y virtue, if there be any praise, think on these things."

5. If the imagination steadily hold the picture, some day the life will
be like it.

It is impossible for the soul to look day after day upon anything
without unconsciously being changed into its likeness. Hawthorne has
exquisitely portrayed the transformation of Ernest into the image of the
Great Stone Face, and, in so doing, has told the story of every life
that gazes fixedly on its ideal. Herein lies the blessed secret of
Christ-likeness: "We all, with unveiled face reflecting as a mirror the
glory of the Lord, are transformed into the same image, from glory to
glory even as from the Lord, the Spirit."

In the light of these wonderful possibilities growing out of "seeing the
invisible," the oft-quoted words of Stanley Hall are most significant,
"Of all the things that a teacher should know how to do, the most
important, without any exception, is to know how to tell a story."

APPLICATION TO SUNDAY SCHOOL WORK

The requirements of the Primary department in regard to teacher, place
and equipment are similar to those in the Beginners' class, save that a
song roll may now be helpfully added, since the children are learning to
read. In the matter of instruction, however, some variation from
preceding methods is necessary, owing to the rapid mental development of
the children.

I. General Program.

In addition to the thought of making the service worshipful and joyous,
the program must be planned with reference to three important things:

(1) The Truth to be presented in the lesson.

This should be a guide to program building in the preceding department
as well, but it becomes imperative in this and the Junior departments,
since the truth to be taught changes weekly, and therefore must be
fastened during one hour's work. Memory in this period depends upon the
force of the impression rather than upon association, as in later
periods, hence all songs and exercises should emphasize the one thought
to be given in the lesson. This does not require new songs and services
weekly. It merely requires that the old songs and exercises be
approached from the standpoint of the lesson, that which is pertinent to
it being developed in each.

The results of this plan are two-fold: first, a freshness in the program
each week, even with familiar features, and second, cumulative emphasis
upon one truth, thus fulfilling the conditions of memory, and therefore
of nurtur