. His active imagination fills 
 the dim past and the future alike with life. In 
 the golden possibilities of his little thought all 
 things are reasonable. 
 
 As teachers we should avail ourselves of this 
 peculiarity of the child mind. We may teach the 
 facts of a lesson, and bring our pupils to give glib 
 answers to questions on names and places ; but if 
 we do this at the expense of a human, lifelike un- 
 derstanding of the story brought within the actual 
 reach of the child, we make a sad mistake. 
 
 Do you say that you have no gift for story-tell- 
 
56 THE PRIMARY TEACHER. 
 
 ing? Then cultivate a gift. In many a simple 
 little book you may find just what you need. Take 
 the book of Bible stories which you have first tried 
 upon a bright child, and study it. You will drink 
 in the spirit and style almost unconsciously. 
 
 If in your story-telling you see that you do not 
 hold the interest of the class, look at home for the 
 reason, and resolve that the next story shall be as 
 bright and vivid as you can possibly, by study and 
 thought and prayer, make it. 
 
CHAPTER VI. 
 THE CLASS SINGING. 
 
 " Sow sunbeams on the rock and moor, 
 And find a harvest-home of light." 
 
 " 1\I^^' children, you must be very good to-day, 
 
 *^ because you have company, you know!" 
 said the teacher of a large primary class. 
 
 It was not strange that the class failed to put on 
 a cloak of good behavior for this reason. The 
 motive was not sufficient. 
 
 Later, when the "company" asked if the Lord 
 Jesus was not there, and led the little thought 
 straight to the truth of his living love and pres- 
 ence, the idle play ceased, and faces grew thought- 
 ful and earnest. 
 
 We should be careful what motives we use in 
 appealing to our classes. Jesus said, " I am the 
 Truth." The world, which cultivates polite un- 
 truth, creeps in fast enough. Let us try in every 
 way to encourage our children to the most open 
 daylight. 
 
 There is nothing which will influence an ordi- 
 nary child like a sense of a living God. 
 
 The teacher who carries the sense of such a liv- 
 ing Presence can hardly fail to impart it, and the 
 
58 THE PRIMARY TEACHER. 
 
 children will soon learn to feel, with their teacher, 
 that God is present, seeing, hearing, noting all 
 that is said and done and even thought. 
 
 Little children are very often urged to let some 
 visitor hear how well they can sing. Should not a 
 higher motive than this be presented ? 
 
 " God is present to hear the little ones sing. 
 God loves sweet sounds. God looks beyond the 
 lips into the heart. He knows if we mean the words 
 we sing." Some words like these spoken before 
 singing may leave their impress upon young hearts. 
 
 Singing is so generally thought of as a means of 
 enlivening the exercises of the primary school, that 
 there is sometimes danger that it may cease to be 
 regarded as worship. We should never get away, 
 nor suffer the children to get away, from this view 
 of it. " O come, let us sing unto the Lord" should 
 be kept constantly before the class. 
 
 When should the children sing ? Always in the 
 opening exercises of worship. It is well to pre- 
 cede the first singing by a short responsive serv- 
 ice, as : 
 
 Teacher. " The Lord is in his holy temple : let all the 
 
 earth keep silence before him." 
 
 Class. "Enter into his gates with thanksgiving, and into 
 
 his courts with praise," followed by "Praise him, praise 
 
 him, all ye little children," Little Pilgrim Songs; or, 
 
 Teacher. " I was glad when they said unto me, Let us 
 
 go into the house of the Lord." 
 
 Class. "Serve the Lord with gladness." 
 
 Teacher. " Come before his presence with singing." 
 
 " Little children, praise the Lord," Primary Songs. 
 
THE CLASS SINGING. 59 
 
 The teacher who has once seen how the thought 
 is arrested and the little ones prepared for worship 
 in this way will not be likely again to use the 
 common old formula, "We will open the exer- 
 cises by singing," etc. A praise song is always ap- 
 propriate for opening. 
 
 After the prayer a song appropriate to the les- 
 son should be sung. Very often in teaching the 
 lesson some point can be well enforced by the 
 singing of a stanza bearing directly upon it. This 
 has the added advantage of resting the children by 
 allowing change of position. 
 
 Directly following the lesson teaching a motion 
 song may be used with good effect. Motion songs 
 are valuable, especially as affording relief to weary 
 little bodies and minds, and also motions help to 
 impress the words upon the memory. They should 
 not be too frequently used, however, lest the sing- 
 ing come to be regarded too much in the light of 
 entertainment. 
 
 Too much time should not be spent in singing. 
 There is a temptation to do this, for most teachers 
 are ambitious to teach new pieces, and this takes 
 time. 
 
 The lesson should never be shortened on this ac- 
 count. Rather add five or ten minutes to the 
 hour now and then for the teaching of a new song. 
 The song roll is a great help to a teacher, but it is 
 not indispensable. 
 
 Usually the words are repeated over and over, 
 and then joined to the tune and sung. A few of 
 
60 THE PRIMARY TEACHER. 
 
 the quicker ones catch both words and music 
 readily, and the slower ones follow their lead. 
 
 A little choir of the children who love to sing is 
 sometimes a great help to the teacher. The choir 
 does not need to occupy a place near the instru- 
 ment, but only to be depended upon to help in the 
 singing. Often these little singers will meet with 
 teacher to learn a new piece, which, thus supported, 
 will be much more readily learned by the whole class. 
 
 A very excellent plan for getting the words of 
 new songs taught has been used in some cases: 
 " The words of the song are printed on cards, or on 
 paper, which is then pasted on a piece of colored 
 cardboard. A note to the mother is printed on the 
 card, in which she is asked to assist the teacher 
 b)' teaching the words of the song to her child. 
 
 " These cards are distributed to the children, who 
 take them home and learn the words during the 
 week. The teacher makes a collection of both 
 words and music, and pastes them into a scrap- 
 book. The cards may be collected from the chil- 
 dren when the song is learned, and after a number 
 of songs have been given out may be fastened to- 
 gether and kept as so many books. 
 
 " In this method the most arduous part of the 
 teaching of a new song, the teaching of the words, 
 is made easy to the teacher; the scholars learn 
 them little by little, without fatigue, and correctly, 
 and the parent is interested too." 
 
 It is much to be desired that the teacher of the 
 primary class should be able to lead the little ones 
 
THE CLASS SINGING. 6 1 
 
 in this important part of the exercises. But if this 
 cannot be great care should be taken to find some 
 sympathetic leader in full accord with the super- 
 intendent. 
 
 The leader should be thoroughly interested in 
 getting every child to sing, not so much for the 
 sake of the music as for the sake of the child. The 
 dear old Gospel is sung into many a heart and life,, 
 and we should neglect nothing that will help to 
 win jewels for the King. 
 
 The leader of singing in a primary class needs as 
 quick an eye as an ear. Over there is a careless 
 child ; here is a stubborn one ; and yonder is a 
 shy one. How shall we get them to feel a real in- 
 terest in the singing? 
 
 Let them know that you miss their individual 
 voices. Tell them that you are sure Jesus would 
 be pleased to hear them sing. Put in a word about 
 bird songs. We love to hear little birds praise the 
 good God. How much more should children use 
 their voices to praise him ! 
 
 What kind of pieces shall be taught the children ? 
 Generally speaking, the words and music should be 
 both simple and elevating. In choosing songs the 
 teacher should not lose sight of the fact that the 
 singing is to be largely devotional. The sweet 
 kindergarten songs are excellent in their place, but 
 we want and need all of our one little hour with 
 the class for Jesus. 
 
 Let the songs chosen be bright and cheerful. 
 Never select a meaningless, even though pretty, 
 
62 THE PRIMARY TEACHER. 
 
 jingle. There are plenty of sweet child hymns 
 which hold real thought and instruction. And 
 there are an abundance of others which contain 
 neither. Of making many (Sunday school song) 
 books there is no end. 
 
 A few of the dear old hymns of the Church 
 should be taught to the children. They will learn 
 them readily, and will like them too. In teaching 
 any piece, little words of explanation should be 
 dropped here and there, so that the little ones may 
 know what they are saying. 
 
 The repertory of primary songs should always 
 include two or three good temperance and mission- 
 ary songs. These are needed, not only in connec- 
 tion with special lessons on these subjects, but they 
 will sometimes help to enforce one of the regular 
 lessons in the course. 
 
 Let it be understood that once each Sunday a 
 child may select the piece to follow the prayer at 
 the close of the opening exercises. Where there 
 are little classes call upon them in order for the 
 selection. All other pieces should be chosen by 
 the teacher before coming to the class room. Let 
 the closing song be soft and sweet. Always aim to 
 send the children away with a hush upon the spirit. 
 
 Among the best song books for primary classes 
 are : Little Pilgrim Songs, edited by Mrs. Crafts 
 and Miss Jennie B. Merrill — Biglow & Main, 76 
 East Ninth Street, New York ; Songs for Little 
 Folks, by Mrs. Crafts — same publishers ; Liifant 
 Praises, J.J. Hood, 1018 Arch Street, Philadelphia, 
 
THE CLASS SINGING. 63 
 
 Pa.; Gems for the Little Ones, Dr. Blackall, 1420 
 Chestnut Street, Philadelphia, Pa.; Little Songs 
 for Little People, Nevvhall & Company, Cincinnati, 
 O. ; and Melodies for Little People, by S. V. R. 
 Ford — Hunt & Eaton, 150 Fifth Ave., New York. 
 A plea for the old hymns in the primary class, 
 together with some hints as to how to interest 
 children in them, is given in this bit of experience: 
 
 Helen and Ruth came in from Sunday school, and proudly 
 exhibited their cards. A hymn was printed on the back of 
 each, and on the face was a pretty lithograph. 
 
 " We're learning hymns," said Helen ; " I've learned three 
 and Ruth two. When we have learned five teacher is going 
 to give us a little book." 
 
 I noticed that Ruth took an early opportunity to ask her 
 papa to help her learn her hymn. It was the one beginning, 
 " How sweet the name of Jesus sounds," and I listened with 
 interest to the unbelieving doctor's reply : 
 
 " Yes, little one. Come into the study after tea, and we'll 
 get a start." 
 
 After Ruth had gone to her happy sleep the doctor found a 
 little space in which to recall old times, and I thought he 
 spoke with unwonted tenderness. 
 
 " Do you not see how strongly Ruth resembles my mother?" 
 he said. " The hymn she is learning was one of mother's 
 favorites. I could almost hear her singing it again. Ah me ! 
 how soon we get away from our childhood teachings," sighed 
 the skeptic and man of the world. 
 
 Later, I heard him passing through the hall singing softly, 
 " How sweet the name of Jesus sounds," and I rejoiced that a 
 little child, led by her Sunday school teacher, was leading 
 this strong man toward the kingdom. 
 
 I learned from Helen that she already knew, "O day of 
 rest and gladness," " I know that my Redeemer lives," and 
 " Joy to the world ! the Lord is come." 
 
64 THE PRIMARY TEACHER. 
 
 " And do you sing these hymns in your Sunday school ?" I 
 asked. 
 
 " Why, yes ; we like ihem," was the quick answer. 
 
 Afterward, when I met Miss Elmore, I asked her if many 
 of the members of her primary class were willing to learn 
 hymns. 
 
 " O, yes," she said ; " there is an average of half a dozen re- 
 cited each Sunday. My class is not large — only about seventy 
 all told, and many of these are very young." 
 
 " But why do you teach them hymns instead of Bible 
 verses ? " I asked. 
 
 " O, I do not!" she replied, very earnestly. "I make 
 every effort to induce the children to learn the lesson verses, 
 or as many of them as they can. And, indeed, the Golden 
 and Tiny Texts are learned by nine tenths of my class. But 
 a good hymn is the Gospel in rhyme, as you know, and the 
 rhythm is a great help in committing to memory. I want to 
 prepossess these little hearts and minds, and so I try every 
 lawful device for packing away heavenly seeds in the fresh soil. 
 Do not you remember the hymns you learned when a child ? " 
 
 "Indeed I do ! " I replied, and then I told her how, during 
 a long illness, when unable to talk or listen much, the psalms 
 and hymns stored away had sung themselves over and over to 
 me, to my great refreshment. And I told her, too, how the 
 doctor had helped little Ruth — and been helped. 
 
 " That is the sweet thing about working for the littlest 
 ones," said Miss Elmore, with moist eyes. "Little hands 
 can often undo doors that resist all other efforts. I expect the 
 children of my class not only to store away the dear old 
 hymns in their minds, but to call back many a sweet memory 
 to older hearts. We learn the best hymns, and the tunes to 
 which they are wedded, and I find that the little ones love 
 these old hymns dearly. We sing one each Sunday, and they 
 quite look forward to it." 
 
 I could not help thinking that Miss Elmore was building 
 wisely and well. 
 
CHAPTER VII. 
 THE CLASS PRAYING. 
 
 There sitteth a dove, so white and fair, 
 
 All on the lily spray, 
 And she listeneth how to Jesus Christ 
 
 The little children pray. — From the Swedish. 
 
 /^~\NE very hot day in summer it was our priv- 
 ^-^ ilege to visit a primary class. About seventy 
 or eighty little ones were in their places, but the 
 teacher was absent. A lady was brought in from 
 the main school to offer the opening prayer. It 
 was a very long and a very good prayer, but it was 
 altogether outside of the world in which these lit- 
 tle children lived. 
 
 We wondered that day how many teachers really 
 pray with the children. 
 
 We cannot do this unless we enter the world in 
 which they live, learn their language, and watch 
 the working of their little minds and hearts. But 
 in order to do this we must know them, as well as 
 know how to pray ! The home influences which 
 surround our little ones are very diverse; the temp- 
 tations which come to some are quite unknown to 
 others. Joys which are common to some are quite 
 lacking in the lives of others. 
 
 We need to understand well the various ele- 
 
66 THE PRIMARY TEACHER. 
 
 ments which go to make up our classes in order to 
 be able to pray with as well as for them. 
 
 Many of the little ones come to us from prayer- 
 less homes. O what a privilege to be allowed to 
 go with these to our Father! To us is granted the 
 opportunity of teaching the golden art which may 
 one day open heaven to them ! 
 
 But how well we need to know this holy art our- 
 selves ! And what is it after all, but heart — even 
 the heart of Jesus beginning to grow in us and to 
 flow out toward others. 
 
 The following record of the way worship was 
 conducted one Sunday in a primary class may be 
 helpful : 
 
 A bright summer Sunday, and three or four hundred little 
 ones in the primary class. 
 
 Where? Never mind. They were there, and this record 
 of the way worship was conducted in one such class is a true 
 one. 
 
 The little groups of ten or twelve each were presided over 
 by sub-teachers. Here and there a class, left to its own sweet 
 will, worked confusion in its own vicinity ; but the lady ushers 
 gave special attention to such classes, and the room, even five 
 minutes before the opening, was not a scene of disorder. 
 
 Punctually on the moment the superintendent stepped for- 
 ward and gently clapped her hands three times. An instant 
 hush fell upon the school. The ushers took their places at 
 the doors that they might detain tardy ones there until the 
 opening exercises were over. Why should not little ones be 
 early taught that worship must not be interrupted? 
 
 In the momentary hush the superintendent said, with rev- 
 erent tone and manner, " The Lord is in his holy temple," to 
 which teachers and children responded, " Let all the earth 
 keep silence before him." 
 
THE CLASS PRAYING. 6? 
 
 Then little heads were bowed while the superintendent said 
 slowly, " Dear Lord, bless our Sunday school to-day," and all 
 the children said, "Amen." 
 
 A simple and beautiful praise service followed, superin- 
 tendent leading, teachers and children responding. 
 
 Then, at the lifting of the superintendent's hands, all rose 
 and broke into a joyous song, " Praise him, praise him, all 
 ye little children " (No. 103, Little Pilgrim Songs), which was 
 sung with the more spirit because the little thought had just 
 been turned toward specific things for which to thank the 
 good Father. 
 
 Still standing, the children repeated the familiar lines : 
 
 " To say my prayers is not to pray, 
 Unless I mean the words I say ; 
 Unless I think to whom I speak, 
 And with my heart his blessing seek. 
 
 " If when at prayer I dare to smile, 
 Or play, or look about awhile, 
 Or think vain thoughts, the Lord will see, 
 And how can he be pleased with me ? 
 
 " Before my words of prayer are said, 
 I'll fold my hands, and bow my head ; 
 I'll try to think to whom I speak, 
 And with my heart his blessing seek." 
 
 There was reverent silence during the short and simple 
 prayer which followed, closing with the Lord's Prayer, in which 
 all joined. 
 
 A familiar child's hymn was sung next, during which late 
 comers were allowed quietly to join their classes. Then the 
 leader said, "What does our Lord say about giving?" to 
 which the class responded, " It is more blessed to give than 
 to receive." 
 
 " What kind of a giver does the Lord love ? " 
 
 "The Lord loveth a cheerful giver." 
 
 Then the children repeated after the superintendent : 
 
68 THE PRIMARY TEACHER. 
 
 " Small are the gifts that we can bring, 
 
 But thou hast taught us, Lord, 
 If given for the Saviour's sake 
 
 They lose not their reward." 
 
 Then the pennies were gathered, while the familiar song, 
 " Hear the pennies dropping," was sung. 
 
 It was pleasant to see the giving of the pennies made an 
 act of worship. There will be less of careless giving, as well 
 as of no giving at all, when the children are taught that true 
 giving is as really worship as is the act of prayer. 
 
 At the close of the lesson the superintendent led the chil- 
 dren in a short echo prayer. The teaching of the lesson led 
 naturally to it, and each petition was so short and simple that 
 any child could understand it. 
 
 The closing word between teacher and taught, spoken slowly 
 and reverently, was the dear familiar " Mizpah." 
 
 This simple story is given not because it is novel 
 or original, or in any way beyond the compass of 
 any teacher. It is not given as a program — other 
 things enter into the teaching naturally — but only 
 as a suggestive outline of worship. 
 
 Any teacher can find aids in various places, as 
 has been done in this case, for conducting this 
 most important part of the service, varying it from 
 time to time as seems best, and planting in the 
 child's mind a love of simple, worshipful order and 
 reverence in the house of God. 
 
 The prayer of the disciples, "Lord, teach us to 
 pray," is one that should be often on the lips of 
 the primary teacher. Jesus taught how to pray, 
 not alone in the immortal words which have come 
 down to us, but also in the mysterious power of 
 
THE CLASS PRAYING. 69 
 
 life which he implanted — a power which reaches 
 out to. take hold upon God as naturally as the ten- 
 der plant reaches up toward the great, warm, nour- 
 ishing sun. But above all Jesus taught to pray by 
 the inward working of his own Spirit, freely given 
 for the asking. 
 
