And be simple and familiar in your language and your illustrations. Do not use long words when short ones will answer the purpose so much better. The lesson is puzzle enough. Do not make it necessary that the child shall seek a dictionary in order to understand your definitions.

And, secondly, the success of all teaching depends upon the hearty co-operation of the children. And not a few of the children either. All must work together. It is far easier to stand up and deliver certain theories like an oracle than it is to teach the simplest lesson. For the very word "teach," implies reception by the taught. We could not be said to teach inanimate things, though we might address them all day long. There must be answering work, or rather responsive work—the little minds following and receiving the facts you put forth.

But it is difficult for children long to sustain attention unaided. It should be your aim to arrest and retain it in various ways.

First of all, find out how much information on the subject the children are already possessed of. Make this clear and plain to them. Certain things are-they see that clearly; then proceed from this to that of which as yet they are ignorant. Do this not by just stating the thing they ought to know, and making them repeat it after you;, lead them to make discoveries for themselves. You can do this by a series of judicious questions taking them up to the very point you wish to bring out, till at last the idea breaks over their minds as to the truth you wish to bring out. This will interest the children, and fix the lesson in their minds; for it is by their own effort, rightly directed, that they obtain the desired knowledge.

Then as each step has been attained, go back a little and connect the whole. Because such a thing was—some other thing is—and something else will have to be. And when that something else has been made plain, then bind the whole lesson into one.

A greater help in keeping up attention does not exist than judicious, skilful questioning. It requires no small amount of ability to make a good questioner. Leading questions should never be used.

"Don't you think it was best to do so and so?" or would it have been better to have done this or that? are bad forms of questions. Any question that requires only "yes" or "no" should be avoided. The children must think. They can say yes or no, or both-as many children will, directly they gather from the teacher's face that the first venture was a mistake-without much effort of the mind. Make them give a full answer.

how, and the why, and the what.

Let them tell the

And ask questions promiscuously, not regularly in turn. If you see attention wandering, instantly recall it in this way. Children will soon learn that it is possible for them to be " caught napping," and will endeavour to keep up to their work.

And it is a good thing to do, if it can be done

quickly, to lead the class to decide the correctness

or the incorrectness of the answer.

done without the least ill will.

this answer might be improved?

This may be

"Who thinks

Tell me how,

dear?" "Supposing the other could have been right, what might we have expected?" and so

on.

And lead your children, as far as possible, to attach definite ideas to words. They are so apt to treat them as words only.

"A mountain'

should bring to their minds some definite object; through the eye of their imagination it should become of a certain height, or bare, or clothed with verdure and flowers, or thickly wooded in places, or sloping or steep. You should do all in your power to help them in this. I had rather a child pictured a scene somewhat erroneously than make no picture of it at all.

For this realising of scenes spoken of, or events touched upon, is of great importance, especially in all Bible teaching. Without it those precious

words lose half their effect. Take one verse only as an instance of what I mean.

"And seeing the multitudes He went up into a mountain, and when He was set, His disciples came unto Him."

How many children have conned these words over and over, and have never entered into the picture or scene.

The multitude.-People of all kinds, sick and healthy, young and old, poor and rich, men and women, friends with loving gaze, foes looking malice or ridicule, all gathered to listen to His words.

The mountain.-The soft green verdure and sweet flowers, the gentle slopes, the sea view far away on the one side, and the Jordan like a silver thread on the other, visible from its summit, and the soft, cool refreshing breeze blowing over it.

The Master. His loving tender look; His sad, sweet manner, as one bearing our griefs and carrying our sorrows, turning His eyes all ways