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diff --git a/38346-h/38346-h.htm b/38346-h/38346-h.htm new file mode 100644 index 0000000..993d2f8 --- /dev/null +++ b/38346-h/38346-h.htm @@ -0,0 +1,10059 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> + +<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> + <head> + <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" /> + <meta http-equiv="Content-Style-Type" content="text/css" /> + <title> + The Project Gutenberg eBook of Sunday-School Success, by Amos R. Wells + </title> + <style type="text/css"> + +body { + margin-left: 10%; + margin-right: 10%; +} + + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; +} + +p { + margin-top: .75em; + text-align: justify; + margin-bottom: .75em; +} + +hr { + margin: 3em auto 3em auto; + height: 0px; + border-width: 1px 0 0 0; + border-style: solid; + border-color: #dcdcdc; + width: 500px; + clear: both; +} + +table.toc { + margin: auto; + width: 50%; + border-collapse:collapse; +} + +td.c2 { + text-align: left; + margin-left: 0em; + padding-left: 2em; + text-indent: -2em; + padding-right: 1em; + vertical-align: middle; +} + +td.c3 { + text-align: right; + padding-left: 1em; + vertical-align: bottom; +} + +td { padding: 0em 1em; } +th { padding: 0em 1em; } + + .pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; + color: #999; +} /* page numbers */ + + .br {border-right: solid 2px;} + + .smcap {font-variant: small-caps;} + + .smcapsig { + font-variant: small-caps; + text-align: right; + margin-right: 5%; +} + .sig { + text-align: right; + margin-right: 5%; +} + + .regindent1 { padding-left: 0.75em} + +/* Images */ + .figcenter { + margin: auto; + text-align: center; +} + +/* Transcriber Notes */ +div.tn { + background-color: #EEE; + border: dashed 1px; + color: #000; + margin-left: 20%; + margin-right: 20%; + margin-top: 5em; + margin-bottom: 5em; + padding: 1em; +} + +ul.corrections { + list-style-type: circle; +} + +/* Poetry */ + .poem { + margin-left: 10%; + margin-right: 10%; + text-align: left; +} + + .poem br { display: none; } + + .poem span.i0 { + display: block; + margin-left: 0em; + padding-left: 3em; + text-indent: -3em; +} + + .poem span.i2 { + display: block; + margin-left: 2em; + padding-left: 3em; + text-indent: -3em; +} + +/* INDEX */ + +ul.index2 { list-style-type: none; } + +li.indent1 { padding-left: 0.75em} + + .indent2 { padding-left: 2em} + + .indent3 { padding-left: 4em} + + </style> + </head> +<body> + + +<pre> + +The Project Gutenberg EBook of Sunday-School Success, by Amos R. Wells + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Sunday-School Success + A Book of Practical Methods for Sunday-School Teachers and Officers + +Author: Amos R. Wells + +Release Date: December 19, 2011 [EBook #38346] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK SUNDAY-SCHOOL SUCCESS *** + + + + +Produced by Charlene Taylor, Douglas L Alley, III and the +Online Distributed Proofreading Team at http://www.pgdp.net +(This file was produced from images generously made +available by The Internet Archive/American Libraries.) + + + + + + +</pre> + + +<p> </p> +<p> </p> +<p> </p> + +<div class="figcenter"> + <a name="cover.jpg" id="cover.jpg"></a> + <img src="images/cover.jpg" alt="Sunday-School Success Cover" title="" /> +</div> + +<h1>Sunday-School Success</h1> + +<h2>A Book of Practical Methods<br /> + for Sunday-School Teachers<br /> + and Officers</h2> + +<h3>By</h3> + +<h2>Amos R. Wells</h2> +<h4>Author of "Business," "When Thou Hast Shut Thy + Door," "Social Evenings," etc.</h4> + +<div class="figcenter" > + <a name="illus-p003.jpg" id="illus-p003.jpg"></a> + <img src="images/illus-p003.jpg" alt="Publisher's Mark" title="" /> +</div> + +<h5> <span class="smcap">New York</span> <span class="smcap">Chicago</span> <span class="smcap">Toronto</span>,<br /> + Fleming H. Revell Company<br /> + Publishers of Evangelical Literature +</h5> + + + + +<h4> Copyright, 1897, by<br /> + <span class="smcap">Fleming H. Revell Company</span></h4> + +<h4> THE NEW YORK TYPE-SETTING COMPANY</h4> + +<h4> THE CAXTON PRESS +</h4><hr class="chap" /><p><span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span></p> + + + + +<h2><a name="Preface" id="Preface"></a>Preface</h2> + + +<p>In these pages I have described the methods of +the most successful teachers and Sunday-schools I +have known. While a large part of the book is the +direct fruit of my own experience in Sabbath and +secular schools, it sets forth, as every teacher will +understand, what I have learned from my failures +rather than from my successes.</p> + +<p>Though the volume has something to say on all +the great Sunday-school problems, it does not pretend +to be a complete manual; indeed, who could prepare +one on so stupendous a theme? If it justifies its appearance +among the admirable treatises already published +for Sunday-school workers, it will be because +it presents with frankness the methods found helpful +by an average teacher, who never had charge of a +large school or a large class, but in district school, +small college, and small Sunday-school has struggled +with the practical problems of a teacher, and in some +of them at least, like Sentimental Tommy, has "found +a way."</p> + +<p>A large number of these chapters have appeared<span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span> +in the "Sunday-school Times," and others in the +"Sunday-school Journal" of the Methodists, the +"Pilgrim Teacher" of the Congregationalists, the +"Westminster Teacher" of the Presbyterians, the +"Baptist Teacher," and the "Golden Rule." I am +grateful to these periodicals for permission to include +this material in my book.</p> + + +<p class="smcapsig">Amos R. Wells.</p> +<p class="sig"><span class="smcap">Boston</span>, September, 1897.<br /></p> +<p><span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span></p> + + +<hr class="chap" /> + +<h2><a name="Contents" id="Contents"></a>Contents</h2> + +<table class="toc" summary="Contents"> + <tbody> + <tr> + <td class="c2"> <span class="smcap">I. The Teacher's Crown</span></td> + <td class="c3"><a href="#Page_9">9</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">II. Who Should Teach in the Sunday-School?</span></td> + <td class="c3"><a href="#Page_14">14</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">III. Preparing the Lesson</span></td> + <td class="c3"><a href="#Page_21">21</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">IV. Something about Teachers' Meetings</span></td> + <td class="c3"><a href="#Page_32">32</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">V. A Teacher with a Schedule</span></td> + <td class="c3"><a href="#Page_39">39</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">VI. My Lesson Chart</span></td> + <td class="c3"><a href="#Page_42">42</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">VII. The Value of a Monotessaron</span></td> + <td class="c3"><a href="#Page_46">46</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">VIII. Getting Attention</span></td> + <td class="c3"><a href="#Page_52">52</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">IX. Keeping Attention</span></td> + <td class="c3"><a href="#Page_57">57</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">X. The Importance of Questioning</span></td> + <td class="c3"><a href="#Page_64">64</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XI. A Good Question</span></td> + <td class="c3"><a href="#Page_69">69</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XII. Inspiring Questions </span></td> + <td class="c3"><a href="#Page_75">75</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XIII. Trigger-Teaching</span></td> + <td class="c3"><a href="#Page_80">80</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XIV. Galvanic Teaching</span></td> + <td class="c3"><a href="#Page_85">85</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XV. Serial Teaching</span></td> + <td class="c3"><a href="#Page_89">89</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XVI. Teaching the Psalms</span></td> + <td class="c3"><a href="#Page_95">95</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XVII. Those Temperance and Missionary Lessons</span></td> + <td class="c3"><a href="#Page_104">104</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XVIII. Topical Lessons</span></td> + <td class="c3"><a href="#Page_114">114</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XIX. Introducing Thoughts</span></td> + <td class="c3"><a href="#Page_119">119</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XX. Illustrations and Applications</span></td> + <td class="c3"><a href="#Page_125">125</a></td> + </tr> + <tr> + <td class="c2"><span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span> <span class="smcap">XXI. Righteous Padding</span></td> + <td class="c3"><a href="#Page_130">130</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXII. The Sunday-School and the Newspaper</span></td> + <td class="c3"><a href="#Page_134">134</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXIII. On Taking Things for Granted</span></td> + <td class="c3"><a href="#Page_139">139</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXIV. Utilizing the Late Scholar</span></td> + <td class="c3"><a href="#Page_143">143</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXV. Side-Tracking the Teacher</span></td> + <td class="c3"><a href="#Page_146">146</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXVI. The Problem of the Visitor</span></td> + <td class="c3"><a href="#Page_150">150</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXVII. "Under Petticoat Government"</span></td> + <td class="c3"><a href="#Page_154">154</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXVIII. The Teacher's Three Graces</span></td> + <td class="c3"><a href="#Page_160">160</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXIX. Something to Belong to</span></td> + <td class="c3"><a href="#Page_163">163</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXX. Through Eye-Gate</span></td> + <td class="c3"><a href="#Page_167">167</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXI. Foundation Work</span></td> + <td class="c3"><a href="#Page_178">178</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXII. The Trial Balance</span></td> + <td class="c3"><a href="#Page_193">193</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXIII. At the Helm</span></td> + <td class="c3"><a href="#Page_201">201</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXIV. The Superintendent's Chance</span></td> + <td class="c3"><a href="#Page_209">209</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXV. The Sunday-School and the Weather</span></td> + <td class="c3"><a href="#Page_213">213</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXVI. A Profitable Picnic</span></td> + <td class="c3"><a href="#Page_217">217</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXVII. A Singing Sunday-School</span></td> + <td class="c3"><a href="#Page_221">221</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXVIII. A Praying Sunday-School</span></td> + <td class="c3"><a href="#Page_227">227</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XXXIX. S. S. and C. E.</span></td> + <td class="c3"><a href="#Page_233">233</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XL. Teachers in 8vo</span></td> + <td class="c3"><a href="#Page_241">241</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XLI. Around the Council Fire</span></td> + <td class="c3"><a href="#Page_256">256</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XLII. The Incorporation of Ideas</span></td> + <td class="c3"><a href="#Page_267">267</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XLIII. From a Superintendent's Notebook</span></td> + <td class="c3"><a href="#Page_272">272</a></td> + </tr> + <tr> + <td class="c2"> <span class="smcap">XLIV. From a Teacher's Notebook</span></td> + <td class="c3"><a href="#Page_287">287</a></td> + </tr> + </tbody> +</table> + +<hr class="chap" /> + +<h2><a name="Sunday-School_Success" id="Sunday-School_Success"></a>Sunday-School Success</h2> + +<p><span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span></p> + +<h2><a name="Chapter_I" id="Chapter_I"></a>Chapter I</h2> + +<h2>The Teacher's Crown</h2> + + +<p>In one of those dreams which are truer than waking +there passed before me a long line of the Sunday-school +teachers I have known. One after the +other they appeared—those that had taught my +childish lips to repeat the Bible words, those that had +led my youth into the opening glories of the International +Lessons, those that had put to rest the rising +doubts of the young man and clinched his faith to +the Rock of ages; those, also, of less blessed memory, +whom I knew in early or later years, that had +done none of these things, but other good things not +so good.</p> + +<p>And I noted in astonishment, as each came into +view, that all were decked with diverse crowns. I +had not looked long before I saw that these crowns +were not arbitrary and artificial, but sprung from the<span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span> +very substance of the character of each. They had +all received their reward, but according to their deeds.</p> + +<p>First came a teacher whom I remembered merely +as an eloquent talker. His words were deftly chosen, +his sentences smoothly formed. His teaching was a +charming harangue, bright with metaphor, flashing +with sparkling parables. I loved to listen to him. +I was as proud of him as he was of himself. To be +sure, the only good thing he ever did for me was to +inspire in me the vain desire to become an equally +eloquent talker, but yet I was sorry he had not received +a nicer crown. It looked very beautiful, as +if it were thickly studded with lovely pearls richly +iridescent in the sun; but when he came near I saw +that each pearl was a little bubble swollen from a +reservoir within. These bubbles were bursting all +over the crown, fresh ones ever taking their place. +It was a very pretty sight, yet a very trivial crown, +and I was sorry for him.</p> + +<p>There were several worthy teachers in the line +whom I remembered as careful instructors in Bible +history. They had every date at tongue's end, knew +the order of the books and their contents, the relationships +of the prominent characters to each other, +all details of place and customs. They could repeat +Bible verses by the yard, and gave prizes for such +feats of unreasoning memory. They were mechanical, +but thorough and useful. They had taught me how +to dig into the Bible and study it as hard as I would +study calculus. I was grateful to them for this,<span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span> +though they did no more, and so was rather sorry to +observe their frail crowns. They were all of paper, +neatly folded and plaited, and as I came nearer I saw +that each crown was made up of leaves of the Bible.</p> + +<p>I saw there also two or three teachers who had +always taught with a sad countenance, teaching, not +because they loved to teach, but because it was their +duty to. "These," I thought, "will be joyful, now +that their distasteful task is over and their reward has +come"; but when I could see their faces clearly they +looked mournful as ever. Their crowns were ebon +black, pointed with little urns and lined with crape, +and they often shifted them, pressing their hands +gloomily to their brows, as if the crowns were very +ill fitting and uncomfortable. They wore them with +a martyr's air.</p> + +<p>There were several teachers whom I remembered +with gratitude because they had been so careful, in +teaching, to emphasize always the fundamental doctrines +of Christianity. These doctrines were the warp +and woof of the solid fabric of their lessons. Over +and over, in the same set phrases, they pressed those +great truths, until, strive as one would, one could +never forget them. But they never taught me the +relation between these blessed doctrines and my own +life. For years the formulas they had taught me remained +for me mere words. And so I was not at +all surprised to find their symbolic crowns solid and +rich, but not attractive, for they were thickly set with +jewels in the rough. Here and there, from beneath<span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span> +the incrusting stone, some magnificent gem would +flash out, but the beauty and splendor of most of +them were hidden.</p> + +<p>In my fantastic dream I saw another, who had +been a good teacher and a very poor one by turns. +His piety and zeal were subject to great fluctuations, +and a Sunday's teaching from him, carefully thought +out, full of wise helpfulness, would be followed by a +fortnight or more of questions read out of a question-book, +lifeless and mechanical. I was prepared, +therefore, to understand the meaning of his crown, +which bore many beautiful gems, but these gems +gave intermittent light, flashing out for a moment +with most brilliant hues, then suddenly growing dull +and dark.</p> + +<p>One alone of all I saw in my strange dream wore +a looking-glass crown. He had done his Sunday-school +teaching, I had always feared, for the praise +of men, to be seen of them. His attitude, his pompous +words and gestures, irresistibly suggested to +me always the posturing of an actor before a looking-glass. +And so his crown was all a mirror—clear, +bright, beautiful, but mirroring a looking-glass soul.</p> + +<p>And now, closing the long procession, who are +these I see? A thrice-blessed band, to me ever +sacred. There is the cheery little matron whose brisk +kindliness gave charm to my introduction into Sunday-school +life. There is the quiet and low-voiced +lady whose gentle teachings carried me many a step +toward my Saviour. There is the thoughtful and<span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span> +saintly woman whose prayers for the school-boy went +up, I know, night and morning; whose urgings were +so earnest, brave, and wise. And there is the noble-hearted +man, familiar with a young collegian's perplexities, +sympathetic as a woman, trustful as a hero, +strong and uplifting in word and friendly deed. I +see them all, and from their glorified heads a wonder +shining, a crown of light, beautiful as the love-gleam +from a mother's eye. And every one of the crowding +star-points of those crowns is for a life won to +the happy service of the Master.</p> + +<p>As I gazed with tear-dimmed eyes at the dear +vision, an angel stood at my side and asked me, +"What are all these thou hast seen?" "Forms," I +answered, "of Christ's teachers I have met; of my +own teachers, these last, all crowned as they have +taught." "Yes," answered the angel, "but you have +seen more than that. You have seen among them +the crown you yourself will wear when your teaching +days are over. Which shall it be?"</p><hr class="chap" /><p><span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span></p> + + + + +<h2><a name="Chapter_II" id="Chapter_II"></a>Chapter II</h2> + +<h2>Who Should Teach in the Sunday-School?</h2> + + +<p>The Master, who loves little children, stood in the +Sunday-school door and cried to all that came up, +"Who will teach my children about me?" And +they all with one consent began to make excuse.</p> + +<p>The preacher passing by said with conviction, "I +have my sermons to preach, and Sunday-school work +distracts my thought from them." Then answered +the Master: "Crucify your pride in words, and seek +the glory of deeds. This is your true sermon, to +bring me close to human hearts. Thus did I most +gladly preach, when on earth, to small classes and not +to throngs. Thus should my ministers most gladly +preach, face to face, one to half a dozen. You have +many pulpits more effective than the elegantly furnished +one to which you mount by three steps. They +are the bedside, the wayside, the prayer-meeting +table, the Sunday-school chair. Lovest thou me? +Feed my lambs."</p> + +<p>The teacher, when invited, shook his head with a<span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span> +sigh. "I teach all the week, and I am so tired! +Why should I not rest on Sunday?" Then answered +the Master: "The truest rest is a little change in +work. Your Sunday-school and day-school will invigorate +each other. It is I who have given you the +sweet power of leading young lives. Should you not +use it in leading them to me? Have you not seen +how teaching your scholars in holy things the first day +of the week draws them closer to you in your secular +teaching of the other days? Do you not rejoice in +the opportunity this work gives you to get an insight +into your scholars' characters and mold them more +directly than by the roundabout route of grammar +and geography? Indeed, if I excuse any from my +Sunday-school, you, to whom I have intrusted in +especial measure the teaching gift, must not be +the one."</p> + +<p>The business man rejected the proposal with emphasis, +saying: "As a matter of course, Sunday-school +teaching is quite out of my line. My days are kept +in close contact with dull matter, with cloth and coal +and wood and iron. I have no time for books, except +day-books and ledgers. My mechanical, routine +business quite unfits me for religious teaching." To +that the Master replied, smiling kindly: "I was a +carpenter, my son, but holy thoughts kept pace with +my plane, and firm conclusions were clinched with +my hammer. And at evening, work done, I found +time for prayer and meditation and calling young +children about me to talk with them. Your contact<span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span> +with men and things makes you one of the most +valuable of Sunday-school teachers. What parables +are acted all around you, in nature, in your work, in +the lives of your helpers! What illustrations lie +heaped up in your business experience, ready to your +hand! Most of these young people in my Sunday-school +will choose some business like yours. How +happy for them, then, if they could have you to tell +them beforehand of its perils, strengthen them for its +difficulties, point them the road to success and true +happiness! No; I can better miss preacher and +teacher from my Sunday-school than you men of +affairs."</p> + +<p>Then came the care-worn housewife. "Master," +said she, "I am perplexed and troubled about many +things. My days, and often my nights, are crowded +with a woman's myriad unheralded tasks. The +children are ever with me. Why need I go to Sunday-school +to teach them? Why not each home the +mother's Sunday-school?" "Why not each home +the prayer-meeting?" the Master asked her. "There +come from numbers an interest, a help and inspiration, +which you cannot get in the holiest family circle, +and which you dare not miss. And what of the little +ones whose mothers are less faithful than you? Have +you no love to spare for them? I have implanted in +the very nature of you mothers my most earnest call +to Sunday-school teaching. What is it? The greatest +love of little children."</p> + +<p>And then came up two young people, a youth and<span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span> +a maiden, and said to the Master: "We are too +young. We have had as yet no wonderful experience. +We know nothing of death, of disease, of great sorrows, +of heavy responsibilities. We are not wise in +these high matters. We do not understand theology. +We cannot teach." "Why," answered the Master, +"neither do my little ones in the Sunday-school want +to know about death or disease or heavy responsibilities. +I would not have them taught what you +think of as theology. But you are wiser than they. +You see beyond their little worries and mysteries. +Help them to your own measure of grace and strength, +and as you teach and they grow, will not you grow, +too, for further teaching ever? No, my young man +and maid, with your ardent and fresh-hearted zeal; +you can come very close to my little children, and I +cannot spare you from my Sunday-school."</p> + +<p>Long stood the Master there by the door of the +Sunday-school, and many were those whom he called +to the work, and many excuses were made. One +pleaded ignorance. "But," gently questioned the +Master, "have you a mind, to learn?" One urged +timidity. "But I will be with you," said the Master. +"There are others who can do it better," insisted one. +"Will you not get them to do it, then?" begged the +Master. "And if they will not do it, then you will +be the best, and cannot refuse."</p> + +<p>It was not long before a strong little group stood +by the Master's side, ready for service, and as the +regular teachers of the school came up, the Lord of<span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span> +whom they taught received them lovingly, or sadly +turned them back. As hard-faced, unsympathetic +Mr. Grim would enter—he whom all the children fear +and elders do not love; he to whom a boy is only the +necessary inconvenient early stage of a man, of promise +only as he can commit to memory Bible verses—when +he would enter the Master turned him back. +"You must not teach my children," said the blessed +One, "until you become as a little child."</p> + +<p>He barred out also Mr. Brainy, whose ideal recitation +is an argument, and whose scholars are far more +familiar with points of skeptical controversy than +with the Bible. He would not admit Miss Tangent, +whose sole preparation for the lesson is the culling +from her book of extracts of choice sentiments, pretty +fables, and striking bits of verse of mysterious relevancy, +which she recites for her scholars' admiration, +and makes them learn. He turned back also Mrs. +Scold, with her sharp tongue and cold eyes. He +rejected Mrs. Job, who taught only from a sense of +duty, and only with a long face.</p> + +<p>But ah, the warm smile, the eager greeting, with +which the Master welcomed the school's workers! +There was Jack Manly, who had not waited for the +desire to begin teaching, but had seen the need and +filled it, not knowing how soon and largely the love +for the work would come and grow. There was Lucy +Gentle, who did not feel able to teach, yet considered, +not her ability, but the need, knowing that duty is +measured rather by the seeing eye than by the feeble<span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span> +hand. There was Mrs. Patient, who had hesitated +to begin the work because of her ignorance of the +Bible, but who by quiet and faithful study for her +class had become a wise and thorough scholar of the +Word. There was old Squire Greatheart, who taught +a group of full-grown men and women whom he had +gathered into a class when they were boys and +girls, and had led ever since in hard study of God's +Book.</p> + +<p>There were many others whom the Master received, +of many varied talents, for the Sunday-school can +use a wide range of powers; but all were alike in +consciousness of their weakness compared with the +greatness of their task, in willingness to resign their +work to any better able who could be got to take it, +in gladness to go on with it if their betters would not +assume it, relying for success on the God of it. Their +credentials were that they saw the need of the work, +that they saw their own unfitness to do it, that they +knew their fitness and power were assured when God +assigned the task.</p> + +<p>Thus the Master chose his teachers and blessed +them; and though there was no genius there, no mighty +mind, no trained skill, but only humble readiness to +serve, he poured out on them the fullness of his love +and power, and they left the Sunday-school room +ever bearing precious sheaves.</p> + +<p>That is the end of my parable. Oh that all might +know, as we, dear fellow-teachers, know it, the joy of +our Sunday-school ministry! Then superintendents<span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span> +would have no search to find teachers, no trouble to +keep them. Then to the enlarging band of teachers +would come a constantly enlarging band of scholars, +and all together would soon bring the multitudes of +the world into the host of the redeemed.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span></p> + + + + +<h2><a name="Chapter_III" id="Chapter_III"></a>Chapter III</h2> + +<h2>Preparing the Lesson</h2> + + +<p>Some teachers think that preparing the lesson is +merely the loading of a cannon with powder, that it +may go off with a big bang in the presence of admiring +scholars. And the more powder, the bigger +bang. So they load up with scintillating similes, and +pretty parables, and striking stories.</p> + +<p>Other teachers have set up some historical or +theological or ethical target-board off at a distance +from their class, and load their cannon with ball, that +their scholars may see how accurate is their aim and +how fairly they can hit the bull's-eye. So they prepare +a mass of facts and figures, arguments and evidences.</p> + +<p>But the wise teacher rejects <i>in toto</i> the cannon notion. +He sees in each lesson a ledge of that grand +mountain of life—of Christ-serving, strong life—up +to which he must lead his little band, on which he +must plant their feet so firmly that they may not slip +back during the six days' interval, but may be ready +for the next fair terrace, and the next.</p><p><span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span></p> + +<p>So the wise teacher, in preparing the lesson, knows +that he must first reach that ledge himself; must repeat +the journey over and over until he has learned +the easiest way for little feet; must make ladders with +rounds close together; must spread sand on slippery +places and stretch ropes along the edge of the cliff. +He, too, lays in supplies of stories and pretty parables, +not, however, in the form of powder, to make a show, +but (if this is not too severe a twist of the simile) as +dainty food to keep the young travelers fresh and +hearty. He, too, has facts and figures and arguments +and evidences, not, however, as cannon-balls, but in +the shape of iron bridges and railings and ropes, that +the way may be solid and safe.</p> + +<p>There are some teachers that do not study at all. +It is as if a will-o'-the-wisp should undertake to guide +one on an important journey. Those teachers are +going they know not whither, over they know not +what road, for what purpose they have not the slightest +idea, and land always in a bog.</p> + +<p>Emphatically, the teacher that is not always climbing +himself will leave his class on a very dead level +indeed. He should be reaching down and pulling +them up, but he is soon compelled to stand where +they are and push, and ends with believing his "level +best" to lie along the smooth road of the easy-going +valley.</p> + +<p>The teacher who ceases to grow ceases to teach. +That is why a Sunday-school lesson cannot be +crammed. That is why preparation for it must extend<span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span> +all through the week. Growth cannot be ordered +offhand. It comes from Father Time's shop, and +he is a deliberate workman. You will lose your hold +on your class if each Sunday hour does not begin +with you a little above them, and end with them at +your level. This advance cannot be won Saturday +night, or during the space between the first and second +bells for Sunday-school. Such a spasmodic leap +ahead will leave you too much out of breath even to +tell them to come on.</p> + +<p>Dropping metaphor, of which we may have had +too much, there are several substantial reasons why +the Sunday-school preparation should extend over the +seven days of the week. Thus only can you utilize +in the Master's work odd bits of time, your Bible on +the bureau while you dress, in your hands on the +street-cars or while you wait for the meat to be cooked. +There are many Bible verses which should be carefully +committed to memory in connection with each lesson, +as the teacher's best reliance for commentary and inspiration. +These verses should be running through +our heads as we run on all our six-day tasks, and +should sing themselves to all our labor-tunes. But +chiefly, it is only in this way that we can accumulate +hints, and grow into the truths of the lesson by experience. +With the lesson theme for a nucleus, it is +astounding to see what a wealth of illustration, of +wise and helpful comment, each day's living thrusts +upon us. Every event is a picture of some truth which +needs only a sensitive plate to be photographed forever.<span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span> +That sensitive plate is a mind which is studying that +particular truth.</p> + +<p>How much time do you spend in studying your +Sunday-school lesson? You see that no true teacher +can answer that question, any more than the poet can +tell how long he is in writing his poem. This is the +inspirational part of the teacher's work, and not the +mechanical part, and his brooding will have issue of +life just in proportion as the Holy Spirit dwells in his +heart. But along with this lofty work must go lower +processes, of which it is far easier to speak. I mean +those lower processes which alone we are likely to call +"studying." Permit me to lay down a programme +for the study of a Sunday-school lesson.</p> + +<p>To begin with, let it be always with pencil in hand. +You have seen iron filings scattered in rough confusion +over a sheet of glass. And then, when the magnet +was placed beneath, you have seen those ugly bits +of metal dance into the daintiest designs, fairy curves +and most symmetrical figures. Such a delightful +magnet is a pencil or a pen for all the disordered +thoughts and fancies of our brains. Next to the Bible, +the Sunday-school teacher's inseparable companion +should be a lead-pencil.</p> + +<p>What book is nearest you while you study your +lesson? Teachers may be classified finally by their +answers to that question. Is it the commentary, +the atlas, the Bible dictionary, the concordance, the +question-book, or the Bible? If the commentary, +your comments will fall fruitless to the ground. If<span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span> +the atlas, your class will wander nowhither. If the +Bible dictionary, your diction will have no issue in +deed. If the concordance, your class will know little +from you of that concord which passes understanding. +If the question-book, the value of all your study is +at least questionable. No; let me emphasize this +statement: <i>Not a single lesson help should be touched +until everything possible to be learned about the lesson +from the Bible directly has been learned</i>.</p> + +<p>For this you will need two Bibles at least, one to +be kept open at the lesson, one to turn back and forth +in pursuit of references and information. The first +must be a King James reference Bible; the second, the +noble translation of Victoria's reign. Thus furnished, +read the lesson. As you read, examine your mind. +What questions assail it? Those moments are full +of matter. Those questions are the clues to the lesson +labyrinth. Those perplexities constitute your programme. +"I wonder where this place is?" you will +say to yourself. "Who was this man, and what was +his past history, that he did this deed? What does +this odd phrase mean? Is that sentiment a just one? +Is that act a model for us modern folk?"</p> + +<p>As these difficulties come up in your slow and +thoughtful reading, jot them down, and the resultant +half-sheet of scribbling means half the work accomplished. +But hold! Did you read through a child's +eye as well as your own? Did you read in the plural +number? If not, you must read the lesson once more, +with a poet's imagination noting this time the difficulties<span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span> +which you strode easily over, but which would +soon trip up little feet. When you write down such +points on your paper, underscore them. And underscore +them again. A vast deal of preparation for +teaching is fruitless because it is made in the singular +number.</p> + +<p>The next stage in our lesson study will be to answer +our questions. Points in regard to antecedents and +motives will be answered by the chapters intervening +between the last lesson and this. Those should next +be read. Many difficulties concerning customs and +laws will be cleared up by parallel passages and the +references of your reference Bible. Those same references +will collate for you helpful utterances on the +ethical problems of the passage. Comparatively few +people know, by the way, how nearly a reference Bible +allows one to dispense with the Bible dictionary, Bible +index, concordance, and commentary. I am continually +astonished to see how few are the questions +which may be asked about a passage that the Bible +itself does not answer if closely scrutinized.</p> + +<p>"But all this is a waste of time," you object. "In +the lesson helps all of these points are stated and +discussed, fully, methodically, concisely. Others +have done this work for me, anticipating all my difficulties. +Why need I repeat their labor?" Surely +not merely to be original. There's too much original +work crying to be done to waste a moment in duplicating +unnecessarily work already done for us. But +the Bible study cannot be done for you. It must<span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span> +end in familiarity with the Bible, in appreciation of +it, in a wide-awake understanding of the problems it +presents, to be obtained in no way except by original +work. If difficulties are solved before we have felt +them to be difficulties, if customs and phrases are explained +before we have discovered the need of an explanation, +and places located before we fall to groping +after them, it is the old story of "light won, light +lost." And so I wish to repeat that the one proper +commencement of study of a Bible lesson is the Bible, +and the Bible, and the Bible; once to note our own +questions, once to imagine our scholars' questions, +and once, in large measure, here, there, and everywhere, +concordance, index, references, and atlas at +our elbow, to answer, if it may be, from the Book itself +all the questions it has raised.</p> + +<p>And when this is done, even if every question has +been answered, open arms to the commentaries and +the lesson helps, the wisest and richest you can find, +and as many as you have time for. Why? Because +twenty heads are better than one; because the Hebrew +and Greek and travel and debate and experience and +insight and spirituality of our best thinkers will suggest +new points of view, add a world of illustration, +may even upset some of your conclusions. Stand +sturdily, however, in the presence of these learned +doctors. You will be tempted to throw away your +own honest results and adopt their wise and brilliant +homilies. If you do, your class will laugh at you, or +yawn. You will be giving them, not your life, but<span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span> +your rhetoric. These helps are for inspiration, not +respiration and circulation. They are for hints toward +originality, not hindrances. They are useful in +strengthening your own thought, vivifying your own +feeling, confirming your own conclusions, opening +new vistas for your own exploration, suggesting +methods for your own practice.</p> + +<p>If these two lines of preparation have been faithfully +carried out, you will by this time have accumulated +a mass of material which will be confusing, +and the third step is to reduce it to order. Long +practice has convinced me of the utility of the plan +of writing out questions. Whether these questions +are used in the class or not, they clarify the subject +marvelously, and the mere drill of writing them adds +fifty per cent. to the teaching power of the instructor. +When I began trying it, I was astonished to see how +many thoughts which seemed to me quite promising +and bright could not be approached by the interrogative +mood. I wanted to lead up to this simile, that +illustration, this theory, that pretty idea. I would +soon find that my questions refused to lead up to them +naturally. Why? Simply because these fancies answered +no query likely to rise, solved no difficulty likely +to suggest itself, and were mere adventitious decorations +wherewith I had been accustomed to load my +Sunday-school teaching, to show off.</p> + +<p>My attempt at formulating questions soon taught +me, too, that I had been indulging in monologue. I +found it unexpectedly difficult to frame a question—one,<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span> +that is, which required the scholar to do some +thinking to answer. I discovered that I had been in +the habit of propounding "yes" and "no" queries, +merely as excuses for five-minute orations.</p> + +<p>Then, too, when I began to put down in black and +white just what I expected to put into that precious +half-hour, I wondered what I had been doing with it +hitherto. By my previous methods two or three little +notions would keep me going through the whole thirty +minutes; but ideas do shrink so when you put them +on paper with a question-mark at the end! It is +wonderful how many questions can be asked and +answered in half an hour. I gained a new conception +of the value of time, and of the teaching value +of study hours.</p> + +<p>In writing out these questions, then, the first thing +to be thought of is that consideration with which a +good teacher will begin his lesson, but a poor teacher +will close: "What is the main teaching of the lesson?"—as +important, this "main teaching," as the compass +to the sailor. What particular characteristic of God's +noblemen is this lesson to strengthen in my scholars? +Every teacher should know the power which is given +by an ultimatum; by a decision, that is, as to the one +thing which, no matter what else it wins or fails to +win, that lesson must accomplish. Is it to make my +boys and girls more truthful, more brave, more cheery, +more trusting? Whatever the point be, about that +shall cluster the questions, the illustrations, the arguments. +Countries, customs, times, history, shall be<span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span> +only its framework. There must be other points, to +be sure, but merely as side excursions, from which +we return with greater zeal to this our main quest. +Those subordinate points we next determine, and the +order in which we shall treat them, and then sit down +to write out our questions.</p> + +<p>Does all this seem too mechanical, this writing out +questions, and determining point by point just what +results you will seek, and in what order? It is businesslike; +it is mechanical. Why are we so afraid of +mechanism in bringing hearts to the great Mechanic, +without whom was nothing made that has been made? +A machine is merely a contrivance for applying power +effectively, and the only question should be, Does this +machinery make my aim more direct, widen and +deepen the range of my efforts? It is a grand and +godlike thing to be mechanical, but it is a pitifully +weak thing to stop with being mechanical. Machinery +accomplishes all the work that is being done anywhere, +but it is machinery informed by the Holy Spirit. +Our lesson preparation will be in harmony with all +of God's preparing if it is orderly, painstaking, and +definite, binding together, however, all its labored +details with the sweet and creative spirit of prayer. +Machinery touched by prayer is always the machinery +in which, as in the old Greek plays, the god descends. +Nothing is mechanical, everything is poetical +and spiritual, that can be prayed over.</p> + +<p>But will not all this take time—all this ransacking +of the Bible, original study, writing out of questions,<span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span> +and formulating plans? Of course it will. Time is +what good things are made of—time and toil. It +would be strange if the best of good things, the sanctification +of lives, did not take time and toil. But +let us remember two facts: one, that this work, being +thorough work, need not be done twice. Seven years +of such Bible study as I have indicated, and what +a magnificently trained teacher you will be, ready, +all ready, for the next International Lesson cycle, the +next Sunday-school Sabbath of years! We Sunday-school +teachers have enlisted for life. It is so much +wiser, then, to study for life. And in the second place, +familiarity with this thoroughgoing way of working +makes it much easier and more rapid than at first. +We no longer have to use the concordance, but memory +supplies passages needed for illustration. Bible +customs are soon learned. The peculiarities of Bible +language are readily mastered. The poetic instinct +which sees parables and applications grows with its +use until they crowd upon you and must be critically +culled. Nothing ends easy but that which begins +hard.</p> + +<p>After all, however, these are the lower motives. +What matters it even if the preparation for this blessed +work remains hard to our last Sabbath? Let it be +the best we know, and on that last Sabbath, if God +has given us the knowledge that even one soul has +been turned to the supreme happiness by all our toil, +we shall deem it rich reward.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span></p> + + + + +<h2><a name="Chapter_IV" id="Chapter_IV"></a>Chapter IV</h2> + +<h2>Something about Teachers' Meetings</h2> + + +<p>The teachers' meeting is not so much to get facts +as to vivify and arrange them. The leader does not +teach the lesson unless he teaches how to teach the +lesson. This is a place for comparison.</p> + +<p>The meeting is perhaps less to make plans for the +teachers than to stimulate them to make good plans +for themselves. The gathering is not to listen to a +lecture. You cannot make teachers, except by the +Socratic method. A teachers' meeting is not a Bible +class.</p> + +<p>The ideal teachers' meeting focuses on the work of +each the helpfulness and skill of all. The leader, +then, must put into the meeting every one's peculiar +talent, and must draw out from the meeting for every +one's peculiar need. And do not—as so many +teachers' meetings do—let the teachers for the older +classes run away with the evening.</p> + +<p>The right kind of teachers' meeting keeps itself up +and keeps up the teachers. It "draws," because it<span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span> +is attractive. The only way to build up an attendance +is to build up the interest of the meeting to be attended. +Nevertheless, attention to a few bits of detail +will greatly assist in building up the attendance. +Have a constitution, a full set of officers, and stated +business meetings. Make the teachers feel that they +"belong." Many a teachers' meeting goes to pieces +for lack of something to tie to. Cultivate the feeling +of responsibility. Insist on rotation in office. Give +every teacher possible some regular duty, if only to +pass the hymn-books. Once a year at least let the +teachers' meeting have a field day. Get up its finest +programme, with a special view to interesting the +entire church in Sunday-school work. Then invite +the entire church to hear it. Such an open meeting +should come just before the beginning of a new line +of study.</p> + +<p>The teachers' meeting, in many small places, will be +a union meeting, of all the evangelical churches, and +sometimes of neighboring churches in cities. What +finer close to a year's harmonious work than for all +the teachers of this union meeting to sit down to +dinner together at a genuine love-feast!</p> + +<p>Attendance is in many cases increased by providing +a variety of leaders. The brightest of men becomes +wearisome ere long; his methods grow familiar. +The heart of the teachers' meeting is the programme +committee, ever pumping in fresh blood. Arrange +with neighboring towns for the loan or exchange of +helpful leaders.</p><p><span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span></p> + +<p>There is a certain gain in a uniform programme +for the hour, so that historical explanations, difficult +exegesis, blackboard work, plans for the little folks, +lesson analysis, and so on, may be taken up in a uniform +order each evening. This will insure against +the omission of any line of work.</p> + +<p>Let one teacher—a new one for each quarter—be +appointed to present within ten or fifteen minutes an +outline of work for the younger classes. If this +teacher cannot draw, an assistant should be appointed +who can. The remainder of the time, after these +regular exercises are over, will be at the disposal of +the leader of the evening, who will treat the lesson in +general. Some such combination of permanent with +changing leadership will be found exceedingly helpful +and attractive.</p> + +<p>Who should lead the teachers' meeting? Teachers. +Not exhorters; not conversational monopolists; not +lecturers; not the most learned doctor of divinity who +is not also a teacher. None of these, but teachers. +The obscure layman, if he knows how to ask wise +questions. No one for compliment, no one for custom, +but every one for practical utility, for learning +how to teach.</p> + +<p>See that the meeting begins on time, whether the +leader is ready or not, and even if no audience is +present. There will be an improvement next time. +Promptness begets promptness. And let the meeting +close on time, though in the midst of the most interesting +discussion. All the better to leave a little interest<span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span> +as a nest-egg. Open with prayer. Some teachers' +meetings also open with singing. One verse is better +than two.</p> + +<p>It is useful to read the lesson text in the meeting, +provided the reading is made to teach something. +The manner should be varied. Let the leader request +the teachers to take up the reading whenever he +stops, and let him stop at eccentric places, to hold +attention. Let the teachers read each verse in the +King James Version, the leader responding with the +Revision. In a passage where description or narrative +alternates with speeches, let the leader read the +speeches only, the audience inserting the narrative. +Divide the lesson into sections that will analyze the +thought or the story, and read these sections alternately, +the leader prefacing each with a suggestive +title. Divide the teachers into two portions,—right and +left, front and back,—and let them read antiphonally. +Let the leader read the entire lesson, injecting crisp +comments carefully prepared beforehand, these comments +being all in one line—exegetical, historical, explanatory +of customs or of phrases. Let the leader +prepare a set of questions, one to be answered by each +verse, and to serve as an introduction to it as the +teachers read. In studying the Gospels, whenever the +lesson would be made clearer by it, read, instead of +the regular text, the same passage as a monotessaron +gives it, combined with all that is found in the other +Gospels. Such ancient books as "The Teaching of +the Twelve Apostles" or "The Apocryphal Gospel<span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span> +of St. Peter" may often furnish a suggestive extract +to add to this opening reading.</p> + +<p>The work of the teachers' meeting will largely be +cut out for it at the outset, if the leader knows his business. +Announce your programme, if you want help +in carrying it out. What wonder the meeting runs +off the leader's track, when the track is invisible to all +but the leader! "First," says the experienced teacher, +"we'll form a scheme for our guidance in study; +second, we'll go over the story of the lesson in a preliminary +survey; third, we'll take up the words, +phrases, customs, and circumstances that need explanation; +fourth, we'll discuss the best way of teaching +the lesson to the younger scholars; finally, we'll +bring out points for the older members of the school."