TRUTH is most interesting to children when illustrated by striking examples, because they then see the whole force of it in its practical bearing. Certainly we have in the records of our Saviour's teaching, a variety of inimitable specimens of the mode of giving the most effective instruction in this way. Let the teacher try the experiment, and see which affects his class most seriously—a solemn lecture on the love of God to sinners, and their obligation to love him in return, or the story of the "prodigal son," or of the "woman which was a sinner," and who met our Saviour in the house of Simon. The manner of illustrating lessons may be such as entirely to destroy the force and pungency of the truth they contain. The child may be amused, and even instructed, by the illustrations, while he loses sight of the truth itself, or is entirely unaffected by its exhibition; while, on the other hand, truths and principles may be enforced with great sincerity and zeal, and yet with such a cold and uninteresting manner as to weary and disgust the child's mind; and his ear becomes accustomed to sounds which, like those of the whistling of the wind, or the distant waterfall, only lull him to sleep. It is the way of some teachers to state incidents, biographies, etc., from the Bible, in more common language than is used in the Scriptures; preserving the entire truth of the inspired narrative, adding nothing to it, nor derogating from its dignity by low or trifling language. One of the best modes of impressing Scripture incidents is to ask the scholars to repeat them in their own language. As we before remarked, every one knows how many simple facts narrated in the Bible are misunderstood or overlooked, until a more emphatic way of reading them suddenly sets them forth in an intelligible manner. Illustration, in the manner of the parables, will sometimes be very useful; but it needs to be simple, short, clear, and founded on familiar things. Facts also strongly enforce truth, particularly if they have fallen under our own observation. The first question a child usually asks is, Is that true? The next, Did you see or know it? Anecdotes of children, especially of those about the age of our own scholars, showing different characters under various circumstances; permitting the children to bring written answers to questions proposed by the teacher; getting them to prove or disprove certain points from Scripture; appealing to their observation; and especially the constant use of a reference Bible, will all be found useful auxiliaries in teaching. Finally, simplify and repeat—repeat and simplify. The best mode is to give your instructions in the plainest language, and to question the child much on every point. There is no mode of urging the mind to effort like that of putting to it a plain question; and there is no way so good as this for ascertaining what part of our instructions have not been understood.—The Teacher Taught.