llUlSm'riVK TEACHING 
 
 Oak Street 
 UNCLASSIFIED 
 
Univ.of m # Library 
 51 
 
 9B&7 
 
\ 
 
 . 
 
 
 
ILLUSTRATIVE TEACHING; 
 
 OR, 
 
 PRACTICAL BUTTS 
 
 TO SUNDAY SCHOOL TEACHERS 
 
 ON THE 
 
 dtotlertiott Hub- Wist of Illustrations 
 
 BY 
 
 WILLIAM LI. GROSER, E. G. S., 
 
 Of the London Sunday School Union. 
 
 SECOND AMERICAN, 
 
 PROM THE SECOND LONDON EDITION. 
 
 NEW YORK: 
 
 ANSON D. F. RANDOLPH, 
 
 No. 770 BKOADWAT. 
 
 186 V. 
 
CONTENTS 
 
 CHAP. PAGE, 
 
 I. ILLUSTRATION — ITS NATURE AND INFLU- 
 ENCE 5 
 
 II. ILLUSTRATION IN SUNDAY SCHOOL TEACH- 
 ING 12 
 
 III. ON THE USE OF ILLUSTRATION 17 
 
 IV. HOW TO ILLUSTRATE A LESSON 26 
 
 V. ON THE SOURCES OF ILLUSTRATION 50 
 
 VI. DITTO • ( concluded ) 58 
 
 VII. ON COLLECTING ILLUSTRATIONS. CON- 
 CLUDING HINTS 66 
 
<J 
 
 
 I 
 
 
ILLUSTRATIVE TEACHING. 
 
 CHAPTER I. 
 
 ILLUSTRATION — ITS NATURE AND INFLUENCE. 
 
 One of the most encouraging signs of the times, 
 in connection with the religious education of 
 the young, is the increased anxiety manifested 
 by Sunday school teachers to attain a higher 
 degree of efficiency in the discharge of their 
 important and responsible duties. The convic- 
 tion is spreading, that if young people are to 
 be retained beneath the hallowed influence of. 
 the Sunday school, in the midst of so many in- 
 ducements to spend the Lord’s day in frivolous 
 or sinful amusements, Divine truth must be 
 expounded and enforced by the teacher with a 
 power and attractiveness which, to say the 
 least, are not ordinarily displayed. 
 
 1 * ( 5 ) 
 
 Hi 
 
 I ra 
 
6 
 
 ILLUSTRATIVE TEACHING. 
 
 The vast importance of illustration as a means 
 of investing doctrinal truth with an interest 
 which, in its abstract form, it may not seem to 
 possesses daily becoming more fully recognized. 
 Many young persons are desirous of adopting 
 the illustrative mode of teaching ; and the in- 
 quiry is often proposed — “ How can I learn to 
 illustrate with skill and success?” To such 
 the following hints are offered, in the hope that 
 they may aid the earnest teacher in cultivating 
 those methods of religious instruction which 
 are best calculated, under the Divine blessing, 
 to win the youthful heart to the love of sacred 
 truth. 
 
 By “illustrative teaching,” we understand 
 the employment of particular facts or incidents, 
 in the different forms of anecdote, simile, prov- 
 erb, or parable, for the purpose of explaining 
 or enforcing certain doctrines or principles. 
 
 The degree in which public teachers are in- 
 debted for their popularity to illustration, is 
 perhaps even greater than is generally imag- 
 ined. Both written and oral teaching are to a 
 large extent dependent on illustration for any 
 attractions which they may possess. Let us 
 adduce two or three instances. 
 
 The spell which binds the reader to the 
 charmed pages of Macaulay is derived mainly 
 
ILLUSTRATIVE TEACHING-. 
 
 7 
 
 from illustration. To this fact the Rev. Dr. 
 Angus, in a lecture delivered before the mem- 
 bers of the Sunday School Union Library and 
 Reading Room, made reference in the follow- 
 ing terms : — 
 
 After characterizing his lordship’s “Essays” 
 as 44 the most perfect specimens of artistic skill 
 which our language contains,” the Doctor add- 
 ed, 44 Rightly to study them is really to learn 
 the secret of their success. If I could do for a 
 Sunday school what Macaulay has done for the 
 wide world, Y should become as effective as he ; 
 and though the rules of his art are not at first 
 apparent, there are rules, and my business is 
 to get at them, and to turn them to my own 
 purposes. You notice, for example, in his par- 
 agraphs, he scarcely ever states a truth in an 
 abstract form; or if he does, it is but once, 
 and the abstract statement is beset all round 
 with endless illustrations. Everything is con- 
 crete, individualized, personal. He never 
 speaks, for example, of the practice of the Puri- 
 tans in adhering so closely to scriptural names, 
 without saying that they called their children 
 Ephraim, or Manasseh. In other words, he 
 does not mark the practice abstractedly, but 
 illustrates it by particular cases.” 
 
 The popularity of great preachers is likewise 
 
8 
 
 ILLUSTRATIVE TEACHING. 
 
 largely attributable to their powers of illustra- 
 tion. Latimer, Whitefield, and Chalmers, in 
 former times, and Mr. Spurgeon, in the present 
 day, are remarkable instances. 
 
 Of Latimer it has been said, — “ He owed not 
 a little of his power to the use he made of an - 
 ecdote and incident . He was like a master, 
 converting the Scriptures themselves into a 
 pictorial story-book for his children, and study- 
 ing it with them. Sometimes his preaching con- 
 sisted very much in personal recollections and 
 experiences, with accounts of the dealings of 
 God with individual consciences ; so that some 
 of the most interesting notices of the English 
 Reformation are now to be derived from his 
 sermons.” 
 
 Whitefield’s marvellous power in the pulpit 
 is traceable, in a great measure, to his skill in 
 the relation and application of anecdotes. On 
 one occasion, Dr. Lathrop, an American cler- 
 gyman, related to Mr. Whitefield an occurrence 
 which he thought would interest him, display- 
 ing, however, but little feeling as he told the 
 story. On the same day the great preacher 
 introduced the anecdote into his sermon, and 
 Dr. Lathrop, as he heard it, found himself 
 weeping like a child. 
 
 One of Dr. Chalmers’s discourses is thus de- 
 
ILLUSTRATIVE TEACHING. 
 
 9 
 
 scribed : — “ Chalmers began in his usual un- 
 promising way, by stating a few nearly self- 
 evident propositions, neither in the choicest 
 language, nor in the most impressive voice. 
 . . . Chalmers went on. . . . He got 
 
 into the mass of his subject ; his weakness be- 
 came strength ; his hesitation was turned into 
 energy, and, bringing the whole volume of his 
 mind to bear upon it, he poured forth a current 
 of the most close and conclusive arguments, 
 brilliant with all the exuberance of an imagina- 
 tion which ranged over all nature for illustra- 
 tions, and yet managed and applied each of 
 them with the same unerring dexterity, as if 
 that single one had been the study of a whole 
 life.” 
 
 A critical examination of one of Mr. Spur- 
 geon’s discourses would probably lead to the 
 conclusion that its attractiveness was due chiefly 
 to its varied and appropriate illustrations, — 
 anecdotes, similes, metaphors, and poetic quo- 
 tations. 
 
 The value of illustration is manifested on the 
 platform as well as in the pulpit. The reader’s 
 own observation will probably furnish nu- 
 merous examples. Let him call to mind the 
 speeches which elicited the loudest applause at 
 the last public meeting he attended, and he 
 
10 
 
 ILLUSTRATIVE TEACHING. 
 
 will find that skilful illustration was to a large 
 extent the source of the influence exerted by 
 the orators. 
 
 Dr. Cheever, in speaking of the use of anec- 
 dotes, makes the following remark : — 44 Every 
 one must have observed the eflect of such lights 
 and illustrations upon an audience. The whole 
 assembly may have appeared up to that point 
 uniterested, listless, even oppressed with stupor. 
 But the moment the preacher says, 4 1 will illus- 
 trate this point by a relation of what took place 
 in the life of such or such a person,’ an entire 
 change comes on the whole congregation. 
 Every countenance is lighted up with expecta- 
 tion, every mind is on the alert, every ear is 
 open and attentive.” This remark is equally 
 true in reference to other kinds of illustration, 
 not strictly anecdotal. 
 
 On the other hand, it is chiefly the absence 
 of illustration which renders a style heavy and 
 uninteresting, and imparts that peculiar but 
 well known quality denominated u prosiness .” 
 44 What he says is extremely good,” we are 
 frequently told, 44 but, oh ! he is so prosy.” 
 This prosiness will be found to arise from the 
 partial or entire absence of illustrative mas- 
 ter. 
 
 But whence, it may well be asked, does this 
 
ILLUSTRATIVE TEACHING. 
 
 11 
 
 attractive power of illustration arise? Where 
 lies the secret of its influence ? It is based, we 
 reply, upon two simple principles, familiar to 
 all who have studied the faculties and disposi- 
 tions of the human mind. The first is, that, 
 to an ordinary mind , truth in an abstract or 
 general form is distasteful , but in a concrete 
 or particular form , agreeable . The second is, 
 that the mind delights in analogies. 
 
 From these two facts the value and impor- 
 tance of illustration arise. With regard to the 
 first, when an illustration is employed, the con- 
 crete is brought forward to exemplify the ab- 
 stract — the particular case to explain or enforce 
 the general principle. Abstract doctrine is 
 thus made to shine with the borrowed light of 
 illustrative fact, by which its beauty is enhanced, 
 and its real nature more clearly made known. 
 And as to the second, it is clear that an anal- 
 ogy must in every case be drawn between the 
 illustrative fact and the doctrine illustrated, 
 which analogy it is the duty of the teacher 
 to place before the mind of the pupil. 
 
 By the employment of illustrations, therefore, 
 the love of the concrete and the love of analo- 
 gies are alike gratified. Hence their attrac- 
 tiveness. 
 
 The principles and influence of illustration 
 
12 
 
 ILLUSTRATIVE TEACHING. 
 
 having thus been glanced at, its application to 
 Sunday school instruction must next engage 
 our thoughts. 
 
 CHAPTER II. 
 
 ILLUSTRATION IN SUNDAY SCHOOL TEACHING. 
 
 We have seen that the value and importance 
 of illustration, in oral and written instruction, 
 arise from two characteristics of the human 
 mind, — viz., the love of the concrete and partic- 
 ular, and the love of analogies. 
 
 Now it is unquestionably true that the above 
 predilections are peculiarly strong in the season 
 of youth . Children have a passion for details, 
 and revel in analogies. Mark their fondness 
 for stories , however frivolous; word-pictures , 
 however meagre; and comparisons, however 
 common-place. What magic power 41 Once upon 
 a time” has over the mind of a little one ! Ab- 
 stract rules and general principles, on the con- 
 trary, are positively intolerable. The inference 
 is plain that, in teaching children, ilhirtration 
 must be largely employed, in order to excite 
 their interest and fix their attention. 
 
