compared to a sun and shield; a rock and refuge. Heaven itself is described with its streets and harps and crowns of gold, its arches, mansions, rivers, etc. Even our divine Redeemer calls himself the vine, the tree, the lamb, the bread, and fountain of living

waters.

9. Avoid a stereotyped or routine mode of teaching. If ever so good, strive to improve it; vary it, and freshen it up in some way, and thus keep each child expecting something.

10. Awaken curiosity. Archbishop Whately says: "Curiosity is the parent of attention; and a teacher has no more right to expect success from those who have no curiosity to learn, than a husbandman has who sows a field without ploughing it;" duly regard their love of approbation by cherishing their selfrespect; and if you would retain attention, patiently cultivate their inquisitiveness, for it will prove one of the grateful rewards for your kindness. Says an old writer: "The general occupation of infancy is to inquire. Education directs their inquiries." Therefore, bear patiently with your little ones, and answer all their endless questionings. Do not rashly check the rising spirit of free inquiry with an impatient word or frown. Says the poet :

"Answer all a child's questions, and ask others as simple As its own, yet wisely framed

To waken and prove the young child's faculties,
As though its mind was some sweet instrument,
And you with breath and touch were finding out
What stops and keys would yield the sweetest music."

Now, I will freely acknowledge-1. That attention, such as we want to get from children, is a very difficult thing for anybody to give. The incidents of yesterday and the cares of to-day and business and pleasures of to-morrow, will divert and scatter attention. 2. That fixed attention to religious subjects is particularly hard for any one, and especially hard for children to give; but hard as it is, we must have it, and no half-hearted, languid attention either, if we are to do any real good in the Sunday-school. 3. Says an old writer to Sunday-school teachers: "Let me tell you, you will not get it by claiming it; by demanding it as a right; or entreating it as a favor, by urging upon your pupils the importance of the subject, the sacredness of the day, the kindness of the teachers, or the great and solemn character of the truths which you have to impart. All these are legitimate arguments to be used with older Christians, but will not do to rely upon with children. Nothing in the long run-except fear, which is a very unsatisfactory motive-can keep a child's attention fixed but a sense of real interest in the things which you are saying. The subject must claim attention for itself, and therefore, the teacher needs always to be accurately prepared and well furnished with correct knowledge, parallel passages, illustrations, facts, anecdotes, definitions of hard words, allusions, poetry, etc. In all your teaching, forget not to recall the fresh spirit of your childhood in all its warmth and earnestness, remembering that he is the wisest teacher

who can combine the man's intellect with the child's heart."

Now it may be, after all, teacher, that your children may be inattentive, or they will disobey your commands, or they will fail to treat you with respect; but if that should be so, we will reply, in conclusion, in the impressive words of Mr. Fitch: "Ask yourself in that case whether your own behavior is uniform and dignified; whether you ever give commands without seeing that they are obeyed; whether you waste your words or your influence in an injudicious way; whether there is anything in your conduct that reveals to the children a want of punctuality or order, or of earnestness or steadfastness on your part? For children are very keen observers of character, and, in the long run, are sure to feel loyalty and affection for one who is manifestly anxious to do them good, and who can be uniformly relied on in word and in deed."

14 *

XVIII.

THE ART OF QUESTIONING.

HERE is a real art in knowing where, when, and how to put a good question, that

shall quicken the memory, set the mind to thinking, and call back the reflective faculties. Such are the possibilities of a question. A large proportion of all the good teaching in our Sabbath-schools is brought about by the simple process of questions and answers. "A question unveils the soul. Nothing can escape a question. A question reveals. decision." Hence the skill required. Mr. J. G. Fitch says: "The success and efficiency of our teaching depend more on the skill and judgment with which we put questions than on any other single circumstance."

This art is to be learned, like any other art, by much study and patient practice, for we best learn the art of questioning by questioning. Augustine says: "A boy can preach, but a man only can catechise," and Lord Bacon says: "A wise question is the half of knowledge." Therefore the great skill

in teaching consists mainly in the right forming and asking of questions.

If this be true, it follows that this subject should be regarded as of special importance by every teacher. Teachers often say that they cannot succeed in asking questions without the book; that they do not know what to ask. To this I reply, 1. There is never any difficulty in forming the question where there is an interest to obtain the answer. 2. It is generally unwise to ask any question unless we have an interest in obtaining the answer. Do not tantalize the little ones. Says Mr. Hassell: "A question under some circumstances will merely produce an exercise of the memory; under others an exercise of reasoning; and under others again it will stimulate inquiry," and we may add, awaken curiosity. Mr. Groser says: "The true scope of questioning-power is as follows: To awaken curiosity or the desire to know; to arouse the memory or the recollection of what is already known; or to point out something unknown, which may be inferred from that which is known.” A question skillfully put will arouse, will fix attention, concentrate the thoughts, and so discipline the mind of the pupil.

There are, however, many bad and indifferent questions put, in religious teaching, which a little knowledge of the correct rules of the art of questioning will enable us to avoid. Frequently a slight variation in the form changes a bad question into a good For instance: "Moses was a good man, was

one.