suggested in the text, the teacher will enlarge upon, expand, and enliven with local color, what is here of necessity stated in almost dictionary style. Further, the Jewish teacher possesses a unique opportunity of almost immeasurable value, which, however, she seldom uses-the opportunity of identifying herself and her class in race and in religion with the biblical heroes and heroines who are the subjects of her instruction. Hence, let her refer to Moses, David, Amos, etc., as "our ancestors"; to the army of Israel as "our army"; let her tell how "we" won a victory, suffered a defeat, and so on. It is by the frequent use of the first personal pronoun plural that a sense of Jewish solidarity, a realization of the unbroken continuity of our history, and a feeling of Jewish consciousness may be developed in our pupils.

In addition to observing the suggestions offered in the Introduction to Series I, the teacher may find it helpful to do her work in the following order. First, study with care the lesson assignments given under the captions, The Method of Teaching, The Religion of Israel and, beginning with page 161, Judaism; then write out the answers to the questions. These assignments can be used as the course of study at the teachers' meetings. Next, read attentively the lesson in the Junior Bible, asking yourself and answering, as best you can, the following questions: (1) What was the purpose of the biblical author in writing this story? (2) How can I best use this material for the religious and ethical instruction of my pupils? (3) Upon what words or passages of the text do I need further light? Now study the Jewish Teacher with constant reference to the Junior Bible, and use as many as possible of the reference books cited under the heading, The Material for Teaching, asking yourself in the meantime such questions as these: (1) Have I secured the desired information? (2) What passages have now taken on a fuller meaning? Finally make out the Lesson Plan.

II. HOW TO TEACH THE “JUNIOR BIBLE.”

It is only the exceptional child that knows how to study properly. One reason why many pupils form incorrect habits during the study period is due to the fact that not a few teachers follow unapproved of methods during the

recitation period; for, consciously or unconsciously, the pupil learns to study after the manner in which the teacher accustoms him to recite. It is as much-perhaps morethe duty of one who would lead a class, to teach her pupils how to study, as it is to impart to them the subject matter of the lesson. Accordingly, a few general suggestions as to the use of the Junior Bible are here given; for a fuller discussion of the entire subject, see McMurry, How to Study and Teaching How to Study.

Familiarize the pupils with the form of the Junior Bible. Show them the covers, the leaflets, how to fasten the leaflets in the covers, where to paste the pictures, how to cut the leaves; in the introductory lesson, read aloud a portion or all of the first story, show the class how to answer the "Oral Review Questions," the "Questions for Home Work," and where to find answers to the "Questions About the Bible."

Tell the story to the children before you assign it for a lesson. It is seldom advisable for either the teacher or the pupils to read the text aloud during the recitation period. To follow such a course is likely to create the impression that the teacher has not prepared her lesson; and, moreover, any one who aspires to guide the young should train himself until his telling of a story is more interesting than his reading of it. Yet beware of talking too much. If you find the attention of the pupils wandering, intersperse your narrative with questions. But on the other hand, do not question too much. Encourage the children rather to question you and one another; let them challenge the views and opinions expressed during the period. If you can succeed in stirring up a lively discussion, step into the background, and let the class conduct its own recitation. In such a fortunate case, avoid expressing your conclusions, at least until the pupils have been given ample opportunity to set forth their own ideas; your purpose rather should be to keep the discussion a general one, and to prevent it from digressing into irrevelant byways.

Dramatize frequently. Dramatize in narrating the story. Modulate your voice in carrying on the conversationsnow stoop over and whisper as did David when he spared Saul's life; now stand up, place your hand to your mouth and shout as loudly as the circumstances permit, as did David when he awoke Saul. Use expressive gestures; and

keep your blackboard busy. Write down and mark the pronunciation of proper names; draw pictures. If you lack artistic ability, make a tall straight line on the board, and tell the pupils that that is Goliath; a shorter line, and tell them that is David; and, in the child's lively imagination— as every experienced teacher well knows-those simple lines will represent Goliath and David as well, or even better, than elaborate pictures.

Let the class dramatize the story. This is one of the best methods of vivifying historical events and of encouraging the pupils to regard the biblical heroes as models. The boy who acts out the part of Elijah is in his own imagination, at least for a few minutes, the real Elijah who dared stand as the sole champion of the Lord. Neither much preparation nor elaborate costuming is essential. Sometimes, however, it may be well for the children to make up and write out their parts; at other times, they may memorize well-known passages in the Old Testament; and still at others, the reference books cited under the heading, Suggestion, will be found helpful.