</p> + +<p>Many meetings fray out at the end. Nothing is +finished, or at best there are only a few hasty answers +to the stereotyped question, "Now what do you consider +the chief teachings of this lesson?" If it has +not been made evident before the meeting was half +through what are the chief teachings of that lesson, it +surely will not be made evident by this hurried question, +whose answers are punctuated by the donning +of overcoats. If the leader began with a good outline, +now is the time to clinch the discussions of the +evening by repeating the outline, enlarged and modified +as those discussions may have required. Then +let the evening be closed reverently with a few words +of earnest prayer.</p> + +<p>As to the general conduct of the meeting, probably<span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span> +the matter most necessary to be urged is the use of +direct, brisk, suggestive questions, addressed, not to +empty space, but to particular teachers. A question +spread over a roomful is about as efficient as a bullet +would be if fired flat enough to cover ten men. Don't +be afraid to use proper names. Questions addressed +to a crowd put a premium on forwardness. Call no +one by name who is really too bashful to reply, but +teachers ought to pass by that stage of timidity.</p> + +<p>A second common mistake is to run the teachers' +meeting on the low plane of mere facts, history,<a name="biography" id="biography"></a> biography, +when it should be all aglow with the spiritual +life. If the teachers' meeting does not touch the +teachers' consciences, hardly will those teachers touch +the consciences of their scholars. Let the leader ask +at every turn this question in effect: "What need of +your scholars' lives will this truth fit?" And he +should not rest satisfied until the truth is applied in +turn to the diverse needs of three classes—the little +folks, the young folks, and the old folks.</p> + +<p>The leader must put himself in the place of all kinds +of teachers, and discern their needs. He must head +off unseemly and prolonged discussions; he must have +sprightliness to keep the meeting taut; he must have +zeal to keep the meeting warm; he must have consecration +to keep the meeting spiritual.</p> + +<p>But the best of leaders may be thwarted by poor +following. To be led in a teachers' meeting is an art +almost as difficult as to lead. A skilful follower in a +teachers' meeting will answer questions briefly. He<span class="pagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span> +will not commit the impertinence of giving ten times +as much as is asked for from him, thus stealing from +the meeting the sprightliness of nine questions and answers, +even when all he says is to the point. He will +make suggestive answers rather than exhaustive ones. +His eager note-book and intelligent listening will be +as encouraging as a continuous round of applause. +In short, he will be anxious to do anything for the +success of the meeting, even to the extent of sitting +silent for fifteen minutes. And all leaders will bless +him.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span></p> + + + + +<h2><a name="Chapter_V" id="Chapter_V"></a>Chapter V</h2> + +<h2>A Teacher with a Schedule</h2> + + +<p>The weak point in the preparation most Sunday-school +teachers make is their failure to prepare a +schedule for their teaching—the order, that is, in +which they shall take up and discuss the facts and +lessons of the day's Scripture. Probably the majority +of teachers begin with verse 1 and go stolidly through +to verse 13, or as near it as the superintendent will +permit them to get. This is teaching with a shovel, +and not with a sieve.</p> + +<p>Wise teaching selects, marshals, brings to a focus. +It excels haphazard teaching as far as a painting by +Rembrandt excels a whitewashed fence. It does not +permit ideas to neutralize each other. It has a purpose, +clearly and determinedly held in view, and to +this purpose it subordinates everything else. It knows +that the effectiveness of the lesson depends quite as +much on what is left out as on what is put in.</p> + +<p>Now the more ideas a teacher has, the greater need +has he of a schedule, just as the railroad that runs<span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span> +most trains is in most need of a good time-table. Indeed, +the performance of a teacher without a plan +bears a strong resemblance to a railway collision. +Ideas, illustrations, exhortations, bump into one another +front and rear, telescope each other, and form +at the end of the hour a disheartening mass of splintered +fragments, with here and there a jet of steam or +a puff of smoke. If the teacher has no schedule, the +scholars on his lesson train will grow confused and +get nowhere. Small blame to them!</p> + +<p>Imitating Paul, the wise teacher will take for his +motto, "This <i>one</i> thing I teach." He will teach as +much more as is possible, but first he will make absolutely +sure of one thing. My own plan in connection +with every lesson is to lay down one principal, and two +or three subordinates. It is best to write these down +on the margin of the quarterly, in precisely the order +in which they are to be taken up. Ask yourself most +earnestly, "What is the main lesson this Scripture is +to teach my scholars?" Having decided on that, +consider your teaching a success, whatever happens, +if it has impressed this one truth. Leap to this task +as swiftly as may be, even if to reach the chosen +point you must pass hastily over the first portion of +the lesson.</p> + +<p>After driving home this truth, and making sure of +it, take up in turn your subordinates. This will require +a new view of the lesson story that will compensate +for your previous haste. And reserve some +time at the end of the lesson for a few parting words<span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span> +on your main truth. Save for this time your most +telling illustration, your most ardent pleading. In +preparation for this get all questions and difficulties +out of the way. Be sure, before you begin, that your +watch is with the superintendent's, and do not permit +yourself to be caught by the closing bell with your +lesson only half way to the terminus.</p> + +<p>Some teachers are proud thus to be caught, but +they should be ashamed. If their neighbor admits +that he got over the lesson with his class, they are +filled with amazed pity at his lack of brains. "Why, +how <i>could</i> you? There was so much in the lesson +that I scarcely made a beginning."</p> + +<p>Teachers, it is a disgrace to any workman to leave +behind him an improperly finished job; and we are, +or should be, just as thorough workmen as any carpenter. +<i>Select!</i> One truth a Sunday means fifty-two +truths a year, while fifty-two truths a Sunday would +not mean one truth a year. <i>Plan!</i> Definite results +do not come from haphazard methods. <i>Finish!</i> +One goal reached is greater triumph than fifty goals +started for. <i>Form a schedule, and carry it out!</i></p><hr class="chap" /><p><span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span></p> + + + + +<h2><a name="Chapter_VI" id="Chapter_VI"></a>Chapter VI</h2> + +<h2>My Lesson Chart</h2> + + +<p>My recipe for a well-prepared lesson is expressed +in Captain Cuttle's formula: "Make a note on 't."</p> + +<p>I have read the lesson text, and the text before the +lesson text and after it. I have read the wisest commentaries +I can find, and as many of them as I can +find time for. I have "mulled" over the matter for +myself a day or two. By this time my brain is +thronged with facts and a-tingle with suggestions.</p> + +<p>Then, the lesson leaf or some other convenient +copy of the lesson text before me, I construct the +chart by which to make my Sabbath cruise.</p> + +<p>First, one must get out to sea; there is the introduction. +How shall I fit this trip in with last Sabbath's +voyage, and how shall I get under way?</p> + +<p>As I plan my introductory questions, I write at the +head of the lesson text some word to represent each +question, such as "author?" "time?" "place?" +"circumstances?" "purpose?" "outline?"</p> + +<p>With the questions concerning the text itself, however,<span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span> +I do no writing; I simply underscore neatly +those words or phrases of the text that will hint at the +point to be raised. For example, take the verse, +"The Lord is my shepherd; I shall not want," and +the questions: (1) How was this imagery prompted +by David's life? (2) What use did our Lord make +of the same simile? (3) What comfort should we get +from this thought in the trials and uncertainties of +life? (4) How does Christ's shepherding keep us +from want? (5) From what kind of want does it +keep us? (6) What makes you sure of this? (7) How +was all this proved true in David's case?</p> + +<p>As each question occurs to me, or is suggested by +my reading, I underscore a word that henceforth +stands for that question. These words, in the order +of the questions, are: (1) "shepherd"; (2) "Lord"; +(3) "my"; (4) a curved line from "shepherd" to +"I" connecting the two sentences; (5) "want"; (6) +"shall not"; (7) "I."</p> + +<p>It will sometimes need a little thought to decide +just which word will best represent the question, but +that very thought will fix the question more firmly in +the mind. If more than one question should be attached +to one word, make two short underscorings, +one beside the other.</p> + +<p>When the question contrasts two persons, two expressions, +or two events, "railroading" is in order—a +line, that is, drawn clear across the printed page, +connecting the words which the question connects.</p> + +<p>If you have a parallel Bible, or some lesson help<span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span> +that gives the King James and the Revised versions +in opposite columns, it is an excellent plan to mark +in one version all the points of history, geography, +biography, customs, dates, and the like, and in the +other the points requiring practical application to +heart and life. The latter will obviously go best in +the Revised Version. The points indicated by the +underscorings in the King James Version may first be +considered and got out of the way.</p> + +<p>If, however, you must use only the Authorized +Version, distinguish in some manner between the two +sets of points—the merely explanatory and the hortatory. +Use black ink for the first and red ink for the +second, or a straight line for the one and a wavy line +for the other, or for the first a single and for the second +a double underscore.</p> + +<p>Proceeding in this way, I soon have a line under +every word requiring explanation, every hint of a +strange custom, every reference to other parts of the +Scriptures, every point for practical application. I +have underscored words representative of all the +thoughts that especially appeal to me as fitting the +needs of my class.</p> + +<p>When this has been done, it is time to make my +outline. If my study has suggested to me an outline +of my own, that will be better for me than any other +man's. The outline is the plan of campaign, the +thing I wish especially to emphasize, and under it, +ranged in order, the points of minor importance. I +write this outline on the margin of my lesson text.</p><p><span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span></p> + +<p>Having decided on the outline, I go over my underscorings +again, doubly or trebly underscoring the +words that have reference to the thought around which +I intend to center the entire lesson—the thought that +is to be the lesson's enduring monument in the minds +and lives of my scholars.</p> + +<p>Now I am ready for review. I go over the whole, +starting with the detached words jotted down at the +beginning,—"author," "time," "place," etc.,—and +consider all the underscorings, railroadings, and curved +lines, stopping at each to frame a question of my own +and to make sure of my best answer. I do this in +precisely the order in which I intend to take up these +points in the class. Not the smallest part of my work +at this juncture is to simplify, by erasing the underscorings +where the questions may be spared without +interfering with my main purpose; and then I review +once more in the same way, to confirm my grasp on +the lesson plan.</p> + +<p>By this time every underscoring is luminous, and +my page of lesson text has become a graphic picture +of the lesson I am to teach, a true chart for my +voyage.</p> + +<p>Do you think the process too tedious, brother +teacher? It is not a whit too thorough when you +remember the infinite interests involved; and every +repetition of it will increase your skill, and the rapidity +of your work. I have used this method for years, +with various classes, and know it to be practical, +pleasant, and profitable. Try it, and see.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span></p> + + + + +<h2><a name="Chapter_VII" id="Chapter_VII"></a>Chapter VII</h2> + +<h2>The Value of a Monotessaron</h2> + + +<p>Far above concordance, Bible index, Bible dictionary, +commentary, I count the monotessaron the very +best help to Bible study. The monotessaron, it might +be parenthetically remarked for the benefit of the +lexicon-lazy folk, is a harmony of the four Gospels, so +arranged as to make one continuous and complete +story, in Scripture words alone.</p> + +<p>"Fie!" says one reviewer of a recent monotessaron, +"we have no use for such compilations. God gave +us the gospel in four separate books. He could have +put it in one if it had been best that way." This is +an argument which would make a heretic of the +locomotive, printing-press, and any other rearrangement +of God-given matter. Having the four Gospels, +we may have one. If God had given us only one, we +could not have the four.</p> + +<p>Christians will always read the four separate Gospels, +in order to see Christ from four separate points +of view, through four separate individualities, that<span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span> +their differences as well as their agreements may make +the picture stand out more vividly, much as the two +diverse flat portions of a stereoscope view combine +into perfect perspective and reality.</p> + +<p>But this combining is necessary; and it may be truly +said that what we lose, in reading the monotessaron, +of the personality of John or Luke, we more than gain +in the increased vividness of the person of Christ. +Speaking for one, I may say that through my first acquaintance +with a monotessaron that matchless life +has shone upon me with an entire splendor of beauty +and majesty before unimagined.</p> + +<p>Never before was the life a whole, like Washington's +or Lincoln's. The imprisonment of John was +an event in the fourteenth chapter of one Gospel, the +sixth of another, the third of the rest; the call of +Matthew now in the ninth chapter, now the second, +now the fifth; the parable of the sower in the thirteenth, +fourth, and eighth chapters. Nothing was in +a clear, definite relation to the single life. The talk +with Nicodemus is now no longer to me an event of +John 3, but of the beginning of the first year of +Christ's ministry, at the Passover. No longer would +I be puzzled to tell which came first, the healing of +the nobleman's son of John 4, or the stilling of the +tempest of Mark 4, but place the last a year later.</p> + +<p>Not only has the narrative become clear and +orderly, not only has the wonderful history parted +itself into the true and helpful time-divisions so +diverse from the confusing chapters, but the places<span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span> +now stand out, and journeys are distinct. Take any +diatessaron—that is, any parallel arrangement of the +four Gospels—and note the wide blanks in each book, +filled out by others, so that between contiguous verses +of one Gospel must be inserted whole chapters of another, +complete journeys, many deeds and sayings, +the location in the meantime greatly changing. A +geologist will think of the helpful triumph of taking +from the full rock record here to fill out the unconformable +strata there, until a geological column is +built up.</p> + +<p>A further inestimable advantage is the appreciation +of surroundings. What light is cast, for example, on +the story of Lazarus in John by its insertion in Luke! +The contact of these parted elements of the gospel +story sometimes rouses a current of thrilling thoughts, +making a veritable electric battery of the monotessaron.</p> + +<p>Still another priceless gain is an understanding of +proportions. Matthew's parallels, Mark's deeds, +Luke's miracles and parables, John's sermons—in +reading any of the four Gospels peculiar elements +come into prominence, and we are left with no idea +of the relative proportion of these elements in the one +life. What emphasis did Christ place on the doctrinal, +and what on the practical? Just how much +of his teaching concerned himself and his character? +What space in the New Testament is occupied by +miracles? Just what part of Christ's preaching was +parabolic? What is the prominence of missionary +effort and proselytism? How much is there of consolation,<span class="pagenum"><a name="Page_49" id="Page_49">[Pg 49]</a></span> +and how much of stern rebuke? What +measure of promise? What quantum of theology? +What share of ethics?</p> + +<p>These and scores of other questions which occur +at once to every Christian thinker, the monotessaron +makes possible of easy and rapid answer. Indeed, +almost its chief advantage is the spur it affords to the +spirit of investigation. Those who are statistically inclined +can even get at precise ratios by the exact +process of counting lines.</p> + +<p>Well, that is my experience of the value of a +monotessaron. It has given the life and person of +Christ marvelous vividness, setting facts in their due +order, location, relations, and proportions, while the +facility it affords is constant inspiration to fresh, delightful +study. This is the experience of thousands, +and yet I am sure that among the readers of this book +will be many who are yet unacquainted with this +Bible help. Not only every Sunday-school teacher, +but every Bible scholar, should own one.</p> + +<p>The single year in which I wrote this chapter saw +the publication, in quick succession, of four of these +monotessarons, one the improved edition of an older +work. Each of these four has its peculiar features of +value, and I have compared them carefully to get at +their characteristics.</p> + +<blockquote><p>1. "The Interwoven Gospels." Rev. William Pittenger. +(5 × 7½ inches, pp. 245. New York: John B. Alden. Price, +90 cents.) Five plates give clearly the various journeys. The +Gospel fullest in each event is taken as the standard, and its<span class="pagenum"><a name="Page_50" id="Page_50">[Pg 50]</a></span> +verse-numberings given, while sentences and phrases interwoven +from other Gospels are preceded by an inconspicuous letter, to +designate the book from which they come. This seems to me +the ideal plan. There is a table for finding in the monotessaron +any verse of any Gospel. There is a very distinct synopsis. +The time is indicated only at the heads of the five divisions of +the story. The place is given at the head of each one of the +one hundred and seventy-one sections. The index is scant. +The typography is excellent. The American Revised Version +is used.</p> + +<p>2. "The Gospel Commentary." J. R. Gilmore ("Edmund +Kirke") and Lyman Abbott, D.D. (5 × 7 inches, pp. 840. +New York: Fords, Howard & Hulbert. Price, $1.50.) This +monotessaron is combined with an excellent and very full commentary, +selected from the works of three hundred authors. +These multitudinous notes somewhat mar the impression of +unity and continuity for which the monotessaron is peculiarly +valued. No maps. Information as to sources of the combined +text is given only by references at the top of the page—an indefinite +way. There is a table for finding in the monotessaron +any verse of any Gospel. There is a chronological synopsis, +but no diatessaron table. There is a good index of thirty-two +pages, and a marginal synopsis. The time is minutely indicated +at the head of each page, and the locations shown irregularly, +in notes, chapter headings, or marginal synopsis. There are +forty-three chapters. The typography is clear. The King +James Version is mainly used.</p> + +<p>3. "The Fourfold Gospel." J. G. Butler, D.D. (5 × 7½ +inches, pp. 212. New York: Funk & Wagnalls. Price, 75 +cents.) This is taken from Butler's "Bible Work." The +sources of the text and transitions are indicated as in Pittenger's, +but not quite so minutely. Places are given at the head of the +one hundred and sixty-six sections. Times not shown. A +good diatessaron synopsis, and a table to find in the monotessaron +any verse from any Gospel. Two sketch-maps. No +index whatever. King James Version.</p><p><span class="pagenum"><a name="Page_51" id="Page_51">[Pg 51]</a></span></p> + +<p>4. "The One Gospel." A. T. Pierson, D.D. (5 × 7½ +inches, pp. 203. New York: The Baker & Taylor Company. +Price, 75 cents.) This monotessaron contains the gospel story +in forty-seven sections, with no section headings, and no indications +whatever of times, places, or sources of the various +portions of the text. Valuable for reading, but unsatisfactory +for study. A capital index. No table for finding verses, no +synopsis or maps. King James Version. Retains more than +the others nearly equivalent words and phrases.</p></blockquote> + +<p>Each of these excellent compilations has its own +field, and the student who can afford the luxury will +rejoice in them all. Happy times in which we live, +wherein the person of Christ is brought with such +clearness and fullness and beauty as never before to +the poorest and busiest and most unlearned!</p><hr class="chap" /><p><span class="pagenum"><a name="Page_52" id="Page_52">[Pg 52]</a></span></p> + + + + +<h2><a name="Chapter_VIII" id="Chapter_VIII"></a>Chapter VIII</h2> + +<h2>Getting Attention</h2> + + +<p>I was once sergeant of a college military company +that was being trained by an officer of the regular +army from the nearest barracks. In one evolution +it was made my duty to march at the head of a long +column, shouting at the top of my voice: "Hep—hep—hep—hep!" +This was to give the time; we had +no drum. I conscientiously obeyed orders and +strutted off, shouting the required "Hep—hep—hep—hep!" +But alas! at a critical turn, thinking more +of my glory than of my duty, I marched to the right, +while the column, more heedful, turned off to the left. +So there I was, a long, lank figure, strutting off by +myself over the field, shouting "Hep—hep—hep!" +How many times since, when standing before inattentive +classes, have I repeated that mortifying performance, +less obviously, but none the less really!</p> + +<p>How often teachers are bent on planning what they +are to say and how they are to say it, but omit to consider +how they may induce people to attend to it;<span class="pagenum"><a name="Page_53" id="Page_53">[Pg 53]</a></span> +just as if (to change the figure) a locomotive engineer +should polish and oil his engine and turn on full +steam, but forget the little coupling-pin that hitches +the engine to the train! It is a very little thing, this +coupling-pin of attention, and often the teacher goes +puffing a long way before he perceives that it is left +out; and it is a great humiliation, as well as a great +loss of time and steam, to go back and hitch on.</p> + +<p>The first thing to be considered, if we would win +attention, is the room. Poor janitors spoil more +Sunday-schools than poor teachers. You remember +how the Peterkins tried to take their drive, shaking +the reins, clucking at the stationary horse, whipping +and coaxing him by turns, and all in vain until the +lady from Philadelphia <i>unhitched</i> the obstinate beast. +We make Peterkins of ourselves every time we try to +take an intellectual journey with our pupils when they +are tied down by hot air, poor ventilation, uncomfortable +seats, and surrounding noise and bustle. All +our pedagogical ingenuity will fight in vain against +the fiendish ingenuity of a bad janitor.</p> + +<p>Having made it possible for the children to pay any +attention at all, the next thing is to get it. Attention +has something to do with tension. Now it takes two +to stretch a cord, and there are two parties to every +act of attention. How about the second party in this +case—the children?</p> + +<p>Imprimis, when you appear before the children, leap +at once into your theme. Older folks rather like to +doze along through the preliminaries of a speech,<span class="pagenum"><a name="Page_54" id="Page_54">[Pg 54]</a></span> +economically saving their enthusiasm for the end, if +not for next time; but the attention of children is lost +or won for good by the opening sentences. Our +sharp boys and girls discover very quickly whether a +veteran or a raw recruit is calling "Attention!"</p> + +<p>There are some beginnings which are sure to offend +them. There is the bagpipe beginning—the long, +droning prelude, which advertises a teacher set out on +a mud-turtle to catch these lively colts. There is +the jack-in-the-box prelude: "Eh! Now, children! +What's lesson 'bout? Quick!" There is the crape-dirge +beginning, which solemnly hopes the children +have studied their lesson and will recite better than +they did last Sunday. There is the plead-guilty beginning: +"You'll have to teach me to-day, children. +I've been unable to look at the lesson."</p> + +<p>But it is by no means easy to give affirmative rules. +The best of beginnings, if stereotyped, becomes inefficient. +No general can plan a campaign in advance. +And yet a general must understand the art +of war, and a teacher must study his tactics.</p> + +<p>In the first place, attention is won partly by position +and attitude. Happy the teacher whose class is +a semicircle, himself at the center! And luckless the +teacher whose class, fixed on straight, fastened pews, +sees past him the distracting background of a crowded, +bustling school! He struggles against strong odds.</p> + +<p>But whatever may be the position of the class, any +one can see that his own attitude shall command +attention. Let him be straight, alert, confident, quiet—not<span class="pagenum"><a name="Page_55" id="Page_55">[Pg 55]</a></span> +flabby, nervous, and diffident. Let his face +and voice and bearing expect attention, and he will +get it.</p> + +<p>The opening sentences must be businesslike. +There must be no indecision, no "puttering." The +teacher must leap at once to that hand-to-hand combat +with the theme which tells his scholars that there's +purpose in it. The opening sentences may sometimes +best catch the class by directly addressing one person +in it, the most restless, indifferent one, and nailing +<i>him</i>.</p> + +<p>A paradox is good to begin with, some statement +of the lesson theme so startling as to spur to discussion, +possibly to opposition. Then the next Sunday, +perhaps a quiet picture of the historical setting of the +story, or a description of the landscape surrounding +the event, or a compact review of the last lesson. +Then the next day you might begin with a bit of personal +experience bearing on the matter in hand. +Nothing wins attention better than the first person +singular. Or your introduction might be a whiff of +fun, for which the youngsters are so eager that the +most witless piece of jollity, if it spring from a merry +heart, is certain to reach theirs.</p> + +<p>You are sure of their attention if you can get them +to do something for you—open their Bibles, repeat +something in concert, find a verse, or look at something. +For this purpose maps, diagrams, pictures, all +material objects connected with the lesson, are invaluable. +Scholars yield their wills to yours through their<span class="pagenum"><a name="Page_56" id="Page_56">[Pg 56]</a></span> +hands or their eyes more readily than through their +ears.</p> + +<p>And none of this must be done with manifest purpose. +Surely in vain is the net spread in the sight of +any bird. Woe to the teacher who shouts the word +"Attention!" He will get nothing but the echo of +the word from stony cliffs of indifference.</p> + +<p>And finally, woe to the teacher who relies at bottom +on any skill of his own to draw young hearts to his +teaching; whose main dependence is anything but the +attention-winning power of that incarnate Sympathy +and Love who promised to draw all men—and children—to +himself.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_57" id="Page_57">[Pg 57]</a></span></p> + + + + +<h2><a name="Chapter_IX" id="Chapter_IX"></a>Chapter IX</h2> + +<h2>Keeping Attention</h2> + + +<p>We are likely to think that the attention of children +is hard to get; but the very opposite is true. The +minds of children, like their tongues, are hung in the +middle. It is the easiest thing in the world to turn +them in any direction. No teacher need spend much +force on his introduction. Merely appear and begin +to talk—that is enough. A fresh voice and presence +and a new theme will draw all eyes and all hearts. If +grown people are your audience, the situation is somewhat +reversed. They are the heavy weights—hard +to move, but just as hard to stop. An attention-forcing +prelude will hold them attentive to a good +half-hour of platitudes.</p> + +<p>The teacher of children, however, flattered by the +eager listening given at the start, is likely to relax his +efforts and deem the crown of the children's interest +already attained. But alas! soon here a little tot +wriggles, and there another whispers, and yonder a +third giggles, and now a fourth turns around to see<span class="pagenum"><a name="Page_58" id="Page_58">[Pg 58]</a></span> +what's up, and the teacher might as well be talking +to a school of young fishes.</p> + +<p>Demosthenes once said that if whatever a man got +he took care to keep, he was grateful to the gods; but +if he spent it, he spent with it all his gratitude. How +many teachers are so prodigal of the attention given +at the beginning that toward the close, dismayed at +the listlessness, they forget ungratefully their initial +capital of bright eyes and eager ears! There are +many ways of squandering this attention capital. We +may waste it on those long exhortations so very +valuable (when omitted), on side issues, on quibbles. +We may choke it with dullness, drive it off with +scolding.</p> + +<p>The only way always to keep attention is always +to be expecting to lose it. Be prompt to note signs +of its vanishing in drooping eyelids, wandering gaze, +jerking in the seat, uncertain answers. The teacher +whose ingenuity can always recall stray-away minds +need fear few other recitation problems. How +to do it?</p> + +<p>The best provocative of attention is variety. The +skilled teacher brings as many suits of manner to the +class as the bulkiest clown wears costumes to the circus. +Before one suit becomes wearisome he strips it +off, and presto! a fresh teacher before the wide-eyed +children. If he has been sitting, he rises; if erect, he +leans eagerly forward. His utterance becomes rapid +from slow, impetuous from drawling. He darts from +generalizations into personalities. If motionless before,<span class="pagenum"><a name="Page_59" id="Page_59">[Pg 59]</a></span> +he begins to gesticulate. This is acting? No. +It is only doing what the facile children themselves +do on their kaleidoscopic playground, where no one +goes to sleep.</p> + +<p>Again, a teacher must learn to emphasize his +important points, not by enlarging on them, but +by reverting to them. Slight impression on a wall +by holding a battering-ram against it! Nor +can you impress a child's mind by holding a fact +up against it. It is intervals which make blows +possible.</p> + +<p>So the child will attend to two things or three better +than to one. Concentrate on one matter, burning-glass +fashion, but only while the sun of interest is +shining. With the first mist of indifference the wise +teacher will drop the burning-glass. More teachers +fail from having too few points to make than from +having too many.</p> + +<p>But to retain attention, you need less to multiply +points than points of view. A teacher can usually +fix the attention of his class upon one subject while +using in succession six different methods of treatment. +Passing swiftly from questioning to formulating principles +and illustrating them, from Bible quotations to +personal experiences and exhortations, he will hold +his audience delighted, though a single method would +have wearied it. Note how a skilled cook presents +the Thanksgiving turkey on different days. It is a +lordly brown biped, a plateful of nice slices, a salad, +a pot-pie, hash. Teachers will be able to hold the<span class="pagenum"><a name="Page_60" id="Page_60">[Pg 60]</a></span> +youngsters' attention as well as cooks, if they learn +thus to put things in different lights.</p> + +<p>Furthermore, let it be remembered that no one was +ever dignified with a child, and won its attention. +And some teachers are too staid to be useful. Startle +into inattention by a smart slap of the hands together, +sharp extension of the finger, abrupt turns upon the +floor. Preachers use such artifices when pews grow +somnolent, and why not teachers? Never forget that +the slightest inanimate object wins attention better +than the greatest animation of the teacher. A pencil-tablet +will rivet all eyes. A finger laid upon a map +is cynosure for the most fidgety scholars. If you +have a picture which can be brought into connection +with the lesson, it is a pedagogical sin to omit it. A +chart is as necessary to the Sabbath-school teacher as +to the sailor, albeit the teacher's is best home-made. +I used to hesitate to take time to use such helps; but +I found that the poorest picture did better work than +my most vivid word-paintings, and that my clearest +statement was inefficient beside the clumsiest diagram.</p> + +<p>The beginner in this fine art of attention-holding is +likely to derive the word "attention" thus: from +<i>teneo</i>, "I hold," <i>ad</i>, "on to"; <i>attention</i>, "I hold on +to" him. He tries to hold attention, therefore, by +main strength. He grapples with his audience as a +bulldog would. His nerves are tense. His voice is +imperative. His eye glares. He is rapid, impetuous, +strategic. This is power, he thinks, and this is skill;<span class="pagenum"><a name="Page_61" id="Page_61">[Pg 61]</a></span> +but his audience astonishes him by going to sleep. +Abashed, he tries milder means of holding on to them. +He begins to buttonhole his audience. He uses soft +and flattering tones. He coaxes. He wheedles. +He jokes. He chucks them under the chin. And +then his audience gets up and goes out.</p> + +<p>The real meaning of the word "attention" contains +an invaluable hint for all who are trying to win others +by speaking or teaching. It is <i>teneo</i>, "I hold, I +stretch," <i>ad</i>, "toward"; and it is not by any means +applied to the speaker, but to the listener. To get +your audience, whether of little folk or big folk, to +stretch out toward the same goal of truth that you are +seeking is the true art of winning attention.</p> + +<p>This understanding of the matter implies that the +teacher also is really in pursuit of truth himself. The +failure of much teaching is because it cries "Go on" +instead of "Come on." The speaker that you follow +with most difficulty is the speaker who has the air of +"knowing it all," while the speaker who succeeds best +in holding your attention gives you the impression of +a chase.</p> + +<p>There's the game before you—that elusive truth +slipping away through the thicket yonder. The +huntsman's eye flashes. He whistles up the dogs. +We all leap to the saddles. Off we go, over upland +and vale, swamp and rock, fence and ditch, our +leader far in the van, pointing here, waving there, and +hallooing the huntsman on. And when the game is +tracked down, and our leader stands above it, dripping<span class="pagenum"><a name="Page_62" id="Page_62">[Pg 62]</a></span> +knife in hand, our veins tingle with his, and we +shout with delight at our triumph.</p> + +<p>This is the first principle in the art of winning attention. +The speaker must give the impression of a +truth-seeker, if he would win others to seek truth with +him. What Edward Everett Hale once said of a +sermon applies to this. Every Sunday-school lesson +should start out to prove something. It should have +some goal. It should <i>intend</i> something. <i>Intention</i> +must precede <i>attention</i>.</p> + +<p>But though there must be this element of pleasing +uncertainty and suspense, we all have difficulty in +attending to a speaker who does not appear to have +himself well in hand or to be quite sure what he is +about. Have you not caught yourselves, teachers, +talking as if in your sleep? Have you not sometimes +waked up at the end of a sentence, a question, or a +harangue, and wondered what you had been talking +about? Did you suppose that any one else knew? +Did you expect to hold on to them when you had no +grasp of the subject? Can listeners pay attention to +any one who does not pay attention to himself?</p> + +<p>Teachers make the mistake of dividing attention +between the class, to watch that they hear; and themselves, +to see how they are getting along; and the little +attention left goes to the theme. Not unnaturally, +the attention of the class is divided in the same way—much +to themselves, less to the teacher, and least of +all to what is being taught. Of course it is a teacher's +business to hold his scholars' attention, but he will<span class="pagenum"><a name="Page_63" id="Page_63">[Pg 63]</a></span> +never do it by worrying and wondering whether he is +succeeding.</p> + +<p>Nay, I even go so far as to say, if one of your +pupils pays no attention, then pay no attention to him, +provided the mischief is not spreading. A teacher +should not fritter away his attention on inattentive +pupils. If he cannot win their attention by his own +interest in his theme, he cannot win it at all. Not +that I would imply for a moment, however, that the +teacher is to rest satisfied while a single one of his +pupils remains inattentive. If your chicks are average +chicks they are gregarious, and one stray-away is +enough to carry the whole flock with him into foreign +parts. While you have a single inattentive scholar +you should conduct your lesson with a view to holding +him. You will hold the rest then, as a matter of +course. I am only speaking of the best way to win +attention. It must be won, or you are beaten to some +extent; and the attention of all <i>will</i> be won in the end +if you are deeply enough in earnest yourself, if you +do not allow your attention to be side-tracked by the +inattention of a few. If you wish to win and hold +the attention of others, <i>win and hold your own</i>.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_64" id="Page_64">[Pg 64]</a></span></p> + + + + +<h2><a name="Chapter_X" id="Chapter_X"></a>Chapter X</h2> + +<h2>The Importance of Questioning</h2> + + +<p>Ever since Socrates, conversation has been the soul +of teaching, and ever since Adam and Eve the question +has been the life of conversation. A teacher's +success depends, in about equal measure, upon inspiration, +cogitation, and interrogation. Let the first +be the great gravitative forces; let the second provide +the truth, the liquid; then the interrogation-point is +the curved siphon, which transfers from the full to the +empty vessel!</p> + +<p>Many, many a teacher has failed, thinking himself +not wise enough, or not energetic enough, while in +reality he has simply failed to be wisely and energetically +quizzical.</p> + +<p>But what is a question? Is it not a fish-hook for +pulling out, rather than a siphon for putting in? +Yes, later; but you cannot fish successfully in a dry +pond. Any bungler can examine and test. The nice +art is to use your interrogation-points as instruments +of addition, rather than of subtraction.</p><p><span class="pagenum"><a name="Page_65" id="Page_65">[Pg 65]</a></span></p> + +<p>But why is it often better to insinuate instruction +through a question, in preference to pouring by direct +harangue? Well, does not a question imply community +of interest, and hint at equality or similarity of attainment? +The question is neighborly; the discourse +mounts a platform.</p> + +<p>The helpful lesson commentaries fail, practically, +to reach many a class, because its teacher in reading +has failed to translate from the declarative into the +interrogative. If Doctor Somebody writes tersely, +"A sin that is born of your own will is tenfold more +dangerous to you than your own sin that is born of +your neighbor's will," Johnny will not get the point +unless the teacher transforms it somewhat thus: "If +you are out in the country all alone, Johnny, jump +over a fence, steal a pocketful of apples, is that a sin +just as much as if some other boy should be along and +persuade you to do it? Yes? Well, now, which sin +is the more dangerous to you?"</p> + +<p>So important does this seem to me that I always +carry pencil and paper to the perusal of my lesson +helps, and write out, as a point pleases me, the form +in which I wish to bring it up in the class, ranging +these questions under the numbers of the verses to +which they apply.</p> + +<p>The teacher who does not write out his questions, +or do the equivalent of that work, is as sure to be defeated +as the general who fights without a plan of +campaign.</p> + +<p>Should those questions be read in the class? Not<span class="pagenum"><a name="Page_66" id="Page_66">[Pg 66]</a></span> +unless your ideal of teaching is the company drill, instead +of the conversation.</p> + +<p>It is well, however, to ask the scholars to write out +questions for you on verses assigned, and read these +questions before the class. The teacher's work is +grandly accomplished when he has induced the +scholar to ask his own questions, and work out his +own answers.</p> + +<p>I often find that a general call for questions on some +apparently exhausted topic brings the richest results +of the half-hour.</p> + +<p>Few verses are completely treated without Lyman +Beecher's "snapper,"—the appeal to experience. +The question, "Is it I?" must be raised, no matter +by how direct urgings, in every heart. That question +is truth's barb.</p> + +<p>There is a questioning face and attitude, indicative +of a real and personal interest in the thing considered, +without which a question will always fall dead, and +deservedly.</p> + +<p>Nor, on the contrary, will a live manner avail to +foist upon the attention of a class a dead question. +And a question is "dead" to your scholar which does +not touch his own world of interest at some point, no +matter how close connection it may have with your +life and experience.</p> + +<p>The questions on the lesson leaves make a good aid +in study, but do most pitiably convict a teacher of +unfaithfulness if he use them in teaching.</p> + +<p>Most genuine of all questions, and most likely to<span class="pagenum"><a name="Page_67" id="Page_67">[Pg 67]</a></span> +be helpful, are the doubts, perplexities, and difficulties +which attend a thoughtful teacher's first careful reading +of the text itself. Then is the time when the +cream of that lesson should rise.</p> + +<p>Leading questions are always better than harangue, +and are not to be despised, on a pinch. See what +use Socrates made of them! And, by the way, +modern teachers could learn much as to methods +from the dialogues of that old pagan.</p> + +<p>By all means we must learn to link our questions, +naturally developing one from the other. Read a +page of miscellaneous proverbs, and you will carry +away from it the same bewildered brain much Sunday-school +sharp-shooting produces. Use the solid +phalanx!</p> + +<p>Infinite harm is done our teaching by "questioning +down." Do you know how tiresome it is to talk to +a man up in a third-story window, you in the street? +Our "level-best" teaching must be on a level.</p> + +<p>The novice at questioning, when first he becomes +well satisfied with himself in this line, will probably +be making his chief mistake,—will have hit upon an +interrogative phraseology in which his thoughts run +easily, which he uses incessantly. The artful questioner +will rack his brains to the utmost stretch of ingenuity +to devise striking and novel ways of quizzing, +to hold the restless young minds.</p> + +<p>Of course, no skilled questioner will take the class +in order. Of course, he will name the person who is +to answer, at the end, and not at the beginning, of his<span class="pagenum"><a name="Page_68" id="Page_68">[Pg 68]</a></span> +question. Of course, he will understand the use of +long and attention-holding questions, interspersed +with short, quick, attention-exciting questions. Of +course, he will be ready with a varying form of the +question if he has to repeat it, lest the class fail to +listen the second time. Of course, he will train himself +to become ready with a "catch" question,—a +question with a quirk in it, to punish mildly the inattentive. +Of course, he will know when the class +needs unifying by the general question addressed to +all, and when the subject needs unifying by the general +question reviewing all. And, of course, he will +have learned that the best teacher of this, as of all +arts, is He whose boyish questions in the temple grew +to such mighty answers that no man thereafter dared +question him, save only his true disciples.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_69" id="Page_69">[Pg 69]</a></span></p> + + + + +<h2><a name="Chapter_XI" id="Chapter_XI"></a>Chapter XI</h2> + +<h2>A Good Question</h2> + + +<p>If I were asked to name the chief fault of the +average teacher, I should say, "Asking questions +that can be answered by 'Yes' and 'No.'" Among +my acquaintances was once a teacher in a secular +school whose method of questioning was invariably +this. He would have before him the statements of +the text-book, copied out with painstaking care, and +would develop the subject thus: "Is it true or is it +not true, Mr. A——, that"—and here would follow +the statement or definition of the text-book. The +ambiguous answer, "Yes," was amply satisfactory. +Unfortunately, when such teachers gain a foothold +in the Sunday-school, they are not so easily dismissed +as from secular establishments.</p> + +<p>Now, a good question merely furnishes the starting-point, +and pushes the scholar out along the course +toward some goal of truth; but in a question that +can be answered by "Yes" or "No" the teacher himself +ambles amiably up the track, and condescendingly<span class="pagenum"><a name="Page_70" id="Page_70">[Pg 70]</a></span> +allows the scholar's monosyllable to pat him on the +head after he himself has reached the goal. A question +that can be answered by "Yes" or "No" merely +formulates the truth as it exists in the teacher's mind, +and invites the scholar's assent to it; a good question, +on the contrary, provokes the scholar to formulate +truth for himself.</p> + +<p>Now, it is much easier to express what we see to +be true than to get any one else to express original +thought. There is also, to the unwise, more glory in +laying down principles to which others must agree +than in getting others to lay down principles to which +we must agree. It will always be true, therefore, +that the lazy and the pompous will have no aim beyond +educing monosyllabic answers. Most teachers, +however, are earnestly desirous of the best, but do +not know how to frame wise questions. What must +be said to them?</p> + +<p>First, that they must not go to school before their +scholars. Expert questioning is not learned in the +class-room, but in the study. A lead-pencil is the +best teacher. A sheet of paper is the best drill-ground. +As I have urged before: Let the Sunday-school +worker who aspires to the high praise of a +good questioner sit down persistently, after studying +the lesson, and write out a set of questions. Nay; +on each point, so far as he has time, let him write +several questions, criticise them, fancy what kind of +answer each will be likely to elicit from the scholar, +and choose what appears the best question. Try<span class="pagenum"><a name="Page_71" id="Page_71">[Pg 71]</a></span> +it on the class, and learn valuable lessons from the +result.</p> + +<p>This method, laborious as it is, must be kept up +until skilful questioning has become instinctive. +That there may be hope of this happy result, by the +way, the written questions must never be used in the +class,—only the memory of them, and the drill the +preparation has given. It surely will happen, sooner +or later, that the careful student of practical pedagogics +will be able to get along without writing, +merely formulating fit questions in his mind as he +studies the lesson. After a time he may dispense even +with this, and look simply after the points to be presented, +trusting to extemporaneous question-making.</p> + +<p>Not wholly, however. The best questioner in the +world gets into ruts. The best forms of questions +ever invented are worse than the worst if they are +used with dull reiteration. No one can devote careful +attention to the form of his questions without +falling in love with some particular way of questioning; +and this will not always be the best way, but +will probably be the most original way. A form of +question that is irreproachable the first time will be +unendurable used six times in succession. It is +necessary, then, even for the trained questioner, to +revert now and then to his old lead-pencil drill, in +order to study variety.</p> + +<p>But how may the uninitiated know a good question +when they see it, or make it? As said already, it +must not be such that a lazy monosyllable may answer<span class="pagenum"><a name="Page_72" id="Page_72">[Pg 72]</a></span> +it. As said already, too, if one is in doubt, he +has but to try it on the class, and note results. But +further. A good question will be likely to have something +piquant about it, if the subject admits. For +instance, "James was killed, Peter was freed; why +was that?" is better than saying, "How do you account +for the fact that while the apostle James was +beheaded, the apostle Peter was delivered from the +hands of his persecutors?"</p> + +<p>Furthermore, the difference between a poor question +and a good one may often be a mere matter of +length. "Why did the Christians at Antioch keep +the inferior leaders for work in the city, but send +away the most prominent men in their church to +labor as missionaries?" That is abominable; it +should be, "Why did the Antioch Christians send +away their best men?"</p> + +<p>A good question will contain as much as possible +of the personal element. "What do you understand +by the phrase 'remission of sins'?" is much better +than "What is the significance of the phrase 'remission +of sins'?" Because the personal question puts +the expected answer in a more modest light, the answer +will be more unconstrained and full.</p> + +<p>And, by the way, there are few forms of questions +more zealously to be avoided than the form I have +just used, "What do you understand by—?" It is +the unfailing resource of the poor questioner. A +verse will be read, a phrase quoted, a doctrine or a +principle named, and then will follow, as the night<span class="pagenum"><a name="Page_73" id="Page_73">[Pg 73]</a></span> +the day, the tiresome old formula, "What do you +understand by this, Miss A——?" One would be +quite safe in declaring, at any particular instant during +common Sunday-school hours, that one-fourth of +the Sunday-school teachers of the world were repeating, +with united breath, that Methuselah of a query, +"What do you understand by this?"