 It is to be feared that many persons, who are 
 
ILLUSTRATIVE TEACHING. 
 
 13 
 
 aware of the above fact, somehow or other 
 overlook the inference. Were it otherwise, we 
 could not account for the prevalence of that 
 prosy, unillustrative style so often adopted even 
 by professed instructors of the young. Abstract 
 generalizations too frequently usurp the place 
 of interesting detail and vivid imagery; and 
 this, we firmly believe, is one of the reasons 
 why young persons are not retained for a longer 
 period under Sunday school instruction. The 
 attractions of the class are not sufficiently strong 
 to counterbalance the attractions of worldly 
 pleasure, and the scholar is drawn away into 
 scenes of folly and godlessness, if not of actual 
 vice, — when a different mode of instruction 
 might have restrained his wandering steps, 
 and led him to the love and practice of virtue 
 and religion. 
 
 The Sunday school teacher is encouraged to 
 cultivate an illustrative style, not only by prin- 
 ciples such as those we have adduced, but also 
 by the concurrent examples of the most success- 
 ful religious instructors of the young. Exam- 
 ine, for instance, the writings of Todd and 
 Abbott, — the “Lectures to Children,” and 
 “ Truth made Simple,” of the former, and the 
 “Young Christian,” “Corner Stone,” and 
 “ Way to do Good,” of the latter. If there be 
 
 a ^ 
 
14 
 
 ILLUSTRATIVE TEACHING. 
 
 one feature in these works more prominent 
 than the rest, it is the abundance of apt illus- 
 tration. The same may be said of the more 
 recently published “Addresses to Children,” 
 by the Rev. S. G. Green, and the “ Fragments 
 from the Great Diamond,” by the Rev. James 
 Bolton. Nor is this a mere accident of style; 
 the above writers recorhmend as well as adopt 
 the practice of careful and constant illustration 
 in the religious instruction of children. The 
 following well-known passage may be regarded 
 as representing the views of all those whose 
 skill and experience in the Sunday school work 
 entitle them to speak with authority on such a 
 subject. “Nothing is easier than to talk to 
 children ; but to talk to them as they ought 
 to be talked to, is the very last effort of ability. 
 A man must have a vigorous imagination. He 
 must have extensive knowledge, to call in illus- 
 tration from the four corners of the earth ; for 
 he will make very little progress but by illustra- 
 tion .” 
 
 But the Sunday school teacher has a far 
 higher example of an illustrative style than any 
 furnished by merely human educators. He 
 who “ spake as never man spake” was, in the 
 strictest sense of the word, an illustrative teach- 
 er. Abstract doctrines and general principles 
 
ILLUSTRATIVE TEACHING. 
 
 15 
 
 rarely flowed from his lips, except as embodied 
 in illustrative facts and incidents. He presented 
 to the minds of his hearers no dry skeletons of 
 theology; all was living, moving, breathing- 
 truth. The gorgeous blossoms of the scarlet 
 lily, and the glossy plumage of the well-fed 
 ravens, were by him made to teach his disciples 
 lessons of moderation in their care for the fu- 
 ture. The sower scattering the precious grain, 
 and the mustard-tree with its feathered inhabi- 
 tants, furnished emblems of the nature and 
 progress of Messiah’s kingdom. The waters of 
 Jacob’s well called the attention of the woman 
 of Sychar to the living water, “ of which if a 
 man drink, he shall live for ever.” And the 
 golden vine which glittered above the doors of 
 the second Temple was made to typify, in a 
 touching manner, the union subsisting between 
 Christ and his people. 
 
 So largely, indeed, did our Lord employ one 
 form of illustration in his addresses to the mul- 
 titudes who thronged to hear him, that the 
 evangelist emphatically remarks, “ Without a 
 parable spake he not unto them.” 
 
 The force of the Saviour’s example in this 
 respect will be even greater if the fact be kept 
 in view, that the relation sustained by him to 
 his disciples, during the period of his earthly 
 
16 
 
 ILLUSTRATIVE TEACHING. 
 
 ministry, closely resembled that which now 
 subsists between the Sunday school teacher and 
 his youthful charge. 
 
 Every thoughtful reader of the Gospel must 
 have been struck with the really childish sim- 
 plicity exhibited by the disciples of Christ in 
 reference to spiritual truth, and the extreme 
 difficulty with which their minds seem to have 
 grasped those doctrines which we deem too 
 plain to need any explanation. So dull and 
 ignorant do the first Christian scholars appear 
 in our eyes, that, despite their lowly condition 
 of life, we wonder that their patient Instructor 
 was not oftener led to exclaim, “ Are ye also 
 yet without understanding ?” The questions 
 they proposed, and the opinions they expressed, 
 were often just such as we should now expect 
 to hear from the lips of a Sunday scholar of 
 average age and intelligence. Nor is the com- 
 parison a merely fanciful one. The minds of 
 the disciples were in an immature condition, 
 and possessed but a dim appreciation of spirit- 
 ual truth, like the minds of the children who 
 ordinarily attend our Sunday schools at the 
 present time. Hence the same mode of in- 
 struction would be re quire (bin both cases. Let 
 the readers of these pages, therefore, recognize 
 in their Divine Master a model teacher , as well 
 
ILLUSTRATIVE TEACHING. 
 
 17 
 
 as a model man ; and strive to become imita- 
 tors of the Good Shepherd, while leading His 
 lambs into the pastures of heavenly truth. 
 
 CHAPTER III. 
 
 ON THE USE OF ILLUSTRATION. 
 
 Hitherto we have regarded illustration chiefly 
 as a means of imparting attractiveness to ab- 
 stract or general truths ; but its other uses 
 must not be overlooked. It has an illuminat- 
 ing as well as a decorative power. An illustra- 
 tion, as the term itself implies, throws light on 
 truth, and aids in the removal of obscurities. 
 It will sometimes happen, as every teacher 
 knows, that in spite of all his efforts to use sim- 
 ple language, his scholars evidently fail to catch 
 his meaning. The idea, so clear to the teacher, 
 is to the pupil hidden, as in a mist. In such an 
 exigency, illustration is imperatively called for, 
 and will, in almost every instance, accomplish 
 the desired object. In the eloquent language 
 of Tupper, — 
 
 “ Precepts and rules are repulsive to a child, but happy 
 illustration winneth him. 
 
 In vain shalt thou preach of industry and prudence, till 
 he learn of the bee and the ant. 
 
 2 * 
 
18 
 
 ILLUSTRATIVE TEACHING. 
 
 Dimly will ho think of his soul, till the acorn and the 
 chrysalis have taught him ; 
 
 He will fear God in thunder, and worship his loveliness in 
 flowers ; 
 
 And parables shall charm his heart, while doctrines seem 
 dead mystery.” 
 
 And further, illustrations are singularly effec- 
 tive as aids to the memory . They are to ab- 
 stract truth what tendrils are to the climbing 
 plant, — giving it a firm hold upon the object 
 with which it is brought into contact. 
 
 A recent writer well remarks, “ It is of no 
 use denying the fact, but it may do some good 
 to acknowledge it, that* the greater portion of 
 every public instructor’s remarks — be it from 
 the pulpit, the lecture-room, or the class — is 
 forgotten before the dismissal of the audience. 
 It is an exception to this rule whenever an 
 illustration accompanies the remark. The sim- 
 ile, the anecdote, or the fable, is sure to be re- 
 membered ; and the sentiment to which it was 
 linked is obliged to go with it.”* 
 
 Illustration, then, has a threefold value. It 
 tends to render truth more attractive in its ap- 
 pearance, more obvious in its meaning, and 
 more lasting in its effects upon the mind. To 
 derive from it, however, all the advantages 
 
 * Blacket’s “Young Men’s Dlass,” page 117. 
 
ILLUSTRATIVE TEACHING. 
 
 19 
 
 which it is capable of affording, requires not u 
 little care and judgment. Illustrations are like 
 locomotive engines,' certain to do mischief if 
 not guided aright ; and therefore, to be used 
 safety, they must be used with discretion. But 
 the earnest teacher, however inexperienced, 
 need not shrink from attempting an illustrative 
 style ; indeed, if he would achieve success, he 
 must make the attempt ; only let him remem- 
 ber that in this, as in every other art, skill can 
 be acquired only at an outlay of time and 
 trouble. The following points should be borne 
 in mind : — 
 
 1. There must be something to illustrate . — 
 This remark may seem very unnecessary ; but, 
 unfortunately, the practice of illustrating noth- 
 ing is too common in Sunday schools to be over- 
 looked. Many teachers seek to purchase the 
 forbearance — we will not say the interest — of 
 their scholars during the ordinary exercises of 
 the class, by promising to tell or read a story 
 to them, when the lessons shall have been re- 
 peated, and the accompanying sermon quietly 
 listened to. That is, the children shall each 
 have a sugar-plum, if they are good, and take 
 their physic without making wry faces. Against 
 such a practice the writer begs to protest, as 
 most mischievous in its tendencies. Among 
 
20 
 
 ILLUSTRATIVE TEACHING. 
 
 other evils, it impresses children with the idea 
 that religious teaching is something repulsive, 
 endurable only when quickly followed by a 
 story. 
 
 A Sunday school teacher has no right to use 
 illustrations in his class, except for illustrative 
 purposes . He fritters away valuable time when 
 he descends to the relation of tales and anec- 
 dotes, however good, merely to amuse his schol- 
 ars and keep them quiet. No doubt he often 
 feels a strong temptation to awaken the interest 
 of the young people by telling them, for in- 
 stance, all the thrilling details of the great fire 
 
 in street ; how first the smoke and then 
 
 the flames burst forth from all parts of the 
 house — how the panes of glass were heard to 
 dash in pieces on the pavement below — how 
 the engines came rattling at full speed along 
 the street — how streams of water were poured 
 into the building — how one little boy was left 
 behind, and everybody thought he would be 
 burnt to death — and how a brave fireman 
 rushed through the flames, and saved the child’s 
 life at the risk of his own. All this may prove 
 very attractive, but it is not attractive teachmg , 
 unless opportunity be taken pointedly to en- 
 force some practical truth deducible from the 
 anecdote, such as, The obligation of children 
 
ILLUSTRATIVE TEACHING. 
 