Teach the children how to get the most out of the pictures. The illustrations that accompany the Junior Bible have been selected with great care; and, if properly analyzed, should convey to the child even a more definite and lasting impression than does the text. "Merely looking at pictures is not studying them. They cannot be seen as a whole. They must be analyzed. Have a definite plan for studying each illustration. Do not merely tack one bit of information on to another. Observe how the teacher of English develops a description. . The pupil should grow rapidly in his ability to analyze quickly and interpret correctly maps, drawings, and other illustrations met with elsewhere." ""*

In other words, the children should not merely look at, but they should actually study illustrations with as much care as they study the text. It is primarily because noted scholars have thus examined so diligently the figures carved on the Egyptian and Babylonian monuments, that they are able to reconstruct for us periods of ancient history con

*From American History to 1763: A Catalogue of Slides and Photographs with Study Notes.

cerning which no written records exist. Hence, do not be satisfied with asking in a general sort of a way what the picture represents; but, further, let the pupils name every character or group of characters depicted; ask what each did just before the scene illustrated, and is going to do next; what light is thrown on the customs of the times? the dress? the buildings? the method of warfare? etc. Indeed, it is not at all difficult to spend the entire hour in discussing the picture, so that by the time the bell rings, the pupils will hardly know that they have been reciting all the while, and yet will none the less have acquired a more satisfactory knowledge of the lesson than they would have done by some other method.

Hold occasional debates on questions that arise out of the lesson; or if the subject is pertinent and the class advanced enough, on modern Jewish problems. A question that was argued with keen interest in one class was worded thus, Resolved, That David was justified in seeking refuge among the Philistines. If inaccurate statements are made in the course of the argument, the teacher should not correct these until after the decision has been rendered; for each side should be familiar enough with its case as to be able to correct such misstatements in the course of rebuttal or suffer the consequences of its ignorance.

Some teachers find it advisable to ask for compositions on biblical subjects; while others prefer to let the children imagine that they are some Old Testament character and write a letter describing their experiences or setting forth their views as they fancy such a character might have done.

It is not essential to spend much time on dates. If the pupils become familiar with the general periods of the history as outlined in the Introductory Lesson, they will have accomplished sufficient for their present appreciation of the Bible.

Finally, avoid all mechanical instruction. The dry memorizing of a list of the kings of Israel, or of an incomprehensible creed, or of a formidable array of duties, is not the method that is likely to produce ardent Jews and Jewesses. Remember throughout that your chief purpose is not to impart information, but to create ideals. Never lose sight of this purpose either in your own conduct or in the details of instruction. Further, try to arouse a love for

the Bible, not by dwelling on the minutia, but by personally radiating the spirit of the Sacred Book.

III. THE TEACHER'S LIBRARY.

Happily, the Correspondence School conducted by the Jewish Chautauqua Society is now engaged in issuing a series of text-books for Jewish religious school teachers. The volumes that have already appeared and those that are soon to follow should be made accessible to the officers and teachers in every synagogue; and it would be well worth while for as many as possible to register as students in this Correspondence School.

In addition to the books recommended on pages 13-14 of Series I, the following volumes should be found in a well equipped Teachers' Library:

I. TEXT-BOOKS, in which regular weekly assignments are made in the Jewish Teacher, Series II. These books should be ordered two or three weeks before school opens.

(1) The Method of Teaching.

John M. Gregory, The Seven Laws of Teaching.
Amos R. Wells, The Teacher That Teaches.
Edward P. St. John, Stories and Story Telling.

(2) The Religion of Israel.

W. E. Addis, Hebrew Religion to the Establishment of Judaism under Ezra.

Israel Abrahams, Judaism.

(3) The Material for Teaching.

Claude G. Montefiore, The Bible for Home Reading,
Part I.

H. Graetz, History of the Jews, Vol. I.

Louis Ginzberg, Legends of the Jews, Vol. IV.

Chas. F. Kent, Founders and Rulers of United Israel.
Chas. F. Kent, Kings and Prophets of Israel and
Judah.

William Shepard, Young Folks' Josephus.

George A. Kohut, Hebrew Anthology, Vols. I and II.
Hastings, Dictionary of the Bible.

The Jewish Encyclopedia.