</p> + +<p>Again, a good question must be swift. It must +come so quickly that there will be no time to get out +of the way. Some questions that, if written out, would +not be bad, are prolonged in the utterance of over-deliberate +teachers like foggy illustrations of the law +of perspective. Good questions leap. You feel their +buoyancy as you read them or hear them. It is like +the huntsman springing into the saddle and shouting, +"Come on!" No one with an atom of thoughtfulness +is dull to the exhilaration of spirited questions. +They have inspired all the wise thinking of +the world.</p> + +<p>And, finally, good questions should be absolutely +clear. There is one thing in the world that must +always be faultlessly perspicuous and distinct, and +that is a marching order in time of battle. Now, +questions are the marching orders of our scholars' +brain regiments, in a battle of infinite moment. Let +them ring clearly as ever bugle-call was sounded. +Questions mumbled, hesitant, caught up and patched +over, confused and slovenly,—what wonder if these +get slow and mumbled answers? A question clearly +put, not only proves that the questioner has clear<span class="pagenum"><a name="Page_74" id="Page_74">[Pg 74]</a></span> +ideas, but it wondrously clarifies the ideas of the +answerer.</p> + +<p>Good questions, then, are thought-compelling, +varied, short, personal, piquant, unhackneyed, brisk, +and clear. Do I ask too much? Nothing that all +may not acquire, if but a tithe of the zeal and labor +claimed by the trivialities of a few years are spent +upon these issues of eternity. Let every teacher consider +what characteristics of a good questioner he +may add to his pedagogical outfit.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_75" id="Page_75">[Pg 75]</a></span></p> + + + + +<h2><a name="Chapter_XII" id="Chapter_XII"></a>Chapter XII</h2> + +<h2>Inspiring Questions</h2> + + +<p>I use this title advisedly, because I believe that it +requires more genuine inspiration to lead the average +scholar to ask questions than to perform any other +part of the teacher's difficult task. How easy to ask +our own questions, to put in our own answers in order +to draw them out again, were that all of it! But to +transform the passive into the active, the auditor into +the investigator, the questioned into the questioner, +that is the goal of the true teacher's endeavor.</p> + +<p>Shall we count a recitation successful when the +teacher has been earnest and zealous in his inquisition, +the scholars ready and full in their responses? +A single question, borne, it may be, on a voice so +timid that it is scarcely audible in the buzzing room, +yet sprung from some young heart just moved with +the sudden desire of truth, is worth all the rest.</p> + +<p>If the teacher wishes to carry his scholars beyond +the parasite stage, which is just as dangerous intellectually +as physically, both to the parasite and its supporter,<span class="pagenum"><a name="Page_76" id="Page_76">[Pg 76]</a></span> +he must learn first that this weaning comes +not without thoughtfulness and design. He must +learn that, even more carefully than he plans the +questions he is to ask his scholars, he must plan to +inspire them to ask questions themselves. He will +be most successful if, from the many matters which +could be brought up in the lesson, he selects two or +three of prime importance, and schemes to elicit the +questioning enthusiasm of his class along those few +lines. But how to do it?</p> + +<p>In the first place, the teacher must be a questioner +himself. An old hen can hardly teach the eagle's +brood to fly. Do not hesitate to tell your scholars +of the doubts you once had, and how you won certainty +from them. Show them by example that doubt +is never a thing to be afraid of or ashamed of, unless +it be a lazy doubt, viciously pleased with its own fog.</p> + +<p>Then there is a question-inspiring face and attitude. +If the teacher assumes the manner pontific +and speaks <i>ex cathedra</i>, and has the air of one who +says the ultimate word, he will smother every question. +A sympathetic, open face, and the hearty spirit +of good-fellowship, are the best invitations to inquiries.</p> + +<p>Nor must the teacher be in a hurry, hastening from +verse to verse with the nervous dispatch of an auctioneer. +How many times must even a wise man +look at a beetle, and how long, before he is moved +to ask a wise question concerning it? Don't we +sometimes make the recitation a mere exhibition of +shooting-stars?</p><p><span class="pagenum"><a name="Page_77" id="Page_77">[Pg 77]</a></span></p> + +<p>Then, too, be on the watch for questions. How +far ahead can you see a question coming? Before +the scholar has made up his mind to ask it, if you +have seeing eyes. An almost imperceptible quiver +of the lips: "Question, Thomas?" Eyes suddenly +wider: "What were you about to ask, Mary?" +Forehead wrinkled: "Anything to say on that point, +Edward?"</p> + +<p>And if the question is a good one, why, "A capital +question, Thomas!" "I hoped that some one would +ask that, Mary!" A good question is more to be +praised than a good answer, because it is rarer and +more original; but does it always receive our hearty +commendation?</p> + +<p>Though the question leads you far out of your way, +turn aside for it as gladly as you would turn from +the road to pick up a diamond. Though you must +leave the climax of the lesson unreached, see in this +the climax. Though you are in full harangue, eagerly +showing forth some great truth, stop short at once. +A question in hand is worth a whole system of theology +in the bush.</p> + +<p>And even if the question be trivial, or pointless, or +utterly irrelevant, in anticipation of other possible +questions, this one is not to be scornfully or slightingly +waved aside. Don't kill the goose that lays golden +eggs when she chances to lay one of pewter!</p> + +<p>Half-statements, when shrewdly managed, will +often elicit questions. "Yes, God was terribly angry +with the Jews,—terribly. Think how powerful God<span class="pagenum"><a name="Page_78" id="Page_78">[Pg 78]</a></span> +is, and how awful his anger must be! You want to +ask something, Billy? Whether it is right for God +to be angry? Well, I am glad you asked that, because +I want to tell you the difference between his +anger and ours."</p> + +<p>An over-statement will often draw out the longed-for +inquiry. "When John urged every one with two +coats to give one to some person who had no coat, +what did he mean but this,—that, as long as any one +in the world is poor, those who have more than they +need ought to keep giving to those who have less +than they need? I see that you have a word for us, +Lizzie. What is it? How about the lazy people +and the bad men? I hoped some one would bring +up that point!"</p> + +<p>And when your half-statement or over-statement +is accepted without remonstrance by your scholars, +a little jolly scolding as you make the correction yourself, +and a warning that they must do better thinking +the next time, will work wonders.</p> + +<p>Sometimes the best plan is a direct call. "What +do you think about that statement, now? Haven't +you some question to ask about it? Don't you want +to know something more about it?" If not a question +follows, at least the scholars will know that you +are expecting them to originate lines of thought and +inquiry; and that is one thing gained.</p> + +<p>This question is sometimes asked: "What modern +teacher is so successful as Socrates, who made his +scholars teachers in their turn?" The question<span class="pagenum"><a name="Page_79" id="Page_79">[Pg 79]</a></span> +touches a fundamental truth in pedagogics,—that the +teacher's goal is the scholar's independence of the +teacher. By brave example of sturdy thought, by +sympathetic insight into the doubts and needs of the +opening mind, by enthusiasm and winning tact, let +us strive in this direction, as in all others, to be worthy +followers of Him who made of his disciples teachers +at whose feet the great Greek himself would have +been glad to sit.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_80" id="Page_80">[Pg 80]</a></span></p> + + + + +<h2><a name="Chapter_XIII" id="Chapter_XIII"></a>Chapter XIII</h2> + +<h2>Trigger-Teaching</h2> + + +<p>The hard-working Sunday-school teacher picks up +his cartridge, proudly carries it to the desired destination, +and there explodes it. The shrewd Sunday-school +teacher uses the scholar as a rifle, and simply +pulls the trigger. Some teachers, that is, consider +themselves as big guns. Other and better teachers +seek to make practical working guns of their scholars. +Between the two styles of teaching there is this difference, +that the trigger-teaching usually hits the mark, +while the big-gun teacher finds that the mark, if it is +a live one, has taken itself out of the way by the time +he has carried the cartridge to it.</p> + +<p>In big-gun teaching the teacher does everything +for the scholar; in trigger-teaching the teacher does +nothing for the scholar that he can help. In big-gun +teaching the teacher thinks; in trigger-teaching +the teacher thinks how to get his scholars to think. +Big-gun teaching parades; trigger-teaching stays in +the tent and issues orders. Big-gun teaching is amusing;<span class="pagenum"><a name="Page_81" id="Page_81">[Pg 81]</a></span> +trigger-teaching is suggestive. Big-gun teaching +develops the teacher; trigger-teaching develops the +scholar. The teacher's true work is to educate, and +"educate" means "to draw out," and not "to carry +to."</p> + +<p>"Oh! our scholars are not loaded," I hear many +teachers object. "If we should pull the trigger, there +would follow only a ridiculous click."</p> + +<p>But your scholars <i>are</i> loaded, objectors. Though +they may not be loaded with precisely the information +you have been seeking from them, they are loaded with +experiences,—all their short lives will hold. They +are loaded with temptations and troubles and needs. +They are loaded with questions and curiosity. They +have information, too, any amount of it, that may be +brought into suggestive connection with the lesson, +if you know how to make shrewd use of their public-school +history and geography and science.</p> + +<p>To be sure, they probably know nothing definite +about the time of the lesson's events, or the place, or +the persons, or the circumstances. Well, make them +load themselves. As you rehearse these facts concisely, +make your scholars write them on slips of +paper. Send one to the board, to set down what you +dictate. Get one of their number to read aloud some +brief and comprehensive summary of the lesson details. +In one or all of these ways make them load +themselves, and then—nothing is accomplished if +you stop here—pull the trigger!</p> + +<p>More than on any other thing save the help of<span class="pagenum"><a name="Page_82" id="Page_82">[Pg 82]</a></span> +the Holy Spirit, a teacher's success depends on the +use he makes of the fact that his scholars are already +loaded to some effective purpose; and the wise +teacher will always ask himself, in the course of his +preparation for the lesson, "What experiences of the +members of my class will help them understand this +lesson and its truths?" One has been sick lately. +One is studying geology. One has a father who is +a banker. One has just seen the Mammoth Cave.</p> + +<p>If these things are to be likened to the bullets and +shot, what is the powder? Must the teacher depend +for that, too, largely on the pupil? Yes.</p> + +<p>To be sure, much of the powder of successful teaching +is the zeal and eagerness of the teacher himself. +But his interest is a smokeless powder like the fulminating +powder of the cap, whose value is solely to +set fire to the powder of the scholar when the trigger +is pulled. The scholar's interest, the scholar's powder, +it is that must be relied upon to do the work, to carry +the ball.</p> + +<p>And so in trigger-teaching, much depends on the +teacher's ability to excite curiosity and arouse interest. +He will study his scholars' likings, and appeal to them +in his illustrations; their needs, and refer to them in +his applications. Sometimes he will state the matter +too strongly, sometimes too feebly; in each case, +with the express intention to draw out their protest. +He will know how to use paradox so as to arouse, +but not confuse. He will study different methods of +emphasis, and will not use one alone. From each<span class="pagenum"><a name="Page_83" id="Page_83">[Pg 83]</a></span> +lesson he will select one truth, and one only, which +he will treat with all the ardor of a lawyer arguing a +matter of life or death. Above all, he will remember +that the Spirit alone quickeneth, and will earnestly +pray that fire from heaven may be added to his own +little fulminating cap.</p> + +<p>But many a teacher, conscious of all that I have +been saying, does not know how to pull the trigger. +It is not so simple in the Sunday-school as in the +school of the battalion. The artful teacher will find +many ways of trigger-pulling, suited to the diverse +and changing needs of his class and of his topic. +Sometimes he will put in the scholars' hands paper +and pencil, and set them to writing or drawing. Sometimes +he will send them in turn to his blackboard. +Sometimes he will elicit the entire story from one, +sometimes from ten. Sometimes he will introduce +pictures for them to talk about, or maps for them to +travel over, or objects for them to group their words +and thoughts around. Always, however, he will remember +that his best trigger is the little trigger-shaped +interrogation-point. He will ask questions himself +with the effectiveness born of careful preparation. +Better than that, he will get his scholars to ask questions. +In all these ways, and as many more as there +are Sundays in the year, the wise teacher will pull +the trigger.</p> + +<p>Let no one pass from big-gun teaching to trigger-teaching +with the idea that the latter will prove the +easier. It is far more difficult to make the cartridge<span class="pagenum"><a name="Page_84" id="Page_84">[Pg 84]</a></span> +than to pick up and carry the ball which the cartridge +would propel; but, for effective and profitable teaching, +better ten minutes' work done by the class than +an hour's work done by you in the presence of the +class, even though to do the latter is far easier than +to elicit the former.</p> + +<p>If—as those who have been doing it all themselves +will doubtless find it—this trigger-teaching comes +especially hard at first, let them begin with getting +their scholars to do <i>something</i> at first hand, though +only a little, and let them work their way slowly to +the pedagogical perfection of getting their scholars +to do everything.</p> + +<p>And does any one fear that this will destroy the +personality and personal influence of the teacher? +On the contrary, the trigger-teacher has to put ten +times more of himself into every lesson than the big-gun +teacher. The scholars get more of his personality, +at the same time that they are gloriously, though +unconsciously, developing their own.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_85" id="Page_85">[Pg 85]</a></span></p> + + + + +<h2><a name="Chapter_XIV" id="Chapter_XIV"></a>Chapter XIV</h2> + +<h2>Galvanic Teaching</h2> + + +<p>In his exceedingly suggestive book entitled "Before +an Audience" Mr. Shepard insists strenuously +on what he calls "physical earnestness" in a speaker. +It is not meant by this that we are to go before our +scholars with our nerves a-quiver, with headaches +coming on, with our brains throbbing and our muscles +drawn tight. A speaker must be, as Mr. Shepard +insists, an animal galvanic battery on two legs. He +must be at something corresponding to electric tension. +He must be in earnest with his body, not lazy +with it. No teacher who is not spirited will succeed +with children, or with any one, long.</p> + +<p>Nothing will more quickly win and permanently +hold a child's attention than earnestness. Children's +capacity for serious thinking is greatly undervalued. +There is more philosophy in them than you dream of. +They are very much in earnest themselves, and they +rejoice to see other people very much in earnest.</p> + +<p>I do not mean by this that one should always be<span class="pagenum"><a name="Page_86" id="Page_86">[Pg 86]</a></span> +serious with them. Nothing will gain their attention +more than a joke; but joking with children is as +dangerous as feeding them candy. They have no +more taste henceforth for anything else, and to keep +their attention you must continue to feed them candy +and deal out jokes. The most successful teachers of +children, judging not by the interest of the children so +much as by permanent spiritual results, are those that +are always deeply in earnest; and yet their earnestness +is shot through and through with the sunshine.</p> + +<p>The intensity I am advocating must not be the +intensity of an auger, that bores. Oh, if teachers +only knew enough not to teach too much! If one +good idea is got into the heads of the children as the +result of the lesson half-hour, then you have scored +a victory. If you try to get in eight good ideas, you +will not score one-eighth of a victory. Some teachers +that I know want to get the whole body of theology +and the entire system of ethics into each lesson. +They skip with haste from truth to mighty truth, +crowding into a lesson twenty weighty points, each +one of which would be amply sufficient for the half-hour. +The result is an impossibility of attention, for +not enough is given about any one thing to fix it and +hold it down.</p> + +<p>Our Sunday-school teaching reminds me sometimes +of a daily paper—all cut up into paragraphic +articles; and if there is any topic of universal knowledge +omitted, it will appear in the evening edition. +A confirmed newspaper reader has become incapable<span class="pagenum"><a name="Page_87" id="Page_87">[Pg 87]</a></span> +of following an extended discussion, or of reading a +book. I have stood before Sunday-school classes to +which their teacher was in the habit of propounding +a series of disconnected questions from a book or +paper, and I have found it quite impossible to hold +the attention of such classes for any length of time +on one matter. They were anxious for another paragraph, +for fresh head-lines, for a change of subject.</p> + +<p>Most Sunday-school lessons are fruitful of multitudinous +suggestions. Let us not teach so much that +we teach nothing, or, worse than nothing, instruct in +mental dissipation instead of mental concentration. +We prepare for teaching with the lesson hour in view; +we should rather have in view the hour following the +lesson hour. What impression do we intend the lesson +to make? How are we going to make the lesson +stand out in relief?</p> + +<p>I must now set off against the law of intensity the +complementary law of motion. A mesmeric patient +is sent into the hypnotic trance by continued staring +at the same stationary object. This looks like perfect +attention, but it results in sleep. There is a +verbal hypnotism that is very common when teachers +are trying to impress an idea by holding it up stolidly +and persistently before the eyes of their scholars. +That is not what I mean by intensity, and it is one +of the commonest ways of destroying attention.</p> + +<p>If you are anxious to impress a truth and yet hold +attention, you must do it by presenting now this side +of the truth and now that, now with parable and now<span class="pagenum"><a name="Page_88" id="Page_88">[Pg 88]</a></span> +with allegory, now with appeal and now with testimony, +experience, quotation, objects. Arrived at the +end, do not press the point against the scholars and +stick it into them, but if they do not see it, go back +and pass over the matter in a different way.</p> + +<p>Moving bodies draw and hold the eye. Every one +must look at a shooting star, a jumping horse, a running +man, a flying bird, a rising kite. To keep attention, +our lessons must have what the critics of novels +call "movement." There is to be no still life in our +pictures. Everything must be stirring, dramatic.</p> + +<p>An accomplished teacher must have the power of +painting word-pictures. It is not a difficult art. +Hard study and zealous "putting yourself in his +place" will accomplish it. Some way or other we +must get the persons of the lesson clearly before our +scholars' eyes, the scenes as if the scholars were surrounded +by them, if we would maintain their attention. +And even if the lesson is impersonal, we must +dramatize it, we must invent situations and persons +to illustrate the abstract thought, or we must draw +illustrations from real history. These must all be +real to us, or they will never be real to our scholars. +Pictures always hold the attention of children. Let us +remember this when we talk to them. Children are +fond of motion. Let our teaching move briskly, then.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_89" id="Page_89">[Pg 89]</a></span></p> + + + + +<h2><a name="Chapter_XV" id="Chapter_XV"></a>Chapter XV</h2> + +<h2>Serial Teaching</h2> + + +<p>There are short-story writers who are able to hold +our attention charmingly for an episode, and there are +other minds which are able to lead us entranced +through the varied scenes of a long serial. So also +there is short-story Sunday-school teaching and serial +Sunday-school teaching. Short-story teaching treats +each lesson as a separate unit; serial teaching considers +each lesson a part only of a great, united whole.</p> + +<p>Short-story teaching is far easier than serial teaching. +It is concerned with but one set of circumstances, +persons, and principles. For the serial +teacher, on the contrary, every lesson must include a +review and a prospectus. He must learn to see +things in their relations. He must have a good +memory, and a better imagination, to make his +memory buoyant. This is not easy; and therefore it +is that short-story teaching is much commoner than +serial teaching.</p> + +<p>And yet serial teaching is the right kind of teaching,<span class="pagenum"><a name="Page_90" id="Page_90">[Pg 90]</a></span> +for the following reasons. Just as a fine serial +story adds to the enthusiasm for good numbers of a +periodical, and tides over poor numbers, so, if you can +get up a serial interest in your teaching, it will increase +the interest of the good days, and will tide over with +full seats and bright eyes the rainy, or cold, or hot, or +sleepy days.</p> + +<p>Besides, Christianity is a whole, and each of its +many parts interdependent. We must not teach it, +therefore, as if it were a patchwork, capable of being +taken apart and put together as men will. We do +wrong to the great system we teach, if our lessons do +not leave the impression of a vast, coherent fabric,—too +vast for one lesson to disclose, too coherent for +one lesson to stand out apart.</p> + +<p>Besides, however our lessons may change, our +scholars are still the same; and this continuity of +listeners should impart a serial interest to the teaching. +Cause the scholars to feel that each lesson is to +make definite contribution to their growth in knowledge +and character. It won't hurt them if they are +as mechanical about it as Peter, and enumerate, lesson +after lesson, as in the apostle's famous addition-table, +the virtues those lessons may add to their lives.</p> + +<p>For these three reasons, then, our teaching should +contain some strong element of serial interest. Many +teachers err in using only one sort of connecting link, +year in, year out, and are as likely to fail as the +periodical which always prints serial stories of the +same kind of plot, scenes, and characters. I will<span class="pagenum"><a name="Page_91" id="Page_91">[Pg 91]</a></span> +mention several serial elements which a wise teacher +will use in turn, holding to one long enough for profit, +but not too long for interest.</p> + +<p>In the first place, it is often well to make the serial +biographical. Your serial has then a hero. Moses, +Joshua, Samuel, Saul, David, Solomon, Elijah, Elisha, +Daniel, John, Peter, Paul, Mary,—what glorious +groups of chapters these names bind together! If +we are zealous, patient, and imaginative, we can easily, +with this magnificent material, construct for our +classes serials whose absorbing interest will vie with +any in their pet weekly story-paper. We can lead +them to eager study of a man's development in character +and in fortune.</p> + +<p>At other times it is better to trust for the serial interest +to history,—to study the evolution of a nation +as before of a man. The wondrous tale of the rise +of the Hebrews from Abraham, their metamorphosis +under Moses, their consolidation under judges, their +expansion under kings, their division, their downfall, +their restoration, their subjugation, their new birth in +Him who was before Abraham,—this story may be +made to have a deep and constant serial interest.</p> + +<p>Of course, with either the biographical or historical +serial plan, great pains must be taken with that bugbear +of the average teacher,—what the lesson-helps +call intervening events, but many a scholar calls intervening +mystifications. Often fully half the lesson-time +should be given to them. Usually the antecedents +they contain are absolutely necessary for an understanding<span class="pagenum"><a name="Page_92" id="Page_92">[Pg 92]</a></span> +of the lesson,—text, persons, and principles. +With them you teach history; without, episodes. +They mean work, to be sure; but all unifying and +solidifying means work.</p> + +<p>At still other times or with other classes it is well +to let the serial interest center around principles. +Treat one group of lessons as illustrating the manly +or unmanly qualities; consider another group primarily +as a commentary on truth and falsehood; let +your binding topic for another set be "What is True +Religion?" "Sin and Salvation," "Serving and +Served," "Success and Failure,"—how many lessons +could be clustered naturally about these topics! +Children are characteristically philosophers, and a +treatment of Sunday-school lessons as illustrating +different phases of some great truth is a method very +attractive to them. "What does the Bible teach +about truth-telling, about penalty for sin, about the +conditions of happiness?" Sunday-school scholars +should be ready to answer such questions, not by +haphazard impromptus, but by a careful presentation +of events, characters, and sayings bearing on each +point, and representing the whole Bible.</p> + +<p>Another excellent way of binding lessons together +is by the scholars themselves. As I said, however the +lessons change, the scholars remain the same, with the +same prominent troubles, faults, and needs. Both +they and you should know what these are. I often +have scholars who bring up, Sunday after Sunday, in +connection with topics the most diverse, the same<span class="pagenum"><a name="Page_93" id="Page_93">[Pg 93]</a></span> +questions, which are evidently stumbling-blocks to +their minds and lives. These are usually practical +matters wherein the Christian imperatives are strangely +incongruous with worldly habits, such as the choice +of a calling, absolute frankness of speech, public testimony +for Christ, the careful observance of the Sabbath, +sharp competition in trade. These are too big +questions to be settled in a few minutes, and young +folks who are seized by them in earnest have found +for themselves a serial interest which will last for +some time.</p> + +<p>If we cannot take advantage of such a linking +which our scholars discover for themselves, we can +always bind lessons together by our own knowledge +of our scholars' needs. If you have a young man in +your class to whom the skepticism of the times is +alluring, let him find something faith-inspiring and +confirmatory of belief in every lesson. If you have +a young girl burdened with sick-room duties and home +cares beyond her strength, let her know that each +lesson will bring her fresh energy and comfort. You +need not tell your scholars that you know their struggles. +Enough that you do know them, and link lesson +to lesson for them in sweet chains of love and helpfulness.</p> + +<p>When, by any of the four methods I have outlined, +you thus establish a bond between your lessons, you +have gained two great advantages besides the serial +interest which you have aroused. In the first place, +you study the Bible as a whole, not by extracts.<span class="pagenum"><a name="Page_94" id="Page_94">[Pg 94]</a></span> +You learn to interpret one portion by another. You +find out the fallacy of fragments. You perceive that +Christianity is a system, and not an anthology. In +the second place, you have solved the review problem, +for every lesson is now a review. If you were required +to remember, in order, twelve words chosen at +random, you would find it somewhat difficult; but it +would be easy enough if those twelve words were arranged +in a sentence. Serial teaching is building up +a sentence, and the review is merely repeating that +sentence. A serial teacher has no fear of review day. +The short-story teacher is compelled to find for that +day a new short story.</p> + +<p>Now, have I not reserved mention of the one great +tie of all our teaching? Whether Old Testament or +New, history, prophecy, proverbs, or psalms, it is all +one continued story, and the hero is Christ. By whatever +unifying principle we group our lessons together, +Christ unifies the groups. Year in, year out, if Christ +is at the heart of our teaching, that teaching is consecutive, +serial, solid. Without him, it is disjointed, fragmentary, +frail. Not retracting a word I have written +about the value of these other methods of arousing +continued interest, yet it must be said that they are all +worthless without Christ. In him each several building, +fitly framed together, groweth into a holy temple +in the Lord.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_95" id="Page_95">[Pg 95]</a></span></p> + + + + +<h2><a name="Chapter_XVI" id="Chapter_XVI"></a>Chapter XVI</h2> + +<h2>Teaching the Psalms</h2> + + +<p>The Lesson Committee often assigns us two or +three lessons in a book, and from these few lessons the +scholars must get some comprehensive knowledge of +the entire book. A book study, therefore, will not be +out of place in this series of suggestions to teachers, +and I have chosen the Psalms, since they are likely +to be most fruitful of hints as to the teaching of other +books.</p> + +<p>A systematic knowledge of the Psalms is rarely +sought after. Only one book of the Bible is more +loved: the Gospel of John; only one is read less +methodically: the Book of Proverbs.</p> + +<p>It is the fault of many teachers that they teach all +books of the Bible in the same way. Prophecy, history, +poetry, prose, Ruth and Revelation, John and +Judges,—it is all one to them. The Psalms, like all +other books of the Bible, are unique, and need their +own especial mode of treatment. Here are some hints +concerning this treatment.</p><p><span class="pagenum"><a name="Page_96" id="Page_96">[Pg 96]</a></span></p> + +<p>Get first, from the Revised Version, a comprehensive +idea of the five Books of Psalms, with their similar +endings. Note their length and the total number of +psalms. From the Bible dictionary learn what you +can about the time when these books were collected, +and the probable authors of the anonymous psalms.</p> + +<p>Study the psalms by types. We have the First +Psalm, which contrasts the good and evil. Psalms +of the Good are 1, 26, 41, 72, 94, 101, 126, 127, +128, 144. Psalms of the Evil are 10, 14, 36, 37, +49, 52, 53, 58, 64, 73, 82, 109, 129, 140. The Second +is a Psalm of Power. Others are 11, 21, 24, 29, 47, +48, 60, 76, 77, 83, 97, 108, 111, 114, 139. The +Nineteenth and the One Hundred and Third are +Psalms of Praise. With these study 8, 9, 18, 30, +33, 34, 44, 65, 66, 67, 68, 75, 85, 89, 90, 92, 93, 95, +96, 98, 99, 100, 104, 105, 106, 107, 112, 113, 117, +118, 134, 135, 136, 138, 145, 146, 147, 148, 149, +150. The Second and the Seventy-second are +Messianic Psalms. So also are Psalms 45 and 110. +The Twenty-third is a Psalm of Trust. Similar psalms +are 4, 7, 16, 27, 31, 56, 62, 71, 91, 125, 131. The +Fifty-first is a Psalm of Forgiveness. Such, too, are +25, 32, 39, 40, 80, 81. With Psalm 84, a Psalm of +Worship, go 15, 42, 50, 57, 63, 87, 115, 122, 132, +133. Besides these, the following may be classified +as Psalms of Help: 3, 12, 20, 35, 43, 46, 59, 61, +70, 79, 121, 124; the following as Psalms of Sorrow: +6, 13, 22, 38, 55, 69, 74, 88, 102, 120, 137, 143; and +the following as Psalms of Prayer: 5, 17, 28, 54,<span class="pagenum"><a name="Page_97" id="Page_97">[Pg 97]</a></span> +86, 116, 123, 130, 141, 142. Psalms 78 and 119 are +Psalms of the Law. Of course, this is only a rough +classification of the psalms. It will be a pleasant and +valuable task for you to classify them more elaborately.</p> + +<p>Read again the life of David, found in the passage +from 1 Samuel 16:1 to 1 Kings 2:11. In connection +with each psalm you read, think what may have +been the king's fortunes when he wrote it, or what +experience of his may have prompted it. This psalm +of sorrow may have had birth in Absalom's revolt; +this song of trust may have welled from a rock of +hiding in the desert; this hymn of triumphant strain +may have celebrated some victory over Saul or the +Syrians; this pleading for forgiveness may have been +a wail over Uriah.</p> + +<p>The psalms are all dramatic. Here, more than anywhere +in the study of the Bible, you need to use imagination, +to "put yourself in his place." The psalms +are in the first person. Fancy yourself the psalmist +as you read his songs. Pray his prayers, exult in his +praise, beat your breast with his agony of shame, be +calm in his assurance of forgiveness and peace.</p> + +<p>In like manner, as you prepare to teach, fancy times +in your scholars' lives to which these psalms will apply, +times when it would be well for them to sing these +psalms, and teach with these times in clear view.</p> + +<p>Be sure thus to translate David's experience into +that of your scholars. These psalms are of universal +moment, as they come so directly from David's heart, +and God's; and yet they need this translation, because<span class="pagenum"><a name="Page_98" id="Page_98">[Pg 98]</a></span> +David's surroundings were not ours. His foes, +his sins, his exiles, his triumphs, were not ours in form, +however much the same in reality.</p> + +<p>There are frequent quotations of the psalms to be +found in the later books of the Bible. These, especially +those made by Christ and the apostles, constitute +a priceless commentary. Search for them with +the help of a concordance or a reference Bible.</p> + +<p>Aside from this, the psalms are especially fit for +illustrative quotations, and the children may be inspired +to gather them eagerly. Assign to each scholar +a verse for illustration from some other part of the +Bible, in some such way as this:</p> + +<blockquote><p>"<i>The Lord is my shepherd.</i>"</p> + +<p class="regindent1">"I am the good shepherd. The good shepherd +layeth down his life for the sheep" (John 10:11).</p> + +<p>"<i>I shall not want.</i>"</p> + +<p class="regindent1">"Your heavenly Father knoweth that ye have need +of all these things. But seek ye first his kingdom +and his righteousness, and all these things shall +be added unto you" (Matt. 7:32, 33).</p> + +<p>"<i>He maketh me to lie down in green pastures.</i>"</p> + +<p class="regindent1">"Come unto me, all ye that labor and are heavy +laden, and I will give you rest" (Matt. 11:28).</p> + +<p>"<i>He leadeth me beside the still waters.</i>"</p> + +<p class="regindent1">"Whosoever drinketh of the water that I shall give +him shall never thirst; but the water that I shall +give him shall become in him a well of water, +springing up unto eternal life" (John 4:14).</p><p><span class="pagenum"><a name="Page_99" id="Page_99">[Pg 99]</a></span></p> + +<p>"<i>He restoreth my soul.</i>"</p> + +<p class="regindent1">"I am the resurrection and the life" (John 11:25).</p> + +<p>"<i>He leadeth me in the paths of righteousness for his +name's sake.</i>"</p> + +<p class="regindent1">"I am the way, and the truth, and the life: no +one cometh unto the Father, but by me" (John +14:6).</p> + +<p>"<i>Yea, though I walk through the valley of the shadow +of death, I will fear no evil.</i>"</p> + +<p class="regindent1">"Whosoever liveth and believeth in me shall never +die" (John 11:26).</p> + +<p>"<i>For thou art with me.</i>"</p> + +<p class="regindent1">"Lo, I am with you alway, even unto the end of +the world" (Matt. 28:20).</p> + +<p>"<i>Thy rod and thy staff, they comfort me.</i>"</p> + +<p class="regindent1">"I will pray the Father, and he shall give you +another Comforter, that he may be with you forever, +even the Spirit of truth" (John 14:16, 17).</p> + +<p>"<i>Thou preparest a table before me in the presence of +mine enemies.</i>"</p> + +<p class="regindent1">"I am the bread of life. He that cometh to me +shall not hunger" (John 6:35).</p> + +<p>"<i>Thou anointest my head with oil.</i>"</p> + +<p class="regindent1">"Grace and peace ... from Jesus the anointed, ... who +has made us to be kings and priests +unto his God and Father" (Rev. 1:4-6).</p> + +<p>"<i>My cup runneth over.</i>"</p> + +<p class="regindent1">"The cup of blessing which we bless, is it not a participation +in the blood of Christ?" (1 Cor. 10:16.)</p><p><span class="pagenum"><a name="Page_100" id="Page_100">[Pg 100]</a></span></p> + +<p>"<i>Surely goodness and mercy shall follow me all the +days of my life.</i>"</p> + +<p class="regindent1">"These things have I spoken unto you, that my +joy may be in you, and that your joy may be +fulfilled" (John 15:11).</p> + +<p>"<i>And I will dwell in the house of the Lord forever.</i>"</p> + +<p class="regindent1">"In my Father's house are many abiding-places.... +I go to prepare a place for you" (John +14:2).</p></blockquote> + +<p>In preparing for this exercise the children will learn +how to use the Bible index and the concordance.</p> + +<p>Watch the paragraphs of the Revised Version. +They make useful indications of the passage from one +thought to the other.</p> + +<p>The psalms lend themselves well to the useful exercises +of analysis, condensation, and paraphrase. +Get your scholars to write out for you, one, a brief +tabular statement of the contents of the psalm; +another, the thought of the psalm in words of his +own; a third, the substance of the psalm, with all +superfluous words and repetitions omitted.</p> + +<p>It is a capital plan to underscore in your Bibles, +and get your scholars in the course of the lesson to +underscore in theirs, the key-sentences of the psalm. +In the First Psalm, for instance, you have in bold relief +the main thought of the six verses if you underscore +"Blessed is the man that walketh not in the +counsel of the wicked. Whatsoever he doeth shall +prosper. The wicked are not so." There is your +outline.</p><p><span class="pagenum"><a name="Page_101" id="Page_101">[Pg 101]</a></span></p> + +<p>Do not rest satisfied until, for your scholars and for +you, the psalm you are studying is a unit, and stands +out in your minds with clear-cut individuality. It is +especially necessary to get through with the entire +text when your lesson is in the Psalms. It is not like +a series of disconnected proverbs: it is a picture; and +your understanding of it will lack some essential part +until you have all the verses.</p> + +<p>Indeed, I would go over each psalm with the class +at least five times, rapidly: first, to remove stumbling-blocks +of strange customs and expressions; second, +to grasp the general thought; third, to get its application +to David's life; fourth, to get its lesson for our +lives; fifth, a verse-by-verse study for all possible +side-lights and instruction.</p> + +<p>Observe the parallel expressions. Use only the +Revised Version, which correctly prints the psalms +as poetry. Read them rhythmically; chant them; +intone them; get the impression of songs. Come to +feel the beauty and meaning of the frequent refrains.</p> + +<p>Go on a tour of discovery, seeking for the noble +metrical translations of these psalms found in our +hymn-books and religious anthologies. For Psalm +19 read Addison's magnificent hymn, "The spacious +firmament on high"; for Psalm 103, H. F. Lyte's +"Praise, my soul, the King of heaven," or Isaac +Watts' "My soul, repeat His praise"; for Psalm +72, James Montgomery's "Hail to the Lord's +Anointed, great David's greater Son!" or Isaac Watts' +"Jesus shall reign where'er the sun does his successive<span class="pagenum"><a name="Page_102" id="Page_102">[Pg 102]</a></span> +journeys run"; for Psalm 84, H. F. Lyte's +"Pleasant are Thy courts above," or Isaac Watts' +"Lord of the worlds above"; for Psalm 23, Addison's +"The Lord my pasture shall prepare," or others +more familiar; and for other psalms the same writers, +with Wesley, John Newton, Scott, and many more. +Your scholars will be interested in searching for these, +and bringing them in.</p> + +<p>Suppose we were studying an English hymn-book. +What would we ask first about each hymn? We +would ask what sentiment it was capable of inspiring. +The same question is to be asked about these inspired +hymns; and throughout each of them we are to trace +not so much a train of thought as a train of feeling.</p> + +<p>The psalms are subjective, and for that reason are +particularly hard, some of them, for children to appreciate. +We must interpret them all the more thoroughly +by objective illustrations. Here the ordinary problem +is reversed. In our ordinary lessons the example +from real life is given, and from it the teacher +must draw spiritual lessons. Here the spiritual meditation +is given, to be applied to real life.</p> + +<p>Notwithstanding this, the psalms are eminently +pictorial, and especially adapted to illustration. See +how many pictures are suggested by the following +words from the most famous of the psalms: "shepherd," +"want," "lie down," "green pastures," "leadeth," +"still waters," "guideth," "paths," "valley of +the shadow," "rod and staff," "a table prepared," +"enemies," "anointed," "cup runneth over." All<span class="pagenum"><a name="Page_103" id="Page_103">[Pg 103]</a></span> +such pictures should be gathered, and used to make +the lesson vivid to the picture-loving little ones.</p> + +<p>There is especial need in teaching the psalms to +explain how the force of imagery varies with varying +conditions of climate and modes of life; how much +more, for instance, was meant to David than to us +by such symbols as "a rock," "shadow," "sun," +"shield," "water-courses"!</p> + +<p>Children are fond of metaphors, but they make +comical blunders with them, and deal, unless we are +careful, all too literally with such passages as "a table +in the presence of mine enemies," "the wicked are +like the chaff," "the congregation of the righteous," +"break them with a rod of iron." If the teacher is +in doubt just how far to carry these metaphors, I know +no better example of the wise and beautiful use of +them than Bunyan's "Pilgrim's Progress." The reading +of that book will make a capital preparation for +the teaching of the psalms.</p> + +<p>Few lessons in the seven years' course will be so +admirable as these for committing to memory. If +you want to inspire your class to better work in that +line, now is your time.</p> + +<p>Note that the psalms are all optimistic. Sound their +key-note of peace and joy.</p> + +<p>Here, if anywhere in the Bible, spiritual teaching +is needed. An essential part of the preparation for +teaching the psalms is devout prayer.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_104" id="Page_104">[Pg 104]</a></span></p> + + + + +<h2><a name="Chapter_XVII" id="Chapter_XVII"></a>Chapter XVII</h2> + +<h2>Those Temperance and Missionary Lessons</h2> + + +<p>Intemperance is the church's greatest foe, missions +her greatest task. Around these two topics +cluster the highest chivalry, the most splendid romance, +of our modern world. The shout of the battle +is in them, the sweep of the regiment. No lessons +are more important than those devoted to these two +great themes, and none can be made more interesting.</p> + +<p>And yet to many a teacher they are bugbears. To +these eight lessons—one sixth of the whole—they go +with dull hearts. They do wish the Lesson Committee +would leave them out of the list.</p> + +<p>What is the trouble? There is no life back of the +lesson. They have "got up" their lesson as best +they can; but a lesson is not got up, it grows up. +They do not know enough about missions and the +temperance reform to be interested in them. No +information, no inspiration.</p> + +<p>To be sure, there are few passages in the Bible +suitable for use in temperance lessons, and but few<span class="pagenum"><a name="Page_105" id="Page_105">[Pg 105]</a></span> +referring directly to such enterprises as modern missions. +The Acts record merely the beginnings of +missions, and intemperance was scarcely a problem +in New Testament days. Nevertheless, both temperance +and missions find in the Book their fundamental +and sufficient inspiration; and taking our +starting-point from the lesson text, we may fairly +launch forth into seas as wide as the world of men +and action.</p> + +<p>Indeed, so multiform are the phases of these two +topics that to avoid confusion and leave clear impressions +every temperance or missionary lesson +should have a specialty. Let me indicate a few of +the many possible themes.</p> + +<p>1. <i>A Bible Search.</i>—Spend the hour hunting out +everything the Bible says upon temperance, or all the +leading passages bearing on missions. The scholars +will read them aloud. Some verses they will repeat +from memory. They will mark them with colored +pencils in their Bibles. They will discover the central +thought in each reference and write it on the +blackboard, thus building up a compact summary. +The exercise has an air of finality that will please +the scholars.</p> + +<p>2. <i>A Biographical Lesson.</i>—Let everything cluster +around some great leader in missions or the temperance +reform. For the latter, select John B. Gough, +Miss Willard, Lady Henry Somerset, Father Mathew, +Francis Murphy. For the great missionaries,—India: +Carey, Heber, Martyn; Burmah: Judson; China:<span class="pagenum"><a name="Page_106" id="Page_106">[Pg 106]</a></span> +Nevius, Morrison, Gilmour; Japan: Neesima; Oceanica: +Coan, Paton, Patteson; America: Gardiner, +Eliot, Whitman, Brainerd; Turkey: Schauffler, +Dwight, Hamlin; Africa: Livingstone, Mackay, Moffat, +Taylor, Hannington. There is material enough +for a lifetime of teaching!</p> + +<p>Get as many scholars as possible to read beforehand +in the encyclopedia a short account of the chosen +life. One of the class may write a five-minute essay +upon the hero. Characteristic anecdotes concerning +him may be distributed among the scholars for each +to relate. No better series of short missionary biographies +was ever published than that sold by the +publishers of this book at the low price of 50 or 75 +cents a volume. Use them. If the class during the +hour can really make the acquaintance of a great +missionary or reformer, it will be vast gain.</p> + +<p>Another and most profitable kind of biographical +meeting may be based, not upon single lives, but +upon a group of lives. Study "The Great Missionaries +of the Bible," "Bible Heroes of Temperance," +"Some Noble Lives Spoiled by Intemperance," +"Some Magnificent Missionaries of Our Denomination."</p> + +<p>3. <i>An Historical Lesson.</i>—The temperance reform +has already a notable history, with many chapters +worth careful study. Spend an hour with the Woman's +Crusade,—its origin, its leaders, its many thrilling +scenes, its notable results. The Washingtonian +movement, the blue-ribbon movement, the World's<span class="pagenum"><a name="Page_107" id="Page_107">[Pg 107]</a></span> +Petition, "temperance in the White House,"—these +are themes for other studies.</p> + +<p>And as for missions, the puzzle will be to know +where to end, when there are, for instance, the "Serampore +Brotherhood" to study, the "Lone Star" +mission, the Madagascar martyrs, the China Inland +Mission, the all-but-miracle of Metlakahtla, the conquest +of Hawaii, the transformation of Fiji, the bloody +chronicles of Uganda. With any one of these stories +for a nucleus, your missionary lesson will be certain +of leaving a deep impression.</p> + +<p>4. <i>An Organization Lesson.</i>—Study one or more +of the great temperance organizations,—its origin, +its noble leaders, its methods and aims, its practical +results. The W. C. T. U. and the "Y's," the Good +Templars, the National Temperance Society, the +temperance work of Christian Endeavor societies, +may be studied in this way.</p> + +<p>This plan is especially valuable for the missionary +lessons, which should render your scholars familiar +with the history and triumphs of each missionary +board of your denomination, home and foreign. The +remarkable circumstances of its founding, the heroic +men and women it has sent forth (exhibit portraits), +the places where it labors (show views), the periodicals +it publishes (have samples to give away), a few round +figures to set forth the results of it all,—that is a scanty +outline. The larger work of the church would profit +immensely by such use of an occasional missionary +lesson.</p><p><span class="pagenum"><a name="Page_108" id="Page_108">[Pg 108]</a></span></p> + +<p>5. <i>A Newspaper Lesson.</i>—In another chapter I +discuss the use that may wisely be made of the newspaper +in our Sunday-school teaching. Once in a +while the specialty of a lesson may be a study of +current events in their bearing on missions or on the +temperance reform.</p> + +<p>Some temperance orator has made a noble speech +which you find well reported. The W. C. T. U. has +just held its annual convention. Neal Dow's birthday +has been widely celebrated. South Carolina has +adopted its system of State dispensaries. A hot +campaign for prohibition is in progress in Canada. +The teacher that centers his lesson on one of these +themes is sure of lively interest which may be led to +practical result.</p> + +<p>Or, if it is missionary Sunday, let the teacher utilize +the most absorbing topics of foreign news. It may +be the Spanish seizure of the Caroline Islands, the +French capture of Madagascar, the Japanese campaign +in Formosa or that of the English in Matabeleland +or the Soudan, the Italian war with Abyssinia, +the Indian famine, the troubles in Crete, the massacres +in Armenia. What scholar, after a lesson shrewdly +introduced by such recitals, will fail to see that missions +are a topic very much alive?</p> + +<p>6. <i>A Map Lesson.</i>—Few things condense, combine, +and clarify bits of information like a map, provided +you can put your information upon it. A map +may be utilized in a temperance lesson in two good +ways. If you are in a city, draw the streets of some<span class="pagenum"><a name="Page_109" id="Page_109">[Pg 109]</a></span> +section, or of the entire city, if possible. Send your +scholars out along all streets, dividing them up, and +have them count the saloons in each block, locating +also the churches and schoolhouses. I suppose, of +course, that your scholars are of suitable age for this +work. Next Sunday, as they report, put a black spot +on the map for every saloon, and a blue spot for +every church and schoolhouse. Your map will point +its own moral.