 21 
 
 to love that Saviour who gave his life to rescue 
 them from a more than earthly death. With- 
 out the lesson, the story will prove worse than 
 useless, by diverting the attention of the schol- 
 ars from more important subjects. Nor will 
 its introduction be unobjectionable, unless the 
 doctrine be involved in the subject appointed 
 to be taught. Concentration is essential to 
 deep and lasting impression. Let everything 
 be brought to bear upon one subject ; let each 
 Sabbath’s instruction be made to circle round, 
 some central theme, as satellites revolve round 
 their primary; then, and only then, will the 
 scholars leave the class, at the close of the ex- 
 ercises, with clear and distinct impressions of 
 what they have been taught. 
 
 Illustrations, we repeat, must illustrate some- 
 thing , and are allowable only so far as they are 
 aids to doctrinal truth ; never as substitutes for 
 it. They are like condiments, excellent when 
 eaten with more solid food, but quite unfit to 
 be taken in its place. 
 
 2. Illustrations must be made subordinate to 
 the truths illustrated . — It is not enough that 
 there be viands as well as seasoning ; the latter 
 must also be kept in due proportion. It is not 
 enough that there be doctrine and illustration ; 
 the latter must be made subordinate to the 
 
22 
 
 ILLUSTRATIVE TEACHING. 
 
 former. An illustration misses its mark when- 
 ever it withdraws the attention of the hearer 
 from the truth which it illustrates. Just as the 
 splendour of a court adds to the magnificence 
 of its sovereign, so an illustrative anecdote or 
 simile should tend to give prominence and 
 effect to the doctrine or principle with which 
 it is associated. 
 
 Some care is therefore needed to prevent the 
 illustration eclipsing the doctrine, and thus be- 
 coming a hindrance rather than a help to the 
 teacher. An illustration, to be effective, should 
 be shorty simple , obvious and appropriate . 
 
 It should be short . The time which a teacher 
 spends in his class is, at best, but very brief. 
 hTow, in order to render his instructions both 
 attractive and useful, he will probably find it 
 necessary to allot to each Sabbath’s lesson sev- 
 eral illustrations. But children, especially young 
 ones, are fond of minute details ; and in seek- 
 ing to gratify this taste, the teacher must ever 
 keep in view the amount of time at his disposal ; 
 or, as is often the case in sermons, he may find, 
 when too late, that his first u head,” like 
 Aaron’s rod, has swallowed all the rest. Two 
 or three minutes are quite enough even for an 
 anecdote; and lengthened illustrations, how- 
 ever good, had better be avoided. 
 
ILLUSTRATIVE TEACHING. 
 
 23 
 
 It should be simple. Brevity must not be 
 gained at the expense either of simplicity or 
 attractiveness. Since, therefore, as we have 
 just remarked, children love details, it will be 
 desirable not to make illustrations too terse, 
 especially in teaching junior scholars. In or- 
 der to afford room for such details, and yet be 
 brief, it will be necessary to choose simple facts 
 for the purposes of illustration. As a rule, an- 
 ecdotes and narratives, which suggest more 
 than one prominent truth, should be rejected. 
 A complex illustration will be found too un- 
 wieldy to be used with success. We may here 
 add that, generally speaking, a larger number 
 of more concise illustrations should be brought 
 forward in a class of elder children, while a 
 less number of more detailed illustrations will 
 be preferable for younger scholars. 
 
 It should be obvious . Let the teacher re- 
 member that he has to deal with children, who, 
 though extremely fond of illustrations, are yet 
 able to appreciate only those which are simple 
 and familiar. Therefore let subtle analogies, 
 however exquisite, be discarded in the Sunday 
 school class. It is better to use the tritest sim- 
 iles and the most threadbare anecdotes, than 
 those which, although far superior in th emselves, 
 are less likely to he appreciated by the youth- 
 
24 
 
 ILLUSTRATIVE TEACHING. 
 
 ful mind. That which the adult would deem 
 common-place, is better than that which the 
 child would find obscure and unintelligible. 
 For instance, — a teacher wishes to impress his 
 class with the thought, that every action they 
 perform will exercise an influence upon their 
 future lives. Two illustrations occur to him. 
 He thinks of the never-to-be-forgotten “ circles, 
 made by a stone cast into a pond,” and also of 
 the modern hypothesis, that every sound w^e 
 utter causes a wave in the surrounding atmos- 
 phere, which again produces a second, and 
 this a third, and thus the sound is echoed per- 
 petually through the vast realms of “upper 
 air.” Now, the latter is much superior to the 
 former in point of force and beauty ; yet a wise 
 teacher would probably choose the well-worn 
 “stone in a pond” as an illustration more fa- 
 miliar to youthful experience, and, therefore, 
 more likely to be appreciated and remembered. 
 In after life, a pebble casually dropped into the 
 water might recall to the mind of the scholar 
 the remarks which his teacher made and the 
 lesson which he sought to inculcate, many years 
 before. 
 
 It should be appropriate . The teacher’s 
 illustrations are sure to be remembered by his 
 pupils ; consequently, such only should be in- 
 
ILLUSTRATIVE TEACHING. 
 
 25 
 
 troduced as are worth remembering. Let the- 
 illustration be in keeping with the truth which 
 it explains or enforces. Ludicrous incidents 
 should be very rarely used, if at all. Though, 
 sometimes pointed and forcible, they are apt 
 to connect themselves so closely with the doc- 
 trine which they illustrate, that the one cannot 
 be thought of without the other. Hence a re- 
 ligious truth may constantly suggest ludicrous 
 ideas, which intrude themselves upon the at- 
 tention when least desired. The safer plan is 
 to avoid such illustrations altogether. 
 
 3. Illustrations should be judiciously dis- 
 tributed . — By this we mean that they should 
 not be crowded together in any one part of the 
 lesson. We have already alluded to the effect 
 which a story, told at the end of the usual ex- 
 ercises,. has upon the attention of a class. The 
 same evil will result if illustrations be lavished 
 upon one part of the subject to the neglect of 
 the remainder. It will be advisable, therefore, 
 for the teacher to make a suitable arrangement 
 of his illustrations when preparing for his class, 
 and to allot to each portion of the lesson its 
 share of illustrative matter. The best mode 
 of making that allotment will form the next 
 subject of. inquiry. 
 
 3 
 
26 
 
 ILLUSTRATIVE TEACHING. 
 
 CHAPTER IV. 
 
 HOW TO ILLUSTRATE A LESSON. 
 
 * 
 
 Scripture lessons, as ordinarily taught in Sun- 
 day schools, are usually divided into two classes 
 — doctrinal , and narrative . Of the former, the 
 following, selected from the Union “List of 
 Lessons” for 1855, may he taken as specimens : 
 — “Faith;” “Repentance;” “Sabbath breaking 
 and its consequences;” “We should worship 
 God only.” The “ List” for 1858 consists prin- 
 cipally of narrative lessons. The following are 
 examples : — “ The Plagues of Egypt ;” “ The 
 man who was born blind ;” “ Gideon and his 
 victories;” “Christ at Jericho;” “The Con- 
 quest of Canaan.” 
 
 Although there is an apparent difference be- 
 tween these two kinds of subjects, they become 
 in practice almost undistinguishable, as will be 
 seen upon examination. In all cases, a certain 
 portion of Scripture is appointed to be read, 
 and forms the basis of the teacher’s instructions. 
 When the subject is a doctrinal ox preceptive 
 one, the reading lesson is generally intended to 
 be an illustration of the doctrine or precept 
 (the purely didactic parts of the Bible being 
 
ILLUSTRATIVE TEACHING. 
 
 27 
 
 seldom used for tlie purpose). For instance, 
 the lesson entitled, “We should worship God 
 only,” is illustrated by the passage selected 
 for reading, viz., Joshua xxiv., which con- 
 tains the charge given by Joshua to the 
 Israelites, in reference to the worship of Je- 
 hovah. On the other hand, in a narrative or 
 historical lesson, the facts comprising the por- 
 tion of Scripture read become the subject of 
 the lesson, — the teacher being expected to de- 
 duce from them such practical truths as he may 
 think they most clearly suggest. F or instance, 
 the lesson for February 28th, 1858, is “ The 
 Plagues of Egypt,” and the passages to be read, 
 Exodus, chapters vii. and x., in which several 
 of those awful visitations are enumerated. A 
 teacher would naturally attempt to draw from 
 the chapters some practical truths, such as 
 “ The folly of rebellion against God ;” u The 
 dangers of impenitence,” &c. 
 
 In both cases a portion of Scripture would 
 be read, and one or more practical doctrines 
 deduced from it. The difference between a 
 doctrinal and a narrative lesson is, therefore, 
 merely nominal. According to the present 
 mode of instruction, the same lesson may be- 
 long to either class. A teacher may, ‘for ex- 
 ample, read with his scholars the twenty-fourth 
 
28 
 
 ILLUSTRATIVE TEACHING. 
 
 chapter of Joshua, and call the lesson either 
 “ J oshua’s charge to the Israelites,” making it 
 historical , or “ God only is to be worshipped,” 
 making it doctrinal. 
 
 There is, however, another mode of treat- 
 ment, by which the distinctive features of a 
 doctrinal lesson are preserved, and which, for 
 senior classes, is far superior to any other. It 
 must be admitted that this plan is suited chiefly 
 for the instruction of young men and women, 
 or for classes of young people who possess more 
 religious knowledge than ordinary Scripture 
 class scholars. Still the example given at pages 
 48 and 49, will at least supply the reader with 
 materials for profitable thought. 
 
 In framing and illustrating a lesson of the 
 usual kind, viz., a portion of Scripture, teaching 
 one or more important doctrines, it is well to 
 bear in mind certain fundamental principles, 
 simple enough in themselves, but too frequently 
 overlooked. 
 
 The proper course of a lesson has been thus 
 tersely described: — a The beginning should 
 arrest the attention ; the middle should inform 
 the mind ; the end should affect the heart”* 
 A more extended account would perhaps be 
 somewhat like the following : — 
 
 * Collins’s “ Teacher’s Companion,” page 38. 
 
ILLUSTRATIVE TEACHING. 
 
 29 
 
 Children are naturally volatile . It is difficult 
 to fix their attention, at will, upcn a given sub- 
 ject. But they are curious, and “ curiosity is 
 the mother of attention therefore excite the 
 former, and you will gain the latter. 
 
 That having been gained, it must be retained 
 by imparting information so as at once to grat- 
 ify curiosity and excite it. Knowledge, rightly 
 communicated, creates a desire for more. 
 
 The minds of children, like their bodies, are 
 active ; — they will be doing something ; and if 
 not engaged upon the lesson, will be occupied 
 with something else. The mind must, there- 
 fore, be exercised ; the faculties of observation, 
 memory, imagination, and judgment, must be 
 called into action. But the exercise must not 
 be monotonous , for children’s minds demand 
 variety; nor protracted, for they are incapable 
 of long-continued exertion. 
 