 • Many of the children come to us wholly ignorant 
 on these subjects. A bright little boy of four years 
 was taken to Sunday school for the first time by a 
 neighbor. The next day he ran in from his play 
 to ask his mamma, " What made the folks at Sun- 
 day school sit down on the floor and talk ? " 
 
 The mother was entertaining a caller, and an- 
 swered hastily, a O, I suppose they were praying." 
 
 "But what is praying?" persisted the child. 
 
 " Talking to God," said the prayerless mother, 
 whose child had never before seen anyone in the atti- 
 tude of prayer. " Now run away, that's a good boy." 
 
 Charley started obediently, but turned back at 
 the door with one more question : 
 
 " Say, mamma, do you ever talk to God? " 
 
 We shall need to teach what prayer is, why we 
 pray, to whom, who may pray, when, and in what 
 spirit. It is a work calling for time and patience, 
 but it is one that we may not neglect if we love 
 the souls of our little ones. 
 
 First, then, what is prayer ? 
 
 Prayer is spiritual breath. As our bodies live by 
 breathing the natural air, so do our spirits live by 
 breathing spiritual air. If we do not breathe our 
 bodies will die. If we do not pray our spirits will die. 
 
*]0 THE PRIMARY TEACHER. 
 
 Why do we pray ? God tells us to in his book, 
 which is his letter to us telling us what to do and 
 how to live. We may show the children in many 
 ways how needy we are and how we fail in patience, 
 obedience, love, because we do not ask help of 
 God. Who may pray, and when and where, we 
 shall find constant call to teach, illustrating from 
 the little lives before us in numberless cases. 
 
 In teaching little children to pray we shall have 
 to follow God's way of teaching his people, "pre- 
 cept upon precept, line upon line, here a little and 
 there a little." A single point at a time is enough. 
 In the hush that precedes or follows the prayer, a 
 single direction, or explanation, or encouragement 
 may be given which will, perhaps, become asso- 
 ciated in the child's mind with the act of prayer. 
 An echo prayer, gathering into simplest words the 
 aspirations awakened by the lesson, will come home 
 to many a child's heart. Sometimes a silent prayer 
 at the opening or close of the school may open the 
 heart to the Spirit. 
 
 Reverence in word and act must be taught by 
 precept and example. Prayer should never be 
 offered when there is inattention, and the little 
 thought will need to be directed often to these 
 points. A few simple questions before prayer, or 
 the repetition of some of God's words about it, 
 may help in preparing the young heart to come 
 into the presence of the great King. 
 
 A meeting with the children of the primary class 
 every week, in which they may be taught to pray, 
 
THE CLASS PRAYING. 71 
 
 will be a great help in confirming the little ones in 
 a life of trust. It is not easy to bring them to- 
 gether on a week day, and the most favorable time 
 seems to be at the close of the Sunday school hour. 
 
 Fifteen minutes is long enough time to give to 
 the little meeting, and if we fear to weary the chil- 
 dren, we may shorten the other exercises a little. 
 
 Bring the Sunday school to a full close. Do 
 not let the fact that a meeting is to follow have 
 any effect upon the closing exercises. But when 
 the last words have been said and the school has 
 been formally dismissed, then gather as quickly as 
 possible around teacher's desk and begin singing. 
 
 Never require the presence of the children, but 
 make the meeting so pleasant and helpful that they 
 will want to stay. A simple three-minute talk, an 
 earnest echo prayer, singing several times, a single 
 stanza each time, and still there will be time for 
 little prayers and confessions of faith. 
 
 We shall need to use great care just here, but 
 we shall be shown the right course to take if we 
 are childlike ourselves, and He who took the little 
 ones in his arms and blessed them, will honor our 
 sincere efforts to help the lambs into his fold. 
 
 Children are impressed by forms. We may teach 
 them to kneel, or bow the head, or stand with closed 
 eyes and folded hands during prayer, and when far 
 from our reach the power of habit will assert itself, 
 and a tender, quieting thought of God will come 
 back with the memory of childhood's days. 
 
CHAPTER VIII. 
 THE CLASS WORKING. 
 
 " We learn through doing." 
 
 \X/E teach the children pretty songs about 
 * ^ " working for Jesus." We ring the changes 
 on the word " workers," when we select mission- 
 ary names for classes, and we talk often and feel- 
 ingly about the work that our Lord wants even the 
 little children to be busy about. 
 
 But do we teach how the little ones may work ? 
 
 It is a principle in all true kindergarten teaching, 
 that direct harm comes from arousing a child's 
 love and enthusiasm without offering some outlet 
 for it at the time. 
 
 When we talk about children who never hear of 
 Jesus, and awaken sympathy in their behalf, we 
 must be ready at the time to show how children 
 more favored can help in sending the Gospel to 
 them. An intelligent child understands very well 
 that the coin given him at home to put into the 
 missionary collection is not his own personal gift. 
 It is for the teacher to show how he may exercise 
 self-denial by saving money given him to spend 
 for his own pleasure, and so making an offering all 
 his own. Ways should be suggested in which 
 
THE CLASS WORKING. 73 
 
 children may earn the money they give, so that it 
 may really be "love money," given because they 
 love to give to the dear Lord. 
 
 Children may be taught to feel it a happy priv- 
 ilege to give. To secure this result they need to 
 be frequently reminded, for parents are often care- 
 less and fail to help educate the children in this 
 direction, and the children of careless parents are 
 very likely to be careless too. 
 
 Ask sometimes at the opening of the school, 
 "How many have brought an offering to-day?" 
 "How many forgot the offering to-day?" Then 
 urge those who have forgotten to bring it to remem- 
 ber it next Sunday, and when next Sunday comes 
 ask how many of these have remembered this 
 time. 
 
 Do not fail to make clear what is meant by the 
 "offering." Always speak of it as such, rather 
 than the "collection." It is God's money. We 
 offer it to him and ask him to bless it. 
 
 The gathering up of the offerings should be made 
 as early in the session as can be. The mind of 
 a little child is often seriously burdened by the 
 care of the penny. 
 
 A visitor thus reports the gathering of self-de- 
 nial pennies : 
 
 Visited an infant class in the Baptist Sunday school in W. 
 It was made up of children from four to seven years of age. 
 Between thirty and forty little ones were there, and the very 
 atmosphere of the room was laden with innocence and peace. 
 The teaching was of the simplest, and entirely healthful, as it 
 
74 THE PRIMARY TEACHER. 
 
 seemed. I was especially pleased with the simple yet effec- 
 tive way in which the true spirit of giving was taught. 
 
 " Now we will have the missionary pennies," said the 
 teacher. " I wonder if there are any best pennies here to- 
 day?" 
 
 Up went half a dozen little hands. 
 
 " That is nice. Now, how many good pennies are 
 there ? " 
 
 Nearly all the remaining hands went up. 
 
 " Henry, suppose you tell us what the good pennies are," 
 said the teacher. 
 
 A chubby-cheeked little boy stood up and said, with much 
 seeking for the right words, " The — pennies your father — or 
 sister gives you." 
 
 " Hattie, you may tell what the best pennies are." 
 
 A bright little four-year-old promptly replied, " The pen- 
 nies you get your own self." 
 
 " Now I will let those who have best pennies bring them to 
 the table first and put them in this pretty box. But first we 
 all want to know how you got them your own selves. Robbie, 
 how did you earn your penny ? " 
 
 "I went to the store for grandma," said Robbie. 
 
 Another " brought papa's slippers ; " one little girl "swept 
 the floor for mamma ; " while another "watched baby a whole 
 hour" — well worth the penny thus earned. One little boy 
 who came proudly forward, when asked how he earned his 
 penny, said, " Papa gave it to me." 
 
 He was sent back to wait the turn of the good pennies. 
 
 One child anxiously asked, " Is this a best penny — Uncle 
 Fred gave it to me for candy, and I saved it ? " 
 
 " Yes, Mary, that is surely a best penny," said the teacher, 
 and in a few simple words she spoke of the blessings self-de- 
 nial brings. 
 
 When the good pennies had been gathered the children 
 repeated with their teacher : 
 
THE CLASS WORKING. 75 
 
 " Small are the gifts that we can bring, 
 
 But thou hast taught us, Lord, 
 If given for the Saviour's sake 
 
 They lose not their reward." 
 
 Then in a brief echo prayer teacher and children asked the 
 Lord to take his little children's offerings, and use them to 
 help other children to know him. 
 
 Care must be taken in all our teaching to pre- 
 serve the self-unconsciousness of the child. Just 
 this way of teaching the true spirit of giving may 
 not be practical in many cases, but all teachers will 
 agree that it is desirable to teach even the very 
 little ones that the very essence of true giving is 
 self-denial, and that it is the giving heart, even 
 more than the giving hand, which our Lord wants. 
 
 Where the class is subdivided, the teachers col- 
 lect the pennies and send them up by some child. 
 The classes are called in order, by their missionary 
 names if they have them, by the superintendent. 
 If the class is not a large one, and the room will 
 admit of it, the children may march past a table 
 on which stands, a box, or receptacle of some kind, 
 each child thus depositing his own offering. " Hear 
 the pennies dropping," or " Give, said the little 
 stream," or "The song of the pennies," are good 
 songs to be used during this exercise. 
 
 But the giving of money is only one of the 
 ways of giving which we should seek to incul- 
 cate. Teach frequently that any child can give 
 kind words, loving service, and ready obedience — 
 gifts of great value in our Lord's sight. 
 
j6 THE PRIMARY TEACHER. 
 
 Just a few words in this direction each Sunday 
 will be a good investment. In teaching little 
 children we must be content to repeat, repeat, re- 
 peat. 
 
 There are many ways in which children may be 
 trained to give. 
 
 Tell the class some day about the children's 
 home or hospital which you have visited. Their 
 little hearts will be stirred with pity and the im- 
 pulse to help. Tell them how they may do so. 
 Appoint a time when they may bring to the Sun- 
 day school room toys, books, and papers, from 
 their own stores, which they are willing to give 
 away, having first obtained permission from their 
 parents, of course. What a happy hour will be 
 spent in making up a box to send away! The 'in- 
 terest of the children will be intense, and when 
 another holiday time draws near you will see that 
 the child thought turns naturally again in this di- 
 rection. 
 
 Distance from the cities where such homes and 
 hosDitals are most found need not hinder, for ex- 
 press charges are light, and such gifts are very ac- 
 ceptable in thousands of places. 
 
 But perhaps you feel that there is need at home, 
 and it is quite true that the poor are always with 
 us. Help the little ones to see how some sick 
 child or old person may be made happy by their 
 love and good will. 
 
 In a certain primary class a pretty red box stood 
 on the teacher's table. It was not the " mission- 
 
THE CLASS WORKING. JJ 
 
 ary box ; " it was seldom mentioned in the class, 
 but its purpose was well understood by the chil- 
 dren, and every Sunday some smiling children 
 were seen to drop coins into it quietly. A visitor 
 asked what it meant one day. 
 
 " O, that," said the teacher, " is our ' happy day ' 
 box. Only self-denial money goes into it. Once 
 in three months we open it, and use the contents 
 to help make a happy day for some sick person — 
 a child if possible. A committee of the little giv- 
 ers is appointed to carry the gift, whatever it may 
 be." 
 
 " And what are some of the gifts ? " was asked. 
 
 " Last quarter we were able to buy a ticket, and 
 furnish a lunch as well, for a poor mother to take 
 her sick child to the seashore for a day. She declares 
 that the baby's life was saved by the change com- 
 ing just in time. Sometimes we send fruit and a 
 picture book, or a toy, to a sick child. Often 
 flowers and some nourishing food are sent to an 
 old person 'with the love of the little children.' 
 Once we had enough money in one box to send a 
 quarter of a ton of coal to a sad old lady, left alone 
 in the world, whose heart was warmed quite as 
 much as her body by the gift." 
 
 "But how do you find the needy and worthy ob- 
 jects of this loving-kindness? " 
 
 " O, I visit my class," said the busy teacher. 
 
 The " birthday box " may be used for some such 
 purpose. Of course, the little ones should know 
 just what is done with the money they bring. 
 
78 THE PRIMARY TEACHER. 
 
 The primary class may be made a power as a 
 means of communication between the Church and 
 the home. 
 
 So many of the children come from Christless 
 homes ! And we want the Gospel to enter these 
 homes. How can we help to bring it about ? 
 
 The lesson paper should be made much of by 
 the teacher. Let the children see that you prize 
 it. Give it to them neatly folded with the request 
 that they carry it home and ask mamma or papa to 
 read it to them. Speak of this often. 
 
 Occasionally give each child a pretty tract to 
 carry home to mamma. Such beautiful tracts can 
 be had now at such very low prices that few teach- 
 ers will find this impracticable. 
 
 Hunt & Eaton, 150 Fifth Avenue, publish aline 
 of beautiful tracts, with a really artistic illuminated 
 page, two pages of choice reading matter, and a 
 blank outside page. These are really little book- 
 lets, and may be utilized by the primary teacher, 
 not only to carry a Gospel message to the home, 
 but also to call attention to the primary class, and 
 to invite home cooperation. A little letter to 
 mamma, printed or written on the blank page, may 
 bring forth fruit in due time. 
 
 Most primary teachers can point to earnest 
 Christians who have been led to the house of God 
 by their little ones. 
 
 Great care should be taken in encouraging chil- 
 dren to give and to help, that vanity and self-love 
 be not nurtured. " For Jesus' sake," should be 
 
THE CLASS WORKING. 79 
 
 held rp constantly as a motive, as the motive in all 
 giving and doing. Who has not seen the exultant 
 air with which one child exhibits a quarter or a 
 half dollar as his missionary offering? We need 
 to know how to train wisely here, lest we chill 
 warm young hearts. 
 
 But far beyond all other work that children are 
 to do, is the applying of the truth taught in the 
 Sunday school to the daily life. Little has been 
 gained if we merely teach the outside truths of the 
 lesson. How may we help the little ones to see 
 that truth in the head is of little worth ; truth in 
 the heart (life) is worth uncounted gold ? 
 
 First of all we must believe this ourselves. W r e 
 cannot really impart anything which we do not 
 ourselves hold. If we have not seen, and do not 
 see, the numerous ways in which the intellectual 
 truth held, very earnestly, perhaps, is liable to be 
 set at naught in the everyday doings of our own 
 life, we shall not be likely to see the same in our 
 classes. For instance, when the children are sing- 
 ing with great spirit, "I love Jesus, yes I do," and 
 at the same time we see little ones crowding and 
 pushing as they sing, say nothing of the naughty 
 act, but quietly say, "We cannot go on singing this 
 sweet song now. Some of us do not love Jesus, 
 and we must not sing what is not true. True love 
 is unselfish." 
 
 The disorder will correct itself quickly, when 
 the children are thus brought face to face with 
 their own consciences. 
 
CHAPTER IX. 
 V/EEK DAY WORK. 
 
 "Where the lambs go, the flocks will follow." 
 
 Si A PRIMARY class teacher cannot be a society 
 **• lover," says one who knows. 
 
 It is needful that the little ones be seen and 
 known at their homes, as well as in the Sunday 
 school if the best work is to be done. 
 
 " But the class is so large." 
 
 "And constantly changing." 
 
 " And we are so busy." 
 
 It is all true, and these are not trifling objec- 
 tions. 
 
 There are teachers who from lack of physical 
 strength, or absorbing week day duties, are unable 
 to visit their classes. It is a great loss; they know 
 it and feel it, if the work lies near their hearts. 
 
 Such teachers will manage in some way to have 
 the work done, though they must themselves 
 forego the privilege. 
 
 Helpers will be called in. If there are not as- 
 sistants in the class to do the visiting, ladies may 
 be found in the church who will take a list of 
 names and report. 
 
 The superintendent may meet these visitors oc- 
 
WEEK DAY WORK. 8 1 
 
 casionally, and through them may learn much of 
 the homes and lives of the children. 
 
 But this is an extreme case. Generally the sup- 
 erintendent of an ordinary primary class can visit 
 if she feels that she can. 
 
 Suppose the class numbers a hundred and fifty. 
 One afternoon a week is not much to give. Half 
 a dozen calls can easily be made in an afternoon. 
 You will see how by this little expenditure the en- 
 tire class may be visited once a year, and a liberal 
 margin left over for special cases — sickness, strang- 
 ers, etc. We would not suggest that this is enough 
 by any means. A half-yearly or quarterly visit is 
 much to be preferred, but one who feels that there 
 is very little time to give to this work can surely 
 afford as much as this. 
 
 The fact that the class is constantly changing 
 renders our work in this direction more impera- 
 tive. We have so little time. What we do must 
 be done quickly. Only fifty-two hours in the year 
 at the very best. Shall we not avail ourselves of 
 every possible means of winning the tender little 
 hearts to the Lord we love? 
 
 "We are so busy." Indeed we are, but let us 
 look sharply at our "busy-ness " for a moment. 
 We want to gain time for a holy work — leading the 
 little ones to the dear Saviour. 
 
 Possibly we may find an afternoon here and 
 there which once went to the work of personal 
 adornment. The dainty ruffles and embroideries 
 are very well for those who have not found nobler 
 
 6 
 
82 THE PRIMARY TEACHER. 
 
 work to do. But if they hinder our work for 
 Christ, let us pass them by, We will wear a plainer 
 garment that we may more effectually show our 
 little ones the robe of his righteousness. 
 
 Perhaps we may take a little time, too, from our 
 social engagements, and be no losers; we may 
 even deny self here, and grow thereby. 
 
 Dear teachers, the day is won when we have re- 
 solved that we will visit our class, the whole of it, 
 if life and strength be granted us. We get the 
 time somehow, difficulties vanish, the dread of 
 meeting strangers dies away, and the reward that 
 comes to us more than makes up for any self-sac- 
 rifices we may have made. 
 
 Each must do this work in her own way, but a 
 few hints may be helpful to beginners. A visiting 
 book is needed, of course, containing pupils' names 
 and places of residence. When in a street, call 
 upon all of your class in that street if possible. 
 Some little heart will be grieved if passed by. Call 
 for the children. If they are not to be seen leave 
 a message for them. Learn all that you can about 
 them. Tell the mother it will help you to know all 
 she will tell about their tempers and habits. This, 
 if they are not present. If they are, draw all you 
 can from the children themselves. 
 
 Now is the time to encourage home cooperation. 
 Ask Johnny if he keeps his papers; if he remem- 
 bers to ask mamma to teach him the Golden Text; 
 if he likes to carry home a little book and hear the 
 stories read. 
 
WEEK DAY WORK. 83 
 
 Almost any mother will do these things for her 
 child if she thinks of it. The child will be likely 
 to remind her if he is reminded, and it is well to 
 speak of it in her presence. 
 
 Invite the mothers to visit the primary school. It 
 is the fashion to complain of visitors, and it is true 
 that little eyes and minds are easily diverted, but 
 if the hour is packed full of interest there is no 
 danger of serious diversion. If teachers attend 
 faithfully to their work, the children will not wan- 
 der far. 
 