</p> + +<p>At another time draw a map of the United States, +and give a graphic view of the temperance laws of +the land, coloring the prohibition States one color, +using a different color to designate the Massachusetts +plan, the South Carolina plan, and so on.</p> + +<p>More can be done with a map in a missionary lesson. +For instance, you may select a single country, say +India. Provide "stickers" of bright-colored paper. +Let some be large and circular. As you talk about +the four or five great languages of that many-tongued +empire, get the scholars to fasten these "stickers" in +the centers of the various language areas. Let other +"stickers" be cut into small stars. Three of these, +of one color, fastened in the neighborhoods of Bombay, +Madura, and Ceylon, will represent the Congregational +missions. In the same way you will show +the location of the Baptist, Methodist, and Presbyterian +missions and those of other denominations. +Population "stickers" may also be used, and "stickers" +with the names of great missionaries may show +where they labored.</p><p><span class="pagenum"><a name="Page_110" id="Page_110">[Pg 110]</a></span></p> + +<p>On another day you may take a map of the entire +world, and thus indicate the location of all the mission +fields of your denomination. If this map is kept before +the class from that time, every item of missionary +information will have fresh interest and point.</p> + +<p>7. <i>A Statistics Lesson.</i>—At this lesson distribute, +for the scholars to read aloud, slips of paper containing +temperance or missionary statistics,—the numbers +of saloons or missionaries, of drunkards dying or +converts made each day, the cost of missions or of +strong drink compared with other expenditures, and +the like. Get the class to cut strips of paper of various +lengths to represent graphically the comparative +costs. Drill the scholars in temperance or missionary +arithmetic. Telling them the number of heathen in +China, ask how long a procession they would make, +marching in single file one foot apart. Giving them +the liquor expenditure for a year, have them measure +a pile of silver dollars and calculate how tall a pile +would equal the annual cost of drink. Such books +as "The Missionary Pastor," published by the Fleming +H. Revell Company, and "Weapons for Temperance +Warfare" and "Fuel for Missionary Fires," +published by the United Society of Christian Endeavor, +will suggest many similar exercises.</p> + +<p>8. <i>A Quotations Lesson.</i>—The teacher holds in his +hand a bunch of papers, on each of which is written +an interesting quotation bearing on missions or temperance. +The collection will include longer anecdotes +as well as brisk sentences. Many will bear famous<span class="pagenum"><a name="Page_111" id="Page_111">[Pg 111]</a></span> +names. Each scholar will choose a quotation at +random and read it aloud. The teacher will draw +out its meaning by questions, will add illustrations +and practical comments, will tell something about +the author of the quotation, or will show the connection +of the thought or anecdote with the day's lesson. +In some classes the scholars themselves may be trusted +to bring their own quotations or anecdotes.</p> + +<p>Let me mention briefly a few more devices out of +the many that may add interest to these lessons. Get +a trained worker along temperance or missionary +lines to come in and address the class. Carry out a +series of simple experiments showing the physiological +effects of alcohol. Make a study of the best missionary +hymns, their authors, and the events that +prompted them. Try a fifteen-minute debate on some +missionary or temperance topic. Get the scholars +now and then to write five-minute essays or give five-minute +talks on appropriate themes. Let one edit a +temperance or missionary paper,—in manuscript, of +course,—collecting contributions from each scholar, +and reading the result before the class as a sample +number of the "Cold Water Herald" or the "Missionary +Monitor." Some Sunday, call on every member +of the class to sign the pledge. On a mission +Sabbath make an appeal for tithe-giving and present +a tithe-givers' pledge. Give the wonderful history +of the Student Volunteer movement, and urge the +scholars to consider the mission field as a possibility +for each one of them. Enliven some missionary lesson<span class="pagenum"><a name="Page_112" id="Page_112">[Pg 112]</a></span> +with entertaining accounts of the strange customs of +the country under discussion, and get together all the +illustrative material you and your scholars can find. +The Sunday-school and the Christian Endeavor society +will do well to make a collection of curios for +such purposes.</p> + +<p>It is an admirable plan to set each of your scholars +to doing some steady work in preparation for these +lessons. One may watch the newspapers and collect +temperance facts and illustrations of the evils of +strong drink. The various missionary societies of the +denomination may be divided among the scholars, +each to gather interesting bits concerning the work +of the board assigned to him. In the same way the +mission lands may be apportioned out, and "the +gentleman from India" or "our representative in +China" be called upon to report the latest news from +his field. In this plan the children will <a name="cooperate" id="cooperate"></a>coöperate +very zealously.</p> + +<p>Of course it goes without saying (<i>does</i> it, though?) +that each teacher will be a subscriber to the missionary +magazines of his own denomination, as well as to +that common denominator of all the missionary magazines, +the "Missionary Review of the World."</p> + +<p>He will also take, if possible, a good temperance +paper, such as the "Union Signal" or the "National +Temperance Advocate"; and if he can afford them, +he will not be without the temperance and missionary +encyclopedias.</p> + +<p>Indeed, the theme branches out into channels so<span class="pagenum"><a name="Page_113" id="Page_113">[Pg 113]</a></span> +many and so wide that, when once the teacher is +started upon them, his greatest lack will be of time +for exploration; and so far from desiring the temperance +and missionary lessons fewer than eight, he +will wish it were possible for them to come every +month!</p><hr class="chap" /><p><span class="pagenum"><a name="Page_114" id="Page_114">[Pg 114]</a></span></p> + + + + +<h2><a name="Chapter_XVIII" id="Chapter_XVIII"></a>Chapter XVIII</h2> + +<h2>Topical Lessons</h2> + + +<p>The Bible is so full of suggestion that it is impossible, +in the brief Sunday-school half-hour, to view +the many fields of thought opened before us with any +degree of satisfying completeness. That fact, indeed, +constitutes one of the greatest satisfactions of the +Book.</p> + +<p>Neither teacher nor scholar can go very far with +earnestness in Bible study without feeling an intense +desire to collate and compare, to go to the bottom, +to take views single in purpose, but wide in reach. +This wish to read the Scriptures as a whole has ever +been held a sign of healthful growth in Christian endeavor. +How may we encourage and satisfy this +desire? Here is a method I have repeatedly found +helpful to my class and myself.</p> + +<p>I prepare for myself what I call topical lessons. I +have noticed especial interest in some one topic,—the +use of Sunday, say, or future punishment, heaven, +prayer, abuse of money, missions, the nature of sin.<span class="pagenum"><a name="Page_115" id="Page_115">[Pg 115]</a></span> +On some Sunday, then, I announce that one of these +topics is to be discussed at next week's meeting. I +ask the scholars to think the matter over, and look +up texts. Some do, some do not, as is usual in such +matters. Sunday come, I have in large script, pinned +to the wall in view of the class, an outline of the +topic chosen, with the texts to be used indicated in +clear figures. It is intended for a lesson in methods +of Bible study as much as in Bible contents, and so +aims to be complete and thorough in its range. The +plan is explained, and the scope of the subject. We +take it up by natural divisions.</p> + +<p>All have Bibles, of course. The references are +numbered. "Mr. Brown, please find No. 1; Mr. +Jones, No. 2; Mr. Robinson, No. 3," and so on. +In a few seconds we are ready for a discussion of the +first division. I shall trust to the scholars' memory +for the commoner quotations, and not trust in vain, +if I have done my duty previously. This division +disposed of, more or less to our satisfaction, we pass +to another point, then to another, rapidly or leisurely, +as the time permits, being careful that in the half-hour +the general scope of Bible thought in the matter, its +largeness and depth, its insight and minuteness of +detail, be adequately exhibited.</p> + +<p>May I show you a sample outline?</p> + + +<p>FAITH.</p> + + +<ul class="index2"><li> 1. What is it? (Heb. 11:1; John 20:29.)</li> + +<li><span class="pagenum"><a name="Page_116" id="Page_116">[Pg 116]</a></span>2. Whence comes it?</li> + +<li class="indent2"> (<i>a</i>) From God (Rom. 12:3; 1 Cor. 2:4, 5;</li> +<li class="indent3"> 12:4, 8, 9; 1 Pet. 1:4, 5).</li> + +<li class="indent2"> (<i>b</i>) From Christ (Heb. 12:2).</li> + +<li class="indent2"> (<i>c</i>) From the Bible (John 17:20; 20:31; Rom.</li> +<li class="indent3"> 15:4; 2 Tim. 3:15).</li> + +<li class="indent2"> (<i>d</i>) From preaching (Rom. 10:14; 1 Cor. 3:5).</li> + +<li class="indent2"> (<i>e</i>) But all one (Eph. 4:5; 4:13; Jude 3).</li> + +<li class="indent2"> (<i>f</i>) Not from works (Eph. 2:8, 9; Rom. 3:27,</li> +<li class="indent3"> 28; Gal. 3:11, 12; 2:16).</li> + +<li> 3. What does it do?</li> + +<li class="indent1"> (1) The works of faith:</li> + +<li class="indent2"> (<i>a</i>) It is a work (John 6:28, 29; Rom. 4:5).</li> + +<li class="indent2"> (<i>b</i>) Which draws us to God (Rom. 5:1, 2;</li> +<li class="indent3"> Eph. 3:12; 3:17; Jas. 1:5, 6).</li> + +<li class="indent2"> (<i>c</i>) Thus pleasing him (Heb. 11:6).</li> + +<li class="indent2"> (<i>d</i>) Which frees us from sin (2 Pet. 1:5; Acts</li> +<li class="indent3"> 13:38, 39; Rom. 3:21, 26; Acts 15:9).</li> + +<li class="indent2"> (<i>e</i>) Leads us into salvation (Mark 16:16; John</li> +<li class="indent3"> 1:12, 13).</li> + +<li class="indent2"> (<i>f</i>) Conquers this world (1 John 5:4, 5).</li> + +<li class="indent2"> (<i>g</i>) Gives us peace therein (Eph. 6:16; Rom.</li> +<li class="indent3"> 5:1).</li> + +<li class="indent2"> (<i>h</i>) And finally eternal life (Rom. 1:17; John</li> +<li class="indent3"> 3:16; 3:36).</li> + +<li class="indent1"> (2) The works from faith:</li> + +<li class="indent2"> (<i>a</i>) Faith alone is dead (Eph. 2:10; Jas. 2:14-26).</li> + +<li class="indent2"> (<i>b</i>) Faith a beginning (Jude 20; Col. 2:6, 7).</li> + +<li class="indent2"> (<i>c</i>) Of wondrous power (Mark 9:23; 11:22-24;</li> +<li class="indent3"><span class="pagenum"><a name="Page_117" id="Page_117">[Pg 117]</a></span>Luke 17:5, 6).</li> + +<li class="indent2"> (<i>d</i>) Working out through love (1 Thess. 5:8;</li> +<li class="indent3"> 1 Cor. 13:2; 13:13; Gal. 5:6; 1 John</li> +<li class="indent3"> 3:23).</li> + +<li class="indent2"> (<i>e</i>) In miracle (Matt. 9:22; 9:29; Luke 8:50;</li> +<li class="indent3"> Acts 3:16).</li> + +<li class="indent2"> (<i>f</i>) In history (Heb. 11: 32-34; Matt. 16:16;</li> +<li class="indent3"> John 1:49; 11:25, 27; Acts 6:5; 8:37;</li> +<li class="indent3"> 11:24).</li> + +<li> 4. Have I it?</li> + +<li class="indent2"> (<i>a</i>) There is false faith (1 Tim. 1:5).</li> + +<li class="indent2"> (<i>b</i>) The testing (2 Cor. 13:5; Jas. 1:3; 1 Pet.</li> +<li class="indent3"> 1:6, 7).</li> + +<li class="indent2"> (<i>c</i>) The seeking (Phil. 1:27; Jude 3).</li> + +<li class="indent2"> (<i>d</i>) The keeping (1 Cor. 16:13; Heb. 10:38;</li> +<li class="indent3"> Col. 1:23; 1 Tim. 1:18, 19; 6:12;</li> +<li class="indent3"> 1 Pet. 5:8, 9).</li> + +<li> 5. Now and hereafter (2 Cor. 5:7; 1 Cor. 13:12).</li> +</ul> + +<p>Manifestly, when this plan is carried out, there will +be scant time for the regular lesson; probably no +time at all. The next Sunday two lessons must be +recited. But your topical study has grown out of +the regular lessons, and in its turn will excite in them +fresh interest.</p> + +<p>It is obvious that each teacher must choose his +own topics and make his own outlines, suited to his +own methods of thought, and to the age and intelligence +of his class. The above was used in a class +of young men, college students in part. Themes of +an entirely different nature might well be chosen,—a<span class="pagenum"><a name="Page_118" id="Page_118">[Pg 118]</a></span> +view of Christ's miracles or parables or sermons, of +Old Testament miracles, or of sacred history in some +one line. It might even be found profitable, as it +surely would be interesting, to collate, arrange, and +discuss Scripture references to the eye, the ear, birds, +flowers, trumpets. To my mind, some such occasional +excursion as this seems to lead the scholars, +especially those approaching manhood and womanhood, +to a more comprehensive and methodical knowledge +of the riches of the best Book, and to one of +the most resultful methods of studying it.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_119" id="Page_119">[Pg 119]</a></span></p> + + + + +<h2><a name="Chapter_XIX" id="Chapter_XIX"></a>Chapter XIX</h2> + +<h2>Introducing Thoughts</h2> + + +<p>A little child once declared that she liked a certain +sermon because there were so many "likes" in +it. For the same reason, that same child would have +liked Christ as a Sunday-school teacher. And we +teachers will gain Christ's success in the same measure +as we gain his power of putting the whole universe +back of our thought.</p> + +<p>For a thought comes forcibly from our minds in +proportion as we see its relatedness. If we have put +it into connection with a score of things, that score +get behind it and push. An unrelated thought comes +as tamely from the mind as a Jack from its box when +the spring is broken. And so when a Sunday-school +teacher would present a truth energetically, he must +look all around the truth, crowd his mind with applications +of the truth, fall in love with its beauty +from many points of view; in brief, become thoroughly +acquainted with the truth, and its enthusiastic +friend.</p><p><span class="pagenum"><a name="Page_120" id="Page_120">[Pg 120]</a></span></p> + +<p>How, now, shall we introduce the truth to the +child? It is the manner of some to take the truth +and the child, and bump heads together,—a process +which very naturally develops a mutual shyness.</p> + +<p>The true teacher, on the contrary, is a skilled master +of ceremonies. From the crowd of likenesses, illustrations, +and applications which have made him and +the truth acquainted, he chooses one to go with it and +act as mutual friend, to introduce the stranger thought +to the child's mind, and put the two on easy terms +together.</p> + +<p>He does not make the common mistake of sending +along the entire crowd, so that the introduced is +lost in the throng of masters of ceremonies, so that +the truth is confused, and acquaintanceship embarrassed +by the parade of illustration. He knows that +where one parable makes, two mar, and three ruin.</p> + +<p>Nor will the shrewd teacher ever attempt introduction +by something other than a mutual friend of +both parties,—the truth and the child's mind. The +myth of Alcestis may be connected with your own +thought of the resurrection, but it is itself a stranger +to the child's mind. The true mutual friend would +be the metamorphosis of the butterfly.</p> + +<p>Is that comparison stale? In seeking for fresh +and brilliant illustrations, we are apt to forget that +the longer the mutual friend has known both parties, +the more apt will he be at furthering their acquaintance. +The butterfly is truly to us a trite illustration +of the resurrection, but not to the child.</p><p><span class="pagenum"><a name="Page_121" id="Page_121">[Pg 121]</a></span></p> + +<p>Do not push forward the thought first, and after a +ten minutes' awkward, floundering parley between it +and the child's mind, proceed to introduce them by +your illustration. After two people have talked together +for ten minutes, they either need no introduction +by that time, or have destroyed the possibility +of acquaintanceship. Illustration first.</p> + +<p>And after the introduction two mistakes may be +made. The introducing illustration may keep on +chattering, not allowing the truth and the mind of the +child to say a word to each other. A master of ceremonies, +who knows his business, knows when to draw +quietly back, and leave the new acquaintanceship +room to grow. The illustration is not the end, but +the means.</p> + +<p>The other mistake is in allowing the mutual friend +to withdraw abruptly, before the two, the stranger +thought and the child's mind, have broken the ice. +Let him stay and put in a clever word now and then, +until the acquaintanceship can stand by itself.</p> + +<p>Nor is there any reason why, with every fresh truth, +a fresh illustration should strut forward. Those social +assemblies are best managed which are planned +by one wise woman, and permeated throughout by +her thoughtfulness, words of tact, and shrewd bits of +engineering. One mistress to a party, as one cook +to the broth. And so if you can find one illustration +which is on good terms with all the truths in the lesson, +and familiar also to the child's mind, by all means +let that one illustration hold sway, as a genial host,<span class="pagenum"><a name="Page_122" id="Page_122">[Pg 122]</a></span> +throughout the entire half-hour, and associate the +whole together.</p> + +<p>But when the illustration ceases to illustrate, part +with it, regretfully but promptly; as I, following my +own advice, must here part with the illustration which +has done duty hitherto.</p> + +<p>In this whole matter, as in all others, only painstaking +deserves or gains success. A genius for parable +is rare. Gift here means the poet's power, his +breadth of vision, his depth of sympathy, his tact and +sense of fitness. But though it is a poet's gift, it need +not be born in one. How may we gain skill in +illustration?</p> + +<p>In the first place, by gaining knowledge. How +can we expect Jewish history to seem real, isolated, +as it so often is, from all other history? We, too, +have a Father Abraham. Cæsar crossed a river once, +as, and yet not as, did Joshua. Compare Washington's +farewell address with Samuel's. And, too, without +science, such sciences as geology and astronomy, +a Sunday-school teacher is but half armed. How +wonderfully and inspiringly God's two books supplement +each other, no one can guess who has not put +the two together. In brief, for the theme is infinite, +almost any fact, once learned, has constant surprises +of usefulness, and in no ways more frequently than +this of illustration.</p> + +<p>In the next place, by gaining sympathy. No one +can well use illustrations who is out of touch with his +fellows. The best possible illumination of life questions<span class="pagenum"><a name="Page_123" id="Page_123">[Pg 123]</a></span> +is the story of the lives around you,—their trials +and triumphs. Do you know a child who has done +a heroic deed, though quietly, for the Master? Have +you a friend who has conquered some sore temptation? +Have you met a good man struggling against +some inherited evil tendency? Have you knowledge +of the disastrous results of some single life? Life +comes closest to life, and experience furnishes the +best similes.</p> + +<p>And then we may study books, and learn how +effective writers have used illustrations. A note-book +collection of these will be helpful, even though the +making of it is the end of it; for this study will help +us toward the teacher's chief goal,—the power of +putting things in the best way.</p> + +<p>The newspapers should be one of the most fruitful +fields for the gleaning of illustrations; and so they +will be, when they learn to chronicle the good as thoroughly +and brilliantly as they now chronicle the bad.</p> + +<p>Of course,—though an "of course" seldom practically +accepted,—a Bible character is the very best +illustration of a Bible character, the Old Testament +of the New, the last lesson of this, Moses of Paul, +and Sinai of Hermon.</p> + +<p>And of course, too,—though again a belied "of +course,"—the less the illustration given by the teacher, +and the more given by the scholar in answer to questions, +the more vivid the impression. Too often we +teachers smack our lips at the coming of the similes, +and launch out into harangue.</p><p><span class="pagenum"><a name="Page_124" id="Page_124">[Pg 124]</a></span></p> + +<p>Let us see in all this much more than a scheme of +indirections. It is no easy task to find the best way +into a child's mind, nor quite without pains and difficulty +is the imitation of the Teacher who spoke many +things in parables.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_125" id="Page_125">[Pg 125]</a></span></p> + + + + +<h2><a name="Chapter_XX" id="Chapter_XX"></a>Chapter XX</h2> + +<h2>Illustrations and Applications</h2> + + +<p>Sunday-school teachers often make the mistake +of confounding "lesson illustrations" with "practical +applications." A lesson illustration is a picture of +the truth you are studying as exemplified in spheres +of life foreign to your scholars; practical application +pictures the truth in their own lives. In other words, +a practical application is an illustration that the +scholars can practice. The point I want to make is, +that the practical application should be used, in our +own precious half-hour, not to the exclusion of the +lesson illustration, but largely predominating over it.</p> + +<p>For instance, if you were discussing the great cloud +of invisible witnesses that compass us about, you +might illustrate the truth by the famous story of Napoleon's +speech to the troops in Egypt, "From yonder +pyramids, my men, forty centuries look down +upon us"; but, if you have not time for both, a practical +application would be far better: "John, who is +one of this great cloud of witnesses that is most tenderly<span class="pagenum"><a name="Page_126" id="Page_126">[Pg 126]</a></span> +and anxiously watching your life?" "My +father." "And who, Harry, is among your invisible +guardians?" "My mother." That is more forcible +than "forty centuries."</p> + +<p>Again, one of the finest illustrations of devotion to +principle is afforded by the conversion to the Baptist +faith of one of our first American foreign missionaries, +the immortal Judson, who, at the bidding of conscience +and conviction, cast loose in mid-ocean from +the only missionary society in America, and his only +assured support. That is magnificent, but it is only +an illustration, one needing to be translated into terms +of child life thus: "Suppose you are in a school examination, +and your neighbor on one side hands you +a bit of folded paper to pass to your neighbor on the +other side, and you are pretty sure it is to help him +cheat in the examination, and suppose the whole +school will think you mean and stuck up if you refuse +to pass the paper, what are you going to do?" That +is a test of devotion to principle such as the child is +likely to meet.</p> + +<p>To be sure, there are illustrations which come so +close to average circumstances that they are also applications. +For instance, to take another great missionary, +William Carey, his boyish fall from the tree +he was climbing, with the result of breaking his leg, +and, on recovery, his immediate set-to at the same +tree again; his saying that his business was preaching +the gospel, but that he cobbled shoes "to pay expenses"; +his bidding the Christians left at home to<span class="pagenum"><a name="Page_127" id="Page_127">[Pg 127]</a></span> +"hold the ropes while he went down,"—all these are +very practical illustrations, quite within the children's +sphere, since it is well for them also to have grit even +about tree-climbing, since they are to hold their ordinary +duties subordinate to their spiritual life, and +since they have missionary money to spend and missionary +prayers to make. If, however, I were teaching +the passage in the Acts that relates how the disciples +had all things in common, though I might tell about +the splendid carrying out of that principle in Carey's +Serampore brotherhood, yet, if I had time for only +the one, I should certainly prefer a practical application +of the text to the sharing of apples and the +lending of bicycles.</p> + +<p>It is helpful to a boy, of course, if he would cultivate +patience, to have before his eyes the picture of +that cave looking out over Scottish hills and heather, +and of the spider at the cave's mouth teaching its +beautiful lesson to the Bruce within; but the picture +remains only a picture unless the spider of the boy's +imagination is taught to run lines connecting every +point of the picture with his geography lesson and +his garden weeding. Far too many war stories are +told in our Sunday-schools. They do not build up +very rapidly the Christian soldier. Far too many +illustrations are drawn from what is wrongly called +the distinctive "heroic age" of the world. Not thus +is the Christian hero furnished for his nineteenth-century +toils.</p> + +<p>A similar remark is to be made regarding illustrations<span class="pagenum"><a name="Page_128" id="Page_128">[Pg 128]</a></span> +from science. They must not be permitted to +detract from or exclude the practical application. If +we are teaching our boys and girls how all things +work together for good to those that love God, we +may use the illustration of the rainbow, explaining +that it is on the very raindrops of the storm itself +that God paints his wonderful symbol of hope and +trust. That is poetical and true, but the lesson remains +as misty as the rainbow itself unless you go on +to show your scholars how the lame boy among them +gets more time for study on account of his lameness, +how the boy who has been sick has learned far more +than he knew before about the love of his dear ones +and about the great Physician, how the boy who has +had to leave school and go to work is none the less +getting a priceless schooling in patience and determination +and energy and faithfulness.</p> + +<p>Many of these practical illustrations you may +by questions draw out from the boys themselves. +"Blessed are the peacemakers." Call for stories of +boyish quarrels settled by some boy Solon. That is +better than telling about the Massachusetts boards +of arbitration in strikes. "My cup runneth over." +Draw out a list of their own boyish blessings, which +are more to them than those of any saint or psalmist.</p> + +<p>But especially this practical application, to be successful, +must be the work of a consecrated imagination. +A Sunday-school teacher must think himself +into the lives of others. "Bear ye one another's burdens." +Now don't rake up from your encyclopedias<span class="pagenum"><a name="Page_129" id="Page_129">[Pg 129]</a></span> +the story of St. Christopher, beautiful as it is, and try +to twist it into an illustration of the text. No. Ask +the bright scholar what he does to help his duller +friends understand the knotty problems at school. +Ask the merry boys what they do when mother is +tired amusing the baby. Ask the selfish boy what a +lad that greatly wanted a new sled could do to help +his father bear his burden of poverty.</p> + +<p>To get these applications you have had to "put +yourself in his place," to picture to your mind your +scholars' joys and sorrows, desires and disappointments, +hopes and fears, labor and play. And in the +process, and as its result, have come two rewards +that no thumbing of dictionaries of biography, and +manuals of mythology, and encyclopedias of illustrations, +could ever give. You have come closer to the +lives of your scholars, and you have drawn those +lives closer to the present, practical Christ.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_130" id="Page_130">[Pg 130]</a></span></p> + + + + +<h2><a name="Chapter_XXI" id="Chapter_XXI"></a>Chapter XXI</h2> + +<h2>Righteous Padding</h2> + + +<p>It is marvelous how rich in suggestion all passages +of the Bible are to the thoughtful, studious mind. It +is no less marvelous how bare and barren the wealthiest +portions become when filtered through a bare +and barren mind.</p> + +<p>Truth is valuable only as it is <i>extended</i> into life. +"Blessed are the pure in heart, for they shall see +God"; that means to the child very little, packed +into this condensed form. But let the teacher set +about <i>extending</i> that blessed truth. Let him picture +a man, cross, ugly, besotted, selfish, greedy, his heart +all rotten with passion and pride. Go through a day +with him, from the sullen greetings in the morning +and his breakfast-table quarrels, through his business +hours all stern and crabbed, to his morose and unlovely +evening. Ask the children how much he sees +and enjoys of the beautiful world, how much he gets +from noble books, what perception he has of the +character of his charming wife and children. He is<span class="pagenum"><a name="Page_131" id="Page_131">[Pg 131]</a></span> +blind to all these things. Why? Because of his +impure heart.</p> + +<p>Show how this baseness follows him to church, +holds him down from praying, weights his songs, dulls +his vision of spiritual things. Ask them how it will +be at death, when he goes out of this world with a +soul taught to see only money and self. <i>How can +he see God?</i></p> + +<p>Then go on to tell them of their loving, gentle-hearted +mothers, and how much good <i>they</i> can see in +this world, in their friends, in their children, because +their hearts are unselfish and pure. How easily they +pray. How cheerily they sing. How near God is +to them. Will there be any difficulty in <i>their</i> seeing +God in the next world, when they can see so much +of him in this?</p> + +<p>You have made quite a sermon out of that text. +It has been extended largely, and yet the meaning +of it has merely begun to dawn on those childish +minds.</p> + +<p>Suppose you had taught it in this way: "Verse +eight. Read it, Tommy. Now, who are blessed, +Mary? And why are they blessed, Willie? Now +don't forget that, children. Pay attention. Always +remember it. The pure in heart see God. Why +should we be pure in heart, Lucy? And how can we +see God, Susy? Now don't forget it, children. Pay +attention. Always remember it. The pure in heart +see God. What have we learned in this verse, Lizzie? +Yes, that's right. You all want to be pure in heart,<span class="pagenum"><a name="Page_132" id="Page_132">[Pg 132]</a></span> +children, now don't you? Why? Yes, that's right. +I see you have paid attention." But they haven't, +as any such teacher may find out by a question next +Sunday.</p> + +<p>A teacher of children must learn the art of righteous +padding. He must learn how to fill in outlines, how +to expand texts. He must illustrate with imagery, +parable, allegory, personal experience, use of material +objects, pictures, action of the children.</p> + +<p>Especially valuable is the last, when it can be used. +The teacher's cry for attention might well be translated +into the highwayman's, "Hold up your hands." +At any rate, if you can manage to keep them busy +with their hands, you have their eyes, tongues, and +brains.</p> + +<p>Set them to hunting up verses in their Bibles. You +will have the experience of a friend of mine who +came to me once after trying it, and despairingly said +that the children now wanted to do nothing else. +Nearly every verse can be illustrated by a stanza +from some common song. Get the children to sing +it softly, first making them see how the song fits the +Bible. Make liberal use of concert repetition of +Bible verses. There is nothing better than this good +old device for unifying and freshening the attention +of a class.</p> + +<p>And pictures. Teachers do not yet know one-tenth +of the teaching power of pictures. Take the +Twenty-third Psalm for a familiar example. "The +shepherd, want, green pastures, lie down, leadeth me,<span class="pagenum"><a name="Page_133" id="Page_133">[Pg 133]</a></span> +still waters, the paths of righteousness, the valley of +the shadow, thy rod and staff, a table prepared, mine +enemies, anointing, cup runneth over, the house of +the Lord"—as you read that list did not fourteen +pictures rise at once in your mind? Find them, and +show them to the children. They will pay even better +attention to your printed pictures than to your word-pictures.</p> + +<p>Experience will soon teach the teacher, if his eyes +are open, the need of copious illustration. Astronomers +tell us that it is very difficult to see the smallest +objects visible to us in the sky, if they are in the form +of little dots. They may have dimensions very much +smaller and still be visible easily, if they are extended +into lines of light. So with the points of our +lessons. They will miss attention entirely or gain it +with difficulty, while they remain merely points. We +must extend them, by the use of consecrated wits.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_134" id="Page_134">[Pg 134]</a></span></p> + + + + +<h2><a name="Chapter_XXII" id="Chapter_XXII"></a>Chapter XXII</h2> + +<h2>The Sunday-School and the Newspaper</h2> + + +<p>On several pages of this book I have hinted at the +use of the newspaper in our teaching; but the theme +deserves a chapter to itself. An up-to-date teacher +is respected, and it is largely the newspaper that brings +one up to date. We must put our lessons into touch +with life, and the newspaper is our modern compendium +of life—very faulty, but all we have. The best +illustration of the lesson is one your scholars find; the +next best, one you find yourself; and only the third +best, one found for you by the skilful writers of your +lesson helps. The newspapers are mines of original +illustrations.</p> + +<p>They constitute, for example, a magazine of warnings. +Hardly a number but tells of a defalcation +sprung from gambling, of the ruin accomplished by +the theater and dance-hall, of the mischief caused by +sensational literature, and everywhere and always of +the rum-fiend's devilish work. Why Saul fell, and +David, and Solomon,—your scholars must know that;<span class="pagenum"><a name="Page_135" id="Page_135">[Pg 135]</a></span> +but their sense of the reality of sin and its fearful +power will be deepened by noting the fall of men and +women in this present world, and learning what +brought shipwreck to their souls. A misplaced switch +last week threw a train from the track and killed a +man. What a warning against carelessness! Early +Wednesday morning a drunken woman was found +asleep on an ash-pile, her little girl sobbing by her +side. What a lesson on the evil wrought by rum! +Of all the sins and faults against which the Bible +utters its great warnings, there is none we may not +illustrate freshly and vividly from the newspaper.</p> + +<p>But that is only half, and the lower half. By +sharp search we may find in our papers many a thrilling +example of heroism and noble service. Would +that our reporters more frequently chronicled the +good! Yet here is a fire at which a fireman risked +his life to save a little child. And here is a cashier +that braved death rather than open the safe for the +robbers. And here is a lad whose shoulder was dislocated +by stopping a runaway horse. And here is +a heroic rescue of men and women from a shipwreck. +We do not get from the newspaper the daily acts of +devotion and faithfulness so honored in the eye of +heaven; but we do get the splendid deeds, the stirring, +romantic victories, that will move the girls and +boys to knightly action.</p> + +<p>Newspapers, too, give an outlook over the world. +The confining walls melt away, and your lesson takes +wide sweeps under a broad sky. Every session of<span class="pagenum"><a name="Page_136" id="Page_136">[Pg 136]</a></span> +Congress considers many matters of the highest import +for the kingdom of God. Our great offices are +filled with men of strong character, acting out upon +a grand scale lives potent for good or evil. In the +lands across the seas great events are occurring, each +exhibiting some phase of godliness or sin. You will +exalt the gospel mightily in the minds of your scholars +if you can show them how its principles solve the +problems of our government, and underlie all wise +action of the nations of the world.</p> + +<p>It has already been indicated how the temperance +lesson, that quarterly bugbear of some teachers, may +be illuminated by the newspaper. Thus also may the +missionary lesson. So profoundly do missions affect +any nation they touch, and so closely are they interwoven +with its life, that whatever of importance befalls +any people has its missionary bearings. The +Sultan cannot massacre the Armenians, or France +seize Madagascar, or Japan fight China, or Hawaii +depose its queen, or a revolution occur in South +America, without entanglement with the omnipresent +missionaries of the cross. To make the scholars feel +this through wise references to current events is immensely +to broaden their conception of the church +and its work.</p> + +<p>Even beyond all this, our newspapers afford the +teacher a vast supply of illustrative material. There +are the carefully prepared biographies of the great +men and women that pass away, printed with their +portraits. There are sketches of the lives of living<span class="pagenum"><a name="Page_137" id="Page_137">[Pg 137]</a></span> +celebrities, with pictures of their faces and their homes. +There are lectures and sermons, sometimes admirably +reported, giving in a few bright paragraphs the gist +of an hour's discourse. There are thousands of poems +by the best modern authors. There are appropriate +editorial comments on all the holidays, Christmas and +New Year's, Easter and Memorial Day, Thanksgiving +and the Fourth of July. There are accounts of +the latest wonderful inventions, each a pointed parable +to one with eyes and a brain. And, with all its +pictorial enormities, the newspaper often contains a +portrait or a sketch worth using in our lesson half-hour.</p> + +<p>In all this I am taking for granted, of course, that +you subscribe to no sensational abomination, but to +the best of our standard sheets, even if you must get +it from some other city than your own. It must be +a paper so clean that you can occasionally hand a +copy to your scholars, and fearlessly set them to +"reading up" on some theme helpful to the lesson. +Besides, it must not be forgotten that our best religious +weeklies are now genuine newspapers as well, +and furnish admirable comments upon all important +current events.</p> + +<p>To use the newspaper to the best advantage in +your teaching, you must have well in mind all the +lesson themes for months in advance, since a striking +event of to-day might not illustrate this week's lesson, +but the lesson of five weeks ahead. Your best +plan is to cut out each day the paragraphs and articles +that seem likely to be of use, and preserve them<span class="pagenum"><a name="Page_138" id="Page_138">[Pg 138]</a></span> +in a series of envelopes. Mark one set of envelopes +with the topics and dates of a year's lessons. Let +another set contain the clippings arranged by subjects, +as: "Love," "Faith," "Temperance," "Missions," +"Theater," "Heroism," "Inventions." These will +contain poems as well as prose. Some, rather than +classify the bits of biography under the characteristics +especially prominent in each case, will prefer to arrange +them alphabetically, in a separate set of twenty-six +envelopes. As the envelope for each week's lesson +is used, distribute its contents through your permanent +file. Frequently glance over your clippings +to refresh your memory concerning them; otherwise +they will become so much dead wood.</p> + +<p>Not an unimportant result of all this is that it will +teach your scholars to read the newspaper as a Christian +should. In this great American university our +scholars should be taught to skip the courses in evil +and elect those in goodness.</p> + +<p>And a final word,—which, indeed, no teacher is +likely to need, though it must be said: keep the whole +matter subordinate. It is not proposed to turn our +Sunday-schools into classes for the study of current +events. We have to do with one Life, and with that +alone. We are teaching not all kinds of truth, but +him who is the Truth. Whatever we admit into our +teaching that does not exalt him and throw light on +his life and doctrine is a harmful impertinence. We +are not to study the lamp, but the Book that lies beneath +it.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_139" id="Page_139">[Pg 139]</a></span></p> + + + + +<h2><a name="Chapter_XXIII" id="Chapter_XXIII"></a>Chapter XXIII</h2> + +<h2>On Taking Things for Granted</h2> + + +<p>The cliff-scaler, who lowers his comrade down the +precipice, does not take for granted the fastening +around the tree or the stoutness of the rope; but the +Sunday-school teacher too often throws his young +people into the treacherous depths of thought and life +with little care for their life-rope's integrity or moorings. +More than once or twice or thrice in my own +experience, after weeks and months of supposedly +thorough intercourse with my scholars, an awkward +question, better aimed by Heaven than by myself, has +disclosed some fatal doubt, some fundamental misconception. +I had been taking for granted that my +boy really believed Christ to be divine, or that he had +at least the beginnings of a conception of the Saviour's +mission to the earth, or that he knew by experience +the meaning of prayer, or that he actually had confidence +in a future life.</p> + +<p>I have in mind a fine, thoughtful fellow, graduate +of a famous college and a church-member, whose<span class="pagenum"><a name="Page_140" id="Page_140">[Pg 140]</a></span> +very thoughtfulness, and the knowledge of his religious +activity in former years, led me, when he entered +my class, to take for granted his Christianity. After +weeks of teaching, it was only a chance question, in +private conversation, that led him to the frank admission +that skeptical college friends had absolutely destroyed +his faith in Christ and the Bible, leaving him +with only a sad and bewildered hold on the God of +nature. What Sunday-school teacher has not been +startled thus with disclosures of his own carelessness +in taking things for granted?</p> + +<p>It is a mistake constantly to advertise skepticism +by warning our scholars against it, but it is no mistake +to arm them against it. No teacher has mastered his +lesson until he has mastered every doubt regarding it +that any of his scholars is likely to entertain. "Will +this punishment seem unjust? this event fabulous? +this person mythical? this doctrine unreasonable? this +miracle unreal? this author apocryphal? these men +and women mere creatures of imagination?" Such +questions as these are important for the teacher to +consider,—<i>to consider</i>, not ask in the class. Because +to the teacher the account is more true and +vivid than an extract from yesterday's newspaper, he +takes it for granted that his scholars so regard it. +They may put the lesson story in the same category +as Baron Munchausen or "The Ancient Mariner," +and such a teacher would be none the wiser.</p> + +<p>I know of nothing <i>in the way of study</i> that is so +capable of firing a Sunday-school teacher and class<span class="pagenum"><a name="Page_141" id="Page_141">[Pg 141]</a></span> +as Christian evidences. Remember that this also is +a study of the Bible. Why is it ordinarily thought +so dull? It is full of snap and point. Professor +Fisher's short "Manual of Christian Evidences," +published by Charles Scribner's Sons at seventy-five +cents, stands next to my Bible as an aid and inspiration +in teaching that Bible. I keep several copies, +and all of them are usually in the hands of earnest +scholars. Often when they are returned the compliment +is, "That book helped me so much that I have +bought a copy of my own." That means the conversion +of a doubting Thomas. "Why!" exclaimed +one such reader, "I never knew before that there was +anything to prove Christianity but the Bible, or anything +but the Bible to prove the Bible."</p> + +<p>A teacher that is not in the habit of questioning +persistently and searchingly can have no idea of the +depth and at the same time the shallowness of the religious +thinking of the average scholar. Far too +many teachers prove everything by quoting the inspired +Bible, taking it for granted that their scholars +accept the Bible as inspired; or by referring to our +divine Saviour, taking it for granted that their scholars +believe Christ to be a divine Saviour. Our scholars +are more shrewd than that. Their answers will +be proper, but skepticism often lurks beneath, ready +to spring up in open infidelity, secret scorn, or fruitless, +formal morality.</p> + +<p>Skepticism should never be anticipated, but it +should <i>never</i> be neglected. It should never be dealt<span class="pagenum"><a name="Page_142" id="Page_142">[Pg 142]</a></span> +with before the class, if it can be dealt with in private. +But it is a teacher's first duty to <i>know</i> the +great truths of Christianity, and know <i>why</i> he knows +them. It is his second duty to make certain that +each of his scholars knows them, <i>and can prove them</i>.</p> + +<p>"But we cannot cover the ground without taking +things for granted." <i>Cover the ground!</i> Superficial +area, and superficial teaching!</p><hr class="chap" /><p><span class="pagenum"><a name="Page_143" id="Page_143">[Pg 143]</a></span></p> + + + + +<h2><a name="Chapter_XXIV" id="Chapter_XXIV"></a>Chapter XXIV</h2> + +<h2>Utilizing the Late Scholar</h2> + + +<p>The late scholar is no blessing, and yet he is far +from an unmixed evil. The wise teacher will get all +the good he can out of him.</p> + +<p>Of course, he is to be transformed into the early +scholar, care being taken lest by mistake he be transformed +into the scholar absent altogether. And during +this process of transformation there is a small +harvest of advantage to be tended.</p> + +<p>Let his entrance be a danger signal. Don't act +mad. Of course, the electric current of interest is +flowing by this time, or never, and the late scholar +rudely breaks it. But never mind. Better the total +loss of your scholars' interest in the lesson than the +loss of their respect for you.</p> + +<p>Remember, too, that there may be a good excuse,—even +late coming may mean earnest endeavor,—and +premature impatience in such case will cause you dismayed +repentance.</p> + +<p>The late scholar cannot be ignored; don't try it.<span class="pagenum"><a name="Page_144" id="Page_144">[Pg 144]</a></span> +Sometimes we fiercely attempt to finish our sentences, +or get answers to our last questions. The late scholar +is a potent and aggressive fact, and cannot be got +rid of in that way.</p> + +<p>No. Accept the situation promptly and sensibly. +Stop short at once, and greet the late comer heartily. +Don't let him sneak into a back seat, but set him in +the midst. See that he has a Bible or a lesson paper. +Incorporate him. Then proceed thriftily to utilize +him. He is your opportunity for a review. You +probably need one at this stage of the lesson, anyway. +Here is your chance for gathering up loose ends and +binding all the truths thus far taught in a compact +whole.</p> + +<p>You may do it in this way: "Before you came in, +Charley, we were talking about Christ's command to +lay up treasures, not on earth, but in heaven. We've +been deciding what some of the earth-treasures are. +We've agreed that they include money and clothes +and houses and studies and friends, and that we +mustn't win any of these in such a way that they +will belong merely to earth. You see? And now, +class, can any one think of another earth-treasure?"</p> + +<p>Or you may do it in this way: "Here's Charley. +John, will you please tell him what we talked about +at the beginning of the lesson? That's good. And +Bess, tell him, please, what conclusion we have come +to thus far. That's right. And now let us go on."</p> + +<p>Similarly, all through the lesson, the late scholar +may be your excuse for bringing up points mentioned<span class="pagenum"><a name="Page_145" id="Page_145">[Pg 145]</a></span> +at the opening of the hour, and needing repetition. +"Something was said at the start which bears on that +matter, and Charley wasn't here. Ned, please tell +him what that was."</p> + +<p>Bring him into the electric circle by a question as +soon as you can. But remember that it takes time +for him to become charged with interest and understanding +as fully as the rest, and ask him easy questions +at first, or, perhaps better, call on him to read +a verse or two.</p> + +<p>The late scholar's exit is fraught with as much +danger as his entrance. You must utilize that also. +Let your questioning be jolly and indirect: "Too +much sleep this morning, Billy?" "Sorry, Ellen, that +you couldn't start in with us"; "Some good points +you missed at the opening, Fred."</p> + +<p>If rightly used, this is an opportunity for learning +of some need or temptation that besets your scholar. +She may be lazy. He may be too fond of sleep. +She may keep too late hours. He may be led astray +by the Sunday morning papers. They may fail to +see the value of the opening prayer and songs. You +get fresh insight into their characters.</p> + +<p>When Nature heals a broken bone, she makes it +the stronger for the break. And so, though the late +scholar seem to fracture sadly the interest of the lesson, +the wise teacher will know how to mend the +matter in such shrewd fashion as to knit the whole +class more firmly together.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_146" id="Page_146">[Pg 146]</a></span></p> + + + + +<h2><a name="Chapter_XXV" id="Chapter_XXV"></a>Chapter XXV</h2> + +<h2>Side-Tracking the Teacher</h2> + + +<p>Even the poorest teacher has a right to the course +he has marked out for himself; even the smartest +scholar has no right to side-track him.</p> + +<p>Some scholars side-track their teacher merely to +show that they understand how to use the switch; +others do it by simply fooling with the switch, in pure +carelessness and thoughtlessness; others really wish +to bring the teacher nearer some private interest of +their own.</p> + +<p>Their motive must determine your treatment of +them,—whether it is to be the bruskness that rebukes +conceit, the firm patience that resists carelessness, or +the considerate postponement of questions that are +prompted by a need.</p> + +<p>But so far as its effect on the lesson is concerned, +it makes no difference whether the teacher is side-tracked +by a switch of gold or one of brass,—the lesson +is "held up," and often permanently.</p> + +<p>It is not always easy to tell when these question-switches<span class="pagenum"><a name="Page_147" id="Page_147">[Pg 147]</a></span> +are open, and when they are closed,—when +they will side-track you, and when they will merely +salute you with a friendly rattle and let you pass; the +tokens are not so definite as on the red and white +faces of the switch indicator. And yet you cannot +engineer your class far without wrecking it, if you do +not learn to read these question indicators, and tell at +a glance whither they will send you.</p> + +<p>But what is the use of reading them, if you are to +be at their mercy anyway? How shall we circumvent +these mischief-making switchers?