pupil, or calling attention to the good performance of a member of the
class can often be made an incentive to the whole number.

Drill, in order to be effective, must not stop short of thorough
mastery. The matter which is barely learned, or the verse which can be
but doubtfully repeated is sure to escape if not fixed by further drill.
It is probable, as suggested in an earlier chapter, that we attempt to
have our children memorize too much Bible material which is beyond their
understanding and too difficult for them. On the other hand, there can
be no doubt that we fail to teach them sufficiently well the smaller
amount of beautiful sentiments, verses, poems, songs, and prayers which
should be a part of the mental and spiritual possession of every child.
Our weekly lessons provide for the memorizing of Bible matter week by
week, yet surprisingly few children can repeat any sensible amount of
such material. Better results would follow if we should require less
material, select it more wisely, and then _drill upon it until it is
firmly fixed in the mind as a permanent and familiar possession_.

THE APPRECIATION LESSON

It is quite as essential that the child shall come to enjoy and admire
right things as that he shall know right things. To cultivate
appreciation for the beautiful, the good, the fine, and the true is one
of the great aims of our teaching. One who is able to analyze a flower
and technically describe its botanical parts, but who fails to respond
to its beauty has still much to learn about flowers. One who learns the
facts about the life of Paul, Elijah, or Jesus but who does not feel and
admire the strength, gentleness, and goodness of their characters has
missed one of the essential points in his study. One who masters the
details about a poem or a picture but who misses the thrill of enjoyment
and appreciation which it holds for him has gathered but the husks and
misses the right kernel of meaning.

How to teach appreciation.--Appreciation can never be taught directly.
The best we can do is to bring to the child the thing of beauty or
goodness which we desire him to enjoy and admire, making sure that he
comprehends its meaning as fully as may be, and then leave it to exert
its own appeal. We may by ill-advised comment or insistence even hinder
appreciation. The teacher who constantly asks the children, "Do you not
think the poem is beautiful?" or, "Is not this a lovely song?" not only
fails to hel