 The mother who has visited the primary class 
 will be more interested to send her child promptly 
 and regularly. She will, perhaps, see ways in which 
 she may promote the work of the teacher. 
 
 And for some of the mothers who are not church- 
 goers, this may be a step toward the house of God — 
 who knows? a step toward eternal life! By all 
 means let us invite parents to visit the class. 
 
 There is great tendency to irregularity in a pri- 
 mary class. The teacher who visits will do much 
 to correct this. The children will know that they 
 are missed if teacher calls and speaks of it, and 
 this will prove a stimulus to regularity. 
 
 The class will grow if you visit. There are new- 
 comers in a neighborhood. There are children 
 who attend no Sunday school. You will hear of 
 them as you go about, and it costs but a few mo- 
 ments of time to call and invite them to your own 
 school, if there are no church preferences. 
 
 Calls should be seasonable; at hours when the 
 
84 THE PRIMARY TEACHER. 
 
 children maybe expected to beat home, and when 
 domestic matters will not be interfered with. We 
 need especially to study " times and seasons " in 
 visiting among the poor, and even then we shall 
 come often upon clamor and confusion. Do not 
 be dismayed at anything. Accept the situation, 
 whatever it may be, and you will soon make your 
 place in the family. 
 
 Do not fail to leave your card at the poorest ten- 
 ement, if you cannot gain access. Recognition is 
 a power in itself, and we need to look out for every 
 little thread of influence. 
 
 This is a blessed work. Through it we gain 
 encouragement and strength, to say nothing of 
 the love and confidence of our little friends. It 
 is a work that multiplies in our hands, for this is 
 the beauty and blessedness of work for Christ — 
 that it is sure to lead to more and larger work for 
 him ! 
 
 Many things often combine to render continued 
 visiting a heavy burden, especially if the class is a 
 large one. There maybe failing health, multiplied 
 cares, and absolute, unavoidable lack of time. 
 What can be done in such cases? 
 
 Perhaps we may bring the children to us, if we 
 cannot go to them. If the class is a large one it 
 may be divided into groups, and one or more of 
 these be invited at a time to meet teacher for a lit- 
 tle visit or "party." Most teachers will find it 
 better to have these gatherings in the Sunday 
 school room. Let them be informal, and small 
 
WEEK DAY WORK. 85 
 
 enough so that there may be some friendly talk 
 with each child, two or three songs, a few games, 
 and a little pointed, practical Bible teaching. Be 
 sure to send the children away happy, and with 
 some little memento of the occasion; if it be noth- 
 ing more than some pretty form cut from bright 
 paper. Little pink paper apples given out on such 
 an occasion were cherished by the children for 
 months thereafter. 
 
 We may have play studies at these little visits. 
 Seek among building blocks for such as will help 
 to a knowledge of and love for the Bible, and help 
 your little ones to build. You may teach them 
 thus to build the temple, and with a shallow box of 
 sand you may teach them, to their great delight, 
 something of the natural features of the Holy Land. 
 This, too, will be a favorable time for teaching the 
 words of new songs that you want to introduce, 
 and many helpful things, unforeseen at first, will 
 present themselves to do at such times. 
 
 If the school is divided into small classes, invite 
 the class teachers to come by all means. It will 
 help to promote home cooperation if the mothers 
 will come also. Many mothers fail to help on the 
 work the Sunday school teacher is trying to do be- 
 cause they do not know how. 
 
 Awaken their interest by personal intercourse 
 brought about in some way, by letter writing, by 
 frequent messages through the children, and by 
 invitations to the little parties if possible. 
 
 Of course, visiting remains to be done, however 
 
86 THE PRIMARY TEACHER. 
 
 much we may lighten our labors in that direction. 
 There will be the sick and the poor and the new- 
 comers to whom we must go, but the plan of week 
 day visits here outlined will bring us more di- 
 rectly into contact with the children themselves 
 than even going to their homes, while it will give 
 opportunity for teaching in some directions 
 which we could hardly secure otherwise. 
 
 Most teachers can in this way, without a great 
 outlay of time or strength, manage to meet the 
 little ones of their class at least once in three 
 months. 
 
 In addition to these meetings, an occasional 
 gathering of the whole school will be pleasant and 
 profitable, as at the picnic, or lawn party, in sum- 
 mer, and at some time during the winter. By this 
 we do not mean the " festival " so called, of the 
 entire school, but a separate, brief, bright hour, 
 especially for the primary class. 
 
 There is one point more which should be noted. 
 It is never safe for the teacher of a primary class 
 to pass any child on the street without looking 
 into its face. Some of our little ones will joy- 
 fully demand recognition ; but there are shy chil- 
 dren who will not say a word if passed unnoticed, 
 but who will carry home a sense of loss because 
 teacher was talking to a friend and did not notice 
 them. 
 
CHAPTER X. 
 CHILD FESTIVALS. 
 
 If you make children happy now, you will make them happy 
 twenty years hence by the memory of it. — Sidney Smith. 
 
 CROEBEL calls teachers, u True guardians and 
 •*■ gardeners of children." 
 
 Not only does the teacher called of God pro- 
 tect and defend the innocence of childhood, but 
 he tills the soil of the fresh young heart, sows the 
 seeds of truth, and carefully cultivates the tender 
 germs as they begin to push up into sight. Any- 
 thing which helps on this blessed work must, in 
 the nature of things, be eagerly welcomed by such 
 a teacher. 
 
 In that delightful book, Reminisce?ices of Froebel^ 
 by Baroness von Biilow, we read of a child festival at 
 Altenstein, planned by Froebel and his friend and 
 colaborer, Middendorff, which suggests an idea 
 not indeed new to Sunday school workers, but 
 one capable of larger development than it has yet 
 received. 
 
 In making ready for this festival we read of 
 Froebel and Middendorff, two old men whose lives 
 illustrated the motto, " Come, let us live for our 
 children," that "the joy of their souls was visible 
 in their faces like that of mothers the day be- 
 
88 THE PRIMARY TEACHER. 
 
 fore Christmas." And this is in no way surprising, 
 since " to make children happy blesses human 
 hearts." 
 
 The picnic, the excursion, and the festival are all 
 familiar to us. We know what occasions of delight 
 they are to the children, and under the influence 
 of their pure joy in this kind of association we are 
 ready to feel and say that such innocent recreations 
 should be multiplied. But we are in a busy world, 
 and a playday for a large school calls for an amount 
 of time and labor which many teachers can ill- 
 afford to give. Is there not some way in which 
 these festive days may be multiplied without put- 
 ting too great a burden upon teachers ? 
 
 A primary teacher in a school where picnics and 
 excursions were almost unknown solved the ques- 
 tion for her own class by giving three or four "par- 
 ties " in the course of the year. They were very 
 simple parties, indeed, involving little in the way 
 of preparation. In the summer they were held on 
 a shady lawn kindly offered by a friend. Ham- 
 mocks were swung under the trees, and many sim- 
 ple games were played by the children in which 
 their teachers heartily joined. Ice cream and cake, 
 or lemonade and cake, made glad the little hearts 
 at trifling cost, and when the sweet summer day 
 declined, the children sat in little groups on the 
 grass and sang their sweet songs of love and praise 
 to Jesus. 
 
 These little parties were looked forward to with 
 great delight. One was called an " orange party.'* 
 
CHILD FESTIVALS. 89 
 
 Another a "peanut party," because a big basket 
 of these dainties stood on the lawn ; and still an- 
 other a "strawberry party," at which the children 
 were served with these delicious berries. The 
 mothers were formally invited, and great effort was 
 made to prevent anything like stiffness and for- 
 mality. 
 
 When the weather did not admit of an outdoor 
 festival the children were gathered in a large school 
 room. Here it was not so easy to manage them, 
 but love and tact can overcome a world of diffi- 
 culties, and it was noticeable in all these gatherings 
 that there was np ill-natured mischief. The fun 
 was hearty, genuine, and loving, and the children 
 as well as their teachers went home the better, 
 because the happier, for the afternoon's pleasure. 
 
 Lawn parties in large cities cannot be compassed 
 so easily. But teachers can take their classes to 
 the public parks, and so give the children the com- 
 panionship of nature ; or, if this be impossible, 
 they can meet them in the church, in their own 
 homes, or at a friend's home. 
 
 "Whatsoever things are pure, whatsoever things 
 are lovely," let us try to bring to the children whom 
 we seek to lead into the paths of peace. 
 
 A child festival gives opportunity for the prac- 
 tical teaching of some of the highest truths, and it 
 may safely be said that no child can ever en- 
 tirely lose out of his heart and life the influence 
 of a happy day of glad companionship with teacher 
 and playmates, and nature, perchance, all sweet- 
 
go THE PRIMARY TEACHER. 
 
 ened and hallowed by the thought of the relation- 
 ship to Jesus which is the bond of living union ! 
 
 But there is another sort of festival which is not 
 under the control of the primary teacher, but in 
 which the little ones are expected to join. The 
 Christmas and Easter festivals, Children's Day, and 
 the Autumnal Service are all occasions upon which 
 the church expects to see and hear the little children. 
 
 The wise and tender teacher of the little ones 
 needs to guard a point just here. Witness this 
 " ower true tale : " 
 
 It was in a church. Children's Day services 
 had called out a large congregation. The children 
 were there in force, and as was to be expected the 
 grown people came to see and be glad with the 
 little ones. 
 
 The large primary class filled the seats nearest 
 the altar. How sweet and innocent the little faces 
 looked ! How " unspotted from the world ! " The 
 very flowers that smiled on every side did not look 
 brighter and purer than did the human blossoms. 
 The birds uttering soft notes of praise did not 
 seem more innocently happy than did these little 
 ones. Looking on beyond, to the seats full of self- 
 conscious little maids with bangs and frizzes in- 
 numerable, and to the rows of fashionable and 
 frivolous young folks still further back, one felt 
 instinctively like throwing protecting arms around 
 this fresh innocence and unconscious grace ! 
 
 Protect them ? O yes, from the world, the flesh, 
 and the devil ! Protect them from the arch enemy 
 
CHILD FESTIVALS. 9 1 
 
 who loves few things so well as the chance to spoil 
 the sweet unconsciousness of childhood ! 
 
 Alas ! that the dear children should need to be 
 protected from the very church herself, which 
 ought to be such a wise and tender mother ! From 
 the very Sunday school, which ought to nurture all 
 that is sweet and true and real ! 
 
 At a certain point in the exercises a little girl of, 
 perhaps, six or seven years was called out for a 
 recitation. She tripped airily forward, and an- 
 nounced herself within the altar inclosure by an 
 elaborate and most unchildlike bow. She had 
 been trained into a self-consciousness that was 
 painful to witness, and nattered into a self-admira- 
 tion that might make an angel weep to behold ! 
 
 She said her pretty little piece "beautifully." It 
 was religious verse, as befitted the time and place, 
 and a part of the show was a prayer. ' At the proper 
 place the little maid sank gracefully upon her knees, 
 folded her hands, closed her eyes devoutly, and 
 with due regard to elocutionary inflections and 
 effect, addressed her Maker in choice rhyme ! 
 
 Amid murmurs of applause and greeted by ad- 
 miring looks and smiles, the little actress took her 
 seat, this part of the performance concluded. 
 
 Was not this a ruthless robbing the rose of its 
 sweetness? a stealing the perfume from the violet 
 just unfolding? 
 
 What wonder that a wise mother went away, say- 
 ing, " I dare not send my little girl where she can 
 even see such things ! " 
 
92 THE PRIMARY TEACHER. 
 
 And what wonder that the child who had tasted 
 the sweets of applause was eager to be recognized, 
 when the time came for another festival, as one 
 who could '* recite in the big church ! " 
 
 Better, a thousand times, never to have a Chil- 
 dren's Day than to rub the bloom off a child's soul ! 
 
 Looking upon children as the fair, promise-laden 
 young immortals they are, the question as to what 
 shall be the spirit and aim of our festivals becomes 
 one of the gravest import. Shall the Christmas 
 festival bring the Lord Jesus prominently before 
 our children, stimulating a deeper love fjr him 
 who came a little babe into our midst ? 
 
 Shall the glad Easter service awaken new and 
 living thoughts of the Life that could not be 
 bound by death ? 
 
 Or shall these holy opportunities be lost in the 
 confusion of rehearsal for public performance and 
 the display too often attendant upon the occasion ? 
 
 That the Christmas festival maybe, and often is, 
 made the means of drawing both teachers and 
 pupils into more real union with the wonderful 
 Life manifested so long ago, there is no doubt. 
 But it remains sadly true that in too many schools 
 something very like this goes on : 
 
 A teachers' meeting is called and the question, 
 "Shall we have a festival?" comes up. If the 
 church chances to be in a city the conclusion is 
 almost a foregone one. "What shall it be?" is 
 the next question. Sometimes there are many minds 
 about the matter, but the smart, practical teacher 
 
CHILD FESTIVALS. 93 
 
 who prides himself upon doing things in a business- 
 like way, usually gets the floor — and keeps it. 
 
 "Of course we must have a festival, and we 
 must make it pay," says this brother. " Our fes- 
 tival costs a good round sum. We must make it 
 pay for itself, and if it is rightly managed it will 
 pay something into the Sunday school treasury. 
 But we must have a fine program if we expect to 
 compete with the other churches. We must have 
 something that will draw! " 
 
 The man of business speaks truly. If the world 
 is to help us buy our Christmas toys and candies, 
 we must give the world what it will enjoy. 
 
 Possibly the superintendent does not quite feel 
 like making this time of family rejoicing over the 
 birth of our Lord to be turned into a time of 
 mirthful festivity for the unbelieving world, but the 
 man of business says, "You can't expect to get 
 young people into the church and keep them there 
 unless you make things lively for them." 
 
 The superintendent is a busy, peace-loving man, 
 and he says, " Well, brethren, appoint your com- 
 mittee," and gives a sigh of relief as he thinks that 
 he, at least, will not be held responsible for the 
 character of the entertainment ! 
 
 Now the appointing of this committee is no small 
 matter ! Brother A must not be put on, for he is 
 old-fashioned enough to believe that the plain, 
 simple religion of Jesus can and ought to be made 
 attractive even to young people. And Sister B 
 will not do, for she devoutly believes that her dear 
 
94 THE PRIMARY TEACHER. 
 
 church was one day dedicated to the service of the 
 living God, and that he ought to have the first place 
 on the program every time the house is opened. 
 
 The committee is finally made up with the brother 
 at the head who knows what business is; and super- 
 intendent, pastor, and teachers are left delightfully 
 in the dark as to what the entertainment is to be. 
 
 And it pays; O yes, it pays! "Full house, 
 crowded ; had to repeat second night. Cleared 
 enough to pay off the old debt and something 
 more." 
 
 The world enjoyed it. Why not ? It was de- 
 signed to " draw " — dollars and cents into the treas- 
 ury. Only croakers will ask how He " who sitteth 
 in the heavens " enjoyed it all ! 
 
 The children were all there, and they do not 
 criticize; they only drink in. 
 
 Christ or Kris Kringle ? Which shall it be ? 
 The question is not a trivial one. When we go to 
 the world to find entertainment for our young folks 
 we declare to them in language which they well 
 understand — the language of deeds — that there is 
 lack of joy and brightness in the religion we profess. 
 
 We wou'd make Christmas the gladdest, hap- 
 piest day of all the year; but we would have all 
 the joy and gladness center around Him whose 
 birth we celebrate. 
 
 We would seek in every Christian way to banish 
 gloom and sadness on that day, but we would not 
 carry semitheatricals into our churches to kindle 
 the spirit of rejoicing. 
 
CHILD FESTIVALS. 95 
 
 But what can the primary teacher do in defense 
 of her little flock, when the "committee" come 
 seeking whom they may devour? 
 
 This is not a fancied danger. Here is a speci- 
 men page from a real teacher's real experience : 
 
 The lesson for the day was one of exceptional 
 interest. The teacher had carried it on her heart 
 all the week, and now, as she stood before the 
 class and looked into the eager, upturned faces, 
 she prayed most fervently that it might be a day 
 of specially successful seed sowing. 
 
 Right in the midst of the hush of interest per- 
 vading the class came interruption number one. 
 
 The door opened, and a young man entered. He 
 wore a busy air, and carried in one hand a package 
 of tickets, in the other a book and pencil. 
 
 "Do not allow me to interrupt," he said, po- 
 litely, "but I would like, if you please, to ascertain 
 how many of the children of your class will take 
 tickets to sell for the entertainment." Instantly 
 every child was on the alert. "Good; we're 
 going to have an entertainment," whispered Tom 
 Ruggles. 
 
 "Teacher, do they want little girls to sing?" 
 questioned pretty. Lulu Noble, who had learned 
 from past experience that her bell-like treble was 
 in demand on such occasions. 
 
 "Say, mister, be they goin' to give a" prize to 
 the one what sells the most tickets?" demanded 
 one youngster of a commercial turn of mind. 
 
 Ten minutes by the clock were consumed in 
 
g6 THE PRIMARY TEACHER. 
 
 giving out tickets and registering names of holders, 
 and then, with a skill born of past experience, the 
 teacher sought to gather up the broken threads of 
 interest and go on with the lesson. 
 
 Again little eyes and ears were open, and again 
 the teacher attempted to bring the living truth of 
 the lesson to bear upon little hearts, when the 
 door opened and interruption number two entered. 
 This time it was a lady, smiling and gracious. 
 
 "You will pardon me, I am sure, if I intrude. I 
 am looking for a chorus of little girls to help in the 
 singing at the entertainment, and I am obliged to 
 break in upon the lesson hour." 
 
 The disappointed teacher went home feeling that 
 the teaching for that day was a failure, and know- 
 ing that the end was not yet, for rehearsals must 
 be held, announcements made, and, by and by, 
 tickets be gathered up and returns looked after; 
 and before it was all over the lovely lessons of the 
 quarter would be past and gone. 
 
 Just this kind of vandalism is allowed in many 
 schools, arid one is tempted to sympathize with 
 the teacher who said, when asked how she kept 
 this sort of thing out of her class : " I bolt my 
 door." 
 
 But some one is thinking, " It is easy to say 
 what shall not be done ; who will tell us what to 
 do?" 
 
 Observe all these festivals, certainly, but let 
 them be religious festivals. There are beautiful 
 responsive services, in which all may take part, 
 
CHILD FESTIVALS. 97 
 
 and sweet songs which all may sing. If children 
 are allowed to recite at all, great care should be 
 taken to choose simple, devout, little souls, who 
 will easily enter into the thought that their own 
 part is to "please Jesus," and not to attract atten- 
 tion to self. A young child should never be per- 
 mitted to appear alone before an audience. It is 
 bad enough when a half dozen or more unite in a 
 little exercise. 
 
 The primary teacher should reserve the right to 
 choose and drill any members of the class who are 
 to take part in an entertainment. Never intrust 
 this to a strange committee. 
 