</p> + +<p>Some would abruptly take away their switch-keys, +and practically dismiss them from the force; that is, +they would prohibit questioning altogether. But this +is capitulating to the problem. Some would swing +smilingly off upon the side-track, as if they had intended +to go there. But that is surrendering their +preparation. Some would rush precipitately into the +side-track and through it, expecting to find at the +other end a switch back to the main track. But thus +the lesson is usually derailed.</p> + +<p>On the railroad, of course, there is authority; but +in the Sunday-school the less appeal to authority the +better. No, the likeness, to a large extent, stops +here; for in the Sunday-school the only way to deal +with a scholar who side-tracks the train is to win him +by friendly arts to become your helper rather than +your hinderer.</p> + +<p>In the first place, many a lesson is side-tracked +because the main track is not made sufficiently plain<span class="pagenum"><a name="Page_148" id="Page_148">[Pg 148]</a></span> +to the scholars' apprehension. When the lesson +winds like a snake, with a purpose known only to the +teacher (if to him), small blame to the scholars if they +switch it off the wrong way by a question. Strike out +in a bee-line at the start, and stick to it. No one +will then ignorantly side-track you.</p> + +<p>In the second place, many a lesson is side-tracked +because the teacher does not act as if he cared +whether he ever arrived anywhere or not. Lackadaisical +in manner and matter, his carelessness provokes +equal carelessness in his scholars. Let him, on +the other hand, appear to be eagerly on the scent of +some truth, on the track of some fact, following the +path of some event or demonstration, and his scholars +will, in the main, be "forth and right on" with +him.</p> + +<p>In the third place, many a lesson is side-tracked +because the scholars are not on the side of the +teacher. Of course, when the two parties are at +cross-purposes, things run no more evenly than they +would if the engineer of a train were out of touch +with his crew. The teacher must get up an <i>esprit de +corps</i>, a class spirit, or his class will be perpetually +flying off from him on a tangent. His scholars must +be interested in him, if they are to be interested with +him. He must draw them to himself, or they will +never pull together. Friendship in his crew must +take the place of authority in the railroad crew; and +the more friendship, the less side-tracking.</p> + +<p>In the fourth place, there must be frankness of<span class="pagenum"><a name="Page_149" id="Page_149">[Pg 149]</a></span> +speech. A misplaced switch on a railway, if it provoked +no further collision, would at least provoke a +clash of words. There is no reason why, if a question +is too far aside from the main purpose of the +lesson, the teacher should not frankly say so. He +may lay it away in his mind for later discussion; he +may promise to talk it over after the session; but no +fear of being thought incompetent, or unsympathetic, +or arbitrary, should induce him to turn aside from his +one purpose. The wise teacher will make many +exceptions, of course, to every rule; but nevertheless, +a rule of the wise teacher it must be, to say to every +irrelevant question, kindly and tactfully, yet firmly, +"Get thee behind me." For the half-hour is all too +short. The impressions made are all too confused. +The instruction given is all too fragmentary. However +wise and earnest the individual moments may +be, there is danger that the half-hour may pass into +oblivion at once, unless these individual moments +have been wise and earnest to some single, distinct +end.</p> + +<p>There is a place for switches in our Sunday-school +lesson. The train must be made up. Side excursions +must often be made. There are sundry connecting +lines whose cars must be switched in. But in +genuine Sunday-school railroading there must be no +delay upon side-tracks. Let all teachers, as far as +possible, run express.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_150" id="Page_150">[Pg 150]</a></span></p> + + + + +<h2><a name="Chapter_XXVI" id="Chapter_XXVI"></a>Chapter XXVI</h2> + +<h2>The Problem of the Visitor</h2> + + +<p>The analogy for the class-building of some teachers +is the arch. Every scholar is needed in his place, +or the class-work collapses; and of course there is no +room for a visitor. The analogy for the true class is +the electric circle. Join hands all around, and ever +room and electricity for one more.</p> + +<p>I do not mean to imply that the visitor is not a +problem. He is an intrusion on your familiar little +group. He is a foreign and constraining element. +He is a problem, however, that you cannot get rid of, +but must solve.</p> + +<p>Utilize the visitor. Go to work in such way as to +transform him into a scholar; or if circumstances forbid +that, at any rate win from his visit fresh interest +and inspiration for the class. Every visitor is an +angel of opportunity, entertained—how often!—unawares.</p> + +<p>Let your reception of the visitor be to your class +an object-lesson in Christian courtesy. If he comes<span class="pagenum"><a name="Page_151" id="Page_151">[Pg 151]</a></span> +in alone, and awkwardly drops into a distant seat, do +not wait for the busy superintendent to get around to +him. If he is of fit age for your class, drop everything,—the +most valuable lesson you could be teaching +is not so valuable as this practical example,—and +go to the stranger. Introduce yourself cordially to +him, and him to the rest of the class, or, at any rate, +to his neighbors.</p> + +<p>Sometimes resign the pleasure of seeking the visitor +yourself, and send some persuasive scholar, thus +letting him have a taste of the joy of giving invitations. +Possibly it will help him into the habit of +giving invitations outside.</p> + +<p>Get your scholars to hand the visitor a lesson leaf +or a Bible. Show them that he is their visitor as well +as yours. They will soon learn to be delightfully courteous. +But an iceberg teacher makes an iceberg class.</p> + +<p>And now you are on trial before your class. They +will judge you by the interest or the apathy of the +visitor. They are watching him, ready to be ashamed +or proud of you.</p> + +<p>Yet do not fear your visitor. He may come from +a better school and a better teacher. He may be +critical and sneering and skeptical. Nevertheless, he +is your opportunity. Rejoice in it.</p> + +<p>If he is a better scholar than any in your class, +what a valuable and inspiring example he may be +made to them! If a poorer scholar, what an opportunity +to make your class feel the joy and power of +teaching some one!</p><p><span class="pagenum"><a name="Page_152" id="Page_152">[Pg 152]</a></span></p> + +<p>If he is sneering and critical, the indignation of the +class will bind them more enthusiastically to you. If +he is skeptical, what a chance for examining and +strengthening foundations!</p> + +<p>The visitor is a mine of new ideas and experiences. +Old thoughts take on novel forms when fitted to him. +His questions and answers exhibit needs in your own +class, unobserved because unfamiliar. His ways and +words freshen the stagnant class atmosphere.</p> + +<p>And so he is your chance to get out of ruts and +into new ways and moods. Bless Providence for +him, and question him vigorously, making use of him +to the utmost.</p> + +<p>Two cautions, however. Let your questioning be +very clear. He is unused, remember, to your little +mannerisms, and must not be confused by idiosyncrasies. +And in your exultation over him do not +neglect the others, nor seem to change your plans for +the visitor, or to be striving to show off before him.</p> + +<p>Final advantage of the visitor: Teach your scholars +to ask him heartily to come again, not forgetting +to do so cordially yourself. Committees on church +extension, remember, are trained in the Sunday-school.</p> + +<p>Thus you see that the value of the visitor does not +depend upon the visitor so much as might be imagined. +Yet just a word on how to visit well.</p> + +<p>Go to give good. Take hearty interest in the lesson, +and have some thought to add to the discussion. +Better yet, have some earnest question to ask. And +ask it. If you come from another school, consider<span class="pagenum"><a name="Page_153" id="Page_153">[Pg 153]</a></span> +yourself a Christian ambassador bearing greetings of +brotherly good will and common endeavor.</p> + +<p>Go to get good. Be unobtrusive and teachable. +And especially, show that you have received good. +Express appreciation, after the lesson, to teacher and +scholars. Then will you be blessed, and, changing +the meaning of the word "visitation," these words +from the Wisdom of Solomon may be applied to you: +"In the time of their visitation they shall shine, and +run to and fro like sparks among the stubble."</p><hr class="chap" /><p><span class="pagenum"><a name="Page_154" id="Page_154">[Pg 154]</a></span></p> + + + + +<h2><a name="Chapter_XXVII" id="Chapter_XXVII"></a>Chapter XXVII</h2> + +<h2>"Under Petticoat Government"</h2> + + +<p>One of the brightest women in the United States, +a woman well known to the Protestant churches of +the world, was groaning to me the other day: "What +<i>shall</i> I do with those boys in my Sunday-school class? +They are just at the age when they think they know a +little more than any <i>woman</i>. They need a man. +Don't you think the superintendent ought to remove +them from under petticoat government?"</p> + +<p>This cry, that came so strangely from a woman of +her ability and fame, comes also from a throng of +baffled Sunday-school teachers. The answer would +be easy, if there were anything like as many good +Sunday-school teachers among the men as among the +women. As it is, however, most boy classes must be +assigned either to a distasteful petticoat government, +or to an incompetent pantaloon government, or—cast +adrift until, long years afterward, they drop anchor in +the haven of matrimony, and happily, perchance, appear +once more in the Sunday-school, in the "Bible +class."</p><p><span class="pagenum"><a name="Page_155" id="Page_155">[Pg 155]</a></span></p> + +<p>The remedy, however, though not easy, is manifest. +The boys do not need a man, but they do need in +their teacher certain manly qualities that could be +incorporated in a woman's teaching. These qualities +all women whom the Lord of the Sunday-school has +set over a class of his boys, should seek to get.</p> + +<p>The most obvious of them, I think, is a certain +dignity and reserve that show themselves as well in +refraining from scolding as in declining to pat on the +head or hold by the hand. Boys of the undefinable +age we are talking about highly appreciate the title +"Mr." Their greatest horror is petting; their greatest +aversion is nagging. A young man, set to teach +a class of boys, will approach them with a sense of +comradeship; will at once make himself, if he is a +teacher at all, "hail fellow well met" among them; +and yet, as the boys say, "there is no nonsense about +him."</p> + +<p>It is far better—bad as that is—to talk over the +heads of boys than to talk down to them. It is far +better to use too few words than too many. If a +teacher would hold boys, she must be concise, straightforward, +businesslike. Indeed, the latter adjective +comes near to being the key to the situation. Boys +dislike fussiness, and wordiness, and beating about +the bush. Woman teachers that are eager for boys' +souls will take a long step toward their astonished +approbation if they school themselves to brevity, +dignity, and "business."</p> + +<p>Set the boys to work. Imitate common-school<span class="pagenum"><a name="Page_156" id="Page_156">[Pg 156]</a></span> +methods. In the public school woman teachers hold +the boys, and win their honest hearts. It is largely +because here there are definiteness of purpose and firm +continuity of aim. Boys are easily mastered by a +taskmaster who is master of her task. Boys that +cannot be won by Sunday-school preaching are readily +won by Sunday-school <i>teaching</i>. Lay down a distinct +course of work, with a goal in fair view, and they +will gird up the loins of their minds; but they refuse +to follow you in aimless wanderings through a thicket. +To learn in chronological order the seventy-five +prominent events in Christ's life; to trace through +the Bible the doctrine of the atonement; to commit +to memory every Scripture passage bearing on the +temperance problem; to write a six-hundred-word +abstract of the Book of Genesis; to make a classification +of the Psalms by topics; to compile the Bible +proverbs that have to do with money and wealth-getting; +to make a diagram graphically depicting the +history of the Old Testament Hebrews; to write out +the Ten Commandments, and place in parallel +columns the New Testament enlargements and interpretations +thereof,—these are samples of the work +boys would like to do. They would give high praise +to a teacher who conducted them through such tasks. +They would say that she "meant business."</p> + +<p>And that leads me to mention another point in +which woman teachers are more likely than men to +fail, though both are far too weak,—the use of evidence, +of proof. This is a hobby of mine, but it is<span class="pagenum"><a name="Page_157" id="Page_157">[Pg 157]</a></span> +the boys themselves, and recollections of my own +boyhood, that have set me on the hobby. Wherever +a thing is susceptible of proof, boys want it proved to +them. If it is not susceptible of proof, they want +<i>that</i> proved to them, also. Woman's traditional +"because" does not commend itself to the lawyerlike +boys. Fresh from their botany in the public schools, +they refuse to take on faith the Cana miracle. Ready +for their physiology or physics the next day, they +want more proof than a "say so" that a leper was +ever healed by a word or that Peter really walked on +the waves. "It is in the Bible" is not enough; they +must know why they must believe the Bible.</p> + +<p>Now I am not so foolish as to advise any one to +suggest skepticism to a boy, and I know that there is +a way of handling Scripture evidences that serves +rather to raise doubt than to confirm faith; but I have +enough of the boy in me to be sure that in no way +can a teacher more highly exalt both herself and +Christianity in the eyes of the boys than by insisting +on the reasonableness of both. I had the best of +Sunday-school teachers, quite a score of them, women +and men; yet until full manhood I wrestled all alone +with a concealed and absolute skepticism that would +not down until I had hunted out for myself the many +overwhelming proofs of the resurrection of Christ. +If any of my twenty teachers had set those proofs +with lawyerlike force and directness before my boyish +mind, I should have been saved some very dark years +that came near making an infidel of me altogether.<span class="pagenum"><a name="Page_158" id="Page_158">[Pg 158]</a></span> +Because I think that boys feel this need of proof and +evidence more than girls, and that women are less +ready to meet the need than men, I have ventured to +add this suggestion to my list.</p> + +<p>And that list may close with only one point further. +Boys like to be taught by men, because through men +they get a telescope-view into the life-work that lies +before them. Men teachers draw their illustrations +from mannish things, from business life, from inventions, +from politics, from commerce, from the law. +Where a woman might illustrate dishonesty by apple-stealing, +thereby causing every urchin before her to +exclaim "Chestnut!" under his breath, a man would +be more likely to make some discussion about watering +stock or falsifying entries. A man is more likely +than a woman to render Scripture vivid and practical +by reference to current events, dropping a word here +and there about the war between China and Japan, +about Gladstone's retirement, about the Manitoba +school question, about the Honduras lottery,—just a +word, but the boys prick up their ears. A woman +might compare Gideon with David, but a man would +be far more likely to compare him with Parkhurst.</p> + +<p>And now my point is that the boy needs both,—both +David and Parkhurst. There is no reason why +the woman teacher cannot give the boy everything +he could get from a man teacher, and more. It is +easy to appear to a boy quite a Solon regarding current +events. It is not so very hard, by the exercise +of a consecrated imagination, to place yourself by the<span class="pagenum"><a name="Page_159" id="Page_159">[Pg 159]</a></span> +boy's side on the outskirts of the great, wide world +of busy activities he is soon to enter, and feel his impatience +to be there and his hunger for any tidings +from that charmed country. Show him how Christianity +untangles the skeins of business, is the master-key +to all true politics, the foundation of law, the +compass of commerce, the force of civilization. +Read the newspapers wisely, and find out what is +going on in the world. Read wisely the hearts of +your boys, and find out what is going on in that +world. Lift manfully over both worlds the banner +of Christ.</p> + +<p>One point at a time, with cheerful persistence, the +teacher that "means business" will win for her +teaching these adaptations to the needs of her boys. +And in the process, losing nothing of womanliness, +she will have nobly broadened her own life, while as +its result she will have won a double hold, both a +woman's hold and a man's hold, on the hearts of the +boys.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_160" id="Page_160">[Pg 160]</a></span></p> + + + + +<h2><a name="Chapter_XXVIII" id="Chapter_XXVIII"></a>Chapter XXVIII</h2> + +<h2>The Teacher's Three Graces</h2> + + +<p>The teacher's manner must be heart-born. It +must not become mannerism, which is head-born, and +never reaches hearts. "Manner maketh the man," +and also the teacher,—half-way, at least. If we suspect, +however, that our manner is defective, the +manner itself is the last thing to look at; we must +look at our heart. That is the place to get the change.</p> + +<p>Three heart qualities produce the ideal teacher's +manner. One of these is <i>earnestness</i>. If you would +make on your scholars an impression that will last beyond +the hour, you yourself must be deeply impressed +with the eternal years. To move their life, keep before +you their death. That is hard to do, when confronted +by such abounding youthful vigor and vitality. +Become an advocate, a pleader, with eternal life as +the stake. Learn to know deeply the great central +truths of sin, atonement, sanctification. Aim at radical +and positive results in confession, testimony, +spirituality, character, and conduct, and press toward +these as the genuine verdict on your teaching.</p><p><span class="pagenum"><a name="Page_161" id="Page_161">[Pg 161]</a></span></p> + +<p>The second quality is <i>cheeriness</i>. We are prophets +of awful alternatives, but we are also ministers of the +most blessed joy. Happiness is the best recommendation +of Christianity. In it center all the Christian +evidences. Learn by heart all the promises; they +are better teaching weapons than the prohibitions and +warnings. Keep a smile very close to the surface, +and improve every fair chance to laugh. The +teacher that is in earnest, need never be afraid to be +merry. Permit no exaggeration of the facts of +wickedness, either in them or in others. The more +stormy the day and the fewer in attendance, the +cheerier be you.</p> + +<p>The third quality is <i>sympathy</i>. The true teacher +has, or gets, the poet's ability to project himself into +the lives of others. He keeps invisible, tactful antennæ +playing in all directions, feeling this one's coming +embarrassment before it arrives, conscious of that +one's eager assent before it lights his eyes, exploring +homes and occupations and character in order to +adapt question to scholar. Without argument or +plan, but by instinctive appreciation of differing personality, +the true teacher assumes dignity with this +pupil, <i>bonhomie</i> with that. So far is he from treating +all alike, that he never treats even the same person +in the same way two days in succession, knowing, +by feeling rather than theory, that no one—especially +no child—is the same person two days in succession.</p> + +<p>These are the teacher's three graces: earnestness, +born of faith and unsatisfied until it has inspired an<span class="pagenum"><a name="Page_162" id="Page_162">[Pg 162]</a></span> +equal faith; cheeriness, born of hope, and hope-creating; +and sympathy, born of love, which is the +greatest of all. These in the heart blossom outwardly +into the perfect teaching manner,—earnestness to +arrest, cheeriness to attract, and sympathy to hold. +"Covet earnestly the <i>best</i> gifts."</p><hr class="chap" /><p><span class="pagenum"><a name="Page_163" id="Page_163">[Pg 163]</a></span></p> + + + + +<h2><a name="Chapter_XXIX" id="Chapter_XXIX"></a>Chapter XXIX</h2> + +<h2>Something to Belong to</h2> + + +<p>I believe in the organization of Sunday-school +classes, because it fosters class spirit. If it is a good +thing to have a class, it is a good thing for the class +to have a spirit. This class spirit should promote the +school spirit, just as the <i>esprit de corps</i> of a company +enhances the loyalty of soldiers to their regiment.</p> + +<p>When a scholar has signed a constitution, he feels +that he belongs to the school. Lacking this feeling, +he will not be long with the school or with anything +else.</p> + +<p>In the simple constitution of my class (which is a +class of young men) are provisions for a porch, a +lookout, and a social committee.</p> + +<p>The porch committee watches the morning congregation +for strange young men, and invites them to +come to Sunday-school. The lookout committee +seeks throughout town and church for permanent +additions to the class, whom, through its chairman, it +proposes for membership. This is a great gain.<span class="pagenum"><a name="Page_164" id="Page_164">[Pg 164]</a></span> +When a teacher urges people to join his class he is +inviting them to the gospel, certainly, but he is also +inviting them to himself. In the first cause he is as +bold as a lion, but in the second many a modest soul +is naturally, even though foolishly, bashful. Happy +the teacher whose scholars are zealous in this vital +service, for him so delicate and for them so blessed!</p> + +<p>The voting in of new members, with the subsequent +producing of the constitution for signatures, is a little +ceremony as useful for the old scholars in reminding +them of their class autonomy as it is inspiring to the +new scholars. A hearty word of welcome from the +teacher to the new-comers gives them a formal and +public installation. They have indeed taken on +themselves a new function.</p> + +<p>The social committee will greatly add to the efficiency +of any class. Monthly class socials are genuine +means of grace. Our socials are thus managed: +Each social has a solid backbone, consisting of a +paper or talk by some member of the class, detailing +little-known points in his own business. Of a neighboring +class similarly organized, one is a young architect, +another works in a rope-walk, a third holds an +important position in a newspaper office, a fourth is +in the leather business, the teacher of the class is a +judge. Utilizing the experiences of their own members +and friends, this class has held quite remarkable +socials. It has found the contribution of the clerk +in a furniture store as interesting as that of the young +banker. The class have been wonderfully knit together<span class="pagenum"><a name="Page_165" id="Page_165">[Pg 165]</a></span> +by the bonds of a common and a widening +interest. After these papers or talks (which are often +appropriately illustrated), come discussion and questions, +followed by games or light refreshments. By +occasional joint socials of this kind we hope to draw +together this class and my own. Of course, this is +only one out of a myriad schemes of entertainment +that could be devised for these class socials. The +point the shrewd teacher will notice is that it is the +scholars themselves who plan these socials, and who +thus take into their own hands the creation of a +warm, helpful class atmosphere. Every teacher +should know that in making new scholars feel at +home it is hardly his own sociability, but that of his +scholars, that counts.</p> + +<p>If the class is thus organized, the teacher must +guard the authority of his class president as jealously +as his own. If you want your class officers to feel +genuine responsibility, it must be genuine responsibility +that you put upon them. Give up to the president, +during the conduct of business, your place in +front of the class. Wait to be recognized by him +before you speak. Make few motions. Inspire others +to take the initiative.</p> + +<p>The election of officers should come every six +months, and it is best to bring about a thorough rotation +in office. Improve every chance to emphasize +the class organization. If your school arrangements +permit, vote every month on the disposal of the class +collections. If you must be absent a Sunday, ask<span class="pagenum"><a name="Page_166" id="Page_166">[Pg 166]</a></span> +the class to elect a substitute teacher, and ask the +president to inform the substitute of his election. An +alternate should be chosen also, to make the thing +sure. This little device serves to make the scholars +as loyal to the substitute teacher as to their own, for +they have made him their own. In the course of the +lessons, also, a wide-awake teacher will frequently +mention and emphasize the class organization.</p> + +<p>Of course the whole plan will fall flat if the teacher +wholly delegates to his scholars any or all of these +lines of work. He also must invite the strangers, if +he expects his scholars to do so. He also must seek +for new members, if he would inspire them to do the +same. Without his sociableness they will soon become +frigid. The teacher alone has the dipper of +water that starts the pump. Any contrivance that +lessens his responsibility lessens his success.</p> + +<p>But the plan I have outlined has value, not because +it permits the teacher to do less, but because it incites +the scholars to do vastly more. An ounce drawn out +is better than a ton put in. One thing you get them +to do is a greater triumph than a dozen things you do +much better for them.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_167" id="Page_167">[Pg 167]</a></span></p> + + + + +<h2><a name="Chapter_XXX" id="Chapter_XXX"></a>Chapter XXX</h2> + +<h2>Through Eye-Gate</h2> + + +<p>Before his listless and restless audience the lecturer +took in his hand a piece of chalk, turned to the +blackboard, and touched it. Instantly he had the +eager attention of all. He did nothing with the +chalk; had not intended to do anything; he carried +his point with it, nevertheless.</p> + +<p>A teacher, plus a bit of chalk, is two teachers. And +any one may double himself thus, if he choose to take +a little pains.</p> + +<p>Surely there need be no hesitation as to the materials. +If you can have a blackboard, that is fine. I +myself like best a board fastened to the wall, and a +second board hinged to this after the fashion of a +double slate. The outside may be used for "standing +matter," and the inside opened up for the surprises.</p> + +<p>But this is a great luxury. A portable, flexible +blackboard will answer, if your class is away from the +wall. You can roll it up and carry it home to practise +there. You can use both sides of it. Such blackboards +may be obtained now for two dollars.</p> + +<p>Not even a flexible blackboard, however, is essential.<span class="pagenum"><a name="Page_168" id="Page_168">[Pg 168]</a></span> +A slate will serve you admirably, and some of +the best chalk-talkers use simple sheets of manilla +paper tacked to ordinary pine boards.</p> + +<p>Then, as to the chalk, by all means use colored +crayons. It is easy to learn effective contrasts of +colors, and bright hues will increase many fold the +attractiveness of your pictures and diagrams. But +these crayons need not be of the square variety, sold +especially for such work at thirty-five cents a box. +They produce beautiful results, but the ordinary +schoolroom box of assorted colors will serve your turn +admirably and cost much less.</p> + +<p>And if the materials are readily obtained, so is the +artistic skill. Trust to the active imaginations of the +children. Remember in their own drawings how +vivid to them are the straight lines that stand for men, +the squares that represent houses, the circles with +three dots that set forth faces with eyes and mouth. +I once saw Mrs. Crafts teach the parable of the Good +Samaritan in a most fascinating way to some little +tots, and her blackboard work was merely some rough +ovals, each drawn half through its neighbor, to represent +a chain of love,—love to papa, love to mamma, +to sister, brother, friend, teacher,—<i>neighbor</i>. And as +circle after circle was briskly added, every child was +filled with delight. That same parable of the Good +Samaritan I once saw perfectly illustrated—for all +practical purposes—by four squares, each with two +parallel lines curving from one upper corner to the +opposite lower one, to represent the descent of the<span class="pagenum"><a name="Page_169" id="Page_169">[Pg 169]</a></span> +Jericho road, while the various scenes were depicted +with the aid of short, straight lines, the man fallen +among thieves being a horizontal line, the priest and +Levite being stiffly upright and placed on appropriate +points in the road, while the line for the Samaritan +was leaning over as if helping his fallen brother rise! +Surely that series of drawings was not beyond the +artistic skill of any teacher.</p> + +<p>One of the beauties of such simple work is that it +may be dashed off in the presence of the scholars, +while more elaborate pictures must be prepared beforehand; +and half the value of blackboard work is +in the attention excited by the moving chalk. I use +the expression "dashed off," but I do not want to +imply careless work. The straight lines should be as +straight as you can make them without a ruler, the +circles as true circles as can be drawn without a string, +and the stars should have equal points. The simpler +the drawing, the more need that every mark should +have its mission and fulfill it well. A confused scrawl +will only make mental confusion worse confounded. +Don't be satisfied with rough work, or it will constantly +become rougher. Try to do better all the time.</p> + +<p>Of course, this means home practice, even for the +simplest of exercises, like Mrs. Crafts' links of the +love-chain. The nearer the links are to perfect ovals, +the better. The more nicely they are shaded on one +side, the more distinct will be the impression of a +chain. And the more rapidly they can be drawn, the +more tense will be the children's interest. A few easy<span class="pagenum"><a name="Page_170" id="Page_170">[Pg 170]</a></span> +lessons in drawing, from some public-school teacher +or some text-book, will prove of inestimable value,—lessons +enough to give you at least an idea of perspective, +so that you can make a house or a box stand +out from the board, and know which sides to shade +of the inside of a door. Make such simple beginnings +as I have indicated, and determine to advance, +however slowly. It is hard to draw a man, but not +so difficult if you are willing to begin with a little circle +for the head, an oval for the body, and two +straight lines for legs.</p> + +<p>But even if you do not draw at all, it is well worth +while to use chalk. Almost magical effects may be +produced by a single sentence, sometimes a single +word, <i>written</i> on the board. If your lesson is the last +chapter of the Bible, the one word "Come!" will be +blackboard work enough. Add to it, if you will, at +the close of the recitation, this earnest question: +"Why not to-day?" Every lesson has its key-word +or its key-sentence. Write it large on your scholars' +hearts by writing it large upon the blackboard.</p> + +<p>In such work, as in drawing, you may begin with +simple writing (your best script, however!) and go on +to as high a degree of elaborateness as you fancy. +A printer's book of samples will introduce you to fascinating +and varied forms of letters. Your colored +chalks may be used in exquisite illumination. You +may learn from penmen their most bewitching scrolls. +And all of this will be enjoyed by the children, and +will contribute to the impressiveness of the truth, <i>provided</i><span class="pagenum"><a name="Page_171" id="Page_171">[Pg 171]</a></span> +you are jealous to keep it subordinate to the +truth. Otherwise, plain longhand is to be preferred +to the end of the chapter.</p> + +<p>Another easy way to use the blackboard—still +without venturing on drawing—is by constructing +diagrams. What a key to Scripture chronology, for +instance, is furnished your scholars when you draw a +horizontal line to represent the four thousand years +from Adam to Christ, bisect it for Abraham, bisect +the last half for Solomon, bisect the third quarter for +Moses, and continue to bisect as long as a famous +man stands at the bisecting-point! How it clears up +the life of Christ to draw two circles, the inner one +for Jerusalem, the outer for Nazareth, dividing them +into thirty-three parts for the years of our Saviour's +life, and running a curved line in and out according +as his journeys took him to Nazareth and beyond its +circle, or back to Jerusalem at the feast-times! Such +circles will also serve to depict graphically Paul's missionary +journeys, the outer circle representing Antioch. +Any series of historical events may well be strung +along a vertical line divided into decades, and parallel +series, as in the history of the northern and southern +kingdoms, along two parallel verticals. An outline +map, such as the teacher may draw from memory, will +furnish an excellent basis for another kind of diagram, +the progress of persons or of series of events being +traced from place to place by dotted lines, a different +color for each person or journey or group of incidents.</p> + +<p>Acrostics furnish still another use for the blackboard.<span class="pagenum"><a name="Page_172" id="Page_172">[Pg 172]</a></span> +For example, draw out from the class by questions a +list of the prominent characteristics of David. He was</p> + + +<ul><li> Daring</li> +<li> Active</li> +<li> Vigilant</li> +<li> Inspired</li> +<li> Dutiful</li> +</ul> + +<p>Not until the list is completed does the class see that +its initial letters spell David's name. You have attained +the element of surprise, so valuable in work of +this sort. Again, in a lesson on the rich young man, +or on Dives and Lazarus, or on Zaccheus, write in a +vertical column the letters of Christ's name, and draw +straight lines to the right in various directions, as +shown in the following diagram. Transferring the +letters, or getting some scholar to transfer them, to +the points indicated, you quickly insert an E, and it +reads: "Christ—richest."</p> + +<div class="figcenter" > + <a name="illus-p172.jpg" id="illus-p172.jpg"></a> + <img src="images/illus-p172.jpg" alt="Christ is Richest" title="" /> +</div> + +<p><span class="pagenum"><a name="Page_173" id="Page_173">[Pg 173]</a></span></p> + +<p>The application is obvious, and will never be forgotten.</p> + +<p>Often, in seeking for such an effective presentation +of a lesson's truth, we hit upon alliteration, and then +our blackboard work is easy. Three P's:</p> + +<p> +<span style="margin-left: 2em;">P P P</span><br /> +</p> + +<p>Fill them out, as the lesson proceeds, thus:</p> + +<p> +<span style="margin-left: 0.5em;">harisee ompously</span><br /> +P Prayed P<br /> +<span style="margin-left: 0.5em;">ublican enitently</span><br /> +</p> + +<p>And often, again, our form will be based upon similar +terminations or beginnings of words, such as:</p> + +<pre> + { choosing + Solomon { reigning + { sinning +</pre> + +<p>Suggestions and examples of such work might be +indefinitely multiplied. It is one of the easiest, yet +one of the most effective, methods of fixing the points +of a lesson.</p> + +<p>The earnest teacher will be drawn irresistibly from +the use of the chalk in diagrams, acrostics, and the +like, to simple drawings; and by this time he will realize +the importance of simplicity. A set of steps, for +instance, is easy to draw; we may use only the profile; +but the drawing will fix forever in your scholars' +minds the events in Solomon's life. To a certain +point the steps are all upward. Yellow chalk shows +them to be golden. A word written over each step<span class="pagenum"><a name="Page_174" id="Page_174">[Pg 174]</a></span> +gives the event it symbolizes. On a sudden the steps +turn downward, become a dirty brown, each representing +a sin, and break short off as Solomon takes +his terrible fall.</p> + +<p>Who cannot draw a number of rough circles? +They will stand for the stones thrown at Stephen. +A word or initial written in each will represent the +different kinds of persecutions that assail faithful +Christians in our modern days. Who cannot draw a +shepherd's crook, and write alongside it the points of +the Twenty-third Psalm, or the ways in which Christ +is the Good Shepherd? Who cannot draw a large +wineglass, and write inside it some of the evils that +come out of it? Who cannot draw a rectangle for +a letter, and write upon it a direction, to make more +vivid some of the epistles? or a trumpet inside seven +circles, to brighten up the lesson on the fall of Jericho? +As a rule, the very best chalk-talks are the +simplest, and require the least skill in drawing.</p> + +<p>But how to get the ideas? Where to find the +pictures?</p> + +<p>Of course, in the first place, from the books of first-rate +chalk-talkers, such as Pierce's "Pictured Truth," +Frank Beard's "The Blackboard in the Sunday-school," +and Belsey's "The Bible and the Blackboard" +(an English book). Of course, also, from +the many admirable periodicals that publish blackboard +hints, such as the "Lesson Illustrator," the +"Sunday-school Times," and the teachers' magazines +of the various denominations. Get hints also from<span class="pagenum"><a name="Page_175" id="Page_175">[Pg 175]</a></span> +the blackboard work of the public school and the +kindergarten, as to manner, if not as to matter.</p> + +<p>But as for the design, your own is the best for you, +and not another's. Study all the blackboard work +you can find, and retain whatever gravitates to you; +but your own original design is the one you will best +understand, and in presenting it you will have more +of that enthusiasm which makes success.</p> + +<p>Learn to find pictures all through the Bible. I +have just been searching my mind for a Bible text +that promised nothing in the way of a picture. At +last I thought that "All have sinned and come short +of the glory of God" would do. But in another second +two pictures popped into my mind. I saw a +river whose further bank was beautiful with flowers +and trees, the paradise of "the glory of God," and +across the river a bridge—lacking its final portion. +I saw a ladder reaching up into some golden clouds +back of which shone heaven, the city of "the glory +of God"; but all the top rounds of the ladder were +missing. Bridge and ladder had "come short." +God's hand was needed, reaching across, reaching +down, to help us over the sin-gap into "the glory of +God." I do not believe it possible to find any Bible +texts, still less any twelve consecutive verses of the +Bible, that do not hide somewhere a capital picture.</p> + +<p>Read your Bible pictorially. Make sketches everywhere +upon the margin. For practice, often take +some passage sure to come up in the International +Lessons, such as Psalm 1, Isaiah 53, Proverbs 3,<span class="pagenum"><a name="Page_176" id="Page_176">[Pg 176]</a></span> +Matthew 5, Luke 2, John 14, Acts 9, Romans 12, +1 Corinthians 13, Hebrew 11, James 3. Delve into the +passage, meditate long over it, and see how many +pictures you can get out of it.</p> + +<p>Of the greatest assistance will be a book,—indexed +as to texts, and also as to subjects, such as "temperance," +"missionary," "resurrection," "courage,"—in +which you will preserve every drawing you make, and +all the most suggestive blackboard hints you clip from +the teachers' magazines, together with simple outlines +of all sorts of common subjects. These last will be +particularly useful. There will be a ladder, an anvil, +a horse, a lily, a broom, a fountain,—anything likely +to be of use for a symbol. You will clip these from +advertisements, catalogues, the illustrated papers and +magazines, and you will find your collection useful in +many ways.</p> + +<p>I have spoken as if the teacher should do all the +blackboard work. On the contrary, he should do +none that he can get his scholars to do for him. No +matter if they do not do it as well as he. Get them +to practise beforehand. Let them begin with only +the simplest work; they will soon astonish you with +their proficiency. And the class will take far more +interest in a poor drawing by one of their own number +than in a good drawing by you.</p> + +<p>Yes, and even when you preside at the blackboard +yourself, give the class pencils and paper occasionally, +and let them copy what you draw. Their attention +will be assuredly fixed, and an ineffaceable impression<span class="pagenum"><a name="Page_177" id="Page_177">[Pg 177]</a></span> +made on their memory. The drawings they +complete, however crude, they will be glad to carry +home to show their parents, and treasure as souvenirs +of the lesson, or keep, if you choose, against the +coming review day. If you use this method, you will +soon come to cherish a deeper liking for that prime +pedagogical virtue, simplicity.</p> + +<p>For a final word: Take pains that your word-pictures +keep pace with your chalk. Don't <i>ask</i> your +class what you have drawn—that might lead to embarrassing +results! <i>Tell</i> them. Put in all sorts of +graphic little touches, even though you cannot draw +a tenth of what you are talking about. The man on +the Jericho road—how full of fear he was as he +walked; how he whistled to keep up his courage; +how one robber peeped from behind a rock, and another +whispered, "He's coming!" how they sprang +out, and he ran, and a third rascal sprang out in front +and knocked him down; how he shouted, "Help! +Thieves! Help!" and how only the echo answered +him in that lonely place—all this must have happened +many a time on that Jericho road, and you +have a perfect right to stimulate with such natural +and inevitable details the imagination of the children.</p> + +<p>That is what they are for—both our word-picturing +and our chalk-picturing: not to exhibit our nimbleness +of wit or of finger, but to quicken the minds of +the children,—that alone,—and make them more +eager in the pursuit of truth.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_178" id="Page_178">[Pg 178]</a></span></p> + + + + +<h2><a name="Chapter_XXXI" id="Chapter_XXXI"></a>Chapter XXXI</h2> + +<h2>Foundation Work</h2> + + +<p>The work of the primary department lies at the +foundation of all Sunday-school work. This does +not mean that there is no chance of a child's becoming +a good Bible scholar and a noble Christian if he +misses the primary training, but it does mean that +without a flourishing primary department a school +can scarcely be called successful, while with it half +the success of the school is assured. The primary +teacher molds the soft clay; her successor with the +child must cut the hard marble.</p> + +<p>Teaching that thus lies at the foundation must deal +with fundamental matters, with the greatest lives of +the Bible, the great outlines of history, the great essentials +of doctrine, the root principles of morality. +Details are to be filled in later. The danger is that +the teacher will attempt to teach too much, will expect +the little ones to know about Hagar when it is +enough for them to know about Isaac; or about +Jeremiah, when Daniel would be sufficient; or about<span class="pagenum"><a name="Page_179" id="Page_179">[Pg 179]</a></span> +the order in which Paul wrote his letters, when it +might well suffice for them to know that Paul wrote +them.</p> + +<p>But though many questions are too hard to ask, no +question is too easy, and no point is so simple that in +these first days you may safely take it for granted. +Laugh if you please, but I do not think that even +these days of sand-maps and pricked cards have produced +a method much more helpful for the primary +teacher than the old questioning of my boyhood, +over and over repeated: "Who was the first man?" +"Who was the strongest man?" "Who was the oldest +man?" and the like.</p> + +<p>The primary teacher's right-hand man is named +Drill,—Ernest Drill. No mnemonic help—that <i>is</i> a +help—is to be despised. Rhymes giving in order the +books of the Bible, the Commandments, Beatitudes, +list of the twelve apostles, may wisely be used. No +memory verse or golden text, once learned, should be +allowed to lapse into that easy pit, a child's quick +forgetfulness. Better one thing remembered than a +hundred things forgotten. Foundation-stones are +few and simple, but they must be firm.</p> + +<p>Now the first essential, if one would do this foundation +work successfully, is to get a room to work in. +A room that lets in floods of sunshine and fresh air. +A room with pretty pictures and bright mottoes on +the wall, with canary songs and blooming plants. A +room with little chairs, graded to the scholars' little +heights. A room with a visitors' gallery for the<span class="pagenum"><a name="Page_180" id="Page_180">[Pg 180]</a></span> +mothers. Or, if your church was not blessed with a +Sunday-school architect, then such a room in a house +next door or across the street, to which your class +may withdraw after the opening exercises. Or, if +your work must be done in the church, as so much +primary work must be, then a temporary room, shut +off by drawn curtains, or even by a blackboard and +a screen, is far better than the distractions of the +open school.</p> + +<p>The blackboard just mentioned, at any rate, the +room should contain; the shrewd use of it will create +an intense interest that will almost cause oblivion of +the most distracting surroundings. A padded board +gives the best effects,—such a board as you yourself +may easily and cheaply make with a pine backing, a +few layers of cheap soft cloth, and a covering of +blackboard cloth nailed firmly over all. In the chapter +on blackboard work I have tried to show how +easily possible, and at the same time how valuable, is +the use of the blackboard. If the children are too +small to read, they may at least know their letters, +and recognize S for Saul and P for Peter, and a cross +for Christ, while the immense resources of simple +drawings are always open to you.</p> + +<p>The primary teacher is fortunate, nowadays, in +being able to buy, at slight cost, series of pictures illustrating +each quarter's lessons. These pictures are +either colored brightly or simple black and white, and +vary in size from four or five square feet to the little +engravings in the Sunday-school paper. Whatever<span class="pagenum"><a name="Page_181" id="Page_181">[Pg 181]</a></span> +picture is used should be hidden until it is time to +exhibit it, and produced with a pretty show of mystery +and triumph. Some teachers hang these pictures, +after use, in a "picture-gallery," where the children +may become familiar with them, and to this gallery +they may be sent for frequent reference against the +coming review day.</p> + +<p>After all, the primary teacher's chief reliance for +purposes of illustration must be natural objects. In +this reliance we merely imitate the example of the +great Teacher. The objects to be used will most +often be suggested by the lesson text itself. A lily, +a vine, seed, leaven, a door, a sickle, a cake, a cup, +grass,—are not each of these objects at once associated +in your mind with passages of Scripture? Hunt +out the suggested objects, and simply hold them before +the children as you talk about the lesson, and +you will find them a wonderful assistance.</p> + +<p>A more difficult process is to discover illustrative +objects when none are directly suggested in the text. +In a temperance lesson, for instance, there may be no +mention of the wine-cup, yet you will bring a glass, +fill it with wine-colored water, and place in it slips of +paper cut to resemble snakes. On each is written +some fearful result of drinking alcoholic liquors; and +after the children have drawn forth, with pincers, one +after the other, and read what is written upon it, they +will not soon forget how many evils come out of the +wine-cup.</p> + +<p>You may be talking about the imprisonment of<span class="pagenum"><a name="Page_182" id="Page_182">[Pg 182]</a></span> +John the Baptist. Produce a pasteboard chain, +painted black on one side. Each link tells in red +letters one of the horrors of his imprisonment,—loneliness, +fear, despair, and the like. Turn over the chain +and show the underside gilded, the links reading, +"More faith," "Near to God," "God's favor," "Courage," +"Eternal reward." There was a bright side, +after all.</p> + +<p>You are on the stumbling-block lesson, and you +bring in some awkward, rough wooden blocks, on +which you tack labels as the lesson proceeds: "A +spiteful temper," "A gossiping tongue," "Envy," +"Suspicion," "Swearing," "Treating to strong drink," +"Playing marbles for 'keeps.'"</p> + +<p>You are teaching about the paralytic let down +through the roof. It has not required many minutes, +with pasteboard, scissors, and glue, to construct a +dainty little model of an old-time Jewish house, outside +stairs, inner court, overhanging court roof, and +all. And how the little model illuminates the story! +The jail in which Peter was imprisoned, the table +around which the Last Supper was celebrated, the +Tabernacle, the Temple,—from the many excellent +pictures and descriptions obtainable, even quite ambitious +models are possible of manufacture. And +once made, they are aids and joys forever.</p> + +<p>The sand-map has become justly popular. It is +easily formed, requiring only a shallow tray, some +sharp, clean sand, pieces of looking-glass for lakes +and seas, blue yarn for rivers, some rocks for mountains,<span class="pagenum"><a name="Page_183" id="Page_183">[Pg 183]</a></span> +wooden blocks for houses, dried moss for trees, +little toy men, boats, horses, and such readily found +apparatus.</p> + +<p>In turn you can build up, with its accommodating +materials, the Sea of Galilee and the scene of the +feeding of the five thousand, all Palestine with the +courses of Christ's journeys, Asia Minor and Macedonia +with the route of Paul on his second great +missionary journey. Much of this the children themselves +will help you prepare, and will learn a great +deal by so doing. Indeed, the wise teacher will do +as little as possible herself even in getting ready to +teach, and will make her scholars themselves her assistant +teachers.</p> + +<p>That is one of the beauties of such kindergarten +devices as pricking paper and weaving bright yarn +back and forth to fill up the picture outlined by the +holes. It is the scholars' work, and not your own, +and they do not forget their own work. Simple designs +illustrating the lessons can thus be pricked into +the children's memories at the point of a pin.