 Truth having been implanted in the under- 
 standing, must now be applied to the feelings. 
 Moral consciousness must be awakened by ear- 
 nest and tender appeals, and the lesson be con- 
 cluded by an effort to secure for the doctrines 
 that have been expounded to the mind a per- 
 manent lodgment in the heart. 
 
 Such, the writer thinks, should be the gen- 
 eral course of a Sunday school Scripture lesson. 
 3 * 
 
30 ■ ILLUSTRATIVE TEACHING. 
 
 The place of illustration in the lesson may now 
 perhaps be determined. Let us repeat once 
 more the three duties to be performed by the 
 teacher ; — to gain the attention ; to inform the 
 mind; to affect the heart . Where will illus- 
 trations be mostly required ? 
 
 For gaining the attention of a class of chil- 
 dren, a well-chosen illustration may sometimes 
 be used with success. Great care, however, 
 will be needed in making the selection. The 
 fact or anecdote must bear closely upon the 
 lesson which is to follow, — -point towards it (so 
 to speak), and tend to awaken an interest in it ; 
 otherwise the illustration will fail to fix the 
 thoughts of the children upon the appointed 
 subject of instruction, and valuable time will 
 be wasted. When the scholars are intelligent, 
 and have been used to the exercise of their 
 mental faculties, it is perhaps better to employ 
 interrogation than illustration for the prelimi- 
 nary purpose we are now considering, or at 
 least to give prominence to the former. The 
 following observations from Mr. Fitch’s admir- 
 able tract on “The Art of Questioning ”' 14 deserve 
 • the careful consideration of every teacher. Re- 
 ferring to the curiosity, upon the awakening 
 
 * Published by the Sunday School Union. 
 
ILLUSTRATIVE TEACHING. 
 
 31 
 
 of which the attention of the learner depends, 
 the writer says : — 
 
 “ lb is chiefly by questions judiciously put to 
 a child before you give him a lesson, that you 
 will be able to kindle this curiosity, to make 
 him feel the need of your instruction, and bring 
 his intellect into a wakeful and teachable con- 
 dition. Whatever you may have to give in 
 the way of new knowledge will then have a 
 far better chance of being understood and re- 
 membered.” 
 
 The mind has next to be informed , and its 
 various powers called into active exercise. The 
 teacher must first ascertain what his pupils 
 already know. 
 
 This inquiry may take the form of recapitula- 
 tion / it will thus serve the double purpose of 
 ascertaining what the scholar already knows, 
 and of exciting a desire to learn more. Mr. 
 Fitch remarks : — “ If we want to prepare the 
 mind to receive instruction, it is worth while 
 first to find out what is known already, and 
 what foundation or substratum of knowledge 
 there is on which to build; to clear away misap- 
 prehensions and obstructions from the mind on 
 which we wish to operate ; to excite curiosity 
 and interest on the part of the learners as to 
 the subject which it is intended to teach.” 
 
32 
 
 ILLUSTRATIVE TEACHING. 
 
 “ You may take it,” he adds, “ as a rule in 
 teaching, that the mind always refuses to re- 
 ceive — certainly to retain — any isolated knowl- 
 edge. We remember only those facts and 
 principles which link themselves with what we 
 knew before, or with what we hope to know, or 
 are likely to want hereafter. Try, therefore, to 
 establish in every case a logical connection be- 
 tween what you teach, and what your pupils 
 knew before. Make your new information a 
 sort of development of the old, the expansion 
 of some germ of thought or inquiry which lay 
 hid in the child’s mind before. Seek to bring to 
 light what your pupil already possesses, and you 
 will then always see your way more clearly to a 
 proper adaptation of your teaching to his needs.” 
 Then follows explanation . Here, again, in- 
 terrogation should form the groundwork, no 
 mode of teaching being so well calculated to 
 promote mental activity. Since, however, all 
 that the teacher desires to communicate cannot 
 be taught by questioning only , but more or less 
 of truth will have to be directly imparted, such 
 didactic instruction may be advantageously as- 
 sisted by illustration. For reasons before stated, 
 more of illustration will be needed when the 
 truths so imparted are of a doctrinal character, 
 than when they are simply facts. 
 
ILLUSTRATIVE TEACHING. 
 
 33 
 
 Lastly, the pupil has to be examined in what 
 he has learned, and the practical truths which 
 have been lodged in the understanding are to 
 be again brought forward, and applied to the 
 conscience. For this purpose, illustrations will 
 be found singularly useful. Not only will they 
 cast additional light upon the meaning of doc- 
 trines already elicited from the portion of Scrip- 
 ture read, they will also impart to them an in- 
 terest which, in their abstract form, they would 
 never possess ; fix them in the memory of the 
 pupil by linking them to concrete facts ; and 
 by embodying them in living incident, or strik- 
 ing simile, convey them with tenfold power to 
 the heart. 
 
 A specimen of a lesson, constructed in ac- 
 cordance with the above principles, is now ap- 
 pended, not as a model, but as an illustration ; 
 one example of such a plan being clearer than 
 repeated descriptions. 
 
 Subject— The Conversion op St. Paul. 
 
 Acts ix. 1 — 9. 
 
 Divisions . 
 
 1. Introduction ( illustrative and interrog- 
 ative). 
 
 2. Recapitulation ( interrogative ). 
 
34 
 
 ILLUSTRATIVE TEACHING. 
 
 3. Explanation ( interrogative and illustra- 
 tive). 
 
 4. Examination and application ( interroga- 
 tive . , exhortatory , and illustrative .) 
 
 Introduction. 
 
 Have, you ever read the “Pilgrim’s Pro- 
 gress ?” Yes. Do you remember the account 
 of Christian coming to the foot of the hill Diffi- 
 cultly ? Yes. There were two other pilgrims 
 with him, — what were their names ? (A pause.) 
 I think you will find that their names were For- 
 mality and Hypocrisy, and that they arrived at 
 the foot of the hill about the same time as 
 Christian. What kind of a path was the one 
 which led up the hill ? Hard , rough , difficult. 
 What other paths were there ? Tivo ; one on 
 each side of the hill. Which path did Christian 
 take? The middle one. And the other pil- 
 grims ? One took the right hand path, and the 
 other the left. Yes; and both perished in con- 
 sequence. 
 
 Now you see that the hill Difficulty was the 
 turning point in the history of Formality and 
 Hypocrisy. They had been journeying on with 
 Christian before, but now they had to make 
 their choice. They chose wrong paths, and you 
 know what were the consequences. 
 
ILLUSTRATIVE TEACHING. 
 
 35 
 
 Although the “ Pilgrim’s Progress” is only a 
 story, yet it represents what is true. It has 
 been said that there is a turning point in the 
 life of every man, — a time when he makes his 
 choice between God and the world. I know 
 that it is very often so, and our lesson to-day is 
 about the turning point in the career of one of 
 the greatest men that ever lived. I mean the 
 Apostle Paul. Let us turn to the account, 
 Acts, chapter ix., verses 1 to 9. (Read the les- 
 son.) 
 
 Recapitulation . 
 
 To whom does our lesson chiefly relate ? To 
 the Apostle Paul . By what name is he called ? 
 Saul . Have we read of him in previous chap- 
 ters or not ? Yes. How often ! Twice . What 
 was the first occasion ? The stonin g of Stephen. 
 What had Saul to do with that? He stood 
 close by. He kept the clothes of the men 
 who stoned Stephen. Then how did Saul re- 
 gard Stephen’s death? He was glad of it. 
 How do you think God regarded it ? As a 
 great crime; as very wicked. What crime 
 would you call it? Murder. Yes; the first 
 time we meet with Saul we find him sanction- 
 ing the murder of a holy and innocent man. 
 What is the next account of him? “As for 
 Saul , he made havoc of the church , entering 
 
36 
 
 ILLUSTRATIVE TEACHING. 
 
 into every house , and haling men and w 
 committed them to prison .” Mark the 
 gress of sin. First, Saul stands by while others 
 persecute ; next he becomes a persecutor him- 
 self. What will be the third step in wicked- 
 ness ? Let us examine the passage before us. 
 
 Explanation * 
 
 There are in these nine verses three things 
 to be noticed : — 
 
 1. What Saul prepared to do. Verses 1 
 and 2. 
 
 2. The vision he saw. Verses 3 to 5. 
 
 3. The effects produced. Verses 6 to 9. 
 
 1. What Said prepared to do. Read the 
 first two verses. Where did we last meet with 
 Saul ? Refer again to chap. viii. 3. Where 
 did the occurrences mentioned in these two 
 verses take place ? Perhaps we can find out by 
 looking at the passage more carefully. To 
 whom did Saul go ? What was the duty of a 
 high priest ? Where ? Can you tell me where 
 the high priest lived ? See Matt. xxvi. 3. Then 
 it seems likely that this took place at Jeru- 
 salem. 
 
 * The questions introduced into this section are intended 
 merely as an outline of the catechetical exercise which 
 might be adopted. The answers supposed to be given by 
 the class have been omitted, in order that the subsequent 
 illustrations might be inserted in full. 
 
ILLUSTRATIVE TEACHING. 37 
 
 In what temper of mind was Saul ? What 
 do you understand by “ breathing out threat- 
 enings and slaughter?” What is implied by 
 the word u yet ?” Yes ; Saul was still what ho 
 had been before ; teaching us this lesson, that 
 a persecuting spirit never dies out of itself. 
 For what did he apply to the high priest?' 
 Letters from whom ? From the high priest 
 only? Read Paul’s own account of the matter, 
 in chap. xxii. 5. They were letters from the 
 Jewish Sanhedrim , which Paul calls “the es- 
 tate of the elders,” and of which you read in 
 the gospels under the name of “ the council.” 
 It was the great council of the Jews, where 
 persons . who had committed crimes were 
 judged. It was composed of the Chief Priests, 
 the leading men, or Elders, and the Scribes, or 
 teachers of the law. The high priest was pres- 
 ident, and so Saul went to him to obtain letters 
 from the council. To what place were these 
 letters to be sent ? How far was Damascus 
 from Jerusalem ? It was about 120 miles. In 
 what direction? Yes, north-east. To whom, 
 in Damascus, were the letters addressed ? 
 What were the synagogues ? Yes; places , 
 not persons. To what persons were they sent ? 
 Look again at chap. xxii. 5. Well, these 
 “brethren” were the “rulers of the syna- 
 4 
 
38 
 
 ILLUSTRATIVE TEACHING. 
 
 gogues” of Damascus, — learned and moral 
 men, of mature age, who managed the affairs 
 of the synagogues, and had the power of pass- 
 mg judgment on persons who committed slight 
 offences. Who was to take these letters to Da- 
 mascus ? What was his object in going there ? 
 How would such letters help Saul in gaining 
 his ends? Yes; if the leading men of the syn- 
 agogues sanctioned his proceedings, and as- 
 sisted hir*, he would have little difficulty in 
 tarrying out his persecuting designs. 
 
