after years be recalled, and in some cases be used as means to bring the wanderer back to his Father's house. A young teacher once said to me, when almost in despair about an unruly boy, "Perhaps he may remember these lessons in his prison cell." Most sincerely did I hope that such a destination was not in store for the poor boy, but the remark contained a thought which should stimulate all teachers; and if it be true that "the nursery song is the last echo in an old man's memory," does it not behove us to be careful in selecting the stores that are thus revived at the close of life? For the sake of Teachers engaged in daily toil, and who can find little time for preparation for the class, I will enter more fully into particulars about my plan, as in their case I feel assured my lessons will be of use. I recommend two teachers when the class numbers fifty, and three if there be more. One teacher should ask the questions, the others keep order and lead the replies. Great pains should be taken with the speaking; a singsong tone should be avoided, the voices should all rise and fall together, every word should be clear and distinct, and the tone and emphasis be well attended to. The boys should be arranged on one side, and the girls on the other, if they cannot be taught in separate rooms. A new lesson should be given every Sunday morning, the words carefully explained, and many of them spelt by the children: the remainder of the time should be spent in repeating old lessons and hymns. In the afternoon, the new lesson should be again repeated; afterwards, a verse from Lesson 51 might be taught, and a short address given from it. I sometimes vary the afternoon teaching by a child's service, in which the children take their part. An Infant Class teacher should be both intelligent and ingenious, so many circumstances occur that may be turned to good account, either for illustration or instruction. The questions should be altered in various ways to ascertain whether they have been rightly understood. For instance, after teaching a class of boys the history of David, and having spoken of him sometimes as a king and sometimes as a shepherd, I said, "Now tell me the name of the shepherd-king." A blank look was all I got in reply. We have frequently had examinations of our Infant Classes on the evening, when a tea-party has been held in the school, and in a country village they have excited far more interest than the recitations which have become so general, and which, I regret to say, are often badly selected and badly given. An account of one of these examinations would not perhaps be out of place here, as I wish to rouse the Infant Class teacher to enthusiasm in his work. After tea, the children and teachers took their places, the parents looking pleased, happy, and full of anticipation. The first hymn, "Let us with a gladsome mind," was sung very sweetly, the two first lines by the girls, the two last by the boys, the last verse all together. The girls then replied to some questions from the Old Testament, and another lesson was repeated by the boys; a hymn followed, first by the girls then the boys; after wards more questions and hymns, all repeated without the slightest hesitation or one mistake, and closed with our favourite hymn, "The pilgrim band." I have seen great effect produced by variation in tone, as, for instance, in the passage, "Bow the knee;" every voice was raised, and all spoke together as with one voice; when such words as, "Peace, be still," occurred, the voices sank almost to a whisper. In singing, also, the children should be taught to sing softly or loudly just according to the sense. I have made a small selection of hymns; others can be added by the teachers. I have not given the names of the authors, because I do not know all, and have also omitted giving the passages from which my replies are selected,-if required, a concordance will supply the omission. The words in italics only, in the Elliptical Lessons, must be said by the children, and the teacher should be particular in having them said in the same tone in which he is repeating the other parts. I would also recommend that the Lord's Prayer, and some of the other long pieces, should be said by two of the children only at once, to avoid the confusion of sound which is caused by a great number repeating a long sentence together; the shorter answers can of course be kept harmonious. M. M. |