</p> + +<p>It is best not to confuse the class with a multiplicity +of objects, but to fix on a single symbol for +each lesson, that will stand distinctly for the lesson in +the weekly and quarterly reviews. The kind of object +should constantly vary. If this week it is cut +out of pasteboard, next week let it be modeled in +clay, and the following week let it be a picture in +black and white. The simpler, the better: a cup for +the lesson at Sychar; a dried leaf for the parable of<span class="pagenum"><a name="Page_184" id="Page_184">[Pg 184]</a></span> +the fig-tree; a square of white cloth for Peter's vision +on the housetop. Do not produce the object till you +want it in your teaching, or the children's interest +will be dissipated before you have need of it. Get a +little cabinet in which to store all your teaching apparatus. +Do not keep the object in sight after you +are through with it, or you will lose attention from +your next point. Remember, in all object-teaching, +how inferior is any symbol to the truth symbolized,—its +shadow only, a mere hint of it,—and learn to drop +the interest-exciting object and use the interest for the +truth you want to teach.</p> + +<p>In this branch of your work a knowledge of common +science will prove invaluable. Botany and geology, +chemistry, <a name="zoology" id="zoology"></a>zoölogy, and astronomy open one's +eyes to the beauties and marvels of God's handiwork, +and disclose analogies abounding and true. There +is much also to learn from the books of models,—models +for suggestion, of course, and not for slavish +imitation,—such as Tyndall's "Object-lessons for +Children," Roads' "Little Children in the Church +of Christ," and Stall's "Five-minute Object-sermons +to Children," or his "Talks to the King's Children."</p> + +<p>The most valuable "objects" are the children +themselves, when you can carry out an illustration +with their own active bodies. For instance, in teaching +the lesson on the first council at Jerusalem, arrange +the chairs in two groups, distant as far as possible +from each other. One is Antioch, the other is Jerusalem. +Two picked scholars, Paul and Barnabas, set<span class="pagenum"><a name="Page_185" id="Page_185">[Pg 185]</a></span> +out from the Antioch corner toward Jerusalem corner. +Some of their comrades accompany them part way. +The scholars at the other side of the room receive +them with interest. Paul and Barnabas—or the +teacher for them—tell their story. A Pharisee rises, +and the teacher puts words in his mouth. Peter rises +and tells about Cornelius. James, the most dignified +boy present, gives his decision. Judas and Silas are +selected to escort Paul and Barnabas back again, +bearing a letter.</p> + +<p>The visit of the Queen of Sheba, the taking of +Joseph to Egypt, Paul's vision in Troas and passage +to Macedonia, the parallel history of the northern and +southern kingdoms,—indeed, countless events,—may +be illustrated in this way. The only danger is that +the whole may seem too much like play; but this +danger is easily avoided by an earnest teacher, and +the gains in interest and remembrance will prove rich +justification.</p> + +<p>An illustration still simpler, and very effective, may +be obtained from the children merely by the motion +of their hands. "Went <i>down</i> from Jerusalem to +Jericho"—all hands raised high and rapidly lowered. +"And <i>great</i> was the fall thereof"—the same movement. +"The Queen of Sheba wondered"—hands +raised in astonishment. "A sower went out to sow"—hands +sweep to the right and left. These concert +movements not merely fix the attention of the class, +but serve as outlet to their restlessness. Some teachers +advise a halt midway in the lesson for the introduction<span class="pagenum"><a name="Page_186" id="Page_186">[Pg 186]</a></span> +of some light gymnastics to rest the class. +That is well; but if the same result can be gained in +immediate connection with the lesson, so much the +better.</p> + +<p>After all has been said, however, the primary teacher's +great art is the art of story-telling. Learn to +start right in. Preliminary preachment will spoil it +all. Use short and simple words. Keep clear and +distinct the order of events, and do not confuse the +children by going back to take up omitted points. +Nevertheless,—and this is not a contradiction,—repeat +and repeat and repeat, telling each section of the +story over and over, in different ways and with ever-fresh +particulars, till the children's slippery memories +have laid hold upon it.</p> + +<p>Introduce a myriad natural details, for which you +must draw on a consecrated imagination. You +should hear Mr. Moody tell a Bible story! It is not +enough to say that Abraham determined to offer up +Isaac as a sacrifice. The great, loving soul of the +evangelist has brooded too long over the Bible for a +statement so cold as that. He must tell about the +patriarch's sleepless nights; about his getting up and +going over to the bed of the boy so peacefully sleeping; +about his weeping when no one was watching +him; how he couldn't eat his breakfast; how his heart +beat whenever he looked at the lad. And long before +Mr. Moody is through, the great sacrifice is so vivid +to him and to us that we all weep together, and no +moralizing is needed.</p><p><span class="pagenum"><a name="Page_187" id="Page_187">[Pg 187]</a></span></p> + +<p>You are not Moodys? No; but hundreds of primary +teachers are doing just this work, telling to +their children the Bible stories as they must have +happened, reading with the heart and telling them to +the life. Long meditation is needed, persistent +"putting yourself in his place," and it is even well to +write out the story in full before you attempt to tell +it. When you receive the reward, you will count the +trouble as nothing.</p> + +<p>Music is a great aid in the primary room. If you +cannot afford a piano, learn how cheap are the "baby +organs," and how effectively they will lead the children's +singing. Even though you work in an extemporized +class-room, shut off by screens or a curtain +from the rest of the school, you can at least use +"whisper songs." Yes, and these whisper songs may +often be motion songs, and serve to illustrate the lesson.</p> + +<p>At least one song of the hour should bear directly +on the central thought of the hour, and before it is +sung you should explain why you call for it. Most +of the best songs for this purpose will prove to be +standard hymns, and there is every reason why the +simplest of these should be taught to the children, +that they may find as many points of contact as possible +with the services of the older church. The aid +of the parents may well be invoked to teach these +hymns at home to the children,—a helpful task, for +more than the children's sake, at which to set the +parents.</p><p><span class="pagenum"><a name="Page_188" id="Page_188">[Pg 188]</a></span></p> + +<p>The primary song-books contain bright little hymns +appropriate to introduce prayer, to open and close +the school, to be sung before Bible-reading and while +the collection is taken. A clear-voiced assistant, sitting +and singing among the children, will train them +insensibly, and draw their childish voices into harmony +with her own. Just as the children will enjoy a class +name, motto, colors, so they will be delighted to +select a class song; and this device may be tried, +together with many others mentioned in the chapter +on "A Singing Sunday-school."</p> + +<p>Our foundation work will surely fall if it is not +itself founded firmly on the Bible. Be sure that each +scholar has his own Bible—<i>and a large-type copy</i>. +Why is it that the smaller the child, the tinier the type? +It is not so with the children's other books. How +can we expect them to take any interest in pages that +look so black and uninteresting, and that, moreover, +would ruin their eyes for life if they did read +them?</p> + +<p>The Bible must not be so expensive that it cannot +be marked freely. The children will learn much by +this exercise. A little set of colored pencils may be +given to each child, for class use only. The golden +texts and other verses, and the places where the lesson +story may be read, should all be marked with pencils +of appropriate symbolic color. The children can +easily find the place, and the folks at home will know +just what passages to read to the children and to help +them learn.</p><p><span class="pagenum"><a name="Page_189" id="Page_189">[Pg 189]</a></span></p> + +<p>Make much of memory verses. We are filling the +little heads nowadays far more with sand-map puppets +and blackboard rebuses than with the Word of God. +Drill often and thoroughly on these verses. Prepare +a Bible roll by fastening a long strip of manilla paper +on a spring window-shade roller. Let the lower line +contain a few initial letters hinting at the memory +verse concealed just above it. After recitation, pull +this down for the scholars to compare; and so proceed +through the roll. An alphabet of Bible verses may +thus be learned, or an alphabet of Bible men and +women.</p> + +<p>One point needs especial emphasis. No matter +how thoroughly you have told the story, or how fascinated +the children have been held by your recital, +never consider the hour well spent till you have read +from the Bible itself the story you have been telling. +The more delightful and satisfactory your own account +has been, the more necessary is it to show the +children that within the covers of the Book are to be +found all these beautiful stories.</p> + +<p>Part of your foundation work is certainly to teach the +children to pray. There are many appropriate prayer +poems, such as, for the beginning of the lesson:</p> + +<div class="poem"><div class="stanza"> +<span class="i0">"A prayer we lift to thee, dear Lord,<br /></span> +<span class="i0">Ere we shall listen to thy word.<br /></span> +<span class="i0">The truth thy Spirit brings from thee<br /></span> +<span class="i0">Help us to study patiently.<br /></span> +<span class="i2">For Jesus' sake. Amen."<br /></span> +</div></div> + +<p>Or this, for the close of the lesson:</p><p><span class="pagenum"><a name="Page_190" id="Page_190">[Pg 190]</a></span></p> + +<div class="poem"><div class="stanza"> +<span class="i0">"Our Father, through each coming day<br /></span> +<span class="i0">Watch o'er our every step, we pray;<br /></span> +<span class="i0">And may thy Spirit hide the word<br /></span> +<span class="i0">Deep in our willing hearts, O Lord.<br /></span> +<span class="i2">For Jesus' sake. Amen."<br /></span> +</div></div> + +<p>These the class may be taught to repeat in concert, +with bowed heads.</p> + +<p>One of the best methods is this. Let the teacher +offer a simple prayer, sentence by sentence or clause +by clause, the children reverently repeating it after +her, all heads being bowed. Best of all, of course, +are the Bible prayers, the prayer psalms, and the +many noble prayer verses scattered here and there. +Store the children's memories with these, and in coming +years there will be no stammering or hesitancy +when, in public or in private, they talk with their +Father in heaven.</p> + +<p>One of the primary teacher's chief allies is a happy +temper. If you have it not, get it. An ounce of +sunshine is better than an iron mountain of scolding. +The voice alone may make or mar the lesson. Is it +good-cheery, or goody-goody? How joyous Christ +must have been! How his little children love fun! +And how much easier it will be for you to get them +to love him if you also love fun!</p> + +<p>Indeed, we cannot know too thoroughly the child +nature. The scientists' study of it is in its infancy, +but a sympathetic heart will carry you farther in ten +minutes than all their psychology in a lifetime. As +you teach, have in mind, not <i>your</i> trials, joys, and<span class="pagenum"><a name="Page_191" id="Page_191">[Pg 191]</a></span> +hopes, but <i>theirs</i>. Don't talk about "ambition," but +about "getting more praise than another girl"; or +about "covetousness," but about "wishing you, and +not Tom, had his new bicycle." Don't allegorize; +that is a grown-up delight. Don't talk about "the +hill Difficulty," "the bog of Despond." Do you tell +me the children enjoy "The Pilgrim's Progress"? +Yes; but not as allegory. Vanity Fair is a real town +to them, and Mr. Pliable a real man. Avoid what +I call "fanciful" teaching, and the rather build your +lessons upon actual men and women, so that the +children may come to <i>know</i> Eli and Gideon, Ruth +and Martha, as vividly as they know the men and +women around them. That is better than to know +Lily Lazy and Matt Mischievous and the Sea of +Sorrow.</p> + +<p>Review often. When you have reached the point +where you think the children cannot possibly forget, +then—review again! Frequently say, "Now, after +I have finished telling about the lesson, I am going to +ask Fred to tell me about it; and after Fred is through, +I shall ask <i>some one else</i> to tell the same story." +Often ask questions that can be answered in concert, +and insist that all shall join in the reply. This will +usually lead to a repetition that will prove helpful. +In such concert work, if you do not watch, the more +forward will be the only ones that will respond, and +you will be obliged to draw out the timid and repress +the pert by many a special question addressed to the +former.</p><p><span class="pagenum"><a name="Page_192" id="Page_192">[Pg 192]</a></span></p> + +<p>Sometimes it is hard to keep order; always hard, if +the teacher has not by nature or attainment the face +and voice and bearing that command order because +they lovingly and firmly expect it. The teacher +should be in the room before any scholar arrives. +Much disorder has its source in those irresponsible +ten minutes before the school opens. Then, while +she is teaching, an assistant should sit with the children, +ready to check their mischievousness, attend +quickly to their needs and desires, care for the late +comers, help them "find the place" in Bibles and +song-books, and perform many other little offices. +Some heads of large primary departments establish +"hospitals," where are sent the children with "sick" +hands or feet or tongues,—a special class where the +most uncontrollable are "treated" till they are reported +"cured." In general, however, if the children are +interested, they will be orderly; and if the teacher is +interested, so are likely to be the scholars. Put into +the work your whole soul, and you are reasonably +sure of getting the whole minds of the children.</p> + +<p>Love them! I cannot better sum up the entire +matter than in those two words. Love them, and +they will love you and gladly obey you. Love them, +and you will work hard for them, and will not mind +the hardness. Love them, and your love will teach +you how to teach them wisely. And the God of love, +who loves little children, will give you, week by week, +the fullness of his joy.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_193" id="Page_193">[Pg 193]</a></span></p> + + + + +<h2><a name="Chapter_XXXII" id="Chapter_XXXII"></a>Chapter XXXII</h2> + +<h2>The Trial Balance</h2> + + +<p>Some teachers omit the review, or pass over it in +a perfunctory way. This is as if a merchant should +never balance his books, or, taking a trial balance, +should be heedless of the result. If we are to prosper +in this our Father's business, we must be careful +as any merchant to discover just where we stand with +our scholars; we must test their progress often and +thoroughly, and never rest satisfied or let them rest +satisfied until they and we are assured that the balance +is comfortably on the right side of the ledger.</p> + +<p>One reason for the common shrinking from review +day is because we have not manfully met it at the +very beginning of the quarter. It is the preview that +gives success to the review. When the teacher looks +carefully through the twelve lessons ahead of him, +grasps the underlying thread that binds them together, +and forms his plan for a review at the outset, review +day has lost all its terrors. Then every lesson becomes +part of a consistent series. Then the weekly<span class="pagenum"><a name="Page_194" id="Page_194">[Pg 194]</a></span> +reviews, which alone make possible a successful quarterly +review, lay each a course of a steadily rising +edifice.</p> + +<p>No clearness of knowledge may be expected unless +the teacher knows clearly at the start just what it is +that he expects the scholars to know; and the building +grows with double certainty if the little workmen +themselves are given glimpses of the architect's plans,—at +least of a "front elevation." "For these three +months," the teacher may say, "we are to study +Christ's life as Mark records it. My plan is for you +to vote each Sunday on the most important facts we +have studied,—either in the lesson text or in the 'intervening +events.' Sometimes it will be one fact; it +will never be more than three. All together there +are thirty facts we shall learn, and they will make an +outline history of Christ's entire life."</p> + +<p>How such a scheme, clearly and often stated, will +clarify and systematize the quarter's work! Three +or four times during the three months the teacher will +propound brisk questions covering the points of all +the previous lessons of the quarter, following this by +a written test. Let him prepare for each lesson a +card, on which he prints questions answerable by the +facts to be learned. Fastening twelve hooks on a +board, he hangs these cards on the hooks week by +week, and uses them in these reviews and in the final +review of the quarter. If the class is one of little +tots, a symbol for each lesson, cut out of pasteboard +or consisting of some object, may be hung up in place<span class="pagenum"><a name="Page_195" id="Page_195">[Pg 195]</a></span> +of the card,—such a symbol as a needle stuck in a +piece of cloth, answering to the story of Dorcas.</p> + +<p>Some such preparation will make thoroughly successful +a written examination on review day. The +questions should be simple and clear, and such as can +be answered fully in a very few words. They should +take up only the points on which emphasis has been +laid throughout the quarter. If the teacher presents +the plan in a jolly way, the class will enter into it +heartily, as good fun.</p> + +<p>For a change, now and then invite the scholars to +bring in, on review day, lists of what each considers +the ten principal events of the quarter. A comparison +is to be made, and the events that receive the +most votes will constitute a model list. This exercise +in itself will make a pretty good review.</p> + +<p>An excellent review may be based upon the six +natural divisions of all lessons,—times, persons, places, +events, sayings, teachings. The "sayings" are the +short sentences best worth memorizing. A review +"quiz" may take up these six points one after the +other, carrying each over the entire range of lessons, +sometimes chronologically, but more often at haphazard.</p> + +<p>A more elaborate plan is to assign each of these +categories to some scholar the week before, telling +him, for instance, that you will depend upon him +alone to fix the location of all the events in the twelve +lessons. Carrying out the comparison indicated in +the title to this chapter, you may do very thorough<span class="pagenum"><a name="Page_196" id="Page_196">[Pg 196]</a></span> +work by getting each scholar to keep a Sunday-school +ledger. He will open up a page to the account of +"persons," another to the account of "events," and +so on, and will make weekly entries on each page. +The quarterly review will then be indeed his trial balance.</p> + +<p>I am very fond of a map review. Using a large +outline map, sometimes one drawn before the class +on the blackboard by a scholar who has practised the +feat, I call for the first event of the quarter's lessons, +and one of the class places a figure 1 at the scene of +the event; thus with all the events in order. Then, +reviewing again, I ask, pointing to the map, "What +was event No. 7, here at Sychar?" or, "Four events +at Jerusalem—what were they, in order?"</p> + +<p>Another good way to use the map—a map, this +time, drawn in outline on a large sheet of manilla +paper—is to employ "stickers," bright bits of gummed +paper, cut to various shapes. Blue stars, for instance, +stuck here and there over the map, will indicate the +points where Abraham is found in a series of lessons. +They may be numbered, or not. Gold stars may show +where Christ worked the miracles studied during the +quarter. All the events in one year of Christ's ministry +may be represented by green stars, in another +year by scarlet stars, or purple stars. The method +branches out into many fascinating applications.</p> + +<p>Some teachers make large use of the golden texts. +If these have been emphasized, they may wisely be +introduced in the review. Write each upon a card.<span class="pagenum"><a name="Page_197" id="Page_197">[Pg 197]</a></span> +If you have artistic talent, you may make each card +a thing of beauty, to be kept as a souvenir by the +scholar. These cards will be distributed at random, +and each scholar will be expected to answer the questions, +first of the class and then of the teacher, on the +lesson whose golden text he holds. I would not urge +the recalling of lessons by titles, for the titles are not +constituent parts of the lesson; but the golden text +usually goes to the heart of the matter. Neither +would I favor such a plan as the one last mentioned, +that assigns one lesson to each scholar, unless the +entire class is drawn into active participation by such +a questioning from the scholars as I have indicated.</p> + +<p>A pleasant and profitable review for some classes +is based on the quotable passages in the quarter's +Scripture. These memorable sentences are written +on cards, which are distributed evenly. Every scholar +is expected to tell when, where, and by whom his +quotation was first spoken, and at the close of the +exercise each scholar will be called upon to repeat +all his quotations from memory. Then the teacher +will gather the cards, mix them up, present the pile +now to this scholar and now to that, and ask him to +give the facts about whatever quotation he may draw. +The success of this method of review, as of all others, +will largely depend upon its previous announcement, +the scholars having gone over the quarter's lessons at +home with this coming test in mind.</p> + +<p>The review may sometimes take the form of a +contest; you may call it a "question tournament."<span class="pagenum"><a name="Page_198" id="Page_198">[Pg 198]</a></span> +Appoint leaders, and let them choose sides. Each +side in turn has the privilege of asking a question of +the other side. The question must be passed upon +as fair by the teacher. The scholars on each side +take turns in answering, and when the scholar whose +turn it is cannot answer, his entire company has a +chance. If no one on that side knows the answer, +the other side gives the correct reply, and thereby +scores one point. The side with the highest score +wins the tournament.</p> + +<p>Methods less brisk than this employ pen and ink. +You may ask the scholars to bring to the class tabular +outlines of the quarter's history. A little book, +connected with the quarter's study in some way, may +be offered as a reward for the best outline, if the +teacher thinks it wise; some teachers would not. At +another time ask each scholar to write a five-minute +essay on some topic that will require study of all the +lessons, the topics all being different. These essays +are to be read before the class, and their themes +should be as bright as the teacher and her shrewdest +friends can make them. A variation of this plan is +to propound to the class a series of questions, all requiring +search through the twelve lessons, and +allow each scholar to choose a question upon which +he will <i>speak</i> for two, three, or four minutes before +the class on review day.</p> + +<p>Whatever your review gives or fails to give, be +sure it leaves with your class a clear-cut outline or +summary of the three months' study. Omit the consideration<span class="pagenum"><a name="Page_199" id="Page_199">[Pg 199]</a></span> +of lessons not closely connected with the +story, like some of the temperance, Easter, and +Christmas lessons. Center upon some graphical +scheme whenever possible, if it is only a vertical line +divided into decades along which events may be +strung, or a circle so divided as to represent Moses' +life or Christ's. If you can, group the lessons around +some great personality prominent in them. Never +fail to bind them together with the golden thread of +their relation to Christ. Trace through them the +progress of some thought or event, such as God's +leadings that developed the Israelites, the growth of +the Christian church, the unfolding of Christ's life, or +David's, or Joseph's. Discover what unity the lessons +have, and bring it out in the review.</p> + +<p>If these matters have been discussed in the quarter's +lessons, set them in fresh lights. It must be a +new view as well as a review.</p> + +<p>If you have succeeded well with one form of review, +thank God, and—change the form next time. +The methods suggested in this chapter are not equally +valuable in all reviews. Make out a programme in +January for the four reviews ahead of you, and plan +them all differently.</p> + +<p>And finally, review your reviews. Review them +on the review day, going over the same ground at +least twice, in varying mode; and in your weekly reviews +thereafter take occasion now and then to revert +to the work of the preceding quarter. A matter is +not learned to-day unless it is learned for all days.</p><p><span class="pagenum"><a name="Page_200" id="Page_200">[Pg 200]</a></span></p> + +<p>If the review discloses weak spots, strengthen +them. If it discloses excellences, praise them. With +steady and honest purpose, take on review day the +trial balance of your work, and may God grant you +a balance on the heavenward side of the ledger!</p><hr class="chap" /><p><span class="pagenum"><a name="Page_201" id="Page_201">[Pg 201]</a></span></p> + + + + +<h2><a name="Chapter_XXXIII" id="Chapter_XXXIII"></a>Chapter XXXIII</h2> + +<h2>At the Helm</h2> + + +<p>The superintendent of a Sunday-school is not the +steam of the boat, for all true power comes from the +Holy Spirit. He does not even tend the fires; that +work the teachers must do. Neither does he make +the chart by which the boat is steered; that is the +work of the International Lesson Committee. No; +the superintendent stands at the helm. He takes +orders from the one Captain, and transmits them. +Now he turns a wheel, now he pulls a bell-rope, now +he shouts through a speaking-tube. In spite of the +multiplied details, his work is simple. He has to +know his ship, the waters, and the weather: that is, +he has to know God, what he wants him to do; and +his scholars, what they are capable of doing; and his +teachers, what they are capable of getting the scholars +to do. Knowing these three things, he will not +fret himself with attempting impossibilities, tasks +beyond the power of teachers and scholars and so +aside from God's will for them, but he will know he<span class="pagenum"><a name="Page_202" id="Page_202">[Pg 202]</a></span> +has succeeded if his teachers work as hard as they +can in getting their scholars to work as hard as <i>they</i> +can to learn and do God's will.</p> + +<p>The superintendent's work begins with himself, +then goes on to his officers, then to his teachers, then +to his scholars, then to other schools.</p> + +<p>First, looking to himself, he must gain what some +one lays down as the four essentials of success in +Christian work: "consecration, concentration, tact, +and contact." That is, his whole soul must be in his +work; he must say, with Paul, "This <i>one</i> thing I +do"; he must come in touch with his forces, and he +must know how to handle them after he touches them.</p> + +<p>There are some men that should never be superintendents. +One of these is Mr. Long, who has to say +everything in four different ways, each way being +Broadway. Another is Mr. Twitchall, who jerks out +his words between the jerks of his nervous body, who +darts here and there like the snapper of a whip, and +infects the entire school with the contagion of his +restlessness. Mr. Black is another, that man of +gloomy face and sepulchral voice. Mr. Daggart is +another, for his tongue is dipped in the venom of sarcasm +and knows only to scold.</p> + +<p>My favorite superintendent is Mr. Short, the son +of Mr. Bright. He has all his father's good cheer. +His face is full of a sunshine that doesn't need to be +put into words. He is cordial even more plainly +than he is spiritual, but because he is spiritual. He +is businesslike. He is modest. He remembers that<span class="pagenum"><a name="Page_203" id="Page_203">[Pg 203]</a></span> +he is only one, and the school two hundred, and he +divides time on about that basis. He knows—oh, +he knows the value of five minutes!</p> + +<p>He has the grit of a bulldog, this Superintendent +Short, son of Mr. Bright. When he is sure he has +hold of a good thing, he does not dream of letting +go, any more than those well-persuaded jaws. And +he has the bulldog's independence and thick skin, but +with more than bulldog reason; for is he not responsible +to God alone? If God says, "Good!" what +matters the sneer of a man? So he does the best he +knows how, and keeps serene.</p> + +<p>With all his independence he is modest and teachable, +is Superintendent Short, son of Mr. Bright. He +visits other Sunday-schools, and gets hints there. +He visits the public schools, and gets many valuable +hints from their superintendents. He reads everything +that has Sunday-school methods in it, and from +all this he gets hints. He goes around asking everybody, +"How can I do better work? How can the +school be improved?" and he receives into a teachable +mind the hints he gets. When he has to find +fault, he first praises what he can. Indeed, praise—for +a wonder!—is his favorite form of criticism, and +a stimulating form it is.</p> + +<p>Withal, Superintendent Short is enterprising. He +sets apart from his busy week regular times for his +Sunday-school work, and makes a business of it. He +is ready to spend money as well as time. He keeps +a notebook crowded with new ideas, and carries them<span class="pagenum"><a name="Page_204" id="Page_204">[Pg 204]</a></span> +out one after the other in the order of their importance, +as systematically as a great general conducts a +campaign. He does not foolishly despise what is +old and tested, but he knows how to freshen up old +principles by new applications. He is broad-minded, +too, with no "fads" or favoritisms, keeping equal +interest in all departments of school work. And he +does not stop with the mechanics of the Sunday-school. +All his enterprise sets before it the one great goal of +soul-saving.</p> + +<p>Thus far the superintendent by himself; now a +word about his relation to his officers. Just as the +failure of a school on the spiritual side is quite often +due to lack of a good teachers' meeting, so a failure +on the administrative side is probably due to the lack +of a "cabinet meeting," where the superintendent +consults with all his officers and committees, and +where each gets inspiration and counsel from the +other. The teachers' meeting should be occupied +with entirely different matters. It cannot take the +place of a gathering of the executive, and ought to +come on a different night.</p> + +<p>This cabinet meeting must be set for a regular +time, and nothing short of an earthquake must be +allowed to break it up. Every officer should make +a report to the cabinet, and the report should be in +writing. The latter requirement saves time, adds +dignity, and provides the meeting with definite statements +as a basis for discussion.</p> + +<p>A wise superintendent will utilize all his officers to<span class="pagenum"><a name="Page_205" id="Page_205">[Pg 205]</a></span> +the utmost. He will make the assistant superintendent +assist. The theory is that the assistant shall be +able, in the superintendent's absence, to do everything +the superintendent would do. How can he learn, +except by doing everything, now and then, when the +superintendent is present? Many a superintendent +has worn himself out doing five men's work rather +than train four men to help him. Elijah trained +Elisha to be prophet in his stead. If he had not +done so, I hardly think Elijah would have been carried +to heaven in a chariot of fire. Every worker +should prepare his successor, should make himself +unnecessary.</p> + +<p>Let it be the superintendent's ambition, then, to +create an automatic Sunday-school, one he can leave +to run itself. He must keep himself in the background. +He must test the matter by occasional absences, +on foray for ideas in other schools. He must +do as little as possible himself,—no danger but it will +be enough!—and he must get as much as possible +done by others. So he will create, not a machine, +but an organism.</p> + +<p>In the third place,—the superintendent and the +teachers. He must individualize them. As Garfield, +the young school-teacher, was wont to lie awake +nights, tracing out on his sheet in the dark a plan of +the schoolroom, locating each scholar's desk and planning +for that scholar's growth as he did so, thus the superintendent +should consider separately and regularly +each teacher's task and abilities, trials and successes.</p><p><span class="pagenum"><a name="Page_206" id="Page_206">[Pg 206]</a></span></p> + +<p>It is his joyous work to encourage them, to note +improvement in their scholars, to repeat to them the +kind words of parents, to give them a cheer in their +arduous and difficult and, for the time, thankless +tasks. When a superintendent has praised discreetly, +half his work is done.</p> + +<p>Of course, the superintendent will study his lesson +as thoroughly as any teacher; and this is not by any +means an unnecessary remark, though some may +think so. Indeed, there are even many occasions +when he may teach a class, though usually he is best +left free during the lesson hour to greet the strangers, +or, watching from some central post like a general in +battle, to fly to the rescue of some teacher whose +class may be getting mischievous, restless, or careless.</p> + +<p>For the superintendent should feel at perfect liberty +to sit quietly down with any class in his school, and +should do this so often and easily that his coming +ceases to be a disturbance to teacher or scholars. If +the superintendent is not welcome, it will be because +he does not know how to help unobtrusively, and he +would better stay away.</p> + +<p>The best relations are not possible unless the superintendent +visits the teachers in their homes, and +gets them to come to his for frequent private consultations +or for an occasional social hour all together. +The teachers' meeting for the study of the lesson will +not take the place of these heart-to-heart talks, in +which sympathy and appreciation, friendly counsel<span class="pagenum"><a name="Page_207" id="Page_207">[Pg 207]</a></span> +and united prayers, draw the teachers very close to +their leader.</p> + +<p>In the fourth place, the superintendent must know +his scholars. If he has time to visit them, each visit +will count; but that is in most cases too much to +expect. Sunday-school socials and picnics will give +him a chance to push a little further the knowledge +of them that he will gain by his visits to their classes; +but, after all, his best chance is in the passing salutation +on the street. Often speak of the matter before +the school, asking the scholars to greet you when +they meet you; and then hail every urchin you run +across as if he were your very own! If you make it +a habit to tarry for ten minutes after the Sunday-school +hour (tired?—never mind!), both teachers and +scholars will besiege you then,—<i>provided</i> you have +made yourself worth besieging! That you are to be +in every way the children's hero goes without saying,—the +glorious big boy to whom all the boys look up +proudly, the chivalrous knight whose colors all the +girls are glad to wear,—it goes without saying, that +is, if you deserve to be superintendent at all!</p> + +<p>Fifthly and finally, the superintendent and other +schools. He has been getting from them all he can, +if he is enterprising; he should give to them all he +can. The large cities have their superintendents' +unions, composed of those that hold now, or have +held, this post of honor and responsibility,—and few +associations are as delightful. Nearly everywhere, +Sunday-school conventions are available; and to<span class="pagenum"><a name="Page_208" id="Page_208">[Pg 208]</a></span> +these, as gathering up in his own experience whatever +his school has learned and accomplished, the superintendent +should carry his freshest inspiration and his +wisest plans. No superintendent can live—can be a +<i>live</i> superintendent—to himself.</p> + +<p>One thing should be said, to close this hasty sketch. +If the superintendent is all this, or even part of all +this, in his personal motives, and in his relations to +officers, teachers, scholars, and other schools, he will +always be a paid superintendent. He may have no +salary; on the contrary, he may be decidedly out of +pocket; but the rewards of his labor will be so abundant, +so joyful, that not all the silver and gold in all +the mines of earth could measure them.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_209" id="Page_209">[Pg 209]</a></span></p> + + + + +<h2><a name="Chapter_XXXIV" id="Chapter_XXXIV"></a>Chapter XXXIV</h2> + +<h2>The Superintendent's Chance</h2> + + +<p>At the opening of the school the superintendent +hasn't half a chance; at the close he has a large +chance—as large, in fact, as he is. At the opening +the superintendent is merely a master of ceremonies +to usher in the work as buoyantly as possible; at the +close he is a teacher, the high priest of all the teachers. +His work of introduction is important, but far +more important is his work of peroration. The last +five minutes furnish his chance to gather all the teachings +of the hour into one point and press it home.</p> + +<p>1. It is <i>his</i> chance. Now or never let him be +original. Let him study his talents; some can work +best with chalk, some with anecdotes, some with +questions, some with exegesis, some with exhortation. +Let him get up a specialty for those five minutes and +burnish it till it shines. Whatever method he chooses +should be filled with his personality and serve to impress +his personality upon the school. It is life that +tells on life, and the more of himself the superintendent<span class="pagenum"><a name="Page_210" id="Page_210">[Pg 210]</a></span> +puts into these five minutes the more will this, his +chance, prove his success.</p> + +<p>2. It is his chance to gather <i>all</i> the teachings of +the hour. Not that he will try to "cover the ground" +of the entire lesson. In that case his chance would +turn out his mischance. He will not try, either, to +give something for each class of scholars, for <i>all</i> that +he gives must be for <i>all</i> classes. Among all the +thoughts of all the departments, primary, intermediate, +and senior, there is a single golden thought like a +golden thread. These strands he must seize and +weave them, in his five minutes, into a golden cord.</p> + +<p>3. It is his chance to gather all the teachings of +the hour into <i>one</i> point. Probably every teacher in +the school has been trying to teach too much. The +lesson was intended for a wedge, but they have been +using the blunt end. Turn it around. Illustrate the +matchless might of simplicity. Do not think that, +because the lesson was on the envy of Joseph's brethren, +the theme of envy has become hackneyed, and +you must talk about Jacob and Reuben and the +Midianites and God's overruling providence. If the +teachers have worked well, the scholars will be eager +for further words on envy; if they have worked +poorly, all the more need of a forcible presentation +of the main theme.</p> + +<p>4. It is his chance to gather all the teachings of +the hour into one point <i>and press it home</i>. His will +be a lively school in proportion as it influences life. +When the moral truths of our lessons are fixed in the<span class="pagenum"><a name="Page_211" id="Page_211">[Pg 211]</a></span> +life, the facts connected with them will be fixed in +the mind. Let the superintendent ask himself, for as +many scholars of varied age and character as he can, +"How might this lesson change <i>his</i> life, <i>her</i> life, for +the coming week—forever?" Put the "snapper" on +the hour. Let it be seen that you expect definite results +in spirit and conduct.</p> + +<p>Some urge that the superintendent should be mute +at the close of the lesson hour, lest his words destroy +the effect of the teachers' exhortations. To be sure, +he may emphasize what they have not emphasized, +though even this danger is very slight if the superintendent +is careful to seize on the lesson's central +thought; but if the impression made by the teacher is +endangered by a few earnest words from the superintendent, +what <i>will</i> be left of it by the close of the +conversation around the dinner-table?</p> + +<p>A closing word regarding the superintendent's +questions. In no better way than by questions can +he win and hold the school's attention. Those given +in the various lesson helps are intended to be simply +suggestive of possible matter and manner. Five +things are essential: (1) that the questions be simple +enough to be understood by the youngest; (2) that +they lead up to a point valuable enough to interest +the oldest; (3) that they can be answered by a few +words, preferably by one; (4) that they be presented +in a brisk and businesslike way; (5) that prompt answers +from all parts of the school together be insisted +on, the answer being called for again and again till<span class="pagenum"><a name="Page_212" id="Page_212">[Pg 212]</a></span> +all have connected themselves with it. Half a dozen +such questions should lead up skilfully to the main +lesson of the hour, which should receive brief but +pointed application by anecdote, blackboard, or +exhortation.</p> + +<p>All this is a high ideal. "To attain it will require," +you say, "much more than five minutes." You are +right, Brother Superintendent: five minutes before the +school, but <i>one hour</i> or even <i>two hours</i> of prayerful +preparation at home. However, it is your chance. +Do not ignobly lose it.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_213" id="Page_213">[Pg 213]</a></span></p> + + + + +<h2><a name="Chapter_XXXV" id="Chapter_XXXV"></a>Chapter XXXV</h2> + +<h2>The Sunday-School and the Weather</h2> + + +<p>A rainy day is the best test of a Sunday-school, +and its best opportunity.</p> + +<p>For the scholars it is a sieve, separating the zealous +workers from the careless ones.</p> + +<p>For the general school it is an index, since if Christ +is not "in the midst" of the few on rainy days, +surely the many on sunny days are not wont to gather +"in his name."</p> + +<p>For the teacher it is a revealing question: "Do +you teach for the excitement and praise of crowded +benches, or is a single soul, with its issues of life and +death, inspiration enough?"</p> + +<p>It is the superintendent's chance, because then he +learns his staff, the pick, the enthusiastic nucleus, of +his school. It is a good day for "setting balls to +rolling."</p> + +<p>It is the scholar's chance,—his chance to show +appreciation of the school by attendance; his chance +for help on questions that try his soul.</p><p><span class="pagenum"><a name="Page_214" id="Page_214">[Pg 214]</a></span></p> + +<p>It is the teacher's chance. He will never draw +close to his scholars if not now; never see their +nobility or their faults if not through the troubled lens +of a rainy day.</p> + +<p>It is the opportunity of the general school. Prayer-meeting +workers often observe that the meetings +held on stormy evenings are always the best, because +every attendant feels it his duty to take active part. +For the same reason a rainy day brings out the mettle +of a Sunday-school. The bashful are impelled to +greater boldness, the careless to stricter attention. +Responsibilities are thrown upon unwonted shoulders. +Many a Sunday-school worker has been developed +by rainy days.</p> + +<p>Teachers must do their scolding for poor attendance, +if ever, on the days of crowded seats, because +then only are the truants present. Have nothing but +words of good cheer for the few who come on stormy +days.</p> + +<p>We are often told about preachers who, as a reward +and an incentive, wisely preach their best (if +they can) on rainy days, to the faithful few. For +such days the teacher also must make his highest +preparation, because then his work will produce best +results; because then he will need to bring most inspiration +with him, as he gets none from well-filled +seats; because his scholars then not only deserve his +best, but, lacking the zest of numbers, need his best +to hold their attention; because they will appreciate +better what they have come through difficulties to get.</p><p><span class="pagenum"><a name="Page_215" id="Page_215">[Pg 215]</a></span></p> + +<p>On rainy days there are many late comers, and +therefore many fine chances for practical Christianity. +Greet them cheerfully, if you must stop your finest +exhortation to do it. Such a close will be its most +eloquent period.</p> + +<p>If you investigate tactfully the absences of rainy +days, you will often come upon a truer knowledge of +the home life and needs of your scholars than any +sunshiny observations could give you.</p> + +<p>On rainy days, if ever, scholars should be sure of +finding their own teacher; yet, as human nature is, on +rainy days there is always necessary some fusion of +classes. The teachers of joined classes may do much +good or infinite harm. Criticism, expressed or implied, +of the plans or precepts of the other teacher, is +a poison which has few antidotes. If he has been +teaching false doctrine, he, not his scholars, is to be +told that fact. And, on the contrary, a word of wise +praise for whatever of solid acquirement you may see +in his scholars, as it comes from an outsider, will discover +marvelously their teacher to them, and their +possibilities to themselves.</p> + +<p>As we need to emphasize the advantages of bad +weather, so we need to remember the dangers of fine +weather. Now, the teacher must be mindful not to +lose the individuals in the crowd, or his teaching +sense in the temptation to harangue. Now, the +superintendent must remember that his unifying and +organizing skill is especially needed. If rainy days +are best for study and personal work, fair days, and,<span class="pagenum"><a name="Page_216" id="Page_216">[Pg 216]</a></span> +above all, hot days, are best for singing and concert +drill in reading and questioning.</p> + +<p>As our days, so shall our strength be, if we are +Christ's, dear Sunday-school workers; but different +kinds of days need different kinds of strength.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_217" id="Page_217">[Pg 217]</a></span></p> + + + + +<h2><a name="Chapter_XXXVI" id="Chapter_XXXVI"></a>Chapter XXXVI</h2> + +<h2>A Profitable Picnic</h2> + + +<p>A large number of Sunday-schools are in the habit +of holding a picnic every summer. In spite of the +countless jests at the expense of the Sunday-school +picnic, the custom is in every way commendable. +Where can teacher and scholars, superintendent and +teachers, better come into that familiar, every-day +contact that tells so much of character and for character, +than out under the open sky and in the merry +meadows? And yet why is it that the very word +"picnic" makes most Sunday-school teachers groan, +and presents to the superintendent's mind a picture +no more delectable than of hot, dusty cars, pushing, +quarreling children, red-faced teachers, and lunches +seized on by ants?</p> + +<p>Of course, in moving so large a body of people, +especially of youngsters, many untoward events are to +be expected; but nevertheless, when the picnic is not +a conspicuous success, there is usually one reason: it +was not well planned for. So many managers of<span class="pagenum"><a name="Page_218" id="Page_218">[Pg 218]</a></span> +picnics are nothing but transportation managers! +Getting a reduction of railroad fare, packing and unpacking +the lunches, filing the children in and out of +the cars,—such details sum up their plans. As for +entertainment on the picnic grounds,—why, turn the +children loose, and they will take care of that part +of it!</p> + +<p>On the contrary, he is a wise man that can entertain +himself well and profitably for a day without aid +from outside. The feat is impossible for most children. +How well I remember my own childish miseries +on holidays because I couldn't think of anything +I wanted to do! On the haphazard plan your picnic +will go uproariously for a time, but it will soon "fray +out" into a tangle of ennui and quarrels.</p> + +<p>In this brief chapter, then, I want to suggest merely +one out of many schemes for a profitable picnic. +It will include in the day's plans all ages and classes, +and afford pleasure for mind and spirit as well as +body.</p> + +<p>In the first place, arrange with great care a programme +of contests. If it is a joint picnic, some of +the contests will be between representatives of the +Sunday-schools that take part; otherwise, between +classes and individuals of the one Sunday-school. +Bring in the girls as well as the boys, and the men +and women as well as the children. Running, sack-races, +three-legged races, pole and rope climbing, +boat-races, croquet and tennis matches, base-ball (a +game among the old men will cause much amusement),<span class="pagenum"><a name="Page_219" id="Page_219">[Pg 219]</a></span> +the marching of competing companies, broom +or flag drills for the girls, leaping, slow races on the +bicycle, throwing the hammer, soap-bubble contests—why, +the number of these sports is legion.</p> + +<p>Just a few hints:—</p> + +<p>Give no prizes, but "honorable mention."</p> + +<p>Let the contests be well planned and advertised +beforehand, and set the scholars to training for them.</p> + +<p>Give every one a printed programme (which may +be worked off on a manifolder), and so arrange it that +the entire company, if possible, may be spectators of +each contest.</p> + +<p>Make everything as short and snappy as you can.</p> + +<p>Throughout the programme, work in all classes and +ages as best you may. Don't, for instance, put all +the contests in which the little ones engage in the +same part of the day.</p> + +<p>In the second place, arrange a literary and religious +programme that shall give a spiritual application to +all these physical contests. Organize a Sunday-school +choir, which, after careful previous practice, will sing +some of the many songs that treat the Christian life +as a race, or a wrestling, or a battle. Some of the +Bible passages of similar tenor should be recited. +Poems may be repeated bearing the same lesson. +And the brightest of the scholars and teachers, of +course not omitting your pastor, will give some very +brief little essays or talks along this same line. This +part of the day's programme may fitly be placed just +after lunch, when in the heat of the day the athletes<span class="pagenum"><a name="Page_220" id="Page_220">[Pg 220]</a></span> +will wish to rest, and when all will be ready to sit +down and listen.</p> + +<p>Much will depend on the master of ceremonies for +the day. Let him be the jolliest man you can find, +but withal a man of deep consecration, who can make +all feel that, whether they eat or drink, or play games, +or whatever they do, they must do all for the glory +of God. In this spirit alone can you hope to have +a profitable picnic.