"But," says a quiet teacher, "all this must be graphically done." I reply: "Of course it must;" and the answer returns: "Well, I can't use it, then, for I am not graphic." I will give all such teachers a recipe that will render them always graphic with children. If they would dwell clearly and plainly on all the little details in their descriptions to children, they will always be graphic. The imaginations of scholars of ten or twelve years of age are so vivid that much of the teacher's power over them, to interest and impress truth, will depend largely upon this power of "word-picturing." Words containing objects largely should be most used, instead of a mass of sentiments and principles. Let the objective words preponderate. The following statement embraces about a dozen words in _principles_: "It was David's _duty_ to _know_ the _will_ of God, and as he had great _faith_ in the divine _power_, he went forth without _reluctance_ to meet the _foe_, and the _result_ was the death of Goliath." Let us now transpose the sentence into _objects_ mainly, and it will not be difficult to see which will make the clearest and best impression upon children's minds: "Young David _stood_ in the _valley_ and slung a _stone_ into the _forehead_ of the _giant_, Goliath, and he _fell_ dead upon the ground." Abbott gives many illustrations. He says: "You tell a man, 'He went down to the shore, and got into a boat and pushed off.' You would interest a child more if you say, 'He went down to the shore and found a boat there. One end of the boat--the front part, which they call the bow--was up against the shore, a little in the sand. The other end was out of the water, and moved up and down gently with the waves. There were seats across the boat, and two oars tying upon the seats. The man stepped upon the bow of the boat; it was fast in the mud.' And so on, describing the water under one end, and sand under the other; the one end rocking and rattling the oars, and the man walking back and pushing the boat off," etc. Be exceedingly minute, therefore, with little children. In all the details which you describe take very short steps, and take each one distinctly. The Bible narratives are wonderfully adapted to good pictorial teaching. Bible emblems, which so abound, must be carefully pictured out; as, "The Lord God is a sun and shield," a "rock," and "refuge." "As the hart panteth," etc. Detail it so as to make the scene as real as possible to the child, and enable him to see the hart, the mountain, the water brooks, etc. Suppose you were on the lesson of the apprehension and trial of Christ: