that illustrations and pictures are the chief means used to impart ideas and descriptions. People look at the pictures in current literature, and scarcely do more at best than glance rapidly over the reading matter. A picture will convey in a comprehensive, vivid, picturesque instant a grasp and detail in any subject that it would require pages of print to explain. Moreover, we are of a concrete, rather than abstract or abstruse, type of mind in this age. The eye-gate appeals to our understanding far better than the ear-gate, and the picture eye-gate best of all. Thinking of a historical scene or object requires visualizing. If we have only a literary description, the process of visualizing is most complex, though not so difficult perhaps as with a verbal description. A picture visualizes at once-gives it all in a flash, as it were. Pictures are thus of value in every stage of education, with the adult fully as much as with the youngest child. In all education of the modern type, it is recognized to-day, that "means of self-expression" are necessary. The student, young or old, must do in order to understand. The object must precede the symbol. The concrete must anticipate the abstract. The true education says that doing must come before learning, that we understand by our reconstructing, or at least representing, what we are to learn by rule and principle later. Education thus, secular and religious alike, is meeting in self-expression the wants and craving and desires of the pupil. Some of such "Means of Self-Expression" are Representing the Subject by the Use of Pictures, by Drawings, by Maps (relief, putty, clay, Pasticine, paper-pulp, ink, crayon, water colors, and even pyrography), Written Description of the Subjectmatter in the form of Notes or Essays, by Constructing Objects or Models, by Reproducing Bible Scenes in simple Plays and Dramatization, etc. It is important likewise that Expression of Christian Teaching and Altruistic Principles be given actually in suggested works of charity and kindness, in practically living the life for which the principles and teachings stand. Grade I. Pictures in the Kindergarten and Primary Schools. Picture Mounting Books (N. Y. Sunday School Commission), in which pictures of the half-cent or penny series are pasted in with Dennison stickers to illustrate a topical lesson. Grade II. Pupils from 8 or 9 to 10 or 11. Old Bibles or Testaments are clipped, making a harmony of the Old Testament, or Life of Christ, or Apostolic Church. Clippings and pictures to illustrate them are mounted in Picture Mounting Books, and a Picture Bible thus formed by each child. Children of this grade can often do this work, when their writing is still too labored and crude for written elaboration. Reverence is taught by carefully burning waste portions of the old used Bibles. Sometimes the book covers are beautifully illuminated. Grade III. Pictures are mounted in books in historical sequence as before, and a brief description written beside them, or on the opposite page, in addition to the study given to the lesson in connection with the Lesson Manual. There are two types of children, one the mental type, the other the manual type. This latter type is the "bad" boy or girl. Realize that badness is often extreme nervousness and activity, and will disappear at once with the use of Manual Methods, self-expression, such as is supplied by this note-book work. This is successfully done with pupils from 10 to 12 or 13 years of age. Grade IV. Pictures and Mounting Books, as above, with much longer essays or fuller notes or long theses, forming an original biography or history of the subject studied. Drawings, maps, etc., are added, and often quite elaborate books prepared, reaching up to adult life and Bible Classes. This begins at Adolescence, 12 years onwards. Thus we cover all the divisions of the Sunday School, in a graded picture note-book scheme. Kindergarten and Primary in Grade I. Grammar School in Grades II. and III. High School and Post-Graduate School in Grade IV. II.—Map-Making in Relief. (a) the Klemm Relief Maps of Egypt, Palestine, and Roman Empire may be colored with water or oil colors. (b) The Sand Table Map may be used in all grades. Even adults delight in it. The best proportions are three units one way by four the other. White Rockaway or River Bottom Sand or ground Glass Quartz are the best materials. (c) Paper Pulp (white or olive green), clay, or even putty, can be molded. For the use of the Pulp, see the Commission Bulletin, Vols. II. and III. (25 cents a volume) or Mr. Littlefield's MANUAL WORK. Clay and Putty do not dry well; but are used on glass or the board may be painted. Pulp is the best, though flour and salt are used. The Maps are made in the Map-Boards, noted below, and when dry are pried off with a broad knife, and pasted