 We now see what young Saul prepared to do. 
 Notice particularly the spirit he displayed. 
 How spitefully and yet how coolly he lays his 
 plans! and how carefully he provides against 
 any interference with the execution of them ! 
 Under a show of authority, he will seize good 
 men, and even weak and delicate women are to 
 be torn from their homes and families, and 
 dragged to prison, perhaps even death, at Je- 
 rusalem. Saul had grown clever in wickedness. 
 How solemn the lesson, — that evil passions are 
 ever growing stronger and stronger ! 
 
 2. The vision he saw. There is an old prov- 
 erb which says, “Man proposeth, God dis- 
 poseth.” We have seen what Saul proposed, 
 let us now see how God disposed. Read ver- 
 ses 3 to 0. In what direction did you say Da- 
 
ILLUSTRATIVE TEACHING. 
 
 39 
 
 masons lay from Jerusalem ? At what distance ? 
 Of wliat country was Damascus the chief city ? 
 Yes ; and in situation it was one of the most 
 beautiful in Syria. Let us imagine we are com- 
 panions of Saul in this journey. Approaching 
 Damascus, we catch sight of a magnificent plain, 
 covered with fruit trees, and more than fifty 
 miles in circumference. There are the walnut- 
 tree, the olive, the fig, the apple, the citron, the 
 pear, the pomegranate, and many others, in all 
 their varied shades of green, brown, and yellow. 
 A silver stream winds through the plain, and 
 beyond is the city of Damascus, with its white- 
 roofed houses, its wails, and its towers ; while 
 a sky of cloudless blue above, and the brilliant 
 rays of an Eastern sun, complete the loveliness 
 of the scene. But Saul has no eye for the 
 beauties of nature now. The mind of that 
 young Jew is full of fierce and cruel thoughts, 
 and his heart beats high with fanatical zeal. 
 He is resolved to crush the despised followers 
 of Jesus, and to root out their religion from 
 the earth. Such are his feelings as he draws 
 nigh to the beautiful Syrian city. 
 
 And now what happened to him? What 
 kind of light was it that burst forth upon him ? 
 Read what Paul himself says about it (chap, 
 xxvi. 13). Yes; it was “ above the brightness 
 
40 
 
 ILLUSTRATIVE TEACHING. 
 
 of the sun.” Is the sun brighter in Syria than 
 it is in England, or not? At what time of the 
 day is the light of the sun most powerful ? 
 And what time did Saul see this light? (chap, 
 xxvi. 13.) And yet it was brighter than the 
 noonday sun in Syria ! What was the first effect 
 of this light upon Saul ? Were his companions 
 struck down, or not ? (chap. xxvi. 14.) What 
 caused them to fall ? Yes ; they were dazzled. 
 You know that when a strong light is suddenly 
 cast upon our eyes, the effect is very painful. 
 We instantly close them, and shrink from the 
 light. No wonder that Saul and his attendants 
 fell to the ground when “a light from heaven” 
 shone round them. I think Saul saw more than 
 a light. Head what he told the Jews, chap, 
 xxii. 14. What followed the light ? Whose 
 voice ? What did Jesus say ? Whom had Saul 
 been persecuting ? Then what do you think 
 the Saviour meant by saying “ persecutest me?” 
 Yes; it showed that Jesus so loved His people 
 as to feel for them in all their troubles, and con- 
 siders all that is done to them as done even to 
 Himself. How, then, should we act towards the 
 disciples of the Saviour? However poor and 
 humble they may be, they are subjects of the 
 King of kings. 
 
 What was Saul’s answer to this awful sum- 
 
ILLUSTRATIVE TEACHING. 
 
 41 
 
 mons ? Why did he ask, “ Who art thou ?” 
 If he did not know who had spoken to him, 
 why did he say “ Lord ?” It was a title of re- 
 spect. Read Matt. xv. 22, 25, 27 ; Acts x. 4. 
 Perhaps Saul thought of the appearance of the 
 “ angel of the Lord” in patriarchal times ; or 
 perhaps Stephen’s dying words rang in his 
 ears, — “ I see the Son of man standing on the 
 right hand of God.” How did the Saviour re- 
 ply ? Why did he speak of Saul’s persecution 
 of Him again ? What is meant by “ hard to 
 kick against the pricks ?” In Eastern coun- 
 tries, cattle were driven with goads or “ pricks,’’ 
 consisting of long poles, each tipped with a 
 sharp spike of iron. By kicking against such 
 an instrument, a restive ox would not gain its 
 own purpose, but would only wound its limbs 
 against the spike. What did Jesus mean to 
 teach Saul ? Yes ; that to oppose Him was 
 madness and folly. Let us never dare to resist 
 the Lord. 
 
 3. The effects 'produced. Read verses 6 to 9. 
 How did Saul feel when he learned who was 
 speaking to him ? Why was he afraid ? Sin 
 makes men cowards. Give examples from 
 Scripture. Why was Saul astonished? What 
 did he suppose had become of Jesus of Naza- 
 reth? Yes; Saul thought Jesus was an im- 
 4* 
 
42 
 
 ILLUSTRATIVE TEACHING. 
 
 postor, who had been dead some two years. 
 He noAv found, to his horror and amazement, 
 that this same Jesus was a Being of Divine 
 power and majesty. As soon as Saul was con- 
 vinced of this truth, what did he say ? What 
 did that question prove, as to the state of Saul’s 
 mind ? How wonderful the change ! Only a 
 few moments before, Saul was 44 breathing out 
 threatenings and slaughter” against the disci- 
 ples of Jesus. Now, convinced of his wicked- 
 ness, humbled to the very dust, he lies trem- 
 bling at the Saviour’s feet, and asks, 44 What 
 wilt thou have me to do ?” 
 
 What do we learn 'from this as to Christ’s 
 power ? Yes; that He can change the hardest 
 heart. Let us pray that our hearts may be 
 changed. 
 
 How did Jesus answer him? What city? 
 Our Lord seems to have said more than is re. 
 corded here. Read chap. xxvi. 16 — 18. Why 
 did not J esus say anything more about Saul’s 
 acts of persecution ? Do you think Christ had 
 forgiven him already ? What makes you think 
 so ? Then what does this passage teach us 
 about Jesus ? Yes; that if we submit to Him, 
 He will pardon us, although, like Saul, we have 
 rebelled against Him. 
 
 What effect had this miracle on Saul’s com- 
 
ILLUSTRATIVE TEACHING. 
 
 43 
 
 panions ? Why did they not see Jesus ? He 
 appears to whom He will, and in what w^ay He 
 pleases. The ordinary means of conversion is 
 preaching ; and these men would have many 
 opportunities of hearing Saul preach, if they 
 chose to listen. Although they neither saw 
 Jesus, nor understood His voice, (chap. xxii. 9,) 
 but only saw a great light, and heard sounds, 
 yet that was quite enough to lead them to ask 
 what the vision meant. But it is not said that 
 they did so. From this we learn an important 
 lesson, — that to see and fear God’s power is no 
 proof of a changed heart. 
 
 What effect had the vision on Saul’s body f 
 Where did he go ? How did he find the w T ay ? 
 Instead of entering Damascus in state, as a 
 proud leader of persecutors, he is led by his 
 servants through the gate into the city, — a 
 blind, humbled, repentant man. How long did 
 his blindness last ? Do you think it was a ben- 
 efit or an evil ? What good would he be likely 
 to receive from it ? How did he spend those 
 three days ? How was it, do you think, that 
 he went without food ? Can you tell me what 
 proofs Saul gave of a real change of heart ? 
 What a man does , shows best what he thinks 
 and feds. As Jesus said, “the tree is known 
 by its fruits.” If our hearts have been given 
 
44 
 
 ILLUSTRATIVE TEACHING. 
 
 to God, we shall show it by our daily actions. 
 A changed heart produces a changed life. Are 
 we “bringing forth good fruit?” 
 
 4. Examination and application. 
 
 {The foregoing lesson is to he briefly recapit- 
 ulated^ and the scholars examined by individ- 
 tial questioning, on what they have learned. 
 The chief doctrines are thus to be brought 
 prominently forward in succession, illustrated, 
 as far as time will permit, and each applied, 
 by a few words of earnest exhortation, to the 
 hearts of the scholars .) 
 
 Doctrine . — Evil passions ever grow stronger 
 and stronger (ver. 1, 2). 
 
 Illustration, — Some few years ago, a noble steamer, 
 moored in one of the harbours of the United States, was 
 discovered to be on fire. The engines were instantly 
 started, and the prow of the vessel directed to the shore. 
 But the flames soon rendered the helm useless, and such 
 of the crew as were on board were obliged to jump into 
 ,the small boat, and leave the steamer to her fate. Soon 
 the engines worked more fiercely; the wheels revolved 
 with fearful speed, and hurried the vessel through the 
 waters. The sight was terrible. At last came one tre- 
 mendous shock, and all was' darkness and ruin. Such is 
 man, when seized by an evil passion, whether the spirit of 
 pride, or of envy, or, as in Saul’s case, of persecution. Ho 
 grows worse and worse, and is hurried along, unless God 
 interpose, to eternal ruin 1 
 
ILLUSTRATIVE TEACHING. 
 
 45 
 
 Doctrine . — Injury to Christ’s people is injury 
 to Him (ver. 4, 5). 
 
 Illustration — Parable of the last judgment (Matt. xxv. 
 41—45). 
 
 Doctrine . — The folly of opposing Christ 
 (ver. 5.) 
 
 Illustration . — I dare say you have heard of the sword- 
 fish ; it is a very curious creature, with a long bony beak, 
 or sword, projecting from the front of its head. It is also 
 very fierce, attacking the fish that come in its way, and 
 trying to pierce them with its sword. The fish has some- 
 times been known to dart at a ship in full sail, with such 
 violence as to pierce the solid timbers. But what has 
 happened ? The silly fish has been killed outright by the 
 force of its own blow ! The ship sails on just as before, 
 and the angry sword-fish falls a victim to its own fierce- 
 ness. How shall we describe the folly of those who, like 
 Saul, oppose the cause of Christ ? They cannot succeed, 
 — they only work their own destruction. 
 
 Doctrine . — Christ can change the hardest 
 heart (ver. 6). 
 
