Go on a tour of discovery, seeking for the noble metrical translations of these psalms found in our hymn-books and religious anthologies. For Psalm 19 read Addison's magnificent hymn, "The spacious firmament on high"; for Psalm 103, H. F. Lyte's "Praise, my soul, the King of heaven," or Isaac Watts' "My soul, repeat His praise"; for Psalm 72, James Montgomery's "Hail to the Lord's Anointed, great David's greater Son!" or Isaac Watts' "Jesus shall reign where'er the sun does his successive journeys run"; for Psalm 84, H. F. Lyte's "Pleasant are Thy courts above," or Isaac Watts' "Lord of the worlds above"; for Psalm 23, Addison's "The Lord my pasture shall prepare," or others more familiar; and for other psalms the same writers, with Wesley, John Newton, Scott, and many more. Your scholars will be interested in searching for these, and bringing them in. Suppose we were studying an English hymn-book. What would we ask first about each hymn? We would ask what sentiment it was capable of inspiring. The same question is to be asked about these inspired hymns; and throughout each of them we are to trace not so much a train of thought as a train of feeling. The psalms are subjective, and for that reason are particularly hard, some of them, for children to appreciate. We must interpret them all the more thoroughly by objective illustrations. Here the ordinary problem is reversed. In our ordinary lessons the example from real life is given, and from it the teacher must draw spiritual lessons. Here the spiritual meditation is given, to be applied to real life. Notwithstanding this, the psalms are eminently pictorial, and especially adapted to illustration. See how many pictures are suggested by the following words from the most famous of the psalms: "shepherd," "want," "lie down," "green pastures," "leadeth," "still waters," "guideth," "paths," "valley of the shadow," "rod and staff," "a table prepared," "enemies," "anointed," "cup runneth over." All such pictures should be gathered, and used to make the lesson vivid to the picture-loving little ones. There is especial need in teaching the psalms to explain how the force of imagery varies with varying conditions of climate and modes of life; how much more, for instance, was meant to David than to us by such symbols as "a rock," "shadow," "sun," "shield," "water-courses"! Children are fond of metaphors, but they make comical blunders with them, and deal, unless we are careful, all too literally with such passages as "a table in the presence of mine enemies," "the wicked are like the chaff," "the congregation of the righteous," "break them with a rod of iron." If the teacher is in doubt just how far to carry these metaphors, I know no better example of the wise and beautiful use of them than Bunyan's "Pilgrim's Progress." The reading of that book will make a capital preparation for the teaching of the psalms.