 Lead those who are chosen to think of their lit- 
 tle part as something to be done "for Jesus' sake." 
 Keep this thought before them. Every time you 
 drill them, offer a little prayer, that they may be 
 kept from thinking about themselves or their audi- 
 ence, but only about Jesus, and how they may 
 please him. In drilling the children, aim to pre- 
 serve the childlike simplicity. 
 
 Nothing can be so pleasing to an audience as 
 this very simplicity. A stage bow, an elocutionary 
 tone, and gestures, what can be more distasteful to 
 the. right-minded hearer? 
 
 And, dear teacher, whatever the committee may 
 require of your class in a public way, let nothing 
 prevent the Easter lesson being taught to your 
 class alone; and the sweet Christmas story as well. 
 
 7 
 
CHAPTER XI. 
 THE CHILDREN'S MEETING, OR JUNIOR LEAGUE. 
 
 "The paths that lead us to God's thror.e 
 Are worn by children's feet." 
 
 THESE are wonderful days in which we live. 
 Right in the midst of so much that seems 
 wholly outward a warm current is making its silent 
 way, bearing life upon its bosom. God is in it ; 
 nay, God is it ! It is he who is breathing upon the 
 ice-bound rills and rivulets, and making of them 
 "streams that water the desert." It is he who is 
 speaking to one and another and another, here 
 and there, often in unlooked for places, and 
 saying, " Son, daughter, go work to-day in my vine- 
 yard." 
 
 The call to work among the children is reach- 
 ing many hearts. Childhood occupies a large 
 place in the life of to-day, and many earnest souls 
 are asking if the little immortals may not be born 
 into and kept in the heavenly kingdom while the 
 dew of youth is yet upon them. 
 
 The Master won them while on earth, and "has 
 left record of it in the words, " These little ones 
 which believe in me." 
 
 And is he not on earth to-dav ? Is he not calling: 
 
THE CHILDREN'S MEETING. 99 
 
 the children as of old? Is he not saying to us, 
 "Forbid them not?" . 
 
 How can we help to bring the children to a 
 conscious life of love and service ? 
 
 What did Jesus do ? He called the children 
 to him. He took a little child and set him in the 
 midst. Indifference does not call or take. 
 
 He took them in his arms and blessed them. 
 Here is personal contact and an outflow of his 
 own spirit into theirs. 
 
 He recognized and spoke of those qualities in 
 the children which were pleasing to him. He 
 knew each little heart with all its possibilities of 
 evil, but he spoke especially of those things which 
 rendered them fit subjects for the kingdom of 
 heaven. This drew the hearts of the little ones to 
 him. Christ establisheJ a sympathetic relation 
 with the children. 
 
 He did not attempt to teach theological truth to 
 the little ones. He did not find fault with them. 
 But he opened his heart and took them in, and 
 they knew it. 
 
 If we can only get God's thoughts about leading 
 the children we shall be safe. We need to know 
 his mind far more than we need normal methods, 
 though these are good in their place. Our Lord's 
 method is the normal method. 
 
 ' It is wonderful how the few recorded words as 
 to our Lord's method of dealing with the children 
 broaden and deepen as we look at them in the 
 light of his life and teachings, and surely no study, 
 
100 THE PRIMARY TEACHER. 
 
 no searching after "methods," no comparing of 
 "plans," can be so helpful as the quiet, loving, 
 prayerful following out of a line of thought and 
 work suggested by the Master's own ways and 
 words. 
 
 Still, we may help one another by a willingness 
 to give what we have ourselves received. If we 
 have learned by practical experience that it is well 
 to gather the children into little companies outside 
 the Sunday school, where they may be taught the 
 way of Christ more perfectly, we should not only 
 be glad to do it ourselves, but help and encourage 
 others to do so. 
 
 As a general thing the primary teacher is the 
 natural leader of the children's meeting. The 
 children love her, trust her, look up to her. Not 
 only is this true of the primary class, but those 
 who have been members of the class and have 
 passed on into the main school will gather around 
 the beloved teacher of other days as about no 
 other one. 
 
 Perhaps a real experience may be more helpful 
 than any general directions. 
 
 It was a city church of four or five hundred 
 members. There was no children's meeting held 
 in the church, save occasionally for a few weeks 
 in the winter following a season of unusual relig- 
 ious interest. The primary teacher, a comparative 
 stranger, was urged to start one. 
 
 The first question was how to gather children. 
 A general invitation from the pulpit and in the 
 
THE CHILDREN'S MEETING. 101 
 
 Sunday school will always bring a few, but only a 
 few ; children easily forget day, hour, and place. 
 Invitation cards were printed, and given out on 
 the Sunday before the opening of the meeting, 
 through the Sunday school. Each child between 
 the ages of seven and fourteen received one. The 
 card was an attractive one, and read thus : 
 
 A Children's Meeting 
 
 Will be held Friday afternoons at four o'clock in the ■ 
 
 Church. 
 Ten Lessons about Bible Children. 
 Oct. 22. The First Boys. 
 
 44 29. The Baby Found by a Princess. 
 Nov. 5. The Good Brother. 
 " 12. The Boy who Heard the Lord Speak. 
 44 19. The Missionary Maid. 
 " 26. The Boy who Fought a Giant. 
 Dec. 3. The Temperance Band. 
 44 10. The Girl who Saved her People. 
 44 17. The Boy who Studied the Bible. 
 44 24. The Child Jesus. 
 44 Jesus said, Suffer little children, and forbid them not, 
 to come unto me." — Matt. 19. 14. 
 
 The general program for the meeting, which 
 occupied just one hour, was something like this : 
 
 Singing. Beatitudes. 
 
 Creed. Singing. 
 
 Prayer. Lesson. 
 
 Singing. Singing. 
 
 Bible Reading (by children, Social ten minutes. 
 
 each child reciting verse). Short Prayers. 
 
 Commandments, or Doxology. 
 Books of Bible, or 
 
102 THE PRIMARY TEACHER. 
 
 The essential to order iri a meeting of children 
 is an interesting variety. The longest exercise 
 should not occupy more than fifteen minutes. 
 The Catechism may be preferred in place of the 
 Commandments, etc. The " social " may be made 
 both interesting and profitable. Encourage chil- 
 dren to ask questions, to present requests for 
 prayer, to speak of difficulties, to record encour- 
 agements, and to " bear testimony " to what they 
 know of the Saviour's love. Care must be taken 
 that they do not fall into formal habits. The 
 great object of the meeting is to bring Jesus and 
 the children together, and as they learn to recog- 
 nize his presence, they will learn to speak simply 
 and naturally of their relations to him, and may 
 also be taught to speak with childlike freedom to 
 him. 
 
 A number of years ago a young girl of fourteen 
 was drawn to the Saviour's side. Her father, a 
 thoughtful Christian, believed that the child's way 
 into the kingdom was a gradual one, not marked 
 by any special change. But his little daughter 
 knew when she was converted, and her newborn 
 joy found constant overflow in speech and act. 
 
 There were four younger children in the family, 
 and it was not long before they wanted " to be 
 converted " too; the natural result of the real life 
 they saw in their sister. She asked and received 
 permission to take them to the prayer meeting. 
 The little company, pleased and expectant, 
 were ready to do just as sister told them. " But," 
 
THE CHILDREN'S MEETING. 103 
 
 said the simple-hearted child, " I didn't know any- 
 thing to do but just to say, 'Jesus, here are the 
 children ! ' and ' Children, here is Jesus ! ' " 
 
 And they were all converted ! 
 
 "Did it last?" some one queries. O, yes. 
 Even six-year-old Robbie learned the sweet way 
 of obedience *and trust, and never lost his way ! 
 Four years later one of these converted children 
 went to her heavenly home with smile and song 
 upon her lips, and the others are still following 
 the Lord of the children ! 
 
 The sister, who became a successful worker 
 among the young, never found a better way to 
 lead young souls than the simple, divinely-taught 
 way in which she led her little brothers and sis- 
 ters. She went on saying, " Jesus, here are the 
 children," and " Children, here is Jesus." What 
 more is needed ? 
 
 The Christ who took the little ones in his kind 
 arms surely does not need to be persuaded, and 
 the child who is brought face to face with him is 
 not likely to refuse his outstretched arms! 
 
 Let us " bring them together," the children and 
 the Saviour of children! Let us speak to them 
 of Jesus. Let us tell them of his life for them, of 
 his death on the cross for them, and help them to 
 see that this is the Jesus who is waiting for them. 
 There is danger that in the multitude of things 
 which the children are called to see and hear in 
 some children's meetings they may fail to see and 
 hear just Jesus. Machinery and methods have 
 
104 THE PRIMARY TEACHER. 
 
 their uses, but alas for them when they crowd 
 out the present, visible, personal Christ ! Not that 
 they are opposed to him, indeed, but that they 
 take the time which is his. 
 
 The meeting which is full of entertainment 
 cannot be full of the heavenly teaching which 
 feeds and builds up. " But," you s*ay, " we must 
 entertain the children, or we cannot hold them." 
 
 The most successful children's meeting we have 
 ever known was held in a large village, year after 
 year, Sunday afternoons — the Sunday school was 
 held in the morning. Children of all ages attended 
 it, including many very young children. It was 
 never continued more than three quarters of an 
 hour, and the exercises were all of the most simple 
 and direct character without any attempt at amus- 
 ing the children, or trying to u hold " them. 
 
 Young Christians often brought little friends 
 there who had not yet given their hearts to Jesus, 
 and such were always made welcome. Many 
 learned the way of life in that meeting, and from 
 time to time little groups graduated into the church 
 from the children's meeting. The pastor knew that 
 he was quite safe in receiving them, for wise teach- 
 ing and a constant, brooding love followed them. 
 
 In gathering the children for such a meeting it 
 may not always be expedient to send out printed 
 cards. Cheap picture cards, the prettier the 
 better, may be used with the invitation, day, hour, 
 and place, written out plainly. If you prepare a 
 series of lesson subjects, which is desirable, these 
 
THE CHILDREN'S MEETING. 105 
 
 may be neatly written on the back of the cards. 
 Have a sufficient number prepared to give one or 
 more to children at your first meeting who will 
 use them to bring in other children. 
 
 Form a little choir to help on the singing as 
 soon as possible. The more children can be en- 
 listed to do something the better. A little sense 
 of responsibility will serve as a reminder often- 
 times. 
 
 Keep a roll, in a pretty little book, and let 
 the children know how much you desire to have a 
 well-kept, well-filled book. To make this possible, 
 they must be in their places promptly. 
 
 Make much of the Bible ! You may teach 
 reverence by the very manner in which you handle 
 the holy book, and the tone in which you speak 
 of it! 
 
 This page from a visitor's notebook holds a 
 valuable suggestion: 
 
 The leader of the children's meeting stood with the large 
 Bible in her hand, ready for the " Bible exercise." 
 
 " Where is the lesson to-day, children ? " she asked. 
 
 As book, chapter, and verse were printed plainly on the 
 board, a goodly number of the children responded promptly. 
 
 "What do we call the big book in which all our lessons 
 are found ? " was the next question. 
 
 " The Bible," was the very general response. 
 
 " What are the two parts of the Bible called ? " 
 
 " The Old Testament and the New Testament." 
 
 " Willie, will you show me the part of the Bible which we 
 call the Old Testament ? " 
 
 Willie came forward at once, and, opening to the Old 
 Testament, held the book up before the school. A little girl 
 
106 THE PRIMARY TEACHER. 
 
 was then called forward to show where to look for the New 
 Testament in the same manner. I noted especially how the 
 children reflected the teacher's tone and manner in handling 
 and speaking of " the holy book." 
 
 The teacher then questioned the class as to the number of 
 books in the Old Testament, and also in the New, and asked 
 in which the Gospel of John was to be found. Many of the 
 children replied correctly. A child was then called forward 
 to find the Book of John, and another to find the chapter in 
 which the lesson was written. Then all who could find the 
 lesson in their own little Testaments were told to do so, and 
 these joined in the responsive reading of the lesson. A few of 
 the children had left their Testaments at home. These re- 
 mained seated while the others stood and read. 
 
 The whole exercise consumed but a short time, and I 
 could but think that if some method of this kind were more 
 generally followed there would be less ignorance among our 
 boys and girls concerning the book. 
 
 Before closing, the teacher asked how many children had 
 read daily from their own Testaments. Over a dozen 
 responded. Nearly all had read several times during the 
 week. With a smiling reminder not to forget to bring the 
 book the next Sunday, they were dismissed. 
 
 " They are very proud of their red Testaments," said the 
 teacher. " They have had them nearly three months, and I 
 have promised all who keep them neatly six months, and 
 read them at home every day, a pretty Bible at the end of 
 that time." 
 
 A little "after-meeting" may be developed 
 after a time. Give three quarters of an hour to 
 the general meeting, then invite all Christian 
 children and all desiring to become such to remain 
 for fifteen minutes. Gather them close about 
 you. Help them to make their little wants known 
 here, as they could not perhaps in the presence of 
 
THE CHILDREN'S MEETING. \Oj 
 
 unsympathetic listeners. You will be surprised to 
 learn what is going on in little hearts ! Here you 
 may teach to pray, to testify, to make known 
 desires, as would be quite impossible in a large 
 class of thoughtless children. This little after- 
 meeting will come to be a real winnowing fan, and 
 you will thank the dear Father that you were 
 ever led to use it ! 
 
 A connected series of lesson subjects is not in- 
 dispensable, but it is desirable. The children 
 know what is coming next, and feel a little interest 
 in advance. At the close of the eight, or ten, or 
 a dozen lessons, as the case may be, a " looking 
 back " meeting may be held, gathering up the 
 spiritual teachings of the course, and seeking to 
 impress them anew. 
 
 In these days of Junior Epworth Leagues, of 
 Junior Christian Endeavor, of Mission Bands, 
 of Young Crusaders, or Juvenile Temperance 
 Work, under some other name, there may be 
 danger of the multiplication of meetings even 
 among the little folks. 
 
 Why may not the children's meeting or Junior 
 League be made to embrace the different lines of 
 work ? Give one meeting in the month to mis- 
 sions, another to temperance, and the others to 
 Bible study and the development of the religious 
 life. 
 
CHAPTER XII. 
 TEMPERANCE TEACHING IN THE PRIMARY CLASS. 
 
 "An ounce of prevention is worth a pound of cure." 
 
 TT is quite possible that as primary teachers we 
 * have not felt ourselves called to temperance 
 work. We see the ravages of the enemy in the 
 uncared for childhood that struggles into the Sun- 
 day school fold, and our hearts are moved to pity, 
 sometimes to indignation, as we see the slaughter 
 of the innocents carried on before our very eyes ! 
 But what can we do about it ? 
 
 Have we thought that our specific work in this 
 line may be in the dear little class which God has 
 given us ? 
 
 The teacher of the Temperance School or the 
 Band of Hope, or the Loyal Legion, has no better 
 opportunity, perhaps, not so good a one, as has the 
 teacher of the primary class. For hers is the first, 
 and therefore the best chance. Next to the moth- 
 er, the primary teacher has the happy privilege of 
 sowing seed on virgin soil, and may look with 
 large hope for abundant fruitage. 
 
 Here, then, is your field for temperance work, 
 dear primary teacher. You do not have to go out 
 to find your pupils ; they are ready and waiting 
 
TEMPERANCE TEACHING. IO9 
 
 for you. You do not have to win their confidence ; 
 it is yours already. You do not have to seek a 
 season for giving specific instruction along these 
 lines ; no doubt little sufferers from the vice are 
 before you. 
 
 All the furnishing these young minds and hearts 
 can get through you they will need in the perilous 
 days to come. For the evil is everywhere. It in- 
 vades the church and the school, as well as the 
 home. It hides in dainty confections ; it lurks in 
 delicate flavors on the home table ; it even steals 
 an entrance through the physician's prescription. 
 The child sees its traces in its more hideous forms, 
 and shrinks from it in horror ; but how shall the 
 monstrous evil be recognized when it knocks so 
 gently at the door, and enters with a gay smile and 
 pleasant word upon the lips? 
 
 Ah ; we cannot be too prompt with our earnest 
 warning, and our direct pointed teaching aimed 
 straight at the heart of the giant evil! for the years go 
 fast, and before we are aware some of these little 
 ones may be struggling in the toils of the serpent. 
 
 Shall we not, then, while we may, hold out a 
 helping hand to the little brothers and sisters so 
 soon to go forth and meet the dragon ? 
 
 But, you say, the lesson hour is already full to 
 overflowing. How can we make room for temper- 
 ance teaching ? If we use our one little hour each 
 week to pour in Bible truth are we not doing our 
 whole duty ? What better armor can we furnish 
 our little ones in which to stand against temptation 
 
IIO THE PRIMARY TEACHER. 
 
 than the armor of Gospel truth? Is it not enough, 
 in short, if we teach the children to spell temper- 
 ance, C-H-R-I-S-T? 
 
 We must indeed spell it thus, but we must teach 
 the alphabet before we can expect the children to 
 spell at all. They must be taught what intemper- 
 ance is, what causes it, where and how it begins to 
 grow, and why it needs a mighty Christ to cure it. 
 
 A teacher in a temperance school was one day 
 explaining the process of fermentation, and show- 
 ing how the harmless juices of the apple, the grape, 
 and other fruits may thus be changed into the 
 active destruction which we name alcohol. 
 
 An intelligent looking man sat among the chil- 
 dren an interested listener. At the close he came 
 forward and said to the .teacher, "'Madam, I spent 
 fifteen years of my life in the liquor business, and 
 in all those years I never knew as much about 
 alcohol as you have taught these children to-day. 
 If I had known what it was, my life might have 
 been a very different one ! Go on teaching the 
 children, madam ! Go on ! " 
 
 " My people are destroyed [cut off] for lack of 
 knowledge," saith the Lord. 
 
 If we can crowd into our little hour the simple, 
 underlying principles of temperance, some pre- 
 cious lives mav be saved from the destruction to 
 which ignorance too often leads. 
 
 Two questions are before us: "What can the 
 primary teacher do ? " and " When and how shall 
 she do it ? " 
 
TEMPERANCE TEACHING. Ill 
 
 What can the primary teacher do ? She can 
 look the subject fairly in the face. If not already 
 informed, she can seek information concerning the 
 extent of the evil. She can learn what is actually 
 being done by earnest temperance workers in be- 
 half of the children, and she can seriously ask 
 "What is my own duty in the matter?" By the 
 time she has done these things she will probably 
 be ready to go farther. 
 
 Perhaps she will decide to form a Band of Hope, 
 or a Loyal Legion, in her own class, to meet on a 
 week day. 
 
 But there are many teachers who will not be 
 able to do this. They will ask the question, 
 "When and how?" in a half despairing tone. 
 Let us look at it together for a moment. 
 
 Can we not add five minutes to the hour given 
 to the little ones ? If this does not seem best, then 
 let us subtract five minutes from the time usually 
 given to singing. Five minutes each week gives 
 over four hours of solid instruction in the course 
 of a year. 
 
