The most valuable "objects" are the children themselves, when you can carry out an illustration with their own active bodies. For instance, in teaching the lesson on the first council at Jerusalem, arrange the chairs in two groups, distant as far as possible from each other. One is Antioch, the other is Jerusalem. Two picked scholars, Paul and Barnabas, set out from the Antioch corner toward Jerusalem corner. Some of their comrades accompany them part way. The scholars at the other side of the room receive them with interest. Paul and Barnabas--or the teacher for them--tell their story. A Pharisee rises, and the teacher puts words in his mouth. Peter rises and tells about Cornelius. James, the most dignified boy present, gives his decision. Judas and Silas are selected to escort Paul and Barnabas back again, bearing a letter. The visit of the Queen of Sheba, the taking of Joseph to Egypt, Paul's vision in Troas and passage to Macedonia, the parallel history of the northern and southern kingdoms,--indeed, countless events,--may be illustrated in this way. The only danger is that the whole may seem too much like play; but this danger is easily avoided by an earnest teacher, and the gains in interest and remembrance will prove rich justification. An illustration still simpler, and very effective, may be obtained from the children merely by the motion of their hands. "Went _down_ from Jerusalem to Jericho"--all hands raised high and rapidly lowered. "And _great_ was the fall thereof"--the same movement. "The Queen of Sheba wondered"--hands raised in astonishment. "A sower went out to sow"--hands sweep to the right and left. These concert movements not merely fix the attention of the class, but serve as outlet to their restlessness. Some teachers advise a halt midway in the lesson for the introduction of some light gymnastics to rest the class. That is well; but if the same result can be gained in immediate connection with the lesson, so much the better. After all has been said, however, the primary teacher's great art is the art of story-telling. Learn to start right in. Preliminary preachment will spoil it all. Use short and simple words. Keep clear and distinct the order of events, and do not confuse the children by going back to take up omitted points. Nevertheless,--and this is not a contradiction,--repeat and repeat and repeat, telling each section of the story over and over, in different ways and with ever-fresh particulars, till the children's slippery memories have laid hold upon it.