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_221" id="Page_221">[Pg 221]</a></span></p> + + + + +<h2><a name="Chapter_XXXVII" id="Chapter_XXXVII"></a>Chapter XXXVII</h2> + +<h2>A Singing Sunday-School</h2> + + +<p>Lifeless singing means, usually, a dead Sunday-school. +Many a superintendent might greatly increase +the vigor of his school by getting a little snap into the +music. Different ways of singing will not of themselves +solve the problem, but they will go far toward +it. Here are a few methods which will add to the +singing the variety that is the spice of it as well as of +nearly everything else.</p> + +<p>Try reading the song in concert before it is sung. +It would puzzle most even of us older folks to tell, +after we have sung a hymn, what is in it. Concert +reading brings out unsuspected beauties of thought, +and the hymn will be sung afterward with fresh zest +and with fuller intelligence. The superintendent may +vary this plan by reading the stanzas alternately with +the school, or the girls may alternate with the boys. +Occasionally get a single scholar to read the hymn +before the school, or, what is far better, to commit it +to memory and recite it.</p><p><span class="pagenum"><a name="Page_222" id="Page_222">[Pg 222]</a></span></p> + +<p>Indeed, memory hymns, to be committed to memory +by the entire school, and sung without the book, +will prove very popular. Select songs that are worth +learning for their words as well as for their music,—a +thing which, alas! cannot be said of all our Sunday-school +songs. One memory hymn a month might +possibly be achieved, and your children will rapidly +grow independent of hymn-books, as their grandsires +were.</p> + +<p>They may like to vote upon a school hymn for the +entire year, and learn it in this way,—one that shall +serve as a sort of rallying song throughout the twelvemonth. +The various classes, too, may be encouraged +to select their own class songs, and to practise them +at their class socials. Then, once in a while, the +entire school may listen while one or two classes sing +their class hymns.</p> + +<p>It would do no harm, either, for the superintendent +occasionally to bind the children's interest to the +singing by asking them to call for their favorites, that +the school may sing them. This privilege may be +granted to the classes or scholars that have the best +record in attendance.</p> + +<p>It will add interest to the singing if bits of pleasant +information are sometimes given about the authors of +our familiar songs. At the opening of the session, +for instance, tell something about the blind hymn-writer, +Fanny Crosby, and then let all the songs sung +that day be by her; or tell a little about Miss Havergal's +beautiful life, or give a few bright anecdotes<span class="pagenum"><a name="Page_223" id="Page_223">[Pg 223]</a></span> +about Dr. S. F. Smith, and then use nothing but their +hymns. Some such book as Hezekiah Butterworth's +"Story of the Hymns" (New York: The American +Tract Society. $1.75), or Duffield's "English Hymns: +Their Authors and History" (New York: The Funk +& Wagnalls Co. $3), will afford a plentiful supply of +biographical material. Once in a while get one of +the scholars to read one of these hymn anecdotes, or +to tell it in his own words.</p> + +<p>Prayer songs—there are many most beautiful ones—may +be used as prayers, all heads being bowed +while they are sung softly; or they may be read in the +same way.</p> + +<p>Antiphonal songs are easily arranged. Choose +two classes of good singers in distant parts of the +room, and let one sing the verses and the other the +chorus of some suitable song. A hymn arranged in +the form of question and answer, such as "Watchman, +tell us of the night," or "Art thou weary, art +thou languid?" is very effective when sung in this +way, or when read in dialogue, the superintendent +taking the questions and the school the answers.</p> + +<p>Other dispositions may be made, for the sake of +variety. Get the girls to sing the stanzas, and the +boys the choruses, or the girls to sing one verse, and +the boys the next, all uniting on the choruses; or, let +the school to the right of the center alternate in singing +with the school to the left. Send a company of +singers into another room, with closed doors, and +have them sing the chorus as an echo, very softly.<span class="pagenum"><a name="Page_224" id="Page_224">[Pg 224]</a></span> +Get the teachers to sing the stanzas of some song, +while the whole school sings the refrain.</p> + +<p>Solos are good once in a while, especially if you +make the school the chorus for them. A quartette +of picked singers may be introduced very delightfully +on occasion, especially if their selection is germane to +the lesson topic, and, best of all, if the quartette is +chosen from the scholars themselves. The primary +department will hugely enjoy singing one of their +songs to the main school, and the older scholars will +enjoy it quite as heartily.</p> + +<p>Possibly a Sunday-school choir might be organized +to advantage, the strong singers from among the more +mature scholars being banded together to practice new +music and lead the singing. School orchestras have +been very useful in many churches, the boys being +proud to serve the school with violin and cornet.</p> + +<p>Most useful, however, in adding zest to the singing, +are the simple changes and variations that +shrewdly call attention to the old by putting it in a +new place, or "putting it" in a new way. For instance, +you might call fresh attention to a beautiful +song by bidding all sing it without their books, while +you "line it out" earnestly and brightly. You might +preface a hymn with a sentence or two telling why +you think it just the hymn to sing in connection with +the day's lesson. You might piece together several +verses from different songs, and ask the school to sing +them in immediate succession, without prelude or +interlude, noting the connection and progress of the<span class="pagenum"><a name="Page_225" id="Page_225">[Pg 225]</a></span> +thought. You might stimulate the scholars in this +and that corner by asking now one class and now +another to consider themselves the leaders in the song +next to be sung. You might have occasional "new-hymn" +days, in which will be sung no song ever tried +by the school. You might even steal ten minutes, +on very rare occasions, for song services, carefully +planned so as to bear effectively on the lesson for the +day. The ways are almost endless whereby a music-loving, +child-loving superintendent can introduce his +two loves to each other.</p> + +<p>A few more general suggestions. First, to the +organist or pianist. Why do you think it necessary +to hammer out an entire piece of music before you +let the fidgety children sing it? They already know +every note of it, and are not interested in your performance; +nor is any one else. They can find the +place quite as quickly as you can. Except in the +case of new songs, do let us off with the chord, and +we'll canonize you as a model of self-restraint and +good sense.</p> + +<p>Then to the precentor, or whoever is responsible +for the time you keep. Why is it so slow? I never +could see why hymns should be sung so drawlingly as +to make it quite impossible to grasp their thought. +Time yourself in singing your next hymn, then read +aloud the same hymn, forcing yourself to occupy the +same time, and you will see why it is that our singing +leaves our minds quite absolute blanks. This grievous +fault must be remedied with the children if the<span class="pagenum"><a name="Page_226" id="Page_226">[Pg 226]</a></span> +singing of hymns is ever to be, to the average grown-up, +an intellectual and spiritual as well as a physical +occupation.</p> + +<p>And, to the same end, why is it that your school +can sing readily, even without the book, the first two +or three stanzas of so many songs, while every stanza +beyond is an unknown land to them? It is because, +owing chiefly to the slowness of our ordinary singing, +we seldom compass the whole of a hymn. At the +close of a well-written hymn is the climax, the thought +up to which the whole has led, which binds it all together. +Our songs, if they are to get hold upon our +minds and lives, must be sung beyond their prelude, +sung straight through.</p> + +<p><i>To get hold of minds and lives</i>,—that must be the +end sought by all our singing.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_227" id="Page_227">[Pg 227]</a></span></p> + + + + +<h2><a name="Chapter_XXXVIII" id="Chapter_XXXVIII"></a>Chapter XXXVIII</h2> + +<h2>A Praying Sunday-School</h2> + + +<p>In no way can more Christianity be taught in less +time than by a good prayer. A Sunday-school that +is not opened with the right kind of prayer remains +tight shut until the teachers get hold of it, while the +right kind of prayer at the close of the lesson hour +rivets the lesson on the week to come.</p> + +<p>Yet I know of no point in Sunday-school management +regarding which superintendents are more careless. +The children must listen to Magellan prayers +that circumnavigate the globe; to mechanical prayers, +cast in stereotyped forms; to officious prayers that +volunteer to teach the coming lesson; to peacock +prayers that flaunt big words and fine phrases; to +wrinkled prayers, dealing with experiences into which +the children will not grow for three decades. In some +schools the superintendent always makes the prayer +himself, praying in the same terms and tones and +order for the same things. Elsewhere the superintendent +invites others to perform this service, but,<span class="pagenum"><a name="Page_228" id="Page_228">[Pg 228]</a></span> +with pitiless impartiality, calls upon all that will, heedless +whether they are capable or totally unfit for the +difficult duty.</p> + +<p>For it is not easy to guide the devotions of these +varied ages and characters. The words must be so +simple that the youngest can understand them. The +thoughts must be so noble as to furnish an uplift to +the oldest. The expressions must be direct, as in the +realized presence of Christ. The prayer must be +brief, and bright, and deeply in earnest, sincere as a +child.</p> + +<p>To perform this task, therefore, no one should be +invited merely for policy's sake, merely because he is +a visiting clergyman, a church officer, or a good-hearted +layman. Ask no one that does not know the +glorious language of a child's prayer. Give notice +beforehand, since this prayer, if any, should be thought +over and prayed over. And if you fear the prayer +will lack a certain quality, shrewdly incorporate its +name in your invitation, asking for a brief prayer, or +a simple prayer, or a prayer about few things.</p> + +<p>I wonder that this exercise is so seldom fixed upon +the children's attention and interest by their own vocal +participation in it. Indeed, it is not always that the +school is able to repeat the Lord's Prayer together +with the freedom and force born of long custom. +The school may easily be taught to chant the Lord's +Prayer, and that may be made most genuine praying. +There are many suitable short Bible prayers that +children might learn to say together, such as "Let<span class="pagenum"><a name="Page_229" id="Page_229">[Pg 229]</a></span> +the words of my mouth, and the meditation of my +heart, be acceptable in thy sight, O Lord, my strength +and my redeemer." Indeed, there are many prayer +psalms that could be learned entire, the concert +repetition of which would greatly enrich the Sunday-school +hour. If yours is a model school, every +scholar has his Bible, and Scripture prayers, not +committed to memory, may be read in concert. +And, besides, what more impressive conclusion to the +session than the "Mizpah benediction," in which all +voices join, or, perhaps better, the beautiful benediction +in Numbers 6:24-26, "The Lord bless thee, +and keep thee," etc.?</p> + +<p>Then there is the hymn-book. If it is a good one, +it contains many beautiful prayer hymns. Let the +scholars all bow their heads, and sing softly Miss +Havergal's tender consecration hymn, or "Nearer, +my God, to thee," and you will find all hearts indeed +drawn nearer heaven. Occasionally let the school +read together one of these same hymns, also with +their heads bowed.</p> + +<p>And, by the way,—though it deserves more than a +"by the way,"—insist on the bowing of the head,—not +that the attitude is important in itself, but the +reverence that the attitude arouses is of the highest +importance. Wait till all heads are bowed before +you begin the prayer or permit another to begin it. +The half-minute of quiet or semi-quiet needed to gain +this end is not ill-bestowed. Moreover, I should +strongly advise you to go one step farther, and once<span class="pagenum"><a name="Page_230" id="Page_230">[Pg 230]</a></span> +in a while have the entire school go down on their +knees. This, the normal attitude of prayer, the children +should be taught to assume in public, at least so +often that it will not seem to them forced or unnatural.</p> + +<p>Have you tried silent prayer? A blessed exercise +it is, and one the children will love. Ask them to +bend their heads or kneel, and then in perfect silence +to pray for their teachers, or their pastor, or their dear +ones at home, or some sick scholar. After a minute +the superintendent will tenderly add a few closing +sentences of vocal prayer.</p> + +<p>And have you tried a chain prayer,—a prayer +started by a leader, who will also close it, to which ten +or twenty of the scholars contribute sentences of praise +or petition? You will be astonished to see how +many of the scholars will join in these prayers,—you +will be astonished, that is, unless you are familiar with +the training along this line so nobly accomplished in +our modern young people's religious societies.</p> + +<p>Still another way to obtain the scholars' careful +heed to the prayer is to establish a form with which +the superintendent will always begin his prayer, and +which the entire school will repeat with him. The +opening sentences of the Lord's Prayer may be used +for such a purpose. Then, at the close of the prayer, +after "for Jesus' sake," let all the scholars say +"Amen."</p> + +<p>An occasional Sunday-school prayer-meeting, held +for ten minutes at the close of the lesson hour, will +do much to inspire in the school a deeper spirit of<span class="pagenum"><a name="Page_231" id="Page_231">[Pg 231]</a></span> +worship; that is, if the scholars themselves take part, +and not the teachers only. And these Sunday-school +prayer-meetings are magnificent opportunities for +drawing the net. Hold them in a small room, that +nearness may warm the coals of devotion to a glow. +Do not hold them too frequently to be burdensome. +Keep them brief and earnest. Let the teachers work +for them in their classes, and use them as tests for +their teaching. Above all, expect conversions in +them, and, if you are faithful and faith-filled, you will +get them.</p> + +<p>This use of the scholar in the devotions of the school +should be extended to his home. The superintendent +may ask the scholars to pray every day during the +coming week for the school, or for their teacher, or +for their next lesson, that it may bring some one +nearer Christ. For several weeks there may stand in +bold letters on the blackboard a list of things that +should be prayed for at home. The teacher, of +course, must enforce these recommendations. If he +will courageously hold once in a while a little prayer-meeting +with his scholars, in the class-room, about +the class-table, or, best of all, at his own home or at +one of theirs, he will thereby teach them as much +Christianity as otherwise he might in a year.</p> + +<p>Indeed, the teacher has much to do in making +yours a praying Sunday-school. To say nothing +about the teacher's prayers for his scholars, which +will be like steam to his pedagogic engine, and to say +nothing about the united prayers of the teachers in<span class="pagenum"><a name="Page_232" id="Page_232">[Pg 232]</a></span> +the teachers' meetings, the teacher's conduct during +the prayer in the school is in itself half the scholars' +attention, the knowledge on the part of the scholars +that their teacher is praying for them will spur their +home devotions, and the teacher's simple, ready participation +in the school prayers will prompt their own. +An excellent occasional method of opening the school +is by a succession of very brief—almost sentence—prayers +from six or eight of the teachers. A frequent +topic for discussion in the teachers' meeting should +be how best to inculcate in the school the spirit of devotion, +since this great result is to be won only by the +co-operation of all the working forces of the school.</p> + +<p>Much is gained in this matter if you gain variety. +Sometimes ask the older scholars themselves, several +of them in succession, to offer brief prayers at the +opening of the school. Sometimes let the superintendent's +opening prayer attract attention by its +exceeding brevity,—only three or four sentences, +embodying a single petition. Do not place the +prayer always at the same place in the programme; +now let it come before the singing, now after; now +lay emphasis on the prayer introductory to the lesson +hour, now on the prayer that closes the hour and +seeks to drive home its lessons. Be dead in earnest,—no, +be alive in earnest. Be thoughtful and versatile. +Be bright and cheery and simple-hearted and +sympathetic. In these prayers, that should furnish +the life-blood to the school, be all things to all—children, +if by all means you may win one of them.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_233" id="Page_233">[Pg 233]</a></span></p> + + + + +<h2><a name="Chapter_XXXIX" id="Chapter_XXXIX"></a>Chapter XXXIX</h2> + +<h2>S. S. and C. E.</h2> + + +<p>A word must be said about the co-operation of the +Sunday-school and that other great modern agency +for work with the youth, the young people's religious +society. Whatever is said will be as true of the +Epworth Leagues, Baptist Unions, and other denominational +organizations as of the Christian Endeavor +societies; but since the latter, like the Sunday-schools, +are found in all denominations, and since my own +especial work lies among them, it will be quite appropriate +in this connection, as well as less confusing, +to use only the one name, Christian Endeavor.</p> + +<p>Though of ages so unequal, "S. S." and "C. E." +are sisters. Both are international and interdenominational. +Both apply the principle of age classification +to religious work. Both are strongly evangelical, +and earnest seekers of souls. Both are held in strictest +subordination to the church. And both are Bible +lovers; for the Christian Endeavor pledge requires +daily reading of the Bible, and the weekly prayer-meeting<span class="pagenum"><a name="Page_234" id="Page_234">[Pg 234]</a></span> +topic calls out no slight amount of Bible +study. Moreover, this topic is usually in line with +the week's Sunday-school lesson,—not the same as the +latter, but suggested by it. The two agencies are at +work in different fields. The one puts in, the other +draws out. The one studies, the other practices. +The Christian Endeavor society affords an excellent +test for the Sunday-school, and is its complement. +Whatever helps the one aids the other, and the two +should labor hand in hand.</p> + +<p>There are even some things that the Sunday-school +might learn from its little sister. The principle of the +pledge has proved attractive and powerful in the +Christian Endeavor society. Why not adopt it in +the Sunday-school, asking the scholars for voluntary +vows that they will attend regularly and will spend +fifteen minutes a day in studying their lessons? The +monthly consecration meeting maintains wonderfully +the spirituality, zeal, and discipline of the Christian +Endeavor society. Why not a monthly consecration +and experience meeting of Sunday-school teachers? +Three or four Christian Endeavor societies cannot +exist in the same town without forming a local union +for mutual encouragement and consultation. Sunday-schools +have their county conventions, but why +not also this beautiful interdenominational fellowship +among the Sunday-schools of every community? A +large part of the remarkable success of Christian +Endeavor is due to its being a work of the young +people for themselves. There is close pastoral and<span class="pagenum"><a name="Page_235" id="Page_235">[Pg 235]</a></span> +church supervision, and it is welcomed; but the Endeavorers +feel that it is their society, for whose honor +they are responsible, and whose victories depend upon +themselves. As far as possible, this spirit should be +incorporated in the Sunday-school, so that the Bible +study may not seem a work impressed on the scholars, +but elected by them,—<i>their</i> work, and not their +teachers'.</p> + +<p>How can the Christian Endeavor society help the +Sunday-school? Greatly in its prayer-meetings, by +remembering the allied Sunday-school topic of the +morning. Here is a chance for the teacher to enlarge +upon some theme treated too hurriedly in the lesson +hour, and for scholars to show their appreciation of +their teacher by repeating some thought he brought +out in the morning. If rightly managed, the Christian +Endeavor meeting furnishes an admirable opportunity +for advertising the Sunday-school, and practically +applying the truths there taught.</p> + +<p>But the help given may be far more direct. Every +well-organized Christian Endeavor society has a Sunday-school +committee, whose members put themselves +under the direction of the superintendent, and make +it the one object of their term's work to push in all +possible ways the interests of the Sunday-school.</p> + +<p>The members of this committee are usually chosen +with an eye to their fitness for acting as substitute +teachers. Sometimes the committee constitutes itself +a normal class and studies the lessons a week in advance, +considering especially the way to teach effectively.<span class="pagenum"><a name="Page_236" id="Page_236">[Pg 236]</a></span> +On the next Sunday, therefore, the superintendent +will find any of these Endeavorers well +prepared to fill a vacancy.</p> + +<p>Everywhere, too, these Sunday-school committees +help the busy teacher to look after the absent scholars +and to care for the sick. It is far easier for these +young people than for the teacher to learn the real +causes of absence and to urge better attendance. In +some schools the teachers fill out blank cards every +Sabbath, giving the names of absentees or of the sick +on whom they would like to have the Sunday-school +committee call. These cards are collected, the calls +made, and then the Endeavorers report to the teacher.</p> + +<p>A kindred ministration is the gathering of new +scholars. In many cities the Sunday-school committee +has conducted a fruitful house-to-house canvass +for new scholars, sometimes canvassing at the same +time for new members of their society. Other committees +distribute printed cards of invitation. Others +organize "recruiting squads" among the scholars, and +give little rewards to those that do the best work. +Others make it their business to hunt out all the young +strangers in the morning congregation and give them +a personal invitation to the school. Still others distribute +among the scholars "suggestion blanks," on +which each scholar writes the names and addresses +of young folks that might be won for the school. +These Endeavorers call at the strangers' homes and +go with them to the school, while others stand ready +to welcome all strangers at the door and show them<span class="pagenum"><a name="Page_237" id="Page_237">[Pg 237]</a></span> +to appropriate classes. Thus they follow them up, +that it may not be a case of "light come, light go."</p> + +<p>The Endeavorers, under the direction of their Sunday-school +committee, may be very helpful in the +music. A choir or an orchestra may be organized +from their numbers. An occasional song appropriate +to the lesson may be rendered as a solo or quartette. +When Sunday-school concerts are to be given, the +Endeavorers will afford trained assistance. But +especially the committee should become thoroughly +familiar with the Sunday-school song-book, so that +its members, scattered over the room, may carry with +vigor any unfamiliar hymn, and give force and +sprightliness to all the singing.</p> + +<p>The Sunday-school librarian will find among the +Endeavorers some efficient aids. The Sunday-school +committee may advertise the new books in the Christian +Endeavor meetings, and get the society to add +to the library certain books of especial interest and +helpfulness to Endeavorers. Sunday-school library +socials have been held by some societies, the evening's +exercises being so planned as to call attention to the +best books in the library. The Endeavorers will help +in covering books, in hunting up those that are lost, +in reading new books and giving an opinion regarding +them. Where subscriptions are taken for special +papers or magazines, the Sunday-school committee +will be glad to undertake this work. After these +periodicals have been read, they will gather up the +old copies to send to the hospitals.</p><p><span class="pagenum"><a name="Page_238" id="Page_238">[Pg 238]</a></span></p> + +<p>The decorating for Christmas and Easter exercises +or for Children's Day may be assigned to the Christian +Endeavor society. The Endeavorers may be set to +gathering in the scholars for Rally Day. They should +be called upon for help on all such special occasions.</p> + +<p>Some societies give parties now and then to the +classes that have the best record, or divide the school +into sections according to age, and entertain each +section in turn at a Christian Endeavor social, closing +the series with a pleasant evening spent with the +teachers and officers alone.</p> + +<p>It would weary you if I should rehearse all the +ways in which Christian Endeavor societies have +proved helpful to the Sunday-school. Many a primary +department has gained much from close association +with the work of the superintendent of the Junior +Christian Endeavor society. I have heard of a large +number of places where the Endeavorers organized +and maintained mission Sunday-schools—schools that +in many instances have grown to churches. Often +the Endeavorers take charge of the ushering of the +school, furnish flowers for every session, offer rewards +to the scholars for excellence in various directions, +help with swift feet in the messenger service of the +home department, turn their trained forces into an +occasional Sunday-school prayer-meeting,—indeed, +they are as ingenious in discovering ways of helping +this elder sister of the Christian Endeavor society as +they are zealous and persistent in these labors after +they are inaugurated.</p><p><span class="pagenum"><a name="Page_239" id="Page_239">[Pg 239]</a></span></p> + +<p>If in some churches this help is not given, it is +probably because it is not invited, or very likely +through lack of organization. If the Christian Endeavor +society has no Sunday-school committee, let +the Sunday-school superintendent, who is a member +of the society <i>ex officio</i>, interest himself in obtaining +one. And then through this committee he can draft +into the service all the other usual committees of the +society—the lookout committee, to get new scholars; +the prayer-meeting committee, to aid in the school's +devotional exercises; the temperance and missionary +committees, to give assistance in the special lessons on +those themes; the music committee, to aid in the +singing, and the flower committee, to help in the +decorations; the social committee, to seek the absent +and the sick; the good-literature committee, to help +the librarian.</p> + +<p>And if the Endeavorers do this, or a part of this, +for the Sunday-school, why should not the Sunday-school +do a little for the Christian Endeavor society? +The superintendent may help it by calling upon it for +assistance and by recognizing on fit occasions its +officers and committees. He may even give it an +occasional advertisement from the desk; and he, with +his officers and teachers, may do much to put himself +in touch with the young people by attending the +Christian Endeavor meetings now and then. The +teachers may help by introducing into their talks before +the classes an occasional hint on the Christian +Endeavor pledge or committee work, or by remembering<span class="pagenum"><a name="Page_240" id="Page_240">[Pg 240]</a></span> +the prayer-meeting topic and suggesting a +thought or two that may be developed in the meeting, +or by urging membership in the society upon +those that do not already belong to it.</p> + +<p>Thus it is seen how intimately these two organizations +are related, and how much each may do to help +the other. Do not allow them to labor apart. Parallel +threads are weak; cables are made by twisting +them together.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_241" id="Page_241">[Pg 241]</a></span></p> + + + + +<h2><a name="Chapter_XL" id="Chapter_XL"></a>Chapter XL</h2> + +<h2>Teachers in 8vo</h2> + + +<p>What the Sunday-school library should be depends +on what the community is. These libraries, therefore, +should not pattern after one another like peas in a +pod, as is too often the case, but each should have an +individuality of its own. The Sunday-school in a +city, with an overflowing public library and an excellent +public-school library at hand, has no excuse for +distributing secular books; while such books may +form a useful addition to the library of a country +school.</p> + +<p>Of course there is danger in admitting secular +books to the Sunday-school library under any circumstances, +and I would not for the world add one +more to the many subtle inroads upon the Lord's +day. If you place in your library any books that are +not suitable Sunday reading, cover them with paper +of a distinctive color, mark them "For week-day +reading only," and watch them carefully, that you +may withdraw them from circulation if you find them<span class="pagenum"><a name="Page_242" id="Page_242">[Pg 242]</a></span> +trenching on the sacred hours. With proper restrictions, +however, the church may find here a blessed +ministry to many book-hungry communities. Biographies +like Irving's "Washington" or Holland's +"Lincoln"; histories like Motley's "Rise of the +Dutch Republic"; poems like "Snowbound," "The +Idyls of the King," "Evangeline"; essays like Smiles' +"Self Help" or Mathews' "Getting on in the +World"; books of science like Winchell's "Sparks +from a Geologist's Hammer" or Proctor's "Other +Worlds than Ours,"—if you can get your scholars to +read on week-days such books as these, you will +deepen, broaden, and enrich the soil in which you do +your Sunday sowing.</p> + +<p>But the more the community needs books, the +harder it is to raise money for them. This, however, +is merely a difficulty of the start. A few books, +shrewdly chosen, will create a hunger for more, and +that hunger will open the pocketbooks.</p> + +<p>Hold a book social, admission to which shall be +a copy, old or new, of some good book. The entertainment +at this social should be appropriate. Let +each person that comes carry about him a token of +some book, such as a card about his neck reading, +"Who teaches you?" ("Hoosier School Master"!). +Illustrate a poem with shadow pictures. Place about +the room numbered portraits of authors for the company +to name. Add readings and essays on literary +themes.</p> + +<p>A course of lectures and concerts is possible, nowadays,<span class="pagenum"><a name="Page_243" id="Page_243">[Pg 243]</a></span> +for almost any enterprising community, and +the proceeds will give the library a start.</p> + +<p>For a time you may charge two cents for the reading +of each book, thus forcing the library itself to earn +its double in the course of a year.</p> + +<p>At the beginning,—or, for that matter, all the +time,—the generous among the church-members may +be urged to <i>lend</i> books to the library for a year at a +time. Such books should be covered with different +paper from the others, and plainly marked with the +name of the lender and an injunction to especial carefulness +in handling them.</p> + +<p>The library will be generously supported, if its +books are sensibly selected; but this is not an easy +task. Do not leave it to any single man, but appoint +the wisest men and women of the church a committee +on selection, and require them all to read every book +that is chosen. Obviously, the value of such a committee +will increase with the growing years, and it +should be a permanent body.</p> + +<p>Many booksellers will send books on approval. +The review columns in the religious papers should be +regularly watched. The committee should be placed +on the mailing-lists of all the best publishers, to receive +their regular announcements of books. They should +get into correspondence with the librarians of other +schools, learning from them what books are popular +and helpful. And, above everything else, they should +get in contact with the scholars of their own school, +to watch the practical effect of the books they select.</p><p><span class="pagenum"><a name="Page_244" id="Page_244">[Pg 244]</a></span></p> + +<p>Regarding the selection of books, first, some +"dont's."</p> + +<p>Don't choose any volume, no matter how famous, +without reading every word of it. One of the grandest +of biographies, for instance, is Franklin's autobiography; +but you will not wish to put before young +readers his chapter on his religion—or lack of it. Wonderfully +inspiring essays are Emerson's; but here and +there a sentence speaks of Christ as a mere man. A +very stimulating booklet is "Blessed be Drudgery"; +but one sentence spoils it for our use, since it places +Jesus at the end of a list of philosophers at whose +head stands Herbert Spencer.</p> + +<p>Don't buy "fads." Wait and see whether the +book now so much lauded is heard of next year.</p> + +<p>Don't buy the books that have fittingly been called +"a-little-child-shall-lead-them" stories. Bill Nye described +them as tales relating how a dear little boy, +though but five and a half and crippled, took in back +stairs to scrub, and supported his widowed mother, +and sent his sister to college.</p> + +<p>Don't buy "libraries." As sensibly let a man that +has never seen you order for you a suit of clothes.</p> + +<p>Don't buy "sets" and "series" and "sequels." +Judge every book on its merits.</p> + +<p>Don't buy the books of one publishing-house alone, +however excellent, any more than you would fill your +home with the works of only one painter.</p> + +<p>Don't confine your choice merely to the "Sunday-school +writers." Books that are not virile enough to<span class="pagenum"><a name="Page_245" id="Page_245">[Pg 245]</a></span> +attract and help folks outside the Sunday-school are +not likely to prove very useful inside.</p> + +<p>Don't buy by authors. "Aunt Mary's Candlestick," +by Jemima Jones, may have been the greatest +success of the year in your school; but that is no reason +why you should load up with "Aunt Mary's +Dust-brush" and "Aunt Mary's Needlecase" and +"Aunt Mary's Dish-mop," by the same industrious +author.</p> + +<p>In fine, don't buy any book, no matter who is its +publisher or author, or what its reputation, unless that +particular book meets some particular need of your +particular school.</p> + +<p>And now, what shall we buy? Stories, of course, +in delightful measure. The Sunday-school library +has the highest authority for teaching in parables. +And for these stories there are three requirements.</p> + +<p>First, they must be attractive. What is the use of +a book if it will not be read?</p> + +<p>Second, they must be natural. He who is the +Truth will never bless a story of lifeless, jerking, galvanized +puppets, gibbering forced aphorisms and preposterous +piety, and acting in a red fire of sensational +incidents. Real boys and girls, real men and women, +real life, and therefore life intensely interesting,—these +must dwell in our Sunday-school stories.</p> + +<p>And finally, the stories must be helpful. Each +must have a point, a purpose. They must be outright +for Christ, if they are to make outright Christians.</p><p><span class="pagenum"><a name="Page_246" id="Page_246">[Pg 246]</a></span></p> + +<p>Don't neglect the old-fashioned stories, such as +the Rollo books. They are full of meat. Especially +helpful are such stories of Bible times as "Ben Hur." +Provided their imaginings do not outrun the Bible +facts, we can scarcely have too many of them. Do +not forget, either, the books that tell the Bible stories +themselves, in simple language, for the little ones. +Above all stories, do not omit the "Pilgrim's Progress," +but buy a volume in large type and beautifully illustrated.</p> + +<p>Next to stories, what? Emphatically, lives of the +great Christians; above all, missionaries. There are +brief, bright, well-illustrated lives of Mackay, the +marvelous mechanic, Carey, the consecrated cobbler, +Paton, the hero of the New Hebrides, Livingstone +the daring, Martyn the saintly, Judson the sagacious, +Patteson, the white knight of Melanesia, and a host +of other grand men. What inspiration to a splendid +life is to be gained from the story of Madagascar's +dusky martyrs, or the account of Allen Gardiner's +magnificent death in Patagonia! What a spur to +active service is the tale of the winning of Hawaii, +the opening up of Japan, the self-sacrificing missions +of the Moravians, the daring ride of Whitman across +the continent for the salvation of Oregon!</p> + +<p>Then, there are the lives of great reformers like +Luther, John Howard, Wilberforce, John B. Gough, +and of such superb Christians as Gladstone, Wesley, +Washington, William of Orange. There is no need +of a long list. The trouble is not to find the books, +but to awaken among your scholars a hunger for the<span class="pagenum"><a name="Page_247" id="Page_247">[Pg 247]</a></span> +real heroism of real men as opposed to the imaginary +heroism of fiction.</p> + +<p>Another section of your library should contain +books that bear directly on the work of the school. +There must be the best works on teaching, such as +Trumbull's "Teachers and Teaching," Schauffler's +"Ways of Working," Boynton's "The Model Sunday-school," +and Du Bois' "The Point of Contact." +There must be some account of the Bible, like Rice's +"Our Sixty-six Sacred Books"; some brief and attractive +manual of Christian evidences, like Fisher's +or Robinson's; some life of Christ, like Geikie's or +Farrar's; some account of the history, polity, and +teachings of your denomination. Thompson's "The +Land and the Book," Smith's "Historical Geography +of the Holy Land," Geikie's "Hours with the Bible," +Taylor's "Moses, the Lawgiver," Deems' "The Gospel +of Common Sense," Pierce's "Pictured Truth," +Butterworth's "The Story of the Hymns,"—each of +these is a type of a class of books helpful to teachers,—and +to scholars also, if they can be brought to read +them. Add, for the temperance lessons, such books +as Banks' "The Saloon-keeper's Ledger," Gustafson's +"The Fountain of Death," and Strong's "Our +Country" and "The New Era."</p> + +<p>I wonder that so few Sunday-school libraries contain +the great Christian poems, such as "Paradise +Lost," Browning's "Saul," Lowell's "Vision of Sir +Launfal," Arnold's "The Light of the World," and +many more that would illuminate the lessons.</p><p><span class="pagenum"><a name="Page_248" id="Page_248">[Pg 248]</a></span></p> + +<p>Many fascinating books of science for young folks +have been written expressly from the Christian stand-point. +Why not add to the library such books as +Kingsley's "Glaucus," Burr's "Ecce Cœlum," Agnes +Gibberne's "Sun, Moon, and Stars," Keyser's "In +Bird-land"?</p> + +<p>I may seem to be suggesting books for the older +scholars mainly. Let me here urge that equal care +and thought be spent on the volumes for the little +tots and the "intermediates." Their books are not +so interesting to the mature-minded committee, and +so they are more likely to be chosen at haphazard.</p> + +<p>This is especially true of the books for the primary +department. Two or three pounds of their diminutive +volumes are shoveled up in a mass, read by title, +and tucked in at the end of the list. This carelessness +is especially injurious, because it is at their age +that the reading habit is formed, and it is of the utmost +importance that the tiniest books in the library +shall be bright, helpful, and of real literary value. +To discover these will prove one of the most difficult +tasks of the conscientious committee.</p> + +<p>Do not give up the old favorites. When Susan +Coolidge's "Katy Did" series wears out, give the +old books away to some poorer school and get a fresh +set of the same. Remember that new scholars are +all the time entering, and that there is no recommendation +for a book so effective as the young people's +own testimony, "I have read it, and I know you will +like it."</p><p><span class="pagenum"><a name="Page_249" id="Page_249">[Pg 249]</a></span></p> + +<p>Have an eye to the paper and type and binding. +Many books intended for Sunday-school libraries are +printed on stiff, pulpy paper, that refuses to remain +open at any place without cracking the back, and use +a cramped and formal typography more suitable to a +funeral sermon than to a book intended to attract +young folks.</p> + +<p>If your funds allow, it is an admirable plan to +obtain more than one copy of certain books especially +likely to be needed by several classes at once, such +as books on Christian evidences, on the Bible, and on +the themes of the current lessons.</p> + +<p>It is one thing to gather a library, and quite another +to get it used, and well used. The first point +is to introduce it to the teachers. They must consider +these "teachers in 8vo" to be their assistants, +and must be thoroughly acquainted with them. +<i>Every teacher should read every book in the library +that is within the range of his scholars' comprehension.</i> +How otherwise can he guide their reading? Of +course the most hasty perusal will be sufficient, provided +it shows the teacher the heart of the book. A +teacher should learn the useful art of rapid reading.</p> + +<p>Let the teacher, as part of his preview of the quarter's +lessons, make out a list of library books that teach +the principal truths of the quarter ahead of him, and +give this list to each scholar with the first lesson. A +few minutes of each teachers' meeting might well be +spent in giving suggestions regarding the use of the +library to illustrate the next lesson. Let the teacher<span class="pagenum"><a name="Page_250" id="Page_250">[Pg 250]</a></span> +often refer to these books in the course of his teaching, +learn what appropriate books each scholar has +been reading, and get him to give the class some account +of them.</p> + +<p>Often it will be well for the teacher to ask some +scholar to read a certain story or biography or poem +during the week, and be ready to tell about it for an +illustration of next Sunday's truths.</p> + +<p>If you have no teachers' meeting, once in a while +the librarian may mention at the prayer-meeting some +library book of timely helpfulness, or the pastor +might even speak of it from the pulpit.</p> + +<p>It is far better to buy the books a few at a time. +In some schools a new book is added to the library +every Sunday of the fifty-two. The chairman of the +library committee comes forward with the book in his +hand, and describes it in a few bright, brisk sentences. +Its title and number are plainly written on the blackboard +in front of the school. The choice is varied,—now +a book for the youngest, next week one for +the older scholars.</p> + +<p>Some libraries have a special case for the new +books, where every one can readily find them and +examine them. Indeed, the scholars are far more +easily introduced to all the books, new and old, if +they have free access to the shelves and can handle +the books themselves, thus coming to know each as +an old friend. By the way, I do not believe in covering +the books. Covered books have no individuality.</p><p><span class="pagenum"><a name="Page_251" id="Page_251">[Pg 251]</a></span></p> + +<p>Happy the school that has a good-sized room for +its library. Some even get it by placing the books in +a house next door to the church.</p> + +<p>I have known schools to get acquainted with their +books by coming together for a "library evening," in +which the wealth of the library was disclosed by various +speakers, each trying to interest the school in one +book, or class of books.</p> + +<p>After all, the library catalogue may be the best +agent of introduction. Every library should have +one, though it is only a home-made affair, manufactured +on a typewriter or a hectograph. Every book +should be briefly described, so that the scholars may +know, for instance, the scene and purpose of each +story, the kind of man described in each biography, +and whether it is a book for old, young, or primary +scholars. Some librarians mark one catalogue for +each class, indicating the books especially pleasing to +scholars of the average age of the class, so that the +teacher may guide their selection. Others divide the +catalogue into sections, each containing the books +appropriate to one division of the school.</p> + +<p>Not only should a teacher know <i>what</i> his scholars +are reading, but he should find out <i>how</i> they read. +He should try to teach them the art of reading. The +demoralizing habit of reading merely for the moment's +pleasurable excitement and the next moment's forgetting +may be formed as easily with Sunday-school +stories as with newspapers.</p> + +<p>Some librarians, to this end, place in each book a<span class="pagenum"><a name="Page_252" id="Page_252">[Pg 252]</a></span> +slip of paper, and the scholar is expected to write upon +this at least one thing he has learned from the book, +telling at the same time how he likes it.</p> + +<p>If the scholars, as will likely happen, are reading +little but stories, the librarian himself can do much to +promote more solid reading by reporting every month +to the school the number of stories read, the number +of biographies, etc. This report may be made by +classes, and teachers and scholars should be urged to +make a better record next month.</p> + +<p>Let me close this chapter with a few points regarding +library management.</p> + +<p>It is poor economy of labor to change the librarian +frequently, so much of his usefulness depends on his +familiarity with the books, and that familiarity requires +time to gain. If you can find a librarian that +does not especially need the benefit of the Bible +study, one that loves and understands children, keep +him in office as long as may be. But be sure to give +him an assistant to aid the children in their selections, +or record the books while the librarian is consulting +with the children; also to take the librarian's place +when he is sick or absent, or possibly to take turns +with him in presiding over the library, so that each +may recite the lesson half the time.</p> + +<p>The books will be gathered up on the entrance of +the scholars. A table or a basket or an usher may +be placed at the door for this purpose. If the scholars +cannot be given access to the books and select +them themselves, the librarians will pass quietly around<span class="pagenum"><a name="Page_253" id="Page_253">[Pg 253]</a></span> +among the classes, leaving the new books at each +table; but these books are never to be given to the +scholars until just before they leave.</p> + +<p>The most effective record, yet a very simple one, +may be made by any librarian. Give to each scholar +a card bearing his name and his number. On this +he writes a list of about ten numbers of the books he +prefers. As the librarian places his card in one of +these new books, that number is scratched off and +the date written opposite. At the same time the librarian +writes the scholar's number and the date in +his library catalogue after the number of the book +taken out, and upon a list of the scholars' numbers +writes the number of the book after the number of +the scholar. When the book is returned lines are +drawn through these records. Thus at any time the +librarian can see what books are out, who has them, +how long they have had them, what books each +scholar has read, and how often each book has been +taken out.</p> + +<p>As the Sunday-school library should teach punctuality, +among other good things, the librarian should +strictly require every book to be brought back at the +end of the week or fortnight, no matter who the +scholar may be, or whether the book is in much or little +demand. It may not be best to establish any system +of fines, but a postal-card notice should be sent in +aggravated cases, and sometimes the teacher should +be asked to look up the book. It will spur the +scholars to promptness if they know that each instance<span class="pagenum"><a name="Page_254" id="Page_254">[Pg 254]</a></span> +of tardiness is recorded against their names on the +library's records.</p> + +<p>The proper care of books is another good thing the +library should teach. Any marked blemish in a book +should be noted when it is sent out; and when a book +is injured by a scholar, the librarian should always +speak to him about it, or get the teacher to do this if +the child is a stranger to him. A plainly printed slip +urging careful handling, forbidding dog's ears, and +the like, may well be pasted in each book.</p> + +<p>It is sometimes possible and advantageous to open +the library at some time during the week, especially +on prayer-meeting evenings, when the older folks can +select their books, or, for the benefit of the children, +on Friday afternoons after school.</p> + +<p>Some classes will like to have little libraries of their +own, containing Bibles for each scholar, Bible atlas, +a Revised Bible, a Bible dictionary, a concordance, +etc. Always it is well to arrange for the entire school +a special reference library, the contents of which will +largely change from quarter to quarter. In it will be +placed the general Bible helps and whatever books +are of special interest for the quarter's lessons. The +scholars may be sent to these reference shelves during +the lesson hour. At least one school has a special +case, always open, for books of this nature, and places +the case in the front of its main schoolroom.</p> + +<p>On the whole, it will be seen that this chapter is a +plea for a Sunday-school library that is a corporate +part of the Sunday-school teaching, that will help the<span class="pagenum"><a name="Page_255" id="Page_255">[Pg 255]</a></span> +teacher on Sunday, and carry his teaching through the +week. Such a library virtually adds scores of the +wisest men and women to the teaching force of the +school, and multiplies by many hours the pitiful thirty +minutes given to the lesson.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_256" id="Page_256">[Pg 256]</a></span></p> + + + + +<h2><a name="Chapter_XLI" id="Chapter_XLI"></a>Chapter XLI</h2> + +<h2>Around the Council Fire</h2> + + +<p>Our conventions are the grand council fires in the +war the Sunday-school is waging against the forces of +evil. The flame of the Holy Spirit should blaze in +their midst. With military directness they should go +straight to the immediate needs, find out what they +are, plan the campaign. Orderly and in turn, all +should have a part in them, not only the speakers, +but the audience, one school and every school. With +hearts uplifted, with zeal on fire, every teacher should +leave the gathering bent on more valiant service.