 Have a definite time for the temperance teach- 
 ing, and use every second of it. This will make 
 thorough preparation for it a necessity. 
 
 Do not attempt too much. Be willing to do a 
 very little at a time, but be sure that the little is 
 well done. 
 
 Send to Miss Julia Colman, Bible House, New 
 York city, for her Pri??iary Temperance Catechism 
 and Juvenile Temperance Manual. If the cate- 
 
112 THE PRIMARY TEACHER. 
 
 chism at the close of this chapter is not satisfac- 
 tory, you can easily make such a catechism as you 
 desire from these helps. Teach one question and 
 answer each Sunday. Let the question be the 
 pivot around which the lesson revolves. The 
 Juvenile Temperance Manual is full of fact, inci- 
 dent, and illustration. And almost any community, 
 alas ! will furnish illustrations to point any moral 
 which we may seek to impress. 
 
 A temperance ladder can be devised, with very 
 little trouble or expense, which will keep the sub- 
 ject before the school. Tack a sheet of cardboard 
 to the wall, make a ladder upon it, and as you 
 climb it, indicate question and answer by capital 
 letters, or a word, if you please. 
 
 Let the school see alcohol burn in a spoon when 
 you are telling what it does for the stomach. The 
 illustration is old, but it will be fresh to most of 
 the children. 
 
 Bring a little bottle of sweet cider to the school- 
 room, that you may be able to show fermentation 
 in its various stages. 
 
 Let the children see the fiery fluid alcohol cook 
 the albumen of an egg, and learn thus the paralyz- 
 ing power it must have upon the brain when carried 
 thither by the swift moving currents of the blood. 
 There will be absorbed attention and earnest 
 thought. And this is onlv a hint in the direction 
 of a long series of possible lessons drawn from 
 sources just at hand. 
 
 There is no lack of good temperance literature 
 
TEMPERANCE TEACHING. 113 
 
 in these days. If possible give a bright temper- 
 ance paper as often as once a month. 
 
 The Young Crusader, published at The Tem- 
 ple, Chicago, 111., is a most winsome little sheet. 
 
 The Temperance Banner is published by Stearns 
 & Company, 58 Reade Street, New York city, and 
 is also very readable. 
 
 Perhaps the best of the many temperance song 
 books is published by the Woman's Temperance 
 Publishing Association, The Temple, Chicago, 
 111. It is entitled Marching Songs for Young Cru- 
 saders, and is packed full of songs which are lively 
 and stirring, and of superior literary merit as well. 
 
 The same house publishes a fine line of leaflets, 
 tracts, and cards, especially adapted to Sunday 
 school use. 
 
 The Methodist Book Concern, 150 Fifth Ave- 
 nue, New York city, also publishes temperance 
 tracts, among which we specially mention Our 
 Temperance Story Series and The Temperance Pic- 
 torial Series. Let the superintendent or teacher 
 send for a catalogue and make selections. 
 
 The National Temperance Society, 58 Reade 
 Street, New York city, also publishes a great 
 variety of temperance tracts for children. Four- 
 page tracts, illustrated, are sold at two dollars a 
 thousand. 
 
 Miss Colman, Bible House, New York city, 
 keeps constantly on hand a large variety of tem- 
 perance tracts and cards, and is skilled in making 
 wise selections. 
 
114 THE PRIMARY TEACHER. 
 
 As often as once a month let a good temperance 
 tract be given out. Make a personal request that 
 the children carry these home. The simple story 
 or carefully prepared information may teach a 
 needed lesson and work a blessed change in some 
 sad, drink-cursed home. 
 
 At the blessed Christmas time put a gay little 
 card inside every box of candy. These cards are 
 very attractive, each bearing some appropriate 
 temperance motto, and are furnished at very low 
 rates. 
 
 In all this let us remember that little hands can 
 scatter seed in places which we cannot reach. Let 
 us furnish the seed ! 
 
 The wise superintendent will see to it that the 
 little ones of the primary class are furnished with 
 cards and papers as well as the older ones. No 
 matter if they cannot read the papers. Some one 
 at home can, and the little ones are more likely to 
 win attention to their wares than are the older 
 ones. 
 
 A question that seriously perplexes many ear- 
 nest teachers is this : " Shall we offer the pledge to 
 the children ? " 
 
 It is believed in some schools that temperance is 
 taught when a pledge roll has been hung upon the 
 wall, and members of the school have been urged 
 to sign it. 
 
 No child should be asked to sign the pledge who 
 has not been led up to it by intelligent teaching. 
 Let the pledge roll hang upon the wall, by all 
 
TEMPERANCE TEACHING. 115 
 
 means> but -not until a demand for it has been 
 created. Some who have been taught at home or 
 in the -temperance school will be ready at once to 
 sign the pledge. Others will want to do it simply 
 because their friends do. This readiness to prom- 
 ise without thought should be discouraged. A 
 serious talk about the binding force of a promise 
 should be given before any are allowed to sign the 
 pledge. 
 
 The definite teaching on temperance may well go 
 on for two or three months before a pledge roll is 
 secured. Let it be as attractive as can be afforded, 
 and hung in a conspicuous place. Choose one with 
 as simple and comprehensive a pledge as can be 
 found, which should be clearly explained. No 
 child should be allowed to sign it upon the impulse 
 of the moment. It is well to require the children 
 to talk with their parents and secure their consent 
 before signing at all. 
 
 As name after name is added to the list the su- 
 perintendent will do well to recognize what the 
 children have done by some word of commenda- 
 tion, advice, or warning from time to time ; above 
 all, frequently asking the Father, who notes the 
 smallest act of the smallest child, to help these 
 children to keep the promise they have made. 
 
 The pledge may prove a safeguard, and that it 
 may be we must hedge it about with precept, 
 promise, and prayer. 
 
 That even young children do understand the 
 meaning of a pledge has been proved over and over 
 
Il6 THE PRIMARY TEACHER. 
 
 again. This case, true in every particular, is one 
 of many similar : 
 
 Four-year-old Willie begged to sign the pledge 
 at a great temperance meeting. His mother laughed 
 and allowed it. 
 
 A year later Willie lay at death's door. One day 
 the doctor ordered whisky to be given at intervals. 
 Willie was supposed to be unconscious, but his 
 blue eyes opened, and he whispered, " I can't take 
 it, mamma." 
 
 The mother urged and commanded, but the child 
 repeated, " I signed the pledge, you know, mamma." 
 
 At last his mother said, " Then, Willie, you will 
 die." 
 
 " Let me die, then, mamma ; I can't drink 
 whisky, you know." 
 
 Willie did not take the whisky, nor did he die. 
 He deserved to live by reason of his pluck. 
 
 We want to remember that the temperance teach- 
 ing is not confined to the children. They are busy 
 little talkers, and they live the lessons over at 
 home. Let them carry home Bible principles, 
 facts, illustrations, all bearing upon this great 
 question of the day, and the seed will not be scat- 
 tered in vain. As sure as God's promise is true, it 
 will bring forth fruit. 
 
 A few simple exercises to be used in the primary 
 class are given in the supplementary helps. The 
 teacher who sees the enormity of this evil which 
 menaces our children will be on the lookout for 
 helps in this direction. 
 
HELPS AND EXERCISES. 
 
 " O let me still 
 Write thee great God, and me a little child. 1 
 
HELPS INTEMPERANCE TEACHING. 
 
 Recitation. 
 
 God made everything good. But man has put some of 
 his good gifts to evil uses. 
 
 Grapes are very delicious fruit. How sweet and pleasant 
 they taste ! It does us good to eat them. God made them 
 to do us good. But he did not make them to do us harm. 
 
 This is how they can be made to do harm : Men gather 
 the sweet, ripe grapes and press out the juice. The juice is 
 sweet while it is fresh. But it will soon begin to spoil. 
 Then little bubbles rise to the top. This shows that it has 
 begun to "work," or ferment. The sugar of the grapes 
 decays, and part of it changes into a poison called alcohol. 
 
 Now, is it not strange that some people like the grape 
 juice better after the poison gets into it ? It makes them 
 feel bright and meny for a little while, and they think they 
 are having a very happy time. 
 
 But O, what evil and sorrow come from it ! God looks 
 down upon all the sin and suffering caused by strong drink. 
 He sees how wicked and foolish the people are who are 
 deceived by it. He says, " Woe unto them ! " 
 
 A Pledge for Very Little Folks. 
 
 I will never, never dare 
 
 Drink, or smoke, or lie, or swear ! 
 
 If I try I can be true 
 
 To this pledge, and so can you. 
 
120 THE PRIMARY TEACHER. 
 
 Questions and Answers. 
 (A dialogue for two boys.) 
 
 " Do you know 
 Who hath woe ? " 
 
 " Woe unto them that rise up early in the morning that they 
 may follow strong drink." — Isa. 5. II. 
 
 " Can you tell, 
 
 Listen well, 
 
 Who hath sorrow ? " 
 " They that tarry long at the wine." — Prov. 23. 30. 
 
 " Who contend 
 
 Without end ? " 
 " Them that are mighty to drink wine." — Isa. 5. 22. 
 
 "Who cry out, 
 
 Sing and shout, 
 
 Vainly speak 
 
 Words so weak ? " 
 "Wine is a mocker." — Prov. 20. I. 
 
 "Who will fight 
 
 Day and night ? " 
 " Strong drink is raging : whosoever is deceived thereby is 
 not wise." — Prov. 20. 1. 
 
 Recitation. 
 
 (For a little boy.) 
 The first little drop of strong drink that is taken 
 
 Is the first step to ruin : this children may know, 
 If the first little drop be in earnest forsaken 
 
 We shall never be drunkards, O, never, no ! no ! — Sel. 
 
 A Great Giant. 
 
 (Recitation for a boy or girl.) 
 
 I always like to read about giants, how strong they were, 
 
 and what wonderful things they did. We don't have that 
 
 kind of people nowadays ; once in a while we see a big, tall 
 
 man, but ho is nothing like Goliath and the people I have 
 
TEMPERANCE HELPS. 
 
 121 
 
 read of. I have found, though, that there is one very old and 
 wicked giant still living. He has done a great deal of mis- 
 chief and evil. I will tell you about him : 
 
 He is nearly six thousand years old !* He dresses in rags. 
 His face is cut and bruised. Sometimes he is crazy and does 
 not know what he is saying to anybody. He has built a 
 great many prisons in the world, and he has put all the men 
 and women he could catch into them. When he gets the 
 fathers and mothers into prison he takes away the children's 
 bread, and they starve to death. His name is Giant In- 
 temperance. I hate him and am going to fight him. Will 
 you help? The way to fight him is by drinking cold water 
 and trying to get everybody else to do so. God will help us 
 as we fight against him. 
 
 Recitation. 
 
 (By three boys.) 
 First Boy. *' If every little boy and girl, 
 From every land and clime, 
 Would go at once to Temperance Town, 
 
 And stay there all the time, 
 What do you think would happen? " 
 
 Second Boy. " The saloons would put their shutters up, 
 And never take them down, 
 If every little boy and girl 
 
 Were safe in Temperance Town." 
 
 Third Boy. "Why ! what would make the owners do it?" 
 
 First Boy. " They'd have to : they couldn't make enough 
 To buy a loaf of bread, 
 With all the little children safe, 
 And all the drunkards dead." 
 
 Third Boy. " Of course ! if you would make a rabbit pie, 
 You first must catch your rabbit ; 
 If you'd have boys make drunken men, 
 
 First teach them the drink habit ! " — J. B. P. 
 
122 THE PRIMARY TEACHER. 
 
 Some Simple Object Lessons. 
 
 Two small bottles, one filled with water, the other with 
 alcohol. The children will see no difference in the looks 
 of the two fluids. Tell that God made one, and man made 
 the other. Pour some of the alcohol into a spoon and set 
 fire to it. Let the children see it burn. Light a piece of 
 paper in the flame. Try to burn some of the water in the 
 same way. 
 
 Take a lily, or some other beautiful flower, to the class. 
 Call attention to its beauty and perfume. Explain that it 
 needs food and drink, as children do. Sprinkle pure cold 
 water upon it, and let the children see that it only makes it 
 look more fresh and beautiful. Then sprinkle alcohol upon 
 it, and let the children see how it droops and dies ! 
 
 Fill a wide-mouthed bottle of clear glass two thirds full of 
 fresh apple juice, and keep it in a warm place until it begins 
 to work. Take it to the class, and let the children see the un- 
 cleanness that rises to the top. Teach that the sugar in the 
 juice is decaying, and that the bubbles which they see are a 
 sign that alcohol has begun to form. 
 
 Take two living insects of some kind (large black ants 
 can be as readily found as any, perhaps) to the class. Pro- 
 duce your two bottles of clear fluid, grown familiar by this 
 time. Pour a little of the water upon one of the insects, and 
 let the children see him make haste to escape. Then drop 
 a little of the alcohol upon the remaining insect, and let the 
 children see the sad effect. 
 
 Take a fresh egg to the class. Open the end, and let the 
 albumen out into a clear glass tumbler. Tell the children 
 that you will show them what alcohol does to the brain, the 
 part we think with. Explain that a large part of the brain is 
 albumen, and that the alcohol reaches the brain through the 
 
TEMPERANCE HELPS. 1 23 
 
 blood, which carries it to every part of the body. Now, pour 
 alcohol upon the albumen in the glass, and let the children 
 see how it gradually hardens or cooks it. 
 
 Take decayed fruit, apples and grapes, to the class. Let 
 the children see them, and smell them. Who would eat 
 such fruit ? Yet the alcohol in cider and wine comes from 
 just such decay as this ! 
 
 Recitation. 
 
 Little drops of claret, 
 
 Now and then at first, 
 Form an awful habit 
 
 And a dreadful thirst. 
 
 Little drops of brandy, 
 
 Little drops of rye, 
 Make the mighty toper 
 
 And the watery eye. — Sel. 
 
 Another. 
 
 A very little boy am I, 
 
 I never swear, I never lie, 
 
 I never drink, or smoke, or chew, 
 
 And never will ! Now, what say you ? — Sel. 
 
 Another. 
 
 The drink that's in the drunkard's bowl 
 
 Is not the drink for me ! 
 It kills his body and his soul ; 
 
 How sad a sight is he ! 
 But there's a drink that God has given, 
 Distilling in the showers of heaven, 
 
 In measures large and free, 
 
 O, that's the drink for me ! — Sel. 
 
124 THE PRIMARY TEACHER. 
 
 Our Pledge. 
 
 A pledge we make no wine to take, 
 Nor brandy red to turn the head, 
 Nor whisky hot that makes the sot, 
 Nor fiery rum that ruins home. 
 
 We will not sin by drinking gin, 
 Away we fling the punch and sling, 
 Hard cider, too, will never do, 
 Nor brewer's beer our hearts to cheer. 
 
 To quench our thirst we always bring 
 Cold water from the well or spring ; 
 So here we pledge perpetual hate 
 To all that can intoxicate ! — Sel. 
 
 A Promise to God. 
 
 (Cardinal Manning's pledge.) 
 I promise thee, sweet Lord, 
 
 That I will never cloud the light 
 Which shines from thee within my soul 
 
 And makes my reason bright. 
 Nor ever will I lose the power 
 
 To serve thee by my will, 
 Which thou hast set within my heart 
 
 Thy precepts to fulfill. 
 
 O, let me drink as Adam drank, 
 
 Before from thee he fell ; 
 O, let me drink as thou, dear Lord, 
 
 When faint by Sychar's well, 
 That from my childhood, pure from sin, 
 
 Of drink and drunken strife, 
 By the clear fountain I may rest, 
 
 Of everlasting life. 
 
 A Responsive Exercise. 
 
 Leader. — " Hear me now, O ye children," What does God 
 say about wine ? 
 
TEMPERANCE HELPS. 1 25 
 
 School. — "Wine is a mocker." 
 L. — What does he say about strong drink ? 
 S. — " Strong drink is raging. " 
 
 L. — What does he say about him that giveth his neighbor 
 drink ? 
 
 S. — " Woe unto him." 
 
 L. — Who does he say shall come to poverty? 
 
 S. — " The drunkard and the glutton." 
 
 L. — Who does he say shall not be rich ? 
 
 S. — " He that loveth wine and oil." 
 
 L. — Who does God say has sorrow and quarrels and wounds ? 
 
 S. — "They that tarry long at the wine." 
 
 L. — When should we not look upon the wine? 
 
 S.—" When it is red." 
 
 Z. — What does it do at the last ? 
 
 S.— " It biteth like a serpent." 
 
 L. — What more does it do ? 
 
 S. — " It stingeth like an adder." 
 
 A Tiny Temperance Catechism. 
 
 Who made all things ? God. 
 
 What has he made for our use ? Plenty of good food 
 and drink. 
 
 How does he want us to use his gifts ? In the right way. 
 
 What is the right way ? In his way. 
 
 What are some of his good gifts ? Fruits and grains, 
 
 What is made from grapes ? Wine. 
 
 What is made from apples ? Cider. 
 
 What is made from grains ? Beer and Whisky. 
 
 What is made from sugar-cane ? Rum. 
 
 What is in these drinks that harms ? Alcohol. 
 
 What is alcohol ? A fluid poison. 
 
 Does God make alcohol? No ; man makes it. 
 
 How does he make it ? By spoiling good things. 
 
 [Show apple or grape juice in a state of fermentation.] 
 
 Is there alcohol in cider ? Yes, after it spoils, or fer- 
 ments. 
 
126 THE PRIMARY TEACHER. 
 
 What is it in fruits that spoils and makes alcohol ? The 
 sugar. 
 
 What are some of the stronger drinks ? Whisky, brandy, 
 rum, and gin. 
 
 What makes them stronger than wine and cider and beer ? 
 There is more alcohol in them. 
 
 Is it safe to drink anything that has alcohol in it ? No ; it is 
 not safe. 
 
 What harm does alcohol do? It hurts the body. 
 
 What do we feel with ? Our nerves. 
 
 What does alcohol do to the nerves ? It deadens them. 
 
 What can they not do then ? Feel truly. 
 
 When our nerves do not feel truly, what happens ? We do 
 not act truly. 
 
 What does alcohol do to the stomach ? It makes it sick 
 and sore. 
 
 What does it do to the brain ? It hurts it badly. 
 
 What is the brain ? The part of us that thinks. 
 
 Can we think right if we drink alcohol ? No ; we shall 
 think wrong. 
 
 [Show how alcohol cooks the white of an egg.] 
 
 If a man thinks wrong and acts wrong, what will follow? 
 Sin and sorrow. 
 
 What does alcohol do every year ? Kills thousands of people. 
 
 What will all wise people do ? Let it alone. 
 
 Who has said, " Touch not ?" God. 
 
 What does he ask us not to touch ? Anything that will 
 harm us. 
 
