"You tell a man, 'He went down to the shore, and got into a boat and pushed off.' You would interest a child more if you say, 'He went down to the shore and found a boat there. One end of the boat—the front part, which they call the bow—was up against the shore, a little in the sand. The other end was out of the water, and moved up and down gently with the waves. There were seats across the boat, and two oars tying upon the seats. The man stepped upon the bow of the boat; it was fast in the mud.' And so on, describing the water under one end, and sand under the other; the one end rocking and rattling the oars, and the man walking back and pushing the boat off," etc.
Be exceedingly minute, therefore, with little children. In all the details which you describe take very short steps, and take each one distinctly. The Bible narratives are wonderfully adapted to good pictorial teaching. Bible emblems, which so abound, must be carefully pictured out; as, "The Lord God is a sun and shield," a "rock," and "refuge." "As the hart panteth," etc. Detail it so as to make the scene as real as possible to the child, and enable him to see the hart, the mountain, the water brooks, etc. Suppose you were on the lesson of the apprehension and trial of Christ:
"Children, see that crowd of people wending their way through the streets of Jerusalem! Some of them carry torches or lanterns in their hands; others have staves or swords. See, in the midst of them there walks one who looks very kind, but very sorrowful. Who is it? It is Jesus. The multitude, led on by the cruel priests, have just been to the garden of Gethsemane and hurried him away from His disciples; and now they are going to take Him before their rulers, that they may have Him put to death. Then describe the High Priest, Pilate, and Herod; the judgment hall, the drops of blood, the soldiers, and crown of thorns; the cross, the angry cries of, 'Crucify Him!'"
All this must be done with care and exactness, and before adopting it the teacher must make himself very familiar with every part, so as never to hesitate or labor in it; and then afterward call it all back by questions, in the children's own language.
Again: Suppose you wished to make a lasting impression on a child while developing a single important thought; as, for instance, the omniscience of God. Talk candidly to the child somewhat as follows:
"Mary, do you know that God knows all things? He saw Adam and Eve when they hid themselves in the trees of the garden. He saw Moses when he lay in his little ark by the side of the river. He saw Timothy when his mother taught him to read the Bible. He sees every person in the world just now. You know in Africa there are a great many millions of men and women. They are black. They are called negroes. God sees them all, and he sees the missionaries who are there teaching them God's word; and at the very some moment he sees all the people of this country, and every person in this town. He sees you, Mary. He saw you when you were a little babe in your cradle; he sees you at all your plays, and in the school; he knows what you say, and what you think; he sees every tear that falls from your eye, and every smile that plays on your cheek; he hears you sing his praises; and when you pray, Mary, God listens to everything that you ask; and when you lie down, and the room is dark and still, and there is nothing moving but your pulse, and nothing heard but your breathing, then God sees you, for the darkness and the light are both alike to Him."
Thus dwell amply on a thought until you associate it in the child's mind with many circumstances. For Bible-classes, of course, a teacher would not descend to all the details of some of these examples, yet in every age and class be graphic and life-like in word-picturing. The parables of the prodigal son, and of the good Samaritan, are divinely beautiful examples of pictorial teaching, for when our Saviour wanted to impress love to our neighbor he pictured out for us the beautiful story of the good Samaritan.
The following example is from "David Stow's Bible-training," published in Edinburgh, and is the "Training System" pictured out in words:
Example.
"As the hart panteth after the water brooks, so panteth my soul after thee, O God." Ps. xlii. 1. The more common way that the pious teacher or parent takes, is to pass over the emblem, and at once proceed with the spiritual lesson—thus beginning at the end—without any natural picture having been presented to the mind's eye of the pupils, by which they maybe assisted to the analogy—as and so, as the Natural, so the Spiritual—which is so uniformly done by the Spirit of God in Scripture.