One of the best methods is this. Let the teacher offer a simple prayer, sentence by sentence or clause by clause, the children reverently repeating it after her, all heads being bowed. Best of all, of course, are the Bible prayers, the prayer psalms, and the many noble prayer verses scattered here and there. Store the children's memories with these, and in coming years there will be no stammering or hesitancy when, in public or in private, they talk with their Father in heaven. One of the primary teacher's chief allies is a happy temper. If you have it not, get it. An ounce of sunshine is better than an iron mountain of scolding. The voice alone may make or mar the lesson. Is it good-cheery, or goody-goody? How joyous Christ must have been! How his little children love fun! And how much easier it will be for you to get them to love him if you also love fun! Indeed, we cannot know too thoroughly the child nature. The scientists' study of it is in its infancy, but a sympathetic heart will carry you farther in ten minutes than all their psychology in a lifetime. As you teach, have in mind, not _your_ trials, joys, and hopes, but _theirs_. Don't talk about "ambition," but about "getting more praise than another girl"; or about "covetousness," but about "wishing you, and not Tom, had his new bicycle." Don't allegorize; that is a grown-up delight. Don't talk about "the hill Difficulty," "the bog of Despond." Do you tell me the children enjoy "The Pilgrim's Progress"? Yes; but not as allegory. Vanity Fair is a real town to them, and Mr. Pliable a real man. Avoid what I call "fanciful" teaching, and the rather build your lessons upon actual men and women, so that the children may come to _know_ Eli and Gideon, Ruth and Martha, as vividly as they know the men and women around them. That is better than to know Lily Lazy and Matt Mischievous and the Sea of Sorrow. Review often. When you have reached the point where you think the children cannot possibly forget, then--review again! Frequently say, "Now, after I have finished telling about the lesson, I am going to ask Fred to tell me about it; and after Fred is through, I shall ask _some one else_ to tell the same story." Often ask questions that can be answered in concert, and insist that all shall join in the reply. This will usually lead to a repetition that will prove helpful. In such concert work, if you do not watch, the more forward will be the only ones that will respond, and you will be obliged to draw out the timid and repress the pert by many a special question addressed to the former.