 Who shall not inherit the kingdom of heaven ? The drunk- 
 ard. 
 
 Who says so ? God. 
 
 What good drink has God given ? Pure water. 
 
 What live and grow by this drink? Plants and flowers 
 and animals. 
 
 [Show the effect of alcohol upon a flower.] 
 
 What will a wise, good child do ? Never touch strong drink. 
 
CHRISTMAS HELPS. 
 
 [No celebration, or " Festival," at Christmas lime should 
 prevent the teacher of the little ones from gathering them 
 about her to celebrate the birth of the " Friend of little chil- 
 dren." 
 
 If it is impossible to do this on Christmas Day, let it be 
 done on the Sabbath nearest Christmas. 
 
 Some simple preparation will be needed, although the songs 
 prepared for the public gathering can be used. 
 
 Have the class room trimmed with greens, and a large, gilt 
 paper star fastened to the blackboard. 
 
 By all means, let giving be made a prominent part of the 
 exercise. The children will enjoy their own gifts far more, if 
 they have been shown how they may also give. Books and 
 toys may be brought to send to some poorer school, or to pack 
 in a missionary box to be sent away. 
 
 Or, each child may bring a pound of some kind of food to 
 be given to the poor. Or, little envelopes may be distributed 
 previously and a missionary offering be taken. 
 
 In some way help the children to see and enjoy their priv- 
 ilege of giving.] 
 
 Teacher. — Whose birth do we come to celebrate to-day? 
 
 Class. — The birth of Jesus Chrijt. 
 
 T. — Where was Jesus born ? 
 
 C. — In Bethlehem of Judea. 
 
 T. — Who sang in the skies when he came? 
 
 C— L The holy angels. 
 
 Singing by Class. 
 
128 
 
 THE PRIMARY TEACHER. 
 
 Giving of Thanks on Christmas Day. 
 
 Teacher. For Christmas morning, bright and clear, 
 Class. We thank our heavenly Father ; 
 
 T. For Christmas happiness and cheer, 
 C. We thank our heavenly Father. 
 
 T. For Christmas candy. Christmas toys, 
 C. We thank our heavenly Father; 
 
 T. For Christmas love and Christmas joys, 
 C. We thank our heavenly Father. 
 
 T. For Jesus, born a little child, 
 C. We thank our heavenly Father; 
 
 T. For Jesus, loving, kind, and mild, 
 C. We thank our heavenly Father. 
 
 T. For Jesus Christ, the children's Friend, 
 C. We thank our heavenly Father; 
 
 T. For Christ, who helps us to life's end, 
 C. We thank our heavenly Father. 
 
 Recitation. 
 
 (By three little boys.) 
 
 First Boy. " On Christmas day, far, far away, 
 A little Baby slumbering lay ; 
 Starlight was shed upon his bed, 
 And round his fair and lowly head." 
 
 Second Boy. "The angels sung, the blue sky rung, 
 
 And all the earth looked bright and young. 
 'Twas God's own Son, come down alone, 
 To make our little souls his own." 
 
 Third Boy. " Dear Lord above, teach me thy love, 
 Make me thy gentle, spotless dove, 
 To find my nest within thy breast, 
 And there in peace and safety rest." 
 
 — Rose Terry, 
 
CHRISTMAS HELPS. I2Q 
 
 Echo Prayer. 
 
 (Preceded by the prayer in rhyme. See page 164) 
 Holy Lord, who came to show 
 How a child may live below, 
 Gentle, patient, meek, and mild, 
 Like the blessed Saviour Child, 
 Hear us as to thee we pray 
 On our happy Christmas Day. 
 
 Singing by Class. 
 
 Reading the Christmas Story from the Bible, by Teacher. 
 
 The Holy Child. 
 
 (A Christmas exercise for six children.) 
 Class in Concert. — "Where, tell us where, is the Holy 
 Child ? " 
 First Child. " Listen, a child can tell : 
 
 A heart of love is the blessed place 
 Where the Holy Child may dwell." 
 
 Class in Concert. — " When Jesus was born in Bethlehem of 
 Judea in the days of Herod the king, behold, there came 
 wise men from the East to Jerusalem, saying, Where is he that 
 is born King of the Jews ? " — Matt. 2. I, 2. 
 
 Class.— " What is the name of the Holy Child ? " 
 Second Child. "Jesus his name shall be, 
 
 Because he has loved his people so 
 From sin he has set them free.'' 
 Concert. — " Thou shalt call his name Jesus : for he shall save 
 his people from their sins." — Matt. I. 21. 
 
 Class. — "What tidings bringeth the Holy Child?" 
 Third Child. '' Mercy he comes to bring ; 
 
 Peace and good will to all men below, 
 And glory to God our King." 
 Concert. — " Behold, I bring you good tidings of great joy, 
 which shall be to all people." — Luke 2. 10. 
 
 Class.— u What are the works of the Holy Child ? " 
 9 
 
130 THE PRIMARY TEACHER. 
 
 Fourth Child. " Great joy he comes to give ; 
 
 The blind, the deaf, and the lame he cures. 
 
 And the dead he makes to live." 
 
 Concert. — " Go your way, and tell . . . what things ye have 
 
 seen and heard ; how that the blind see, the lame walk, the 
 
 lepers are cleansed, the deaf hear, the dead are raised, to the 
 
 poor the Gospel is preached." — Luke 7. 22. 
 
 Class.— " What was the life of the Holy Child? " 
 Fifth Child. " 'Twas a life of pain and loss ; 
 
 A life that was given in holy love, 
 For our sins, upon the cross." 
 Concert. — " He hath borne our griefs, and carried our sor- 
 rows." — Isa. 53. 4. 
 
 Sixth Child. "What shall we bring to the Holy Child, 
 Who come his birth to sing ? " 
 Class. " Hearts full of love, and a crown of praise, 
 
 For the Holy Child, our King." 
 Concert. — " Unto us a child is born, unto us a son is given: 
 and the government shall be upon his shoulder : and his name 
 shall be called Wonderful, Counselor, The mighty God, The 
 everlasting Father, The Prince of Peace." — Isa. 9. 6. 
 Singing by Class. 
 Christmas Story told by Teacher. 
 
 Recitation. — A Christmas Bed. 
 
 (By a little girl.) 
 
 For velvets soft and silken stuff 
 Thou hadst but hay and straw so rough, 
 Wherein thou, King, so rich and great, 
 As 'twere thy heaven, art throned in state. 
 
 Ah, dearest Jesus, holy Child, 
 Make thee a bed, soft, undented, 
 Within my heart, that it may be 
 A quiet chamber kept for thee ! 
 
 — Martin Luther. 
 
CHRISTMAS HELPS. 131 
 
 Recitation. — The Thornless Rose. 
 
 (By little girl, holding a rose.) 
 Our Saviour Christ was born 
 That we might have the Rose without a thorn : 
 The cruel crown was placed upon the brow 
 That smiles upon us from his glory now. 
 
 And so he won — to make them ours — 
 
 Sweet, thornless, everlasting flowers ; 
 
 Then praise the Lord, who came on Christmas Day, 
 
 To give the Rose and take the thorns away. 
 
 — Frances Ridley Havergal. 
 
 Sing, " Praise him, praise him," Little Pilgrim Songs. 
 A Talk about giving, by Teacher. 
 
 [The children's offerings should be made upon entering the 
 room, especially if they are-in packages. 
 
 Receptacles may be provided, but " Teacher " must be pres- 
 ent to receive each offering in a sympathetic spirit, or the 
 child will miss much of the joy of giving. 
 
 If the offering is in money, it may be received after the talk 
 on giving, with some appropriate ceremony, followed by an 
 echo prayer in which the gifts are offered to Jesus. 
 
 Following this the distribution of gifts, a glad Christmas 
 song, and Mizpah.] 
 
EASTER HELPS. 
 
 Easter Motto. 
 
 ("The Lord is Risen, Indeed.") 
 
 [Have the motto cut from gilt paper in large letters strung 
 on fine thread, and hung in a conspicuous place. On the 
 table have a lily in bloom, growing in the earth, a butterfly 
 and a cocoon, a bird's nest with eggs, and a pretty bird in a 
 cage.] 
 
 Teacher. — "Lift up your heads, O ye gates; and be ye 
 lifted up, ye everlasting doors ; " 
 
 Class. — "And the King of glory shall come in," 
 
 T.— " Who is this King of glory?" 
 
 C. — " The Lord of hosts, he is the King of glory." 
 
 T. — "Our Lord has risen from the dead." 
 
 C. — "The Lord is risen, indeed." 
 
 Sing. Christ the Lord is risen to-day, 
 
 Hallelujah ! 
 Sons of men and angels say, 
 Hallelujah ! 
 Refrain : Lift the gates of paradise, 
 
 Ope the portals of the skies : 
 Christ has risen and we shall rise, 
 Hallelujah ! 
 
 Raise your joys and triumphs high, 
 
 Hallelujah ! 
 Sing ye heavens : thou earth reply, 
 
 Hallelujah ! (Re/.) 
 
EASTER HELPS. 1 33 
 
 Love's redeeming work is done, 
 
 Hallelujah ! 
 Fought the fight, the victory won, 
 Hallelujah! (Ref.) 
 — From Melodies for Little Children. 
 Copyright, 1891, by Hunt & Eaton. 
 
 Easter Thanks. 
 
 Teacher. For the coming again of Easter Day, 
 Class. Our Father, we thank thee ! 
 
 T. For the open tomb and the stone rolled away, 
 
 C. Our Father, we thank thee ! 
 
 T. For the merry, caroling birds that sing, 
 C. Our Father, we thank thee ! 
 
 T. For the joyful peal of the bells that ring, 
 C. Our Father, we thank thee ! 
 
 T. For our Lord who is risen from the dead, 
 
 C. Our Father, we thank thee ! 
 
 T. For our gladness in him, our risen Head, 
 
 C. Our Father, we thank thee ! 
 
 Bible Reading.— John 20. 1-18. 
 
 (By Teacher.) 
 
 Recitation. 
 
 (By child, holding a spring blossom.) 
 
 " Little blossom, come to bring 
 Tidings of the welcome spring, 
 Tell me now, and tell me true, 
 What the spring has said to you." 
 
 " Child, this story sweet and clear, 
 Spring is whispering in my ear," 
 Soft and low the blossom said, 
 11 * Christ is risen from the dead.' " 
 
134 
 
 THE PRIMARY TEACHER. 
 
 Echo Prayer. 
 
 On this happy Easter day, 
 Risen Christ, to thee we pray : 
 Teach us how to love and give, 
 That like Jesus we may live ; 
 Teach us how to die to sin, 
 So that Christ may live within ; 
 When our life's short day is past, 
 May we rise with thee at last. 
 
 An Easter Wish. 
 
 (By four little girls.) 
 First Girl. " May the glad dawn 
 
 Of Easter morn 
 Bring holy joy to thee." 
 
 Second Girl. u May Easter day 
 
 To thine heart say, 
 * Christ died and rose for thee ! '" 
 Third Girl. " May the calm eve 
 
 Of Easter leave 
 A peace divine with thee." 
 Fourth Girl. " May Easter night 
 
 On thine heart write, 
 ' O Christ, I live to thee ! ' "— Sel. 
 Sing. Snowdrops ! lift your timid heads, 
 All the earth is waking ; 
 Field and forest, brown and dead, 
 
 Into life are waking. 
 Snowdrops, rise and tell the story, 
 How he rose, the Lord of glory. 
 
 Lilies ! lilies ! Easter calls ! 
 
 Rise to meet the dawning 
 Of the blessed light that falls 
 
 Through the Easter morning ; 
 Ring your bells and tell the story 
 How he rose, the Lord of glory. 
 
EASTER HELPS. 1 35 
 
 Waken, sleeping butterflies, 
 
 Burst your narrow prison ! 
 Spread your golden wings and rise, 
 
 For the Lord is risen ! 
 Spread your wings and tell the story 
 How he rose, the Lord of glory. 
 — Mary A. Lathbury, in Little Pilgrim Songs. 
 
 An Alphabet of Texts. 
 
 (For the littlest ones.) 
 
 j\sk, and ye shall receive. — John 16. 24. 
 Become as little children. — Matt. 18. 3. 
 Christ shall give thee light. — Eph. 5. 14. 
 Draw nigh to God. — -James 4. 8. 
 Even a child is known by his doings. — Prov. 20. n. 
 Follow thou me. — John 21. 22. 
 (Jod is love. — 1 John 4. 16. 
 
 He led them forth by the right way. — Psalm 107. 7. 
 I am the good Shepherd. — John 10. 14. 
 Jesus called a little child. — Matt. 18. 2. 
 Keep the door of my lips. — Psalm 141. 3. 
 Love one another. — John 4. 11. 
 IVIy peace I give unto you. — John 14. 27. 
 Now is the day of salvation. — 2 Cor. 6. 2. 
 Obey your parents in the Lord. — Eph. 6. 1. 
 Praise waiteth for thee, O God. — Psalm 65. 1. 
 Quench not the Spirit. — I Thess. 5. 19. 
 Renew a right spirit within me. — Psalm 51. 10. 
 Suffer little children to come unto me. — Luke 18. 16. 
 Thou art the guide of my youth. — Jer. 3. 4. 
 Underneath are the everlasting arms. — Deut. 33. 27. 
 Victory through our Lord Jesus Christ. — I Cor. 15. 57. 
 VValk in the light. — 1 John 1. 7. 
 Yield yourselves unto the Lord. — 2 Chron. 30. 8. 
 Zealous of good works. — Tit. 2. 14. 
 
136 THE PRIMARY TEACHER. 
 
 Recitation. 
 
 (By little boy, holding bird's nest.) 
 " Where is the little lark's nest 
 
 My father showed to me ? 
 And where the pretty lark's eggs ? " 
 
 Said Master Lori Lee. 
 At last he found the lark's nest, 
 
 But eggs were none to see. 
 
 " Why are you looking down there ? " 
 Sang two young larks on high : 
 
 " We've broke the shells that held us, 
 And found a nest on high," 
 
 And the happy birds went singing 
 Far up the morning sky. — Sel. 
 
 Easter Talk by Teacher. 
 
 Recitation. 
 
 (By three little girls.) 
 First Girl (holding butterfly) : 
 
 " I bring a golden butterfly 
 
 A worm but yesterday. 
 God gave it wings, and now I see 
 It soar and soar away ! " 
 
 Second Girl (holding lily) : 
 
 "I bring a lily, pure and white, 
 
 It had its root in earth ; 
 But through the dark and clinging mold 
 It struggled to its birth." 
 
 Third Girl (holding bird's egg) : 
 
 " I bring a dainty robin's egg, 
 
 For, hidden out of sight, 
 I know are lovely, silken wings 
 
 To bear it in its flight." 
 
EASTER HELPS. 1 37 
 
 Recitation. — "The Lord is Risen." 
 
 " The Lord is risen," they said, 
 
 " He walks with men to-day ; 
 A crown of peace he wears, 
 A gracious air he bears, 
 
 We met him in the way." 
 
 The Lord is risen indeed, 
 
 Proclaim the news again ; 
 Is the world awake 
 To the words he spake, 
 
 As fresh to-day as then ? 
 
 The Lord is risen — our Christ ! 
 
 He walks with men to-day. 
 Sow ye good seed, 
 Do a good deed, 
 
 You'll meet him in the way. — 
 
 Echo Prayer. 
 
 (Asking help to walk with the risen Christ.) 
 
 Easter Offering. 
 
 Little envelopes may be given out a week or two before 
 Easter, on which print " My Easter Gift." A little ceremony 
 in taking the offering will make it more effective. If the 
 class is small, let each child come forward and deposit his 
 gift. If large, a march may be arranged, either with or 
 without the singing of one of the giving songs. 
 
 As each child deposits his gift, let him receive an Easter 
 card or an Easter egg. 
 
 Close with the singing of a glad Easter carol, and parting 
 words : 
 
 Teacher. — " Remember that Jesus Christ, of the seed of 
 David, was raised from the dead." 
 
 Class. — " Now is Christ risen from the dead." 
 
138 THE PRIMARY TEACHER. 
 
 A Primary Class Catechism. 
 
 1. Who is God ? Our Creator and our Father. 
 
 2. Where is God ? God is everywhere. 
 
 3. W T hat is God ? God is a Spirit. 
 
 4. What has God put into each one of us ? A spirit. 
 
 5. What is the spirit in us ? That which thinks a^d 
 loves and lives. 
 
 6. How long has God lived ? God has lived always. 
 
 7. How long will he live ? Forever. 
 
 8. Does God love you ? Yes, he loves me and everybody. 
 
 9. Does God take care of you ? Yes, he takes care of me 
 all the time. 
 
 10. What else does he take care of? The birds and 
 flowers, and all living things. 
 
 11. What has God given you ? Everything I have. 
 
 12. What are your eyes for? To see God's works. 
 
 13. What are your ears for? To hear good words and 
 sweet sounds. 
 
 14. What is your voice for ? To sing sweet songs and to 
 speak good words. 
 
 15. What are your hands and feet for ? To use in all good 
 work. 
 
 16. Who gave you your home and friends ? The good 
 God. 
 
 17. What does God ask you to give to him ? My heart. 
 
 18. What is it to give God the heart? To love him and to 
 do as he says. 
 
 19. What is God's best gift to us? Jesus. 
 
 20. Who is Jesus ? The Son of God. 
 
 21. What is Jesus to us ? Our Elder Brother. 
 
 22. Why do we call him our Saviour ? Because he came to 
 save us from our sins. 
 
 23. What is sin ? Sin is a sickness of the soul. 
 
 24. What will sin do for us ? It will kill our souls if we 
 do not get cured. 
 
 25. Who can cure us of sin? Only Jesus. 
 
EASTER HELPS. 1 39 
 
 26. Why did God send Jesus to cure us? Because he 
 loved us so much. 
 
 27. How did Jesus come ? As a little child. 
 
 28. What kind of a child was he? A holy child. 
 
 29. What did he do when he became a man? He went 
 about doing good. 
 
 30. What did he say to the people? " Come unto me." 
 
 31. What did he want to do for them? Cure their sin. 
 
 32. I low did he call children to him? He said, "Suffer 
 the little children to come unto me." 
 
 33. What did he do for them? "He took them in his 
 arms and blessed them." 
 
 34. How long did Jesus stay on earth ? Thirty-three years. 
 
 35. Why did Jesus die for us? It was the only cure for 
 sin. 
 
 36. How did he die? He was crucified. 
 
 37. Who were the enemies of Jesus ? Wicked people who 
 loved sin. 
 
 38. What did he ask God to do ? To forgive his enemies. 
 
 39. Does Jesus love you when you are naughty ? Yes, he 
 loves me always. 
 
 40. What does he hate? He hates sin. 
 
 41 . What does he want to do ? To take it all away. 
 
