The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1898-10-02

ana earnest Her interest must never
flag during the recitation. but be alert
and active. Her heart should be In her
work. not seem to be. for children are
keen police detectives and readily dis
cover a seeming interest. She should
commend those who DO well. encourage
the slow mes by hopeful words. IL
necessary to reprove one. she should do
so In a grave. sorrowful manner i'm
pressing II upon them that they are In
Gods house and are there to learn what
He would hav them do; that such con-
duct is displeasing in His sight.
The teacher should make herself at
tractive personally in every way posi-
bic. being neat, pleasant. patient and
kind. She should try never TO be abb
sent. and IL so she should explain to
the class and express regret at the oc-
by holding up hands. to excuse her
absence. They enjoy the Importance IL
gives them to do this. and they have
a keen sense of justice.
IF she meets any of her class on the
street or elsewhere, she should stop and
speak to them. Children X TO be
noticed. She should occasionally invite
them to her home for an hour or so;
give them a little treat or entertain
them with games. or invite them for
a walk. picking flowers. or a little pic
mic with a lunch. of course. But the
lunch should be limited to things that
the poorest In the class can provide.
Children are easily pleased. and by
such little attentions the teacher gains
an ~unbounded influence over her pu-
pills.
The next accessory to success is the
school room. Ii should be shut of from
the main assembly room. 1t should be
carefully ventilated. / dwell upon this
point as a most essential one for chill
dren soon become dull. sleepy and in
attentive in an impure atmosphere. The
room should be warm, not hot. In win
ter; pleasant and airy in summer, and
well-lighted at all times. Have pretty
pictures on the walls. representing the
child life of the Bible, such as Moses
in the bullrushes. Joseph sold into
slavery. Christ in the n and
many others from which to select.
Have a table with a pretty scarf, and
in the center of II should be a hand
some Bible. Have shallow dishes, which
are not easily upset, and ask the chill
dren to bring lowers with which TO
decorate the table. Make this a matter
of Importance and the children will en-
joy IL. Call 1t u Sabbath home.
When you read to them, use the Bible,
not the leafiet, n at all times handle
and speak of this book with the great
est reverence. The early reverence thus
impressed upon the heart of a child for
the DlDlt Is ntlldCtdDl ltll lntIn irDu
created the flowers for our use and
enjoyment, and speak of the Lilies Of
the field" the Rose OF Sharon" the
mustard Seed" the green bay tree"
the Zig tree the tares and many
things of like nature that are mem
toned in the Bible. Don't tell all OF
these at once. but one or two at a time.
The size of the class should not ex-
coed 10 or ~. for a teacher canno do
justice to more than this number. Their
ages should not vary very much, for
what would interest children of one age
would not interest those older or
younger.
"what to teach-The teacher should
know a number Of little motion songs.
The children all like Twinkle. Twinkle
Little star" Though not exactly a
hymn, this leads to reverential
thoughts. The motions are easy. Tell
them about the stars-the star OF
Bethlehem-and sing to them, "Whe
Marshaled on the Nightly Plain" Tell
them that you will teach them an easy
song about the stars. Teach them in
concert the first stanza. without sing
ing. Two stanzas will be enough.
Would You BE a Christian Child?" is
another favorite. The motions will
readily occur to the teacher. Some
times vary the singing exercise by a
simple calesthenic drill. ending by
ia III III nv NV ~ ~
to I'VE Are Marching TO Zion,' or
Keep to the Right. Boys"
How to teach-Seat the class, and
teach the lesson more by a CONVERSE
tional style than the set language of
the lesson paper. Tell il to them in
the simplest childlike language you can
use, Just as you would a story of ami
mails. birds. etc. The teacher should
stand while relating the lesson. Pause
occasionally, and ask a matter-of-fact
question. such as, What do you think
ne did?" What would il be right for
him to do?" Ask his Of the child that
is paying the least attention; IL he
cannot answer, ask another, always
calling the name Of the one you wish
10 reply. Now proceed to ask either
the leaflet questions or substitute 9TH
ers that viii call out the thoughts Of
the child. Explain the golden text. and
II too difficult for them to memorize,
teach some scripture passage instead.
IL the lesson. in your judgment, Is not
of especial interest to your class. give
them a little talk, illustrated by a
story. Tell a temperance story con-
corning a child. Selfishncss-illustrate
by the fable of the dog in the manager.
Swearing-tell Of the man who swore so
often that he really did not know
when he was swearing. On one
occasion he swore in the presence OF
ladies. When he was told about il ne
said: L did not. for / claim to be a
gentleman Being convinced that he
did swear before the ladies. he returned
TO the room TO apologize, n in making
his apology he swore worse than ever.
So much for habit becoming second ma
ture. Who is our neighbour is a fine
topic to illustrate with h good Sameri-
tan.
ITO secure punctual and prompt at
tendance-At the me of each month let
those who have been perfect in this
respect be decorated with a gilt star or
one OF silver, or with a little flag or ro-
settle Of red, white and blue ribbon, any
simple device you may invent. He can
wear this out In the assembly room
and take IL home. thus showing how
many he wins during the term. Give
the class a name. such as Precious
Jewels Little Lambs Bib Bees
Golden Cleaners or the name OF a
flower or Jewel. Let the class help Sc