 I llustration . — A man once went to a place of worship, 
 where that holy and eloquent minister, George Whitefield, 
 was preaching. He took with him a great stone, that he 
 might dash it at the head of the preacher. As the sermon 
 went on, the truth spoken reached the ruffian’s conscience. 
 He dropped the stone, and after the service went to Mr. 
 Whitefield, and said, with tears, 11 Sir, I came here to break 
 your head, but God, through your preaching, has given me 
 a broken heart.” The man became an eminent Christian. 
 
46 
 
 ILLUSTRATIVE TEACHING. 
 
 Doctrine. — Submission to Christ will ensure 
 his forgiveness (ver. 6). 
 
 Illustration. — The prisoners going into the presence of 
 Emmanuel. (Bunyan’s “ Holy War” chap, viii.) 
 
 Doctrine . — To fear God’s power is not con- 
 version (ver. 7). 
 
 Illustration. — Ahab’s repentance (1 Kings xxi., 27 — 29). 
 
 Doctrine . — A changed heart produces a 
 changed life (ver. 8, 9). 
 
 Illustration. — Thomas Olivers, who wrote those beautiful 
 hymns — “Lo! He comes with clouds descending,” and 
 li The God of Abram praise,” was, in his younger days, a 
 most wicked and dishonest man. He was brought to 
 see his sin and danger, and became a changed character. 
 About that time he had some property left him. He bought 
 a horse, visited every person whom he had defrauded, 
 paid every farthing that he owed, with interest, and asked 
 pardon of all whom he had wronged. Thus a real change 
 of heart is seen in a change of life. 
 
 We now subjoin an outline of a doctrinal 
 lesson, arranged upon the plan alluded to in a 
 former page. It is extracted from Mr. Blacket’s 
 valuable manual, “The Young Men’s Class.” 
 The course pursued will be best described in 
 the author’s own words. 
 
 The chapter having been read, “ the teacher 
 opened by some close and pointed remarks, 
 
ILLUSTRATIVE TEACHING. 
 
 47 
 
 before prepared, with a view to arrest atten- 
 tion. He then proposed to the class a series 
 of questions, usually extending to eight, as that 
 number was found to suit the allotted time, 
 and also to exhaust the theme. These ques- 
 tions were advanced one by one, leading on 
 the class gradually to the development of the 
 most prominent propositions included in the 
 subject.” 
 
 The teacher wisely reserved himself, until 
 the replies of the class to each of the questions 
 proposed had been fully made. “ Then, when 
 enough had been said, or too much— as many 
 things were sure to be spoken sadly erroneous 
 — he himself would strike in to correct mis- 
 takes, commend the observations that were ju- 
 dicious, and adjust such sentiments as had 
 clashed. That done, he would wind up the 
 whole with some reflection arising naturally 
 from the question at first asked. . . . Into 
 
 this short but premeditated speech he would 
 usually weave some illustration, — piece of po- 
 etry, tale, or other interesting matter, to give 
 it pungency and force. This occasion, occur- 
 ring at eight intervals, afforded the best oppor- 
 tunity ever got, to stimulate, arouse, reprove, 
 exhort, or impress the class.” r 
 
48 
 
 ILLUSTRATIVE TEACHING 
 
 S object ■ F ALSEII OOD. 
 
 ( To each question are appended the ideas which 
 
 the teacher expected or icished to be intro - 
 
 duced . 
 
 1. What are the different classes of false- 
 hood ? 
 
 Unintentional untruths — Lies — Prevarication— Equivo- 
 cation — Duplicity — Treachery. {Explain each.) 
 
 Observation. — Degree does not affect criminality. 
 
 Illustration. — Eve and the forbidden fruit. 
 
 2. What proves falsehood vicious ? 
 
 The ninth commandment — Ditto expanded on the prin- 
 ciple of the Sermon on the mount — The damage done — 
 What is not wilful is not criminal. 
 
 Observation. — Not to gloss over the guilt by the name of 
 stratagem. 
 
 Illustration. — The boy Papirius in the Roman Senate 
 (No. 113).* 
 
 3. Is the tendency natural to man ? 
 
 What learnt from the conduct of childhood— Truth a 
 rarity — What learnt from heathen practices. 
 
 Observation . — What dishonour has tho fall brought upon 
 man! 
 
 Illustration . — Lines from Young, Night i. 68, 1 How 
 poor, how rich/ &c. 
 
 * These figures refer to a MS. collection cf illustrations. 
 See p. 68. 
 
ILLUSTRATIVE TEACHING. 
 
 49 
 
 4. What instructive cases of falsehood are 
 there in the Bible ? 
 
 Jacob — Spies — Gehazi —Ananias and Sapphira — Joseph 
 and his brethren — Peter. 
 
 Observation . — The better the character the greater the 
 sin. 
 
 Illustration . — Telemachus’ remark on punishment of 
 hypocrites in hell (No. 978). 
 
 5. Are falsehoods justifiable for good pur- 
 poses ? 
 
 Case, as for instance: — Fallacious arguments in debate 
 • — Assumed sanctity for an example — False miracles for 
 conviction — False news to relieve the aching heart — False 
 return to income tax for credit. 
 
 Observation. — Gospel morality higher than human max- 
 ims. 
 
 Illustration. — Opinions of Platonists and Pythagoreans 
 (No. 729). 
 
 6. What is the best way to get over a false- 
 hood ? 
 
 Add lie to lie? — Swear to it? — Get into a rage? — 
 Bribe ?— Confess it? 
 
 Observation. — We should pass through life on the princi- 
 ple that all we do is seen. 
 
 Illustration . — The gentleman’s glass windows (No. 253). 
 
 7. What are its common effects ? 
 
 To pollute the mind of the liar — To harden his heart — 
 To disturb his conscience — To draw on punishment 
 
 Observation. — Wickedness swells by practice. 
 
 Illustration . — Romans’ bloody games (No. 618). 
 
 5 
 
50 
 
 ILLUSTRATIVE TEACHING. ' 
 
 8. How does the Gospel rectify the habit ? 
 
 By its direct precepts — By its restraints — By its gracious 
 assistance. 
 
 Observation . — A Christian’s principles make him quick to 
 detect and avoid iniquity. 
 
 Illustration . — The hen and the fox (No. 787). 
 
 It may be remarked, in conclusion, that schol- 
 ars should be encouraged to supply Scripture 
 illustrations of doctrinal truth, as well as to 
 deduce doctrines from Scripture facts. 
 
 CHAPTER V 
 
 ON THE SOURCES OF ILLUSTRATION. 
 
 The inquiry will perhaps now be made, Whence 
 are suitable illustrations to be obtained ? How 
 shall the teacher acquire a store sufficient to 
 supply the returning demands of each succes- 
 sive Sunday, seeing that illustrations, like 
 “ spirits from the vasty deep,” are by no means 
 certain to come when called for ? 
 
 We freely grant that these aids to teaching, 
 in common with all else that is worth gaining, 
 must be sought for ere they can be found. 
 They will not spring, ready made, from the 
 
ILLUSTRATIVE TEACHING. 
 
 51 
 
 teacher's brain, like Minerva from the head of 
 Jupiter; and whatever Aladdin might accom- 
 plish by rubbing his wonderful lamp, the treas- 
 ure-houses of illustration are not to be entered 
 by rubs of the forehead on a Saturday night, 
 when the morrow’s subject is looked at, per- 
 haps, for the first time. Illustrations must, 
 like good fruit, be gathered in their season, 
 and “ preserved” for future use. We shall 
 first endeavour to point out some of the local- 
 ities where they may be found in the greatest 
 abundance, and then offer a few hints on the 
 gathering of them. 
 
 The principal sources of illustration may be 
 thus classified : — Similes and Metaphors ; Prov- 
 erbs and Wise Sayings ; Daily Life ; History 
 and Biography ; Manners and Customs ; the 
 Sciences ; the Arts ; Fiction ; Poetry. 
 
 1. Similes and Metaphors, although the sim- 
 plest form of illustration, maybe rendered both 
 forcible and attractive. The Scriptures abound 
 in figurative language, and it will be well for 
 the Sunday school teacher frequently to draw 
 from the sacred volume, as well as from his 
 own resources, comparisons and metaphors for 
 the elucidation and adornment of doctrinal 
 truth. For example, he may say, “ How short 
 and uncertain is life, even at the best ! c As 
 
52 
 
 ILLUSTRATIVE TEACHING. 
 
 for man,’ says the inspired Psalmist, 4 his clays 
 are as grass ; as a flower of the field, so he 
 flourisheth.’ ” Or again, 44 My dear children, 
 put your whole trust in the Saviour. Faith in 
 Him will he a shield to guard you from the 
 darts of the tempter ; a sun to brighten life’s 
 journey; a staff to support your declining 
 years : and a pillow for your dying -bed. 
 Closely connected with the above are — 
 
 2. Proverbs and T Vise Say mgs. — Many of 
 these are couched in figurative language. The 
 value of proverbs has been attested by the 
 highest authority, in the insertion of the Prov- 
 erbs of Solomon in the sacred canon. Teachers 
 will do well to commit to memory the best of 
 those which they meet with from time to time, 
 carefully avoiding such as are vulgar or ob- 
 scure. Besides the proverbs and comparisons 
 of the Old Testament, he may enrich his stores 
 from the 44 Proverbial Philosophy” of Tapper, 
 and Trench’s 44 Lessons in Proverbs.” A series 
 of articles on the same subject appeared in the 
 44 Saturday Magazine” some years ago ; and 
 Mr. Bohn has lately published a 44 Handbook 
 of Proverbs,” containing many words of wis- 
 dom. Several papers on 44 Proverbs” have also 
 appeared in the 44 Leisure Hour.” 
 
 The wise sayings of distinguished men are 
 
ILLUSTRATIVE TEACHING. 
 
 53 
 
 also valuable. Take, for instance, tb f follow- 
 ing : — “ Do not think,” the teacher may say, 
 “ that religion is a thing of gloom. It was a 
 line remark of the great composer Haydn, when 
 asked why his church music was so cheerful, — • 
 c I cannot make it otherwise ; I write according 
 to the thoughts I feel. When I think upon 
 God, my heart is so full of joy, that the notes 
 dance and leap, as it were, from my pen.’ ” 
 
 3. Daily Life . — The events of daily life, 
 both public and private, form illustrations 
 which are both simple and striking. A battle, 
 a shipwreck, a railway accident, a fire, a com- 
 mercial failure, a public festival, a praiseworthy 
 action, a notorious crime, and even the less 
 prominent occurrences which form the ordinary 
 experience of individuals, will prove important 
 aids in the inculcation of moral and spiritual 
 truth. 
 