 42. How do we know that he can do this ? The Bible 
 says so. 
 
 43. How long did Jesus lie in the grave? He rose the 
 third day. 
 
 44. Where is Jesus now? He is in heaven and on earth. 
 
 45. How is he on earth? By his Spirit. 
 
 46. Where does the Holy Spirit live ? In hearts that love 
 him. 
 
 47. What does the Holy Spirit teach ? How to be like 
 Jesus. 
 
 48. When will we hear his voice ? When we listen for it. 
 
 49. Is it always a comforting voice ? Xo, it is sometimes 
 a reproving voice. 
 
140 THE PRIMARY TEACHER. 
 
 50. Who will some day see God? " The pure in heart." 
 
 51. How may a wicked heart be made pure? By letting 
 the Holy Spirit live in it. 
 
 52. Where will the good live forever ? In heaven. 
 
 A Golden Chain of Twelve Links. 
 
 " Thy kingdom come." 
 " Come boldly unto the Throne of grace." 
 " Grace, mercy, and peace from God." 
 11 God is love." 
 " Love the truth and peace." 
 " Peace shall be upon Israel." 
 " Israel shall be saved in the Lord." 
 "Lord, I believe." 
 
 " Believe on the Lord Jesus Christ, and thou shalt be 
 saved." 
 
 " Saved in the Lord with an everlasting salvation." 
 
 " Salvation is nigh to them that fear him." 
 
 " Him that cometh unto me I will in no wise cast out." 
 
MISCELLANEOUS EXERCISES. 
 
 The Commandments in Rhyme 
 
 All worship be to God alone ; 
 To graven image bow not down ; 
 The name of God take not in vain ; 
 God's holy day keep free from stain ; 
 To parents be all honor paid ; 
 Thou shalt not kill, the Lord has said ; 
 From evil thoughts turn thou away; 
 Thou shalt not steal, God still doth say ; 
 In all thy speech let truth be heard, 
 And covet not ; 'tis God's own word. 
 
 A Motion Exercise. 
 
 A little temple of the Lord, 
 
 My ears be quick to hear his word, 
 
 My eyes to see what I should do, 
 
 My hands and feet to serve him too, 
 
 My heart to be his very own 
 
 Through grace of Jesus Christ, his Son. 
 
 Recitation. 
 
 What can make 
 
 Pleasant weather? 
 Little people, 
 
 All together ; 
 Let's join hands 
 
 And hearts of love, 
 Make our homes 
 
 Like heaven above. — Sel. 
 
142 THE PRIMARY TEACHER. 
 
 Recitation for the New Year. 
 
 (By a child holding a seashell.) 
 
 My papa said to me one day, 
 
 "If you will listen well, 
 A little voice may speak to you 
 
 Within the pearly shell." 
 
 And so I said, " Dear little voice, 
 
 This first day of the year, 
 Speak while I listen, if you have 
 
 Something for me to hear." 
 
 I heard a little beach bird's song, 
 
 The wind, the roaring sea ; 
 At last I heard a little voice, 
 
 I knew it was for me. 
 
 " Be good, do good, be good, do good," 
 
 Was all it seemed to say ; 
 " Thank you," I said, " for your sweet words, 
 
 To me on New Year's Dav." — From P. L. P. 
 
 A Concert Recitation. 
 
 Every sinful thought 
 
 Shall be to judgment brought : 
 
 Every wicked word 
 
 Aloud in heaven is heard ; 
 
 Every act we do 
 
 We must account for, too ; 
 
 Every hour we spend 
 
 Comes nearer to the end ; 
 
 Every passing breath 
 
 Brings us nearer death ; 
 
 Every holy prayer 
 
 For heaven doth us prepare. — Set, 
 
MISCELLANEOUS EXERCISES. I43 
 
 Old Year and New Year. 
 
 Old Year and New Year — 
 It is all God's year; 
 His time for sowing, 
 
 His time for reaping, 
 His timv. for growing, 
 
 For rest and quiet sleeping. 
 New Year and Old Year, 
 
 Their hoping, regretting, 
 Will all turn to God's year, 
 
 With no time for fretting. — SeL 
 
 A Child's Creed. 
 I believe in God my Father, 
 
 And Jesus Christ his Son, 
 And in the Holy Spirit, 
 
 And that the three are One. — Sel. 
 
 Dear Lord, of thee three things I pray : 
 To know more clearly, 
 To love more dearly, 
 To follow more nearly, 
 Every day. 
 
 Recitation. — Heart Gardens. 
 
 Kind hearts are the gardens, 
 
 Kind thoughts are the roots, 
 Kind words are the blossoms, 
 
 Kind deeds are the fruits. 
 
 Love is the sweet sunshine 
 
 That warms into life ; 
 For only in darkness 
 
 Grow hatred and strife. 
 
 Oh, care for the garden — 
 
 Guard, guard it from weeds ; 
 Fill, fill it with blossoms, 
 
 Kind words and good deeds. — Sel. 
 
144 THE PRIMARY TEACHER. 
 
 Selections to Precede Opening Prayer. 
 
 God is the Lord alone, 
 
 To him be worship given ! 
 
 The Lord of little hearts 
 
 Is Lord of earth and heaven. 
 
 Lord of the Sabbath, 
 
 Help me to see 
 What thou wilt have me 
 
 To do and to be : 
 Sabbath and week day 
 
 Make me like thee. 
 
 " Seek and find," Jesus saith, 
 Hark ! the King of heaven 
 
 Says to every heart to-day, 
 " Ask, it shall be given." 
 
 Unto the Saviour King, 
 
 My prayer I will make ! 
 Only one plea I bring, 
 
 " For the dear Christ's sake ! " 
 
 Blessed Holy Spirit, 
 This my prayer, O hear it, 
 
 Give thy light to me ! 
 That thy truth forever 
 I may seek, and never 
 
 Turn away from thee ! 
 
 Little ones may seek thee, Lord, 
 Little hearts may love thy word ; 
 Little feet may walk thy ways, 
 Little lips may speak thy praise. 
 
 I'll try upon God's holy day 
 To turn aside from work and play, 
 And learn what he would have me be, 
 My loving Lord, who died for me ! 
 
MISCELLANEOUS EXERCISES. I45 
 
 O Jesus, meek and mild, 
 Hear thou a little child, 
 
 Who speaks to thee ; 
 Thy blessed grace within, 
 A heart all free from sin, 
 
 Give thou to me. 
 
 A Scripture and Song Exercise 
 
 Who loves little children? 
 
 "Jesus Christ the same yesterday, and to-day, and forever." 
 
 Sing. Jesus loves me, this I know, 
 For the Bible tells me so ; 
 Little ones to him belong, 
 They are weak, but he is strong. 
 
 Cho. Yes, Jesus loves me, etc. 
 
 What did Jesus say about children ? 
 
 "Suffer the little children to come unto me, and forbid 
 them not ; for of such is the kingdom of God." 
 
 Sing. What did our Lord and Saviour say. 
 
 When others wished to drive them away ? 
 " Suffer little children to come unto me, 
 For of such is the kingdom of heaven." 
 
 When should children come to Jesus ? 
 " Behold, now is the day of salvation." 
 
 Sing. " Come to Jesus, come to Jesus, 
 Come to Jesus just now ; 
 Just now come to Jesus, 
 Come to Jesus just now. 
 
 11 He will save you, he will save you, 
 
 He will save you just now ; 
 
 Just now he will save you, 
 
 He will save vou just now." 
 13 ' ' 
 
146 THE PRIMARY TEACHER. 
 
 How may we know that Jesus will save us? 
 He says, " Him that cometh to me I will in no wise cast 
 out." 
 
 Sing. Jesus loves me, he who died, 
 Heaven's gate to open wide ; 
 He will wash away my sin, 
 Let his little child come in. — Cho. 
 
 How can sin be washed away ? 
 
 "The blood of Jesus Christ his Son cleanseth us from all 
 sin." 
 
 Sing. What can wash away my sin ? 
 
 Nothing but the blood of Jesus ; 
 What can make me pure again? 
 Nothing but the blood of Jesus. 
 
 O, precious is the flow 
 That makes we white as snow, 
 No other fount I know, 
 Nothing but the blood of Jesus. 
 
 Why should everybody praise the Lord ? 
 
 " O, that men would praise the Lord for his goodness." 
 
 Sing. Praise him, praise him, all ye little children, 
 He is love, he is love ; 
 Praise him, praise him, all ye little children, 
 He is love, he is love. 
 
 Who is preparing a home for his little children ? 
 Jesus said, "In my Father's house are many mansions : I 
 go to prepare a place for you." 
 
 Sing. In that beautiful place he has gone to prepare, 
 For all who are washed and forgiven ; 
 And many dear children are gathering there, 
 44 For of such is the kingdom of heaven." 
 
MISCELLANEOUS EXERCISES. 1 47 
 
 Recitation. 
 
 (By six little girls. The Scripture should be recited in con- 
 cert, with appropriate motions.) 
 First Girl. " Little hands, dear Lord, may be 
 Lifted oft in prayer to thee." 
 "Watch and pray, that ye enter not into temptation." — 
 Matt. 26. 41. 
 Second Girl. " Little feet may swiftly go 
 
 In the paths of peace below." 
 " Guide our feet into the way of peace." — Luke 1. 79. 
 
 Third Girl. " Little eyes may look above, 
 Read the story of thy love." 
 " Mine eyes are ever toward the Lord." — Psalm 25. 15. 
 
 Fourth Girl. ' ' Little ears may learn to hear 
 
 Jesus' voice, so sweet and clear." 
 " Mine ears hast thou opened." — Psalm 40. 6. 
 
 Fifth Girl. " Little lips may praise the Lord ; 
 Little lips may speak his word." 
 " I shall praise thee with joyful lips." — Psalm 63. 5. 
 
 Sixth Girl. " Little hearts may be made new, 
 
 Good, and right, and pure, and true." 
 "A new heart also will I give you." — Eze. 36. 26. 
 
 Recitation. 
 
 (Before the offering.) 
 Little children, come and bring 
 Willing gifts to Christ, your King. 
 Many offerings, though but small, 
 Make a large one from you all. 
 Of your pennies God hath need, 
 Sinful, hungry souls to feed. 
 Listen to his blessed word, 
 Gladly share with Christ your Lord. — Sel. 
 
148 THE PRIMARY TEACHER. 
 
 A Little Creed. 
 
 I believe in God above ; 
 
 I believe in Jesus' love; 
 
 I believe his spirit, too, 
 
 Comes to teach me what to do ; 
 
 I believe that I must be 
 
 True and good, dear Lord, like thee. 
 
 Another. 
 
 I believe in God, my Maker, 
 And in my Saviour's love, 
 And in his Holy Spirit, 
 Who came down from above. 
 I believe he loves me truly, 
 And I should love him, too, 
 And always try to please him, 
 In all I say or do. 
 
 Mission Band Exercise. 
 
 (For a class of very little ones.) 
 
 First Child. — In India the papas are very angry when a 
 little girl is born, for there they do not know our loving Sav- 
 iour, Jesus. 
 
 Second Child. — In China the papas sometimes sell their dear 
 little girl babies for forty cents apiece ; they would not be so 
 cruel if they knew and loved Jesus. 
 
 Third Child. — In this Christian land our papas love their 
 little girls dearly, because they believe in the blessed Christ, 
 who said, 
 
 All Together. — Suffer little children, and forbid them not, 
 to come unto me ; for of such is the kingdom of heaven. 
 
 First Child. — And this is meant for girls as well as for boys. 
 
 All. — Let us all help send the Bible to the heathen. 
 
 —Little Helpers. 
 
MISCELLANEOUS EXERCISES. I49 
 
 Harvest Missionary Song. 
 
 1. The fields are all white, and the reapers are few ; 
 We children are willing, but what can we do 
 
 To work for our Lord in his harvest ? 
 
 2. We'll work by our prayers, by the pennies we bring ; 
 By small self-denials, the least little thing 
 
 May work for our Lord in his harvest. 
 
 3. Until, by and by, as the years pass at length, 
 We, too, may be reapers, and go forth in strength 
 
 To work for our Lord in his harvest. 
 
 — In " Sacred Songs for Little Singers" 
 
 Six Ways of Giving. 
 
 (For a recitation by six little girls.) 
 
 1. The Careless Way. — To give without knowing what 
 it is for. 
 
 2. The Impulsive Way. — To give only when some sad 
 story is told. 
 
 3. The Selfish Way. — To make money by fairs or festi- 
 vals for missions. 
 
 4. The Self-denying Way. — To do without something 
 we would like, and give the money that we save. 
 
 5. The Systematic Way. — To give a penny a day, or a 
 certain share of all the money we get. 
 
 6. The Equal Way. — To keep half of all the money I get, 
 and give the other half for missions. — Sel. 
 
 Recitation. 
 
 Do good to the heathen who live in Japan, 
 
 Do good to the dwellers in wide Hindostan, 
 
 Do good to the isles of the sea if you can, 
 
 Do good to them all on each foreign shore, 
 
 But don't forget some who are close to your door. — Set. 
 
I50 THE PRIMARY TEACHER. 
 
 Mother's Jewels. 
 
 What are Mother's Jewels, tell me? 
 
 Are they rings and pins of gold ? 
 And if so what are they good for ? 
 
 I have never yet been told. 
 
 Where does mother keep her jewels ? 
 
 Are they very precious, say ? 
 Does she lock them in her bureau ? 
 
 Does she ever wear them, pray ? 
 
 Can't you tell me what I ask you ? 
 
 Did you say that I should guess ? 
 And that I could surely find them, 
 
 If I look into her face ? 
 
 Well, I think her eyes do sparkle, 
 When she looks up with a smile ; 
 
 They are sweet and bright and pretty,. 
 And they're shining all the while. 
 
 Still you say she has more jewels? 
 
 Well, I'll tell you what I guess : 
 You have heard her call me "Jewel," 
 
 When I get my morning kiss. 
 
 Or you've heard her say of baby, 
 
 When he laughs and crows and plays, 
 
 (I have heard her say it often), 
 " He's as good as gold to-day." 
 
 So, if these are Mother's Jewels, 
 We must try and keep them bright. 
 
 I will tell my little brother, 
 
 And we'll try with all our might, 
 
 " You are Mother's Jewels also, 
 
 And you must remember, too, 
 That a jewel to be pretty 
 
 Must be always bright as new." 
 
 — Emma A. Dobbins. 
 
MISCELLANEOUS EXERCISES. 151 
 
 Recitation. 
 
 I'm only a little child, 
 
 But mamma said one day 
 The smallest hands some work can do, 
 
 And the youngest heart can pray. 
 
 And O, I am so glad 
 
 To know that this is true, 
 That God has in his harvest field 
 
 Something that I can do ! 
 
 Some little corner where 
 
 My little hands may glean, 
 So I may bring a golden sheaf 
 
 When the grain is gathered in ! 
 
 I'm only a little child, 
 
 But Jesus died for me ; 
 Lord, give me every day new grace, 
 
 To work for love of thee. — -Mrs. Dana. 
 
 Exercise for Mission Bands and Circles. 
 
 Question. — What did Jesus say of God's will concerning 
 children ? 
 
 Answer. — " It is not the will of your Father which is in 
 heaven, that one of these little ones should perish." — Matt. 
 18. 14. 
 
 Q. — What must we do that the ten million five hundred 
 thousand young people may not perish ? 
 
 A. — " The Gospel must first be published." — Mark 13. 10. 
 
 Q. — What is the meaning of the word Gospel ? 
 
 A.— " Good tidings."— Luke 8. 1. 
 
 Q. — What must the ten million young people do themselves 
 to secure eternal life ? 
 
 A. — " Repent, and believe the Gospel." — Mark 1. 15. 
 
 Q. — How can these youth believe on the Lord Jesus Christ ? 
 
 A. — " By giving earnest heed to the things they have heard." 
 — Heb. 2. 1. 
 
152 THE PRIMARY TEACHER. 
 
 Q. — What was Christ's command about spreading the Gos- 
 pel? 
 
 A. — " Go ye into all the world, and preach the Gospel to 
 every creature." — Mark 16. 15. 
 
 Q. — What does Paul say about our duty to the heathen ? 
 
 A. — " How shall they believe in him of whom they have not 
 heard ? and how shall they hear without a preacher ? " — Rom. 
 IO. 14. 
 
 Q.— What did Christ tell us to teach ? 
 
 A. — " Go and teach all nations, teaching them to observe all 
 things whatsoever I have commanded you." — Matt. 28. 19, 20. 
 
 Q. — What do the missionaries teach the heathen? 
 
 A. — " Believe on the Lord Jesus Christ, and thou shalt be 
 saved." — Acts 16. 31. 
 
 Q. — W T hat did Jesus say about the great work of saving 
 souls ? 
 
 A. — " The harvest truly is plenty, but the laborers are few." 
 — Matt. 9. 31. 
 
 Q. — What prayer did he tell us to offer for this work ? 
 
 A. — " Pray ye the Lord of the harvest, that he will send forth 
 laborers into his harvest." — Matt. 9. 38. 
 
 Q. — W T hat is the use of missionaries ? 
 
 A. — "To preach the Gospel to the poor ; to heal the broken- 
 hearted, to preach deliverance to the captives, and to preach 
 the acceptable year of the Lord." — Luke 4. 18, 19. 
 
 Q. — What verse in the New Testament is often used as a 
 plea for workers ? 
 
 A. — "Lift up your eyes, and look on the fields; for they 
 are white already to harvest." — John 4. 35. 
 
 Q. — What is the answer of every true child of God when 
 called upon to go as a missionary ? 
 
 A. — " Here am I ; send me." — Isa. 6. 8. 
 
 Q. — What is the object of the Mission Band ? 
 
 A. — " To feed the hungry ; give drink to the thirsty ; kind- 
 ness to the stranger ; clothing for the needy ; to visit those 
 who are sick and in prison." — Matt. 25. 35, 36. 
 
MISCELLANEOUS EXERCISES. 1 53 
 
 Q. — How do we know from God's word that this ought to 
 be the object of the Mission Band ? 
 
 A. — " Whosoever shall give to drink unto one of these little 
 ones a cup of cold water only, shall in no wise lose his re- 
 ward." — Matt. 10. 42. 
 
 Q. — How may we keep our circle full ? 
 
 A. — " Go out into the highways and hedges, and compel 
 them to come in." — Luke 14. 23. 
 
 Q. — How shall we compel them? 
 
 A. — "Be kind, tender-hearted, forbearing one another in 
 love." — Eph. 4. 32, 2. 
 
 Q. — What reward have we for being faithful ? 
 
 A. — " To him that soweth righteousness shall be a sure re- 
 ward." — Prov. 11. 18. 
 
 Q. — When may we reap our reward? 
 
 A. — " Be not weary in welldoing : for in due season we shall 
 reap, if we faint not." — Gal. 6. 9. 
 
 Q. — What will Christ say to us in the last day ? 
 
 A. — " Come, ye blessed of my Father, inherit the kingdom 
 prepared for you from the foundation of the world." — Matt. 
 
 25. 34- 
 
 Q. — Is this promise to the old or to the young? 
 
 A. — Christ says, " Suffer the little children to come unto 
 me, and forbid them not; for of such is the kingdom of God." 
 — Mark 10. 14. 
 
 Q. — How do we know that we are not to confine our work 
 to our own community ? 
 
 A. — " Blessed are ye that sow beside all waters." — Isa. 32. 20. 
 
 Q. — When are we to do our work ? 
 
 A. — " In the morning sow thy seed, and in the evening with- 
 hold not thy hand : for thou knowest not whether shall pros- 
 per, either this or that, or whether they both shall be alike 
 good."— Eccles. 11. 6.— L. N. T. 
 
 " To give is to live ; 
 To deny is to die." 
 
154 THE PRIMARY TEACHER. 
 
 Concert Recitation. 
 
 Loving Jesus, meek and mild, 
 Look upon a little child ! 
 
 Make me gentle as thou art, 
 Come and live within my heart 
 
 Take my childish hand in thine, 
 Guide these little feet of mine. 
 
 So shall all my happy days 
 
 Sing their pleasant song of praise ; 
 
 And the world shall always see 
 Christ, the holy Child, in me ! 
 
 . — From Charles Wesley. 
 
 Recitation for Christmas. 
 
 O, the merry Christmas times, 
 Merry voices, merry chimes, 
 Merry music in the air, 
 Merry sunshine everywhere ; 
 Stockings crammed from top to toe, 
 Trees with tapers all aglow ; 
 
 Aunts and cousins 
 
 Come by dozens, 
 Making merry Christmas, O ! 
 
 O, the blessed Christmas Day, 
 What a jolly time for play ; 
 Santa brings such lovely toys, 
 Dolls for girls, and blocks for boys, 
 Candies, books, and cars that go ; 
 And beneath the mistletoe 
 
 Aunts and cousins 
 
 March by dozens 
 To the Christmas dinner, O ! 
 
 — Mrs. S. J. Brigham. 
 
MISCELLANEOUS EXERCISES. 1$$ 
 
 Recitation. 
 
 The fields are white to the harvest, 
 
 And the laborers are few ; 
 Dear child, 'tis the Saviour calling 
 
 To little ones just like you. 
 Don't think it beyond your power 
 
 To follow the Lord's commands, 
 The sweetest work for the Master 
 
 Is done by the children's hands. 
 
 Would you know the delight of living, 
 
 A delight without alloy — 
 An all-the-year- round Thanksgiving, 
 
 A heart overrun with joy? 
 Then come, and your places, children, 
 
 As dear little gleaners take ; 
 Come, work to-day in the vineyard, 
 
 And do it for Jesus' sake. — Mrs. Dana. 
 
 A Recitation for Christmas. 
 
 'Twas Christmas week : the wintry light 
 Faded to darkness^ dull and drear ; 
 
 " These are," I said, half to myself, 
 " The shortest days in all the year." 
 
 Across our darling's childish face 
 
 Passed the quick shadow of a thought, 
 
 Then suddenly she brightly smiled, 
 
 As though she found the things she sought. 
 
 And said, " I know the reason why •, 
 It's 'cause the little girls like me 
 
 Wish it was Christmas ; so the Lord 
 
 Makes the days shorter purposely ! " — Set. 
 
156 THE PRIMARY TEACHER. 
 
 Responsive Exercise. 
 
 Do you hear those voices sound ? 
 List ! the temple courts resound ! 
 Hark ! a thousand children sing, 
 " David's Son, the children's King." 
 
 See them fill the courts, a throng — 
 Vainly priests forbid their song. 
 " Hail ! all hail ! " they shout and sing. 
 " David's Son, the children's King." 
 
 Sacred walls repeat the strain, 
 Loud hosannas, glad refrain ! 
 Jesus hears no sweeter thing, 
 " David's Son, the children's King." 
 
 Let the chorus still prolong ; 
 Jesus Christ approves the song ; 
 " Perfect praise " the children bring, 
 " David's Son, the children's King." 
 
 —Dr. E. T. Cassel 
 
 A Christmas Recitation. 
 
 In a manger lying low, 
 
 O, so very long ago, 
 
 Shepherds coming from afar, 
 
 Following a moving star, 
 
 Found the Christ-child, fair and sweet, 
 
 And they kissed his little feet. 
 
 To that manger, rough and old, 
 Wise men brought their gifts of gold, 
 And adored him with glad voice, 
 Saying, " He is come ; rejoice !" 
 And white angels, wondrous fair, 
 Watched about the infant there. — Sel. 
 
MISCELLANEOUS EXERCISES. 1 5/ 
 
 The Friends of Jesus. 
 
 Of all the twelve apostles 
 
 The gospels give the names ; 
 First, Andrew, John, and Peter, 
 
 Bartholomew and James ; 
 Matthew and Simon, Thomas, 
 
 Were friends both tried and true ; 
 Then Philip, James, and Lebbaeus, 
 
 And the traitor Judas, too. — Sel. 
 
 Specimen Blackboard Lessons. 
 
 [Sometimes the thought of the lesson may be impressed by 
 a rhyme. A few specimens of general application are given. 
 Print with colored crayons, using pictures for the Italicized 
 words :] 
 
 1. My hands, my feet, my head, my heart, 
 Are of God's temple each a part. 
 
 He guards its gates by night, by day, 
 To keep the serpent sin away. 
 
 2. Bud and blossom and leaf and fruit, 
 Droop and die with a zvorm at the root ; 
 Sin in the heart of a child or king 
 
 A storm of trouble will surely bring. 
 
 3. Little soldiers, going to battle, 
 Choose your Captain, choose to-day ; 
 Take your shield, your sword, your colors, 
 Slay all evil in the way. 
 
 4. The altar and the holy flame, 
 
 Our eyes may see, our hearts may claim, 
 Since Christ, our prophet, priest, and king, 
 Hears every humble prayer we bring. 
 
 5. Little soldier, take God's word, 
 Use it as a sharp-edged sword, 
 Wear it as a shield from sin, 
 Till the crown of life you win. 
 
158 THE PRIMARY TEACHER. 
 
 Order of Service. No. 1. 
 
 [Strike the bell softly three times. At once begin to repeat, 
 children following :] 
 
 The bell has struck its one, two, three, 
 " Be still ! " is what it says to me, 
 For this is God's most holy day, 
 And I am here to learn his way ; 
 So now, with all my heart, I'll seek 
 To hear the words that he will speak. 
 
 Teacher. The Lord is in his holy temple. 
 Class. Let all the earth keep silence before him. 
 
 [All fold hands and bow heads.] 
 T. Dear Lord, bless our Sunday school to-day. 
 C. Amen. 
 
 T. This is the day which the Lord hath made. 
 C. We will rejoice and be glad in it. 
 Singing. " Praise him, praise him, all ye little children." 
 103, Little Pilgrim Songs. 
 Whisper Prayer. 
 
 Lord, help me when I try to pray, 
 
 Not only mind the words I say, 
 
 But may I try, with watchful care, 
 
 To have my heart go with my prayer. 
 Prayer. [All joining in Lord's Prayer at the close.] 
 Singing. gt Little Soldiers." 63, Melodies for Little People, 
 Apostles* Creed. 
 
 Teacher. What does our Lord say about giving ? 
 Class. " It is more blessed to give than to receive." 
 T. What kind of a giver does the Lord love ? 
 C. " The Lord loveth a cheerful giver." 
 
 Concert Recitation. 
 
 We bring our gifts to Jesus, 
 And lay them at his feet ; 
 O, give them, Lord, some work to do, 
 Some holy service sweet ; 
 
MISCELLANEOUS EXERCISES. 1 59 
 
 Our hearts, our lives, our offerings take, 
 And bless them for our Saviour's sake. 
 
 Offerings. 
 
 Singing. " Hear the pennies dropping." 
 
 Birthday Gifts. 
 
 Concert Prayer. 
 
 Father, fill our days 
 With thy love and praise ; 
 Then our years shall be 
 Given ail to thee. 
 
 Motion Exercise. 
 
 Take my hands, dear Jesus, [Hands outstretched?] 
 
 Let them work for thee ; 
 Never let them idle, \_Drop hands. ] 
 
 Or in mischief be ; 
 Let me lift them humbly [Lift hands.~\ 
 
 As thy grace I seek, 
 Let me fold them softly [Fold hands.] 
 
 As thy name I speak. 
 
 Lesson Taught. 
 Echo Prayer. 
 
 Closing Hymn. "Hear us, O Lord." 15, Melodies for 
 Little People. 
 
 Teacher. " Little children, love one another." 
 Dismissal. 
 
 Order of Service. No. 2. 
 
 Concert Recitation. 
 
 Safely through another week 
 
 God has brought us on our way ; 
 Let us now a blessing seek, 
 
 Waiting in his courts to-day, 
 Day of all the week the best, 
 Emblem of eternal rest. 
 
l60 THE PRIMARY TEACHER. 
 
 Teacher. Lord, open thou our lips ; 
 Class. And our mouth shall show forth thy praise. 
 Praise Song. "We praise thee, O God." 
 Teacher. Come, let us worship and bow down. 
 Class. Let us kneel before the Lord, our Maker. 
 Whisper Prayer. 
 
 Before my words of prayer are said, 
 I'll close my eyes and bow my head ; 
 I'll try to think to whom I pray, 
 And try to mean the words I say. 
 
 Prayer. 
 
 Motion Song. 66, Melodies for Little People. 
 
 Concert Recitation. 
 
 Small are the gifts that we can bring, 
 
 But thou hast taught us, Lord, 
 If given for the Saviour's sake, 
 They lose not their reward. 
 
 Offerings. " Give, said the little stream." 
 
 Responsive Exercise. 
 
 Teacher. For life, and health, and happy days, 
 
 Class. We praise our loving Lord ; 
 
 T. For love that leads in wisdom's ways, 
 
 C. We praise our loving Lord ; 
 
 T. For this dear friend, so kind and true, 
 
 C. We praise our loving Lord ; 
 
 T. That she may know and serve thee, too, 
 
 C. We pray our loving Lord. 
 
 Birthday Gifts. 
 
 Pirst Psalm. 
 
 Pes son Taught. 
 
 Echo Prayer. 
 
 Singing. 
 
 Teacher. The Lord watch between thee and me, 
 
 Class. W T hen we are absent one from the other. 
 
 Dismissal. 
 
MISCELLANEOUS EXERCISES. i6l 
 
 Order of Service. No. 3. 
 
 Singing. "Little children, praise the Lord." Cook's 
 Primary Songs. 
 
 Teacher. Praise waiteth for thee, O God, in Zion. 
 
 Class. Unto thee shall all flesh come. 
 
 T. Serve the Lord with gladness. 
 
 C. Enter into his gates with thanksgiving. 
 
 Responsive Exercise. 
 
 Teacher. For air and sunshine, pure and sweet, 
 Class. We thank our heavenly Father; 
 
 T. For grass that grows beneath our feet, 
 
 C. We thank our heavenly Father ; 
 
 T. For flowers that all around us bloom, 
 
 C. We thank our heavenly Father ; 
 
 T. For birds that sing in joyful tune, 
 
 C. We thank our heavenly Father ; 
 
 T. For leafy trees, with fruit and shade, 
 
 C. We thank our heavenly Father ; 
 
 T. For things of beauty he has made, 
 
 C. We thank our heavenly Father ; 
 
 T. For daily blessings, full and free, 
 
 C. We thank our heavenly Father ; 
 
 T. For all his care o'er you and me, 
 
 C. We thank our heavenly Father ; 
 
 T. For Jesus Christ, the children's Friend, 
 
 C. We thank our heavenly Father ; 
 
 T. For life in him that knows no end, 
 
 C. We thank our heavenly Father. 
 
 Words about Prayer. 
 
 Teacher. Seek ye the Lord while he may be found. 
 Class. Call ye upon him while he is near. 
 All. Thy face, Lord, will I seek. 
 Prayer. 
 
 Singing. "Something for the Lord." 105, Melodies for 
 Little People. 
 Offerings. 
 11 
 
1 62 THE PRIMARY TEACHER. 
 
 Concert Recitation. 
 
 Let all my days 
 Be full of praise ; 
 Let all my years 
 Be free from fears ; 
 Let all I have 
 
 Be truly thine, 
 Then, blessed Lord, 
 Thou wilt be mine ! 
 Birthday Gifts. 
 
 The Children s Creed. " I believe in God the Father.** 
 Said or sung. 
 
 Quieting Exercise. 
 
 We will all rise up together, 
 We will all sit down together, 
 We will mind the rule of the Sunday school. 
 And all rise up together. 
 
 We will raise our hands together, 
 We will fold our arms together, 
 We will mind the rule of the Sunday school. 
 And all sit down together. 
 
 We will sit up straight together, 
 We will place our feet together, 
 We will mind the rule of the Sunday school, 
 And all keep still together. 
 
 Lesson Taught. 
 Echo Prayer. 
 
 Closing Hymn. " God be with you till we meet again." 
 Teacher s Parting Words. Little children, keep your- 
 selves from idols. 
 Dismissal 
 
 Order of Service. No. 4. 
 
 Teacher. I was glad when they said into me, 
 Class. Let us go into the house of the Lord. 
 
MISCELLANEOUS EXERCISES. 163 
 
 T. Blessed are they that dwell in thy house. 
 C. They will be still praising thee. 
 Whisper Prayer. 
 
 Look, dear Lord, upon thy children, 
 
 Hear us as we try to pray ; 
 Fill our hearts with peace and gladness, 
 On this holy Sabbath day. 
 Praise Song. "Why not I ? " 81, Melodies for Little 
 People. 
 
 Twenty-third Psalm. 
 
 Teacher. Who watcheth o'er us day by day ? 
 
 Class. God, our heavenly Father ; 
 
 T. Who heareth little children pray ? 
 
 C. God, our heavenly Father. 
 
 Prayer. 
 
 Singing. 
 
 Concert Recitation. 
 
 We'll work by our prayers, by the pennies we bring, 
 By small self-denials ; the least little thing 
 May work for our Lord in his harvest. 
 
 Offerings. 
 
 Birthday Gifts, preceded by Recitation. 
 
 Little minutes make the hours, 
 
 Hours grow into days, 
 Days climb up into the years, 
 
 Glad with happy praise ; 
 All the days and all the years 
 
 God to us hath given, 
 If we give them back to him 
 
 He will give us heaven. 
 
 Motion Exercise. 
 
 " Two little eyes to look to God, 
 
 Two little ears to hear his word, 
 
 One little tongue to speak his truth, 
 
 One heart to give to him now in my youth, 
 
164 THE PRIMARY TEACHER. 
 
 Two little feet to walk in his ways, 
 
 Two hands to work for him all my days ; 
 
 Take them, dear Jesus, and let them be 
 
 Always obedient and true to thee." 
 Lesson Taught. 
 Echo Prayer. 
 
 Closing Hymn. 67, Melodic s for Little People. 
 Teacher. The Lord bless thee and keep thee. 
 Class. The Lord make his face to shine upon thee. 
 T. The Lord lift up his countenance upon thee, and give 
 thee peace. 
 Dismissal. 
 
 Order of Service. No. 5. 
 
 Teacher. What is God's word about the Sabbath ? 
 
 Class. " Remember the Sabbath day to keep it holy." 
 
 T. What is God's word about Jesus? 
 
 C. " Jesus Christ came into the world to save sinners." 
 
 T. What did Jesus say about little children ? 
 
 C. " Suffer little children to come unto me." 
 
 Concert Recitation. 
 
 I am glad my blessed Saviour 
 
 Was once a child like me, 
 To show how pure and holy 
 
 His little ones might be; 
 And if I try to follow 
 
 His footsteps here below, 
 He never will forget me, 
 Because he loves me so. 
 Singing. 
 
 Teacher. Unto thee will I lift up mine eyes, 
 Class. O thou that dwellest in the heavens. 
 Whisper Prayer. 
 
 Thou, O Lord, art King of heaven, 
 
 Yet a little child may come, 
 Bring thee love, and praise, and worship, 
 Find within thy heart a home, 
 
MISCELLANEOUS EXERCISES. 1 65 
 
 Prayer. [All joining in the Lord's Prayer.] 
 
 Singing. 
 
 Recitation of Golden Texts, Psalm, or Catechism. 
 
 Singing. " Penny Song," or class recitation. 
 
 Now while we are little, 
 Pennies are our store, 
 
 But when we are older, 
 Lord, we'll give thee more. 
 Offerings. . 
 
 Review, and Golden Text. 
 Alotion Song or Exercise. 
 Lesson Teaching. 
 Echo Prayer. 
 Singing. 
 Closing Sentences. 
 
 Teacher. Lift up your hands in the sanctuary, 
 Class. And bless the Lord, 
 
 T. The Lord that made heaven and earth bless thee out of 
 Zion. 
 
 Mizpah. 
 
 Order of Service. No. 6. 
 
 Teacher. Praise ye the Lord. 
 
 Class. Sing unto the Lord a new song. 
 
 T. Let the children of Zion be joyful in their King. 
 
 C. Let the heart of them rejoice that seek the Lord. 
 
 Concert Prayer. 
 
 Our Father in heaven, 
 
 Revered be thy name ; 
 May thy sacred kingdom 
 
 Be always the same ; 
 O give, we beseech thee, 
 
 Our sweet daily bread, 
 For 'tis by thy kindness 
 
 That all will be fed. 
 
1 66 THE PRIMARY TEACHER. 
 
 O, may we be pardoned 
 
 Each folly and sin, 
 May we through forgiveness 
 
 Let love enter in ; 
 Keep us from temptation, 
 
 From weakness of men ; 
 Let this be our prayer, 
 
 O Lord, to the end. 
 
 Singing. Creed or Song {Songs for Little Folks, page 52). 
 Review and Golden Text. 
 
 Teacher. Whom should we love best of all ? 
 
 Class. The Lord our God. 
 
 T. And whom next? 
 
 C. Our neighbor. 
 
 T. What is the Golden Rule ? 
 
 C. " Do to others as you would have others do to you." 
 
 T. W T hat did Jesus say about giving? 
 
 C. "It is moi'e blessed to give than to receive." 
 
 Offerings. 
 Recitation. 
 
 Gladly now our gifts we bring 
 
 To our holy Saviour King ; 
 
 Bless them, Lord, and let them be 
 
 Silent messengers for thee. 
 
 Psalm , Catechism, or Golden Texts. 
 
 Motion Song. 
 
 Lesson Teaching. 
 
 Echo Prayer. 
 
 Singing. 
 
 Teacher. The Lord is my light and my salvation. 
 Class. Whom shall I fear? 
 T. The Lord is the strength of my life. 
 C. Of whom shall I be afraid ? 
 
 T. Surely goodness and mercy shall follow me all the 
 days of my life.