</p> + +<p>Only a well-planned convention can effect this,—a +convention long thought over and prayed over, not +merely by one man, but by many. These meetings +not seldom remind one of a house of which the owner +takes possession prematurely. Over yonder the +scaffolding is still up, here they are just removing it, +the sound of the hammer and the saw is everywhere, +and the smell of wet plaster is in the air. Thus in +many conventions. Here and there the president<span class="pagenum"><a name="Page_257" id="Page_257">[Pg 257]</a></span> +bustles around, over the platform, through the audience. +The local committee of arrangements are like +bees before swarming. We begin late and with +apologies; so we continue.</p> + +<p>The model convention, however, began at least as +far back as the preceding convention. At that gathering +suggestions for the next meeting were called for +and obtained. During the following weeks the president +visited or corresponded with every school in the +district, trying to discover its excellences and lacks, +that the convention might exhibit the one and supply +the other. Indeed, at the very opening of the preceding +convention the new officers, if any, were +elected, that during the sessions they might have ears +open and brains and tongues active, gathering hints +for the profitable meeting they were to plan. Therefore +it was early known precisely what the coming +convention was to teach, and that convention, instead +of bumping along Haphazard Lane, rolls smoothly +over Purpose Avenue.</p> + +<p>Two methods will promote this preparedness of +the audience, without which the best-prepared programme +largely fails: there should be a convention +press committee, whose pleasant task it is to pack the +papers with appetizing details of the coming meetings; +and every school should be supplied, at least two +weeks beforehand, with a large number of the printed +programmes. If these are attractively got up, if the +topics meet genuine needs and are expressed brightly, +suggestively, and not as Dr. Dryasdust would formulate<span class="pagenum"><a name="Page_258" id="Page_258">[Pg 258]</a></span> +them, and if the various superintendents and +pastors advertise the convention wisely, the audience +that will come together will be ready for its work.</p> + +<p>So large a part of most Sunday-school convention +audiences comes from the immediate locality that +especial effort should be made to interest beforehand +the church and the town in which the meetings are +held; and this not merely for the sake of the convention, +but for the quickening of Sunday-school interests +throughout the community. But if only a few +persons are gathered, do not make the mistake of +losing them in a large room, with scores of empty +pews into which their zeal can creep away and hide +itself. The same coals that grow black in all outdoors +will make a little stove red-hot.</p> + +<p>No small part of the preparation that is to make a +success of your convention is the careful and <i>enterprising</i> +selection of speakers. The best policy is to +choose none from "policy." Select the men that can +inspire and instruct, though you must crowd out some +pastor of a big church or some man with a big name. +From the teachers themselves call out suggestions as +to speakers as well as to topics. Search through your +district for original workers, inventors, plummet men, +women that win the hearts of the children, and get +them to tell the convention how they do it. By all +means call in the successful Christian teacher in the +secular schools. If possible, import a skilled worker +from outside your district. Fresh air will come in +with him, the sense of a wider outlook. Only, he<span class="pagenum"><a name="Page_259" id="Page_259">[Pg 259]</a></span> +must not be an opinionated egotist, one of those <i>ex-cathedra</i> +men, but a warm-hearted brother in the +Lord; and it is far better to use him in several short +speeches scattered over the programme than in one +long address.</p> + +<p>The wise choice of topics is quite as important as +a wise choice of men to treat them. Let all programme-makers +remember what the convention is to +do: not to show off leaders, or to raise money, or to +get acquainted, or to have a good time, but to learn +more about teaching and managing Sunday-schools. +Three aims must be set before every Sunday-school +convention: to arouse new love for the Bible, to +arouse new love for souls, to arouse new zeal for +bringing these two together. Every convention, +then, should divide its time among three classes of +topics: the Bible, the children, the teaching.</p> + +<p>1. <i>The Bible.</i> Such themes as these are suggested: +"How the Bible differs from all other books." +"Recent Bible discoveries." "My way of studying +the Bible." "Bible-marking." "How to study +Exodus." "The use of a 'teacher's Bible.'" "Interleaved +Bibles,—why and how." "The value of +the Victoria revision." "The study of the Bible as +literature." "What is the best commentary?" +"Reading the Bible in course,—how to make it most +profitable." "The Septuagint and its importance." +"How the Bible came down to the printing-press." +"The story of our English Bible."</p> + +<p>2. <i>The Children.</i> "Imagination in children."<span class="pagenum"><a name="Page_260" id="Page_260">[Pg 260]</a></span> +"Reasoning processes that a child will not appreciate." +"Why children love stories." "Important differences +between the child's mind and ours." "Put yourself +in his place." "A child's confidence: how lost; how +won." "Prigs: how not to make them." "The +self-conscious child and how to treat him." "Lessons +from the playground." "Kindergarten principles +of value in the Sunday-school."</p> + +<p>3. <i>The Two Brought Together.</i> "What is a good +question?" "How to get the class to ask questions." +"A class that keeps its own order." "Getting young +people in love with the Bible." "The teacher's +voice." "Their own Bibles." "The quarterly left +at home." "How to make the Bible real to the children." +"Some tests our teaching should stand."</p> + +<p>This outline does not omit the school management, +and occasional discussion of the work of superintendents +and other officers will belong under the last head; +but the teachers are so many compared with the officers +that <i>their</i> work should be treated the more generously. +I think most convention programmes deal +far too much with the machinery of the work, any way.</p> + +<p>The best mode of helping the officers is by an officers' +conference; and if the convention holds but two +sessions, I would urge that one of them be broken up +into conferences. In one room the primary workers +may meet; in another, the superintendents and their +assistants; in others, the librarians, the secretaries, the +choristers, the teachers of intermediate classes, the +teachers of adult classes, the heads of home departments,<span class="pagenum"><a name="Page_261" id="Page_261">[Pg 261]</a></span> +the pastors. Programmes for these conferences +should be arranged with as much care as for +the main convention, and nothing should be done at +random. It is a good plan, at the opening of these +little simultaneous gatherings, to appoint one member +of each to take notes of the best things and report +them succinctly to the entire body when it reassembles.</p> + +<p>There are three classes of topics that I especially +delight to see on a convention programme. First, +the fundamentals. We must not forget the host of +new workers constantly coming into our ranks. +"How to ask a question" is an old, old theme; but +there are enough new teachers to keep it forever fresh +and pertinent. Second, new methods, exploited by +authorities, by practical workers. Third, what I call +"encouragements," topics that inspire, cheer, comfort, +victories gained, rewards in sight. Hallelujah themes.</p> + +<p>To these I must add a fourth: work for the audience. +I would give the listeners a chance to "talk +back" about once every hour, and something to do, +besides listening, every half-hour. Question-boxes +on practical topics are incomparable interest-quickeners. +An answer-box is a reversed question-box. +It contains written answers by the teachers, two or +three questions of wide scope and great importance +being propounded on the programme; such questions +as: "What do you do with pert children?" "How +do you get your scholars to study their lessons?" +A wise leader, with the grace of conciseness, is required +for both these exercises.</p><p><span class="pagenum"><a name="Page_262" id="Page_262">[Pg 262]</a></span></p> + +<p>Yes, and he is needed for the "open parliaments," +or conversational discussions of helpful topics by brisk +dialogue between audience and platform. These may +be made merely parade-grounds for "smart" leaders, +or genuine experience meetings, true council fires. +It is wise to send a special invitation to your best +teachers, asking them to be prepared with suggestions +or questions for the open parliament, that it may start +off with momentum already obtained. A summarist, +too, is a good appointment; he listens quietly to the +open parliament, and at the close gathers up, in a few +sentences that stick, whatever is best worth preserving +out of the discussion.</p> + +<p>The open parliament most commonly held consists +merely of dry and formal reports from each school, +the roll being called. If such an exercise is held, +place in charge of it a man thoroughly familiar with +the schools, and able by brisk questioning to elicit a +report that will picture the one school and stimulate +the others.</p> + +<p>A good presiding officer is half a convention. His +first duty is to have a distinct understanding with +each speaker that he is not to trespass on the next +man's time, and his second duty is to cry "Stop, +thief!" if the speakers do so trespass. The convention +management should be a model for the Sunday-schools +in every way, and in none more imperatively +than in this of promptness.</p> + +<p>But also as to order. Oh, the weak-kneed or the +purblind presidents, that allow the talking, whispering,<span class="pagenum"><a name="Page_263" id="Page_263">[Pg 263]</a></span> +walking about of a few to filch from the many +half the value of the meetings! Stop the speaker. +Call a halt on the entire convention. Don't proceed +another step till quiet is restored, and maintained. +Be a platform czar, and your audience will be your +happy serfs.</p> + +<p>Then, the president is master of ceremonies. So +much in acquaintanceships depends on tactful introductions! +He should deliver to each successive +speaker an audience that is in a glow of anticipation, +and when the speaker is done,—yes, and all through,—his +own cordial hands should lead the hearty applause, +and he should take time for an appreciative +word before passing to the next topic.</p> + +<p>If the presiding officer is to do all this, he must +plan beforehand almost every sentence he will use in +introducing speakers or opening the discussions. He +is to be suggestive; he is to set brains a-throbbing +with eagerness and tongues aching with things to say; +and he is to do it all in twenty words. Brevity, good +humor, suggestiveness,—these, in this order, are the +chairman's prime virtues.</p> + +<p>At the opening of every convention the key-note +of formality, routine, and perfunctoriness is struck in +the address of welcome and the response. Their +every word could safely be predicted in advance. +The world is waiting for a programme committee +that will be courageous enough to leave them out. +If the pastor of the entertaining church has helpful +ideas on Sunday-school work, by all means place him<span class="pagenum"><a name="Page_264" id="Page_264">[Pg 264]</a></span> +on the programme somewhere; but don't make a rut +of him.</p> + +<p>At the very outset strike the key of prayer. Insert +here and there throughout the programme a quiet ten +minutes with the great Teacher. By all means close +with a devotional half-hour—not a hasty prayer +punctuated with the snapping of watches. Sentence +prayers by scores, prayer psalms softly repeated, +prayer hymns read with bowed heads,—the convention +should furnish an inspiration and model for the +devotions of all the schools represented.</p> + +<p>Scarcely less important is the element of song. +Unconsciously to themselves, the audience should +become a normal training-class, learning how to conduct +the singing of their schools in fresh and uplifting +ways. Many, if not all of the methods mentioned in +my chapter on this theme find fit application to the +convention.</p> + +<p>The social features deserve careful attention. Set +the teachers to talking together; conversation was +Socrates' university. One of the most helpful events +may be a light supper given by the entertaining +church. A small fee is charged, all sit down together, +and at the close a series of happy speeches will bring +out flashes of wit and bushels of sense.</p> + +<p>The business should be kept under. Introduce it +a little at a time, rather than spend a fatiguing hour +and a half. Make no parade of money-raising. +Giving should be done quietly. Teach your teachers +the grace of envelopes. Reduce all business to a<span class="pagenum"><a name="Page_265" id="Page_265">[Pg 265]</a></span> +minimum, remembering that the convention comes +together not for legislation, but for inspiration.</p> + +<p>The Sunday-school convention is not only a conference, +but an exposition. Here should be gathered +whatever new teaching apparatus any school has +bought: wall-maps, sand-maps, relief-maps, material +for object-lessons, portable blackboards, colored pictures +illustrating the lessons, specimens of class tests, +library catalogues, new kinds of class-books, collection-envelopes, +singing-books, new editions of the +Bible, lesson helps of all kinds,—it is clear how +varied and valuable a collection may easily be +brought together when once the teachers and officers +understand what is wanted.</p> + +<p>The library of the entertaining school should be +open for visiting librarians to examine books and +methods. The best new books might be brought in +from all the libraries of the district, and if each school +sent only one or two, the entire exhibit would furnish +many a suggestion to wide-awake library committees.</p> + +<p>One of the most important exhibits is a Sunday-school +map of the district, indicating where schools +are in existence, and also where schools might and +should be placed.</p> + +<p>There is one kind of exhibit that should rarely be +made, if ever: an exhibit of the children themselves, +either to "speak pieces" or to play Sunday-school +and be taught. The latter use of them has advantages, +but, to my mind, the gain to the audience is +nothing compared to the children's increase of self-consciousness.<span class="pagenum"><a name="Page_266" id="Page_266">[Pg 266]</a></span> +I hide my head whenever I think of +such a mock recitation in which I figured when a +little boy, and remember how proud I was of my pert +forwardness in answering all of the questions; before +all those people, too!</p> + +<p>In closing, let us ask how the convention results +may be gathered up, preserved, and sown broadcast. +A notebook should be in the hand of each attendant,—either +given away or sold. The speakers should +so mark their points and emphasize the subdivisions +of their addresses that the thoughts can readily be +grasped and retained. A printed syllabus is a great +assistance to this end, and if the printing-press is too +costly, a manifolder may be used. Blank pages +should be left in the programme, to invite to note-taking.</p> + +<p>And then, the new plans all jotted down, the felicitous +expressions written out <i>verbatim</i>, the facts and +figures clearly noted, let the convention be widely reported. +Not merely should the convention press +committee, that heralded the gathering through the +papers, continue their labors long enough to render +their previous work most fruitful, but every teacher +present should carry the convention's best to his +teachers' meeting and his class; yes, and to the church +prayer-meeting. Thus will the ardor of the council +fire spread throughout the army.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_267" id="Page_267">[Pg 267]</a></span></p> + + + + +<h2><a name="Chapter_XLII" id="Chapter_XLII"></a>Chapter XLII</h2> + +<h2>The Incorporation of Ideas</h2> + + +<p>Certain arts, such as sculpture, painting, and +architecture, have been named the fine arts by some +man who had not learned to look inward, and see +what an infinitely finer art is any that attempts to +fashion the human soul. The pastor's and the +teacher's arts, which are in essence one, though the +tyranny of language forbids calling them the fine +arts, may be given even a nobler title; they are the +high arts.</p> + +<p>We would sit down with bated breath and tense-drawn +nerves to take to pieces for the first time the +delicate machinery of a watch for cleaning and readjustment. +If a sovereign diamond were placed in +our hands for faceting, we would study for days its +cleavage plane, its natural angles, and its matrix, and +press it to the revolving wheel at last with timidity +and shrinking. But when the most marvelously delicate, +impressionable, yet abiding thing in the world +is placed in our hands, together with the mightiest<span class="pagenum"><a name="Page_268" id="Page_268">[Pg 268]</a></span> +yet finest tools, and under conditions constantly +varying, and we are told to fashion a human soul into +truth and nobility, we sit down with confident smiles, +and whack away.</p> + +<p>It is impossible for a Sunday-school teacher to +magnify his office. He needs a spiritual telescope, +rather, to see above it and below it and on all sides +of it. We Sunday-school teachers constitute an unordained +ministry, whose functions are as sacred as +those of the pulpit, though less inclusive. If we are +faithful, conversions will be as frequent results of our +lesson questions as of the pastor's sermons. "God +hath set some in the church, first apostles, secondly +prophets, thirdly teachers." Let us desire earnestly +the greater gifts; but if God calls us to be neither +missionary nor pastor, but Sunday-school teacher, even +that calling is too high for us fully to attain.</p> + +<p>It is an anomaly to which the Christian world is +just awaking that workers permit themselves to enter +on this sacred art with no apprenticeship. Indeed, +if such untrained workers were not admitted, there +would soon be no Sunday-schools in the world to +admit them. Long as the seminaries for ministerial +preparation have existed, it is only recently that +training-schools for lay workers have been formed. +May they grow and multiply!</p> + +<p>But until enlarged Christian activity places one of +these blessed institutions within reach of each consecrated +layman, we must do the best we can with other +means of growth. We must organize regular Sunday-school<span class="pagenum"><a name="Page_269" id="Page_269">[Pg 269]</a></span> +conventions and teach one another there. We +must build one another up in enthusiastic teachers' +meetings. We must use the best lesson helps. We +must read greedily every book and every article that +promises to give us new ideas and methods and inspiration.</p> + +<p>Now some object to all this. "You are needlessly +discouraging us," they say. "You are making a +very simple matter appear complicated; an easy one +seem difficult. Christ's yoke is easy; Christ's gospel +is plain; he will give us in that Sunday-school hour +what we are to say. Your minute directions as to +methods of study, as to concordance and commentary +and maps, are flying in the face of Providence. The +Spirit bloweth where he listeth."</p> + +<p>The answer to all this is simple, and consists mainly +in an appeal to experience. Simple and plain as +Christ's message is, human lives are very complicated, +and it is no simple matter or easy task to lay the +Saviour's simple healing alongside their varied ills. +Christ's burden is light; if it were heavier it would +be easier to get paradoxical humanity to accept it. +Christ will instruct us what to say, provided we have +so trained our heart and brain that his words will not +fall as senseless babble from our tongues. The Spirit +does breathe where he listeth, but the experience of +these centuries ought to teach us that God is never +present in power where work and prayer have not +invited him.</p> + +<p>Haphazard work is not equal to thoughtful work.<span class="pagenum"><a name="Page_270" id="Page_270">[Pg 270]</a></span> +Minute directions that would be wasted on a barn-painter +are a necessity of the artist. Impromptu +never yet won a race with Preparation. And I +know that many a teacher is mourning over his empty +hands who might be rejoicing over great sheaves if +his sowing had been more liberal and his teaching +more painstaking.</p> + +<p>And yet I sympathize with the weary discouragement +of which all teachers feel a twinge when high +ideals of teaching are held out before them. We are +sure we are doing our best, already. It annoys us to +be shown a better best. Our work is hard enough. +It troubles us to be told that we must work harder +before it can ever become easy. And especially, we +are so confused by the multiplicity of good things we +may do, of improvements we may make, that we do +and make none of them.</p> + +<p>Now the secret of success in all arts lies in this: +the Incorporation of Ideas. The reception of ideas, +the appreciation and praise of them, this is nothing, +though many are satisfied to stop here; but the incorporation, +the embodiment of them, this makes the +artist. The artist is the man that is hungry for ideas,—for +the ideal, that is; the man that, like Paul, +proves them all by the tests of thought and experience, +and then holds fast whatever is good, until it +has become part of himself, until it is incorporated.</p> + +<p>The artist is a man, too, that above all men knows +the importance of trifles. The contour must be +molded to nature precisely, the statue finished to the<span class="pagenum"><a name="Page_271" id="Page_271">[Pg 271]</a></span> +finger-nail, the machine accurate in every line and surface. +He will not try to attain the ideal at a bound; +it is made up, he knows, of many ideas. He grasps +one idea, and fixes that forever. Then, he has power +for another.</p> + +<p>One point at a time, then, fellow-laborers in this +blessed work; one idea from an eager throng appealing +to you in books, lectures, or papers, proved and +found good, and then held fast by prayerful practice, +by never-yielding effort, until it is added to the company +of your unconscious forces. And then, in this +power, to add another to it! Thus alone can we +win, from Christ's university, the highest of all <a name="degrees" id="degrees"></a>degrees, +Masters of his Art!</p><hr class="chap" /><p><span class="pagenum"><a name="Page_272" id="Page_272">[Pg 272]</a></span></p> + + + + +<h2><a name="Chapter_XLIII" id="Chapter_XLIII"></a>Chapter XLIII</h2> + +<h2>From a Superintendent's Notebook</h2> + + +<p>An egotist is foredoomed to failure in the Sunday-school. +The worker that hopes for success must cast +to the winds any foolish pride in originality, and seek +far and wide for the wisest ideas and the freshest +methods. A superintendent or a teacher without a +notebook is only half a superintendent or teacher. +Its pages should rapidly grow rich with plunder. +The little white friend must be at hand when he +attends conventions, when he reads, when he talks +with other workers, when he thinks and prays over +his sacred tasks.</p> + +<p>The two chapters that follow are merely specimen +pages of such notebooks. While I have utilized them +to gather up various plans and experiences that could +not fittingly find place elsewhere in the book, their +chief purpose is to illustrate the wide-awake catholicity +that must animate every successful worker in Sunday-schools.</p> + +<p>It is right to say—though this is a matter of course—that<span class="pagenum"><a name="Page_273" id="Page_273">[Pg 273]</a></span> +a large majority of these paragraphs are condensed +from that great storehouse of Sunday-school +lore, the "Sunday-school Times."</p> + +<hr class="tb" /> + +<p><i>Their Own Review.</i>—Scholars are likely to answer +with special zest the questions prepared by other +scholars. One school asks its classes in turn to furnish +three questions on each lesson, which are proposed +to the entire school at the close of the lesson +hour. From these questions are selected a number +for the quarterly review. They are "manifolded," +and written answers are expected from all present.</p> + +<p><i>Out of Order.</i>—An excellent review scheme was +arranged by a superintendent who gave his school a +list of twenty-six events in the life of Christ, all +jumbled up, and asked them to come next Sunday +prepared to arrange them in chronological order.</p> + +<p><i>A School Review.</i>—For reviewing the lesson before +the entire school, select one class a week beforehand +and give it ten or twelve comprehensive questions, +from the quarterly or original. At the close of the +lesson ask this class to rise and answer the questions +as another class, also rising, asks them. Let all the +classes take turns in this service.</p> + +<p><i>School Reviews.</i>—For a change, it is well to incorporate +the entire school in a general review,—omitting, +of course, the younger classes. One person +may conduct the review, or the questions on each +lesson may be asked by a different teacher. Different +classes may be assigned special lessons to illustrate<span class="pagenum"><a name="Page_274" id="Page_274">[Pg 274]</a></span> +by the concert repetition of Bible verses, or by a +stanza of some song. One lesson of the quarter may +be assigned to each class, and the questions that will +be asked may be given to that class a week or two +beforehand. In this case, general questions for the +entire school should occasionally be interspersed.</p> + +<p><i>A Teachers' Supper.</i>—Once a year, at least, bring +together all the teachers and officers around a well-filled +table. After-dinner speeches, cheery and merry, +may follow, and then a pleasant evening's entertainment.</p> + +<p><i>The Annual Meeting.</i>—Make this an event. A +supper with bright speeches, the business meeting to +follow; a brisk literary and musical entertainment; an +introductory talk by some practical worker from +abroad,—these are some of the ways of distinguishing +the occasion.</p> + +<p><i>Badges.</i>—Any Sunday-school festival will be given +eclat by the use of badges. The children will be +proud to wear them, and will treasure them as souvenirs. +They may be made almost without cost if +you will use bright-colored cambric, and print upon +them with a hand-stamp.</p> + +<p><i>A Sunday-School Day.</i>—If not once a year, at least +once every few years, it is well worth while to make +the Sunday-school the theme of all the exercises on +the Lord's day,—both morning and evening services, +and the Christian Endeavor meeting. The subject has +so many practical aspects that much good will be done +in addition to the quickening of the Sunday-school.</p><p><span class="pagenum"><a name="Page_275" id="Page_275">[Pg 275]</a></span></p> + +<p><i>The Home Department.</i>—Simply a promise to study +the lesson at home for half an hour each week—that +is the scheme of the home department. You may +add visitors, records, reports, <i>ad libitum</i>, but the home +department may be complete and satisfactory without +these. The plan is so simple that any school can +use it, and so fruitful of blessed results that no school +dare neglect it. A thorough canvass for members of +the home department seldom fails to bring new +members into the main school at once, and as the +home study arouses interest, new scholars are continually +added from this source, besides the scores of +aged and shut-ins whose lives are thus led into the +green pastures of the Word.</p> + +<p><i>Home Department Day.</i>—On this occasion a special +effort is made to bring to the Sunday-school the entire +home department. They sit together, and special +services are held in their honor and for their benefit.</p> + +<p><i>Parents' Day.</i>—Make a special effort once a year to +bring out all the parents of the scholars. Issue special +printed invitations. Have a printed programme. +Let the exercises be the regular working of the +school, with merely one short address to the parents +in addition.</p> + +<p><i>A Parents' Social.</i>—Parents and teacher should +know one another, and there is no more gracious +way to bring this about than by an evening spent +together at the teacher's house.</p> + +<p><i>Purpose Cards.</i>—To stimulate the school in needed +ways, have a "purpose card" printed. It will read,<span class="pagenum"><a name="Page_276" id="Page_276">[Pg 276]</a></span> +in tabular form, "I will endeavor to attend more +faithfully, to prepare my lesson better, to get a new +scholar," etc. Each member of the school signs +his card, marks with crosses the "purposes" he +makes his own, and returns the card to the superintendent.</p> + +<p><i>Installing the New Officers.</i>—This should be done +with some ceremony, including a very short address +by the pastor, another by the outgoing superintendent +or prominent officer, another by a representative of +the incoming group, and an earnest prayer,—all to +occupy no more than ten minutes. The scholars will +have more respect for leaders thus honored, and the +officers themselves will be more likely to magnify +their office.</p> + +<p><i>The Old Superintendent.</i>—Some schools elevate the +assistant superintendent regularly to the superintendency. +Other schools adopt the opposite course, and +make the superintendent of one year the assistant +superintendent of the next. Either plan secures continuity +of method.</p> + +<p><i>A True Assistant.</i>—The assistant superintendent +should be prepared to do, in the superintendent's +absence, everything the superintendent ordinarily +does. How can he be prepared to do this unless the +superintendent regularly shares all kinds of work with +his assistant?</p> + +<p><i>Help from the Public School.</i>—In most communities +a very inspiring series of lectures might be obtained +from Christian teachers in the secular schools and<span class="pagenum"><a name="Page_277" id="Page_277">[Pg 277]</a></span> +colleges, the purpose of each lecture being to show +how, according to the best pedagogical methods, a +certain lesson might be taught, or Sunday-school +teaching in general be carried on.</p> + +<p><i>Flowers at Home.</i>—You will delight your school, +and teach them many lessons, if you give each scholar—or +get the teachers to do this—a bulb, a package +of seeds, or a small potted plant like a rose. Hold +an exhibition to show the results, and then have the +flowers given to the sick, the hospitals, the poor, or +sold for missions.</p> + +<p><i>Easter Lilies.</i>—A few cents invested in lily bulbs +will make a beautiful Easter for your school. Give +one to each scholar for him to raise, or, possibly, one +to each class. The flowers, after Easter Sunday, are +to be sent to the aged, the sick, and the poor.</p> + +<p><i>An Easter Gift.</i>—Some Sunday-schools give each +scholar, on Easter day, a little rosebush or a package +of seeds, that they may be tended and urged to bloom +by Children's Day, when they are all brought in.</p> + +<p><i>Vacation Transfers.</i>—Some schools, when their +scholars leave for a vacation, give them letters to +schools where they will visit. These are printed forms, +and include a detachable blank report, which, when +filled out and returned, will show the scholar's attendance +on the other school during his absence.</p> + +<p><i>Planned Prayer-Meetings.</i>—It will greatly promote +the devotional character of your school if you take +twenty minutes each month for a prayer-meeting. +Select four or five to offer prayer, and have them sit<span class="pagenum"><a name="Page_278" id="Page_278">[Pg 278]</a></span> +on the platform. A brief, tender talk from the superintendent +and bright singing will complete a memorable +meeting.</p> + +<p><i>A Carryall.</i>—I have heard of Sunday-schools that +maintained omnibuses or large carriages, to gather up +and carry to the school children whose homes were so +far away that they could not otherwise attend.</p> + +<p><i>Neighborhood Schools.</i>—Distant groups of farmers' +families, and others that cannot reach the school, +should be organized in neighborhood Sunday-schools.</p> + +<p><i>A New Object Each Month.</i>—The scholars' offerings +should be an education not only in the instinct +of giving, but also in the intelligent choice of objects +for giving. Every Sunday-school should have a +benevolence committee, which carefully selects for +each month a new object of beneficence. On the +last Sabbath of each month a word should be said +about the object that appeals for the gifts of the next +month. This brief account should, of course, be +supplemented by the teachers in their classes.</p> + +<p><i>The Envelope System.</i>—This plan of giving, which +has done so much for our churches, should be used +everywhere in the Sunday-school. Give each class +a number and each scholar a set of dated envelopes, +one for each Sunday, bearing his class number. Call +for a contribution from each scholar each Sunday. +Urge that all absent scholars send their contributions, +or bring them the next Sunday. From this +<i>systematic</i> giving you may go on to <i>proportionate</i> giving +by impressing on the scholars their duty to set apart<span class="pagenum"><a name="Page_279" id="Page_279">[Pg 279]</a></span> +for God some regular proportion, say one tenth, of +all the money they receive. If the school takes up +monthly collections for special benevolent objects, +the envelopes for these Sundays may be of a different +color. If, as should always be the case, the expenses +of the school are met by the church, leaving the entire +school collections to be devoted to missions and +charitable causes, the school committee on benevolences +may select a different object of giving for each +month. This object should then be written on each +envelope for that month.</p> + +<p><i>A Jug-Breaking.</i>—One of the best ways of teaching +children the value of little gifts and the importance +of weekly savings for Christ's cause is by the collection +of money in jugs. Set before them at the start +some object for their gifts, that they may think and +talk about it while they are saving; otherwise their +minds are lifted no higher than their money. And +how they will enjoy the jug-breaking!</p> + +<p><i>Class-Books.</i>—Not records of class attendance, but +books for the library, paid for by the various classes, +selected by these so far as their choice seems wise, +and each of them bearing an inscription telling what +class presented it to the school. Such gifts give the +scholars a personal interest in the library they have +helped to create.</p> + +<p><i>Loan Libraries.</i>—Instead of giving away the books +your school has thoroughly read, loan them, in groups +of fifty or so, to poorer schools. They will return +them in good condition, and by that time there will<span class="pagenum"><a name="Page_280" id="Page_280">[Pg 280]</a></span> +be many new scholars in your own school to whom +the books will be fresh.</p> + +<p><i>Exchange Libraries.</i>—There is no reason why neighboring +schools, if their library funds are low, should +not arrange to buy different books, and then exchange +them after the original purchasers have used them +for a year. All the schools in a town or township +might well combine in an arrangement so economical.</p> + +<p><i>Receiving the New Books.</i>—The library will be advertised +if the reception of new books is made an +event. They may be put in a public place, all at one +time, and formally presented to the school by pastor +or superintendent, with a word about each. This may +be done at Christmas, Easter, Children's Day, Thanksgiving, +at any one or all of these holiday seasons.</p> + +<p><i>Honor the Donors.</i>—A special and attractive label +for books presented to the library, with a space for the +name of the person that makes the gift, will greatly +increase the number of books received in this way.</p> + +<p><i>Their Own Paper.</i>—A large Sunday-school may +publish a little weekly or monthly paper, the advertisements +paying the bills. The older scholars will +be interested in doing the work. The notes about +the various classes, the library, the contributions, the +school work, will all prove stimulating.</p> + +<p><i>Sunday-School Calendars.</i>—A good standing advertisement +of the school in any home would be a +neat calendar of the year, bordered with facts about +the school, invitations, pictures of church, pastor, +Sunday-school officers, and the like.</p><p><span class="pagenum"><a name="Page_281" id="Page_281">[Pg 281]</a></span></p> + +<p><i>A Bulletin Board.</i>—A conspicuous bulletin board, +placed at the entrance, will save giving out many a +notice.</p> + +<p><i>The Notices.</i>—The wise superintendent will plan +every word he is to say before the school, even—yea, +especially!—the giving of the notices. These notices +will be the fewest possible; don't let the Sunday-school +be used as a bill-board. Announce only what you +want the scholars to remember, and in such a bright +way that they can't forget it. And don't discredit +your perspicuity and their attention by announcing +it more than once.</p> + +<p><i>Protect the Teacher.</i>—One of the most important of +the superintendent's duties is to protect the teacher +from interruption during the recitation hour. A +similar duty is to see that the time for the recitation +suffers no diminution through the tardiness or prolixity +of himself or any one else.</p> + +<p><i>Substitute Groups.</i>—The work of "substituting" +may well be divided up. Ask a set of older scholars +to be ready to substitute on the first Sunday of each +month, another set on the second Sunday, and so on.</p> + +<p><i>The Pastor as Substitute.</i>—Certainly the pastor +should not take a Sunday-school class of his own. +That would be unfair to the rest of the school and +the church. But he would get into helpful contact +with a large number of people, young and old, if he +should act every Sunday as a substitute teacher, now +in this class and now in that.</p> + +<p><i>A Five-Minute Meeting.</i>—A few minutes of conference,<span class="pagenum"><a name="Page_282" id="Page_282">[Pg 282]</a></span> +immediately after the session of the school, +will be a great help and stimulus to the teachers. +One will ask help in a difficulty, another will report +a method just proved successful. Everything will +come fresh and vital from living experience.</p> + +<p><i>How Many Absent?</i>—Often let the secretary, in +his report to the school, state only the number <i>absent</i> +from each class and department. He will thus +change the emphasis, and arouse a new and profitable +interest.</p> + +<p><i>A Roll-Call.</i>—It takes time, but at long intervals a +public roll-call of the entire school is worth while. +Of course it should be well advertised beforehand, +and the entire membership will wish to be present. +Then make the hour so delightful that they will not +think of staying away thereafter.</p> + +<p><i>Honor Rolls.</i>—Hang a large sheet of paper in a +conspicuous position, and announce that you will +print upon it the name of every one that brings in a +new scholar. A red paper star after the name signifies +one new scholar, a blue star a second scholar, +and so on. A similar roll may be used to honor +perfect attendance, stars of different colors being +used for the different quarters.</p> + +<p><i>Gold and Silver Stars.</i>—There are well-based objections +to any distinction of one class above another, +but a plan that will be found very valuable, at least +as a temporary stimulus, is this: Honor with a large +silver star every class that has all its members present, +and with a gold star each class that reports all its<span class="pagenum"><a name="Page_283" id="Page_283">[Pg 283]</a></span> +members bringing Bibles, and that all have studied +the lesson at least twenty minutes.</p> + +<p><i>An Asterisk.</i>—If by banners or in other ways you +honor regular attendance, there will be a tendency to +drop absent scholars from the rolls too quickly, because +they lower the standard of their classes. An +excellent way of getting around this difficulty is to +"star" the name of every scholar that has been +absent a month. This asterisk means that the name +is not to be counted in making up the report, but the +presence of the name on the list means that the scholar +is not to be forgotten or neglected.</p> + +<p><i>To Console Him.</i>—One bright superintendent +scorns to give a reward or prize for new scholars, +but presents a nice leather-bound Bible, by way of +compensation, to each scholar that for any cause is +luckless enough to <i>leave</i> his school!</p> + +<p><i>A Spur.</i>—Enforce punctuality by a large placard +hung in front of the school, and reading, "You +are early." When the school opens the card is +turned, and now reads, in staring letters, "You are +late!"</p> + +<p><i>A Question Drill.</i>—This is a good plan for teachers' +meetings. The teachers should ask questions on each +verse, turn about, and the leader should criticise the +questions.</p> + +<p><i>Teachers'-Meeting Roll-Call.</i>—To insure previous +study of the lesson, and to accustom the teachers to +take part in the meeting, let the roll be called every +week, and require each teacher to respond with some<span class="pagenum"><a name="Page_284" id="Page_284">[Pg 284]</a></span> +thought concerning the lesson, usually a comment on +some particular verse.</p> + +<p><i>Attendance on the Teachers' Meeting.</i>—It will prove +a helpful spur if this attendance is recorded regularly, +and incorporated in all the reports made by the +secretary to the school.</p> + +<p><i>Union Teachers' Meetings.</i>—If you cannot have a +teachers' meeting for your Sunday-school alone, because +you have no good leader, you can probably find +a good leader in some neighboring church, and can +give him and yourselves the stimulus of a large union +gathering. This plan has many advantages, notably +the opportunity for the comparison of methods. It +has one great disadvantage: the work cannot apply +so particularly to your individual school.</p> + +<p><i>A Reception Class.</i>—New scholars may all be +placed in a "reception class," until their ability, +knowledge, and character can be learned.</p> + +<p><i>A Visitors' Register.</i>—This is for the names and +home addresses of all visitors. The little attention +required to obtain these autographs pleases them and +their friends, and breaks the ice for further acquaintance. +The register should be kept open on some table +in a central spot, with pen and ink always at hand.</p> + +<p><i>An Address-Book.</i>—This should contain, under +proper and convenient classifications, the addresses +of all scholars, teachers, and officers, past and present. +It should always be kept in the church, and many +will be the references to it.</p> + +<p><i>A Cradle Roll.</i>—This contains the names of the<span class="pagenum"><a name="Page_285" id="Page_285">[Pg 285]</a></span> +babies of the church, for each of whom his mother is +given a certificate of membership. This roll is read +once in a while before the primary class.</p> + +<p><i>Individual Histories.</i>—At least one school has +enough personal interest in its scholars to keep a +history of each, in a book properly arranged for that +purpose. This history includes the date of the +scholar's joining the school and of his promotion to +the various higher departments thereof, his birthday +and the names of his parents, their church-membership, +where the scholar lived when he joined the +church, whom he married and when, his business, the +date of his removal and the city to which he went, +together with other and special facts.</p> + +<p><i>District Reporters.</i>—Appoint one scholar or teacher +to watch each street in town,—preferably, of course, +the street on which he resides,—and report promptly +all newcomers, that they may be invited to the +Sunday-school.</p> + +<p><i>The Opening Prayer.</i>—Let the ushers admit no one +till it is over. Do not begin, or permit any one else +to begin this prayer, till every head is bowed. Do +not ask any one to offer this prayer without giving +long notice; no haphazard prayer will answer.</p> + +<p><i>Their Own Bibles.</i>—A Bible in the hands of every +scholar,—this alone makes possible variety and zest +in the opening of the school.</p> + +<p><i>Lesson Introductions.</i>—In small schools it has often +been found profitable for the superintendent to spend +ten or fifteen minutes teaching to the entire school<span class="pagenum"><a name="Page_286" id="Page_286">[Pg 286]</a></span> +(with the exception of the primary department) the +historical and similar details of the lesson. The +teachers then add the lesson truths, teaching their +individual classes.</p> + +<p><i>Varying Programmes.</i>—If the opening exercises of +the school get into a rut, it is hard for the teachers +to lift the school out of it. Some wise superintendents +plan these exercises for weeks ahead, keeping careful +record, and thus avoid monotony.</p> + +<p><i>An Impressive Close.</i>—One school closes its service +with the Lord's Prayer, repeated by all as they stand. +Then the school is seated, and waits in silence while +the ushers, walking slowly up the aisles, dismiss each +class in turn.</p> + +<p><i>A Closing Prayer.</i>—Here is a beautiful prayer to +be repeated in concert at the close of school: "May +the light of thy Word, O Lord, dwell in us richly, +and guide us day by day. Amen."</p> + +<p><i>Scripture in Closing.</i>—To incite to Scripture memorizing, +close the school with Bible verses repeated by +all the scholars. Let each class in turn select the +subject, such as "temperance," "obedience," "love," +and announce it a week in advance.</p> + +<p><i>The Teachers before the School.</i>—Now and then +ask some teacher to say a few words to the entire +school at the close of the session, summing up the +most important teachings of the hour. This gives +the whole school a bit of inspiration from each teacher +in turn, and gives to each teacher the inspiration of +talking to the whole school.</p><hr class="chap" /><p><span class="pagenum"><a name="Page_287" id="Page_287">[Pg 287]</a></span></p> + + + + +<h2><a name="Chapter_XLIV" id="Chapter_XLIV"></a>Chapter XLIV</h2> + +<h2>From a Teacher's Notebook</h2> + + +<p><i>Birthday Letters.</i>—Little children will prize highly +a cordial, loving letter written to them by their teacher +on their birthday. Doubtless the very oldest scholars +in the school will prize such a letter as much, if not +even more. There should be no preachment in these +letters, no hitting at peculiar sins; just fill them with +Christian sunshine. A birthday prayer in the class, +short, simple, earnest, will clinch to the scholar the +lessons of the day.</p> + +<p><i>Class Letters.</i>—When the teacher is away on a +vacation or for other reasons, a letter sent each week +to some member of the class, taking the scholars in +order, will be shared with the other scholars, and will +strengthen the bond that the absence might have +weakened or broken.</p> + +<p><i>Teaching by Correspondence.</i>—When the teacher +must be absent, if she cannot find a good substitute, +and the class is of a suitable age for the plan, let her +send a letter containing a few thoughts on the lesson,<span class="pagenum"><a name="Page_288" id="Page_288">[Pg 288]</a></span> +together with many questions, which the class are to +discuss, and for which, after joint consultation, they +will prepare written answers, to be sent to the teacher.</p> + +<p><i>The Lesson Message.</i>—Do you fear that the central +truth of the lesson may not be impressed on your +class, either through your forgetfulness or because +you lack time? Then write out for each scholar a +sentence or two of exhortation, with a request that he +read a certain appropriate passage of the Bible. Place +these messages in envelopes, and distribute them at +the close of the lesson.</p> + +<p><i>A Teacher's Loan.</i>—If you have found a book that +would be especially helpful to your class, by all means, +if you can afford it, buy a copy, circulate it among +the class, and, after all your scholars have read it, +present it to the library.</p> + +<p><i>Birthdays of the Great.</i>—Utilize in your teaching +not only Washington's birthday and Lincoln's, but +the birthday of any great man whose life may help to +point the moral of the day's lesson. For this purpose, +one of the many "birthday-books" is of value for +reference.</p> + +<p><i>A Magazine Club.</i>—The members of a Sunday-school +class have similar interests, and an ideal magazine +and paper club may be organized among them. +Incidentally, it will enable the teacher to direct much +of their reading. The periodicals subscribed for are +to be passed around in a specified order, kept at each +house a definite time, and each finally retained by +some member of the class.</p><p><span class="pagenum"><a name="Page_289" id="Page_289">[Pg 289]</a></span></p> + +<p><i>Class Names.</i>—It will prove an inspiration to any +class to have a good name, such as "Earnest Seekers," +"Willing Workers," "The Joshua Band," "Daughters +of Ruth."</p> + +<p><i>Five-Minute Preludes.</i>—Brief preludes on current +topics or practically helpful points connected with the +lesson theme may be found valuable in the Bible +class, just as similar preludes have proved useful in +the preaching service.</p> + +<p><i>Independence.</i>—Occasionally request the class to +prepare so thoroughly that they can leave at home +the quarterly, lesson leaf, even the Bible itself. The +teacher also will do this; and if he improves his opportunity, +this thorough storing of the mind may +result in a recitation so delightful that the class will +adopt the plan enthusiastically for the future.</p> + +<p><i>Her "Funny Box."</i>—A teacher tells how she +lightened the occasional sickness of her scholars by +carrying to them what they called her "funny box," +which held fruit and flowers, with scores of merry +jokes clipped from the papers, peanuts marked with +comical faces, and a Bible verse or two on the inside +of the cover.</p> + +<p><i>A Review Picture-Gallery.</i>—If you have been using +the blackboard during the quarter, try a blackboard +review. Draw twelve picture-frames, and call up the +scholars one by one, asking each to fill in one of the +frames with what he remembers of the blackboard +work of that lesson. It may be necessary for the +teacher to remind the scholar what the design was,<span class="pagenum"><a name="Page_290" id="Page_290">[Pg 290]</a></span> +and to help him draw it, or the entire class may be +asked to give this assistance.</p> + +<p><i>An Essay Review.</i>—Divide the lessons of the +quarter among your scholars, so that each will write +an essay on some one lesson; or, if your class is too +small for that, assign two lessons apiece to some of +the scholars. Limit them as to time, but let each +choose his line of treatment.</p> + +<p><i>Silent Prayers.</i>—If we always word the children's +prayers for them, they will be unlikely ever to word +prayers for themselves. Often request them to bow +their heads and in silence to ask the Father for what +they need and thank him for his kindness.</p> + +<p><i>Class Prayers.</i>—Why should not every class recitation +be opened with a brief prayer, and often close +with one? Yes, and when the talk in the middle of +