 The writer once heard a teacher employ the 
 following illustration of our Lord’s sentiment, 
 “No man can serve two masters:” — “The 
 other day,” said he, “ I saw two men walking 
 along the street together, and a little dog was 
 running behind them. So they went on for a 
 while, till they came to the corner of a street, 
 where they shook hands, and went opposite 
 ways. Then I saw at once to which of them 
 5 * 
 
54 
 
 ILLUSTRATIVE TEACHING. 
 
 the little clog belonged ; he could not follow 
 both, so he trotted after his master. So, dear 
 children, is it with you. You may try to be 
 Christ’s servants and the servants of Satan at 
 the same time ; but it will be of no use. You 
 must follow either the one or the other : like 
 the little dog, you cannot follow both, for they 
 go opposite ways.” This style of illustration 
 is particularly useful in the instruction of 
 younger scholars. 
 
 4. History and Biography form a store- 
 house to which the teacher must constantly 
 resort. In Scripture narratives he possesses a 
 never-failing source of illustration. “It is per- 
 fectly astonishing,” says Mr. Blacket, “ to what 
 an extent the sacred volume contains tales 
 adapted to this object. A diligent investiga- 
 tor, sitting down deliberately to arrange bibli- 
 cal illustrations, might, with tolerable ease, 
 compile a perfect set, fit for the elucidation 
 and enforcement of all divine truths. The 
 book of Genesis is crow r ded with them, and 
 they are abundant in most of the books which 
 narrate the history of the Jewish people.” 
 Our conviction is, that teachers are but very 
 imperfectly acquainted with the narrative por- 
 tions of Scripture, particularly those of the 
 Old Testament, or so rich a mine of illustra- 
 
ILLUSTRATIVE TEACHING. 
 
 55 
 
 tion would be more thoroughly worked. Bible 
 facts should be continually adduced to enforce 
 Bible precepts, and elucidate Bible sentiments. 
 How can the sin of covetousness in its various 
 phases be more powerfully exemplified than in 
 the stories of Achan, Naboth, Gehazi, and Ju- 
 das? What plainer instances of the nature of a 
 propitiation can be found than in the presents 
 given by Jacob to Esau, and by Abigail to 
 David ? And how can the change involved 
 in conversion be more clearly set forth than in 
 St. Paul’s account of his journey to Damascus ? 
 
 In Nicholls’s “ Help to Reading the Bible,” 
 many excellent examples are given of the man- 
 ner in which Scripture doctrines may thus be 
 illustrated by reference to Scripture history. 
 
 But profane history must not be neglected. 
 Independently of its importance as a subject 
 of study, it will prove a valuable help to the 
 teacher who uses it aright. The history of our 
 race in all ages and in every land, is rich in 
 illustrations of moral truth. Such a work as 
 Gibbon’s “ Decline and Fall,” or Hume’s “His- 
 tory,” may thus be made subservient to the pro- 
 pagation of that faith which its author would 
 fain have destroyed. The annals of Greece and 
 Rome will supply an abundance of important 
 lessons for the Sunday school class. The story 
 
56 
 
 ILLUSTRATIVE TEACHING. 
 
 of Curtius leaping into the gulf at Rome is a 
 fine illustration of His love 44 who gave Himself 
 for us while the folly of delay in accepting 
 the divine offers of salvation might he pointed 
 out by reference to the legend of King Tar- 
 quin and the Sybil, in some such mode as the 
 following : “Let me entreat you, dear young 
 friends, to accept, without a moment’s delay, 
 the salvation which God so graciously offers 
 you in Jesus Christ. Hesitation is not only 
 dangerous, but foolish in the extreme. If God 
 is willing to make you happy, what madness to 
 defer that happiness till by and by ! There is 
 a story of an ancient king of Rome, to whom a 
 woman came and offered him nine books, which 
 contained, it was said, prophecies of all that 
 was to happen to the Roman nation. The price 
 she asked was three hundred pieces of gold. 
 The king refused to give so much. The wo- 
 man then went away, burned three of the 
 books, came back again, and asked the same 
 price for the remaining six. The king refused ; 
 three more of the books were burnt, and the 
 three now left were again offered to him for 
 three hundred pieces of gold. Astonished at 
 such conduct, the monarch paid the sum de- 
 manded. 4 What folly ! ’ you say. 4 Why did 
 he not buy the books at first ? ’ Folly, indeed , 
 
ILLUSTRATIVE TEACHING-. 
 
 57 
 
 but not so great as the folly of those who put 
 off religion until they grow older. Why, they 
 might have a whole life of true happiness, but 
 they prefer only a part / they wait until it is 
 almost too late, so far as this world is con- 
 cerned, to enjoy God’s love and favour at all. 
 Be wise in time, and seek the Lord, ere the 
 golden season of youth has passed away for 
 ever.” 
 
 There are few biographies of real merit from 
 which a careful reader may not glean some il- 
 lustrations of doctrinal truth. The following 
 may serve as specimens : — Plutarch’s u Lives 
 Fenel on’s “ Lives of the Ancient Philosophers 
 Craik’s “Pursuit of Knowledge under Diffi- 
 culties Myers’s “ Lectures on Great Men 
 the late Hugh Miller’s Autobiography ; and the 
 recently published memoirs of Dr. Kitto and 
 George Stephenson. 
 
 Biographical illustrations, however, will be 
 most readily obtained in the form of anecdote. 
 Here the only difficulty will lie in making a se- 
 lection. 
 
 The best collection we know of is the “ Cy- 
 clopaedia of Moral and Religious Anecdote,” 
 edited by Dr. Cheever, and recently published 
 by Griffin and Co. The subjects illustrated are 
 arranged in alphabetical order, and a list ol 
 
58 
 
 ILLUSTRATIVE TEACHING. 
 
 Scripture Texts, elucidated or confirmed by the 
 anecdotes, is prefixed for easy reference. There 
 is also a companion “ Cyclopaedia of Literary 
 and Scientific Anecdote,” which may also be 
 made available for purposes of illustration. 
 
 CHAPTER VI. 
 
 ON THE SOURCES OF ILLUSTRATION ( Concluded .) 
 
 5. Manners and Customs must not be over- 
 looked by him who is in search of illustrations. 
 Beside imparting useful information, they are 
 well adapted to enforce the precepts of Scrip- 
 ture. For instance, the teacher is desirous of 
 impressing upon the minds of his class the ne- 
 cessity and importance of being early prepared 
 for death. He says : — “ When we think how 
 slender is the thread of life, how soon and how 
 suddenly it may be snapped asunder, surely it 
 ought to be our first, our earnest care, to pre- 
 pare for the great change which awaits us all ! 
 Let us draw a lesson from the conduct of the 
 ancient Egyptians. Each king, we are told, as 
 soon as he came to the throne, began to prepare 
 his own sepulchre, regarding this world as but 
 a wayside inn, at which the traveller to another 
 
ILLUSTRATIVE TEACHING. 
 
 59 
 
 state of being was to stay for a little while. 
 And shall we, dear young friends, with the 
 light of the Gospel beaming upon us, neglect to 
 prepare for eternity ? Let us not be satisfied 
 until we can say with the apostle, ‘For to me 
 to live is Christ, and to die is gain. 5 55 
 
 This kind of illustration, as our readers will 
 remember, occurs in one of the outline lessons 
 already given. 
 
 Information on the subject of Eastern man- 
 ners and customs may be obtained from Pax- 
 ton’s “Illustrations of Scripture,” vols. 3 and 
 4 ; Callaway’s “ Oriental Observations Jamie- 
 son’s “ Eastern Manners and Burder’s “ Ori- 
 ental Customs.” For the manners and customs 
 of ancient nations generally, Rollin’s “ Ancient 
 History” may be advantageously consulted. 
 
 6. The Sciences . — In these we have an in- 
 exhaustible fund of illustrations, which it were 
 the greatest folly to neglect. Although even 
 the dry facts of mathematics may occasionally 
 throw light upon a moral truth, yet the physi- 
 cal sciences are, of course, the richest in analo- 
 gies. A botanist or zoologist will never be at 
 a loss for illustrations ; and perhaps it is not too 
 much to affirm, that the teacher who desires to 
 excel in the mode of instruction we are consid- 
 ering, must become, in some degree at least, a 
 
60 
 
 ILLUSTRATIVE TEACHING. 
 
 Christian philosopher. At any rate a general 
 acquaintance with the facts of natural science, 
 will be found a most valuable accomplishment, 
 if only for the sake of the illustrations which it 
 will suggest to its possessor. The example of 
 the Great Teacher, who so often drew a moral 
 from natural phenomena, should also prove a 
 stimulus to the acquisition of this branch of 
 knowledge, independently of its intrinsic worth 
 and interest. Let us take a few examples. 
 
 Zoology must have the first place. Suppose 
 the teacher is desirous of enforcing the duty of 
 a firm, unshakable adherence to the truth. He 
 may say : — “ Let us take a walk on the sea 
 shore. Do you see that round, pointed pyra- 
 mid of shell, resting on yonder rock ? That is 
 the house of the limpet ; the animal is inside. 
 Try to lift up the shell. In vain — you cannot 
 move it. Use all your force — it is of no avail. 
 So closely does the limpet cling to the rock, 
 that although you may break the shell, you 
 cannot remove it from its place. Learn a les- 
 son from this little creature. Cling closely to 
 the rock of right ; let every attempt to with- 
 draw you from it only make your grasp more 
 firm and resolute, and suffer anything, yea, 
 death itself, rather than lose your hold.” 
 
 JBotany may next be named. The reader’s 
 
ILLUSTRATIVE TEACHING. 
 
 61 
 
 of Dr. Todd’s “ Lectures” will not faL to re- 
 member the use which he makes of the lily as 
 an emblem of the Christian ; while the wheat 
 and tares, the vine and fig-tree, of our blessed 
 Lord, are objects familiar to the mental eye of 
 every Sunday school teacher. The cedar, wide- 
 spreading, and of all but eternal duration, — the 
 oak, a monarch, yet of ignoble birth, — the rose, 
 fragrant even in decay, — the need, yielding, yet 
 unbroken,— the fly-trap, alluring only to de- 
 stroy, — all these, if wisely used, may be made 
 powerful means of instilling truth and enforcing 
 duty. 
 
 Astronomy will be found of great value in 
 illustrating the unsearchableness of God, or the 
 mysteries of revelation. For instance, the 
 teacher may say, “ My dear children, the power 
 and greatness of God are subjects far above 
 our comprehension. Do you wonder at this? 
 Gaze up at yon glorious sun. Those bright 
 rays which dazzle your sight have been travel- 
 ling at the rate of nearly two hundred thousand 
 miles in a moment of time. That has been 
 proved ; yet who can understand such amazing 
 speed? IST ot one of us. Yet light is but the 
 handiwork of Jehovah ; how, then, can we hope 
 4 by searching, to find out God,’ or comprehend 
 His infinite greatness?” So, again : — You say 
 6 
 
62 
 
 ILLUSTEATIVE TEACHING. 
 
 that there are difficulties in the Bible, which 
 you cannot explain. True ; but how many diffi- 
 culties are there in God’s other book — the book 
 of creation! You cannot explain how yonder 
 silver-shining moon is kept in its appointed 
 path, never turning aside, but circling continu- 
 ally round our earth. Yet you know that it 
 really does this. And so the Bible has its mys- 
 teries ; if it had not, it would not be like the 
 other works of God.” 
 