on cardboard. They may be colored as desired with oil colors, water colors (Diamond Easter Egg Dyes or Japanese Water Colors on cards). Another excellent material is Plasticine, a kindergarten clay that comes in colors. The maps are made during two or three Sunday School Sessions, in a separate room, under a special teacher, who takes the regular teacher and the pupils apart for this work, or they may be done outside of school hours, some afternoon or evening, as arranged. Much time is saved, as the Bible Events and History are clinched readily by these maps, and Bible Geography becomes a matter of certain visualizing, not of dead rote memory, to say nothing of vital interest. A good "key" for the dimensions and relations of Palestine is given in MANUAL WORK. The only Maps needed in the whole course are: 1. IN OLD TESTAMENT HISTORY, Palestine, some colored for Pre-Exodus and some for the Conquest, Solomon's Kingdom, and Subsequent Fortunes of Israel and Judah; Egypt and Sinai, for the Exodus; Mesopotamia, for the Exiles. 2. IN THE LIFE OF CHRIST, Palestine, with New Testament Divisions, and Galilee, showing Esdraelon for the Galilean Ministry, which requires more space to outline it. 3. IN THE EARLY CHRISTIAN CHURCH, Roman Empire only, for St. Paul's Journeys. Six maps in all are essential. III.-Map-Making in the Flat. The Historical Maps of the Littlefield, Bailey, Harrison, McKinley, and Hodge Series cover every possible style, price, size, and subject desired. They range from 45 cents a hundred to 10 cents apiece. In general we would recommend the following use, running parallel with the Relief Maps. Use them in profusion, letting every pupil have them, water or oil colors. (a) FOR OLD TESTAMENT HISTORY, get the full set of Littlefield Maps for coloring with crayons. There are fifteen in the set in all. The several Bailey Maps, especially the Key Maps, are valuable for rapid line making and for Reviews and "Tests." (b) FOR THE LIFE OF CHRIST, use the Littlefield, for it gives Palestine in larger form, use Bailey Esdraelon for Galilean Ministry, use Bailey Key Map for places. (c) FOR THE APOSTOLIC CHURCH, use Littlefield Map for Early Apostolic Journeys, use Bailey Roman World and Key Map of Roman World for St. Paul's Journeys. These sets of maps sell by the tens of thousands and are the very best avenues of interest and "point of contact" yet developed in Bible Study. Note carefully that NO MAP WORK should be begun before the age of TEN or ELEVEN. IV.-Modelic Work. Models are essential to a clear understanding to-day. They have long been seen in the Day School. They are rapidly coming into the Sunday School. Hundreds of dollars are being spent in their manufacture. Every good Sunday School is putting in a Museum. The list is constantly being enlarged. Note carefully that some models can be used at all ages, some only after "Historic Perception" has developed. Those usable before ten are the Houses, Tent, Sheepfold, Scroll, Well, Water Jar, Lamp, Tomb, and Water Bottle. All these and the others can be used for all ages above ten. Some of them combine splendidly with the Sand Table. Under Models, would also come the Flowers of Palestine and Stereoscopic Pictures, commonly called Stereographs, which portray real scenes in the three dimensions. QUESTIONS FOR THOUGHT AND DISCUSSION. 1. What are the Chief Divisions of Manual Work? 2. What four grades of Book Work are used? Explain each. 3. What can you say about Relief Maps-the Materials, Subjects, and Mode of Making? 4. What special use is Map Work in the Flat? 5. What advantages have Models? Memory: CHAPTER XX. MEMORY AND ITS TRAINING. SUGGESTED READINGS. *TEACHER TRAINING. Roads. pp. 68-71. TALKS TO TEACHERS. James. pp. 116-145. Memoriter Work: THE ART OF TEACHING. Fitch. pp. 14-175. PEDAGOGICAL BIBLE SCHOOL. pp. 269-282. Memory-Training in the Scholars. There would be little use in teaching, unless it left a residuum, at least, of stored-up knowledge, related, interwoven knowledge, as an impress upon life and character. We have already considered the general facts about memory. Here we wish to think of only those facts of special interest in our practical training of memory. What Kinds of Memory Are Wanted? Is it a memory of Words, Verbal Memory (as that cultivated in Memoriter Work), or of Things and Facts (as History, etc.)? Is it primarily Concrete Memory, accurate reproductions of visual images, pictures, sounds; or an Abstract Memory, such as holds the gist and general meaning of what has been taught, and can reason better about the facts learned than most visualizing memories? Have you ever noticed that those children who learn to recite the Catechism most accurately, are least able to explain it? and that the other class, who stumble over it, letting slip small words, can cover the sense and meaning of the |