 Chymistry , with its thousand metamorphoses, 
 may be made the vehicle of important teach- 
 ings. Suppose that the importance of those 
 every-day occurrences, which are often termed 
 trifles, is the truth sought to be impressed on 
 the minds of a class of Sunday scholars. The 
 following illustration may be used: — “I fear 
 you too often forget how great an influence the 
 little occurrences of each day have over your 
 thoughts and dispositions. They are ever act- 
 ing upon you, either for good or for evil. 
 Chymists tell us that a single grain of the sub- 
 stance called iodine will impart color to 7,000 
 times its weight of water. It is so in the 
 higher affairs of life. One companion, one book, 
 one habit, may affect the whole life and charac- 
 ter. Be ever watchful, lest your hearts become 
 tinged with evil when you least expect it.” 
 
ILLUSTRATIVE TEACHING. 
 
 63 
 
 Geology, anatomy, physiology, mechanics, 
 physical geography, — in short, the whole circle 
 of the sciences, may in like manner be made 
 available for the illustration of moral and spir- 
 itual doctrine. The books consulted should be 
 of a popular and elementary kind, as such will 
 usually be found to contain the largest number 
 of illustrative facts. Of course we do not mean 
 to advocate a smattering of scientific knowl- 
 edge; we simply wish to show that for the one 
 particular purpose now being considered, pro- 
 found treatises will generally prove less suita- 
 ble than works of a simpler character. In nat- 
 ural history, for example, such books as Mr. 
 Gosse’s “ Text-Book of Zoology ; Mrs. Wright’s 
 “What is a Bird?” and “Observing Eye;’’ 
 Rev, C. Williams’s “Art and Nature,” “Silver- 
 shell,” and “World of Waters;” and Kirby’s 
 “Plants of the Land and Water,” although 
 written for juveniles, will yield an abundance 
 of illustrations. Lardner’s “ Museum of Science 
 and Art” is a cheap and valuable series of trea- 
 tises on natural science. 
 
 7. The Arts . — Both the fine and the useful 
 arts are eminently suggestive. The works of 
 the painter, sculptor, and architect ; the mar- 
 vels of photography; the curious details of 
 manufacturing processes ; the varied operations 
 
64 
 
 ILLUSTRATIVE TEACHING. 
 
 of agriculture ; the magnetic telegraph ; the 
 steam engine; and even the commonest pro- 
 ducts of human skill and ingenuity, are full of 
 lessons for the thoughtful mind. Take, for in- 
 stance, the daguerreotype, which can be em- 
 ployed to illustrate many spiritual truths. The 
 teacher observes : — “ However painful the trou- 
 bles and afflictions of this life may be, we know 
 that they are sent for our good ; and it is quite 
 certain that, if rightly improved, they will ren- 
 der us holier, and therefore happier, although, 
 as the Bible says, they at first c seem grievous.’ 
 You have often seen a daguerreotype portrait, 
 and, I dare say, have admired its wonderful ac- 
 curacy. How faithful is the copy! every fea- 
 ture, every line of the original, has been j;>our- 
 trayed on the surface of the polished metab 
 Much of that strange process was carried on 
 in the dark. The portrait was drawn in a dark- 
 ened box ; then carried into a darkened room, 
 and hidden from the daylight, until each part 
 of the image grew clear and perfect. So, dear 
 children, if God places us in the dark chamber 
 of affliction, it is that we may become more 
 like Him — that He may impress His own im- 
 age more plainly on our hearts and lives.” 
 
 8. Fiction . — Under this head we include al- 
 legories, parables, tales, legends, and fables; 
 
ILLUSTRATIVE TEACHING. 
 
 65 
 
 sources of illustration which should by no 
 means be neglected. The inimitable allegories 
 of Bunyan will afford a never-failing supply of 
 striking emblems, while in the discourses of our 
 Lord will be found the best examples of para- 
 bolic illustration. Tales must be but sparingly 
 resorted to, even though they may present 
 right views of truth ; as such illustrations are 
 mostly of too diffuse a kind to be generally 
 useful. Fables and legends are preferable, be- 
 ing striking yet not deceptive. Mr. Blacket 
 recommends the use of Oriental fables; but 
 such, though excellent, are not accessible to 
 the majority of Sunday schdol teachers. The 
 44 Flowers of Fable” is a collection within the 
 reach of all. 
 
 Such a fable as the following might be used 
 to show the folly of youthful boasting : — 
 
 44 A gourd wound itself round a lofty palm, 
 and in a few weeks climbed to its very top. 
 
 4 How old may’st thou be ?’ asked the new 
 comer. 
 
 4 About a hundred years. 5 
 
 4 About a hundred years, and no taller ! 
 Only look, I have grown as tall as you in fewer 
 days than you count years. 5 
 
 4 1 know that well, 5 replied the palm : 4 every 
 summer of my life a gourd has climbed up 
 6 * 
 
66 
 
 ILLUSTRATIVE TEACHING. 
 
 around me, as proud as thou art, and as short- 
 lived as thou wilt be.’ ” 
 
 9. Poetry . — The employment of poetic quo- 
 tations in religious teaching is, happily, too 
 common a practice to need enforcing here. In 
 Sunday school instruction, devotional poetry 
 should be frequently introduced. Let our 
 readers try the plan, and they will find that 
 even in a few simple stanzas there lies a power 
 both to arrest the attention and to affect the 
 heart. 
 
 CHAPTER VII. 
 
 ON COLLECTING ILLUSTRATIONS — CONCLUDING 
 HINTS. 
 
 Having dwelt at some length upon the 
 sources whence illustrations may be obtained, 
 the modes of collecting and preserving them 
 must be briefly referred to. 
 
 For collecting illustrations, the teacher will 
 need an observant eye, an attentive ear, an ac- 
 tive mind, and a heart thoroughly devoted to 
 its work. We have pointed him to a few iso- 
 lated spots, but his field of illustration is the 
 wide world. Earth, air, and sea, we are told 
 
ILLUSTRATIVE TEACHING-. 
 
 67 
 
 by naturalists, teem with living creatures ; the 
 observant teacher will find them as rich in 
 illustrations of moral truth. A lesson, as well 
 as an insect, lurks in each flower, and under ev- 
 ery stone ; but diligent search alone will find 
 it. The teacher must ever wear, as a French 
 writer says, his “ Sunday school spectacles,” 
 and view all things through a Sunday school 
 medium. He must continually put to himself 
 the question he so often proposes to his youth- 
 ful pupils, “ What may be learned from that?” 
 
 His ear must be open to catch the illustrative 
 sayings of those with whom he is thrown into 
 contact in the course of his daily engagements. 
 The anecdote, proverb, or quotation, casually 
 mentioned in friendly chat, and even the street 
 talk of passers-by, may be made available to 
 “ point a mc?al” in the Sunday school class. 
 How strikingly such phrases and remarks were 
 seized and turned to practical account by the 
 lamented “Old Humphrey,” our readers will 
 not need to be informed. 
 
 In the foregoing chapter, books of various 
 kinds have been recommended as containing 
 illustrative facts and incidents. The teacher 
 must in an especial manner read with his “ Sun- 
 day school spectacles” on. Each book he pe- 
 ruses should be made to contribute to his stock 
 
68 
 
 ILLUSTRATIVE TEACHING. 
 
 of illustrations, while some works — a collection 
 of anecdotes, for instance, or Bunyan’s Allego- 
 ries — may be read for that specific purpose. 
 Newspapers and magazines should be examined 
 with the same end in view. A certain preacher 
 was asked “ where he got his sermons from ? 55 
 “ Out of the newspapers , 55 was the brief rejoin- 
 der. Let Sunday school teachers take the hint. 
 
 By adoj^ting such means as those we have 
 enumerated, a large store of valuable illustra- 
 tions will speedily be acquired. Suitable pro- 
 vision must, therefore, be made for retaining 
 them. They must be committed to paper in 
 as full a manner as time will permit, yet as con- 
 cisely as may be consistent with perspicuity. 
 Mr. Blacket advises that the teacher “ should 
 procure a few blank volumes, and keep one by 
 him in every hour of reading.; and whenever 
 a tale, or anecdote, or pleasing fact in natural 
 history crosses him, he should enter it in short, 
 with the sentiment or sentiments it seems nat- 
 urally to illustrate, prefixed, or put legibly at 
 the top , 55 and inserted in an index at the end 
 of the book. Illustrations picked up “by 
 the way-side 55 maybe jotted down immediately, 
 either in the pocket-book or on a slip of paper ; 
 and afterwards copied into one of the blank 
 volumes, with their appropriate titles. 
 
ILLUSTRATIVE TEACHING. 
 
 69 
 
 In choosing illustrations, the teacher must 
 seek to exercise a wise discrimination, in order 
 that they may be so adjusted, both in quantity 
 and quality, as to secure the object for which 
 they are introduced. 
 
 When using them in the class, he must be 
 lively and pointed in his manner, striving to 
 cast around the anecdote or comparison as 
 much of interest and vivacity as possible. Much 
 advantage may be gained by presenting inci- 
 dents in the dramatic form, instead of narrat- 
 ing them in the ordinary manner. This can- 
 not be done in every case, but when the word- 
 picture is skilfully drawn, the impression made 
 upon the memory of the hearer is likely to be 
 deep and lasting. This mode is admirably ex- 
 plained and exemplified in Abbott’s “ Way to 
 do good,” and also in Stow’s “ Bible Emblems,” 
 a little book of great excellence. 
 
 Finally, let the teacher remember, that al- 
 though the conversion of his scholars can be 
 accomplished by Divine agency alone, it is for 
 him to win their affections, captivate their 
 tastes, inform their minds, convince their judg- 
 ments, and impress their consciences. This is 
 his work ; and for its right performance he is 
 responsible. With a deep sense of that respon- 
 sibility, let him diligently employ every means 
 
70 
 
 ILLUSTRATIVE TEACHING. 
 
 to qualify himself for his momentous duties. 
 To earnest prayer let him unite earnest labour ; 
 deeming no task too arduous and no sacrifice 
 too great, to secure for each of his youthful 
 charge an interest in the great salvation, and 
 a place among the children of God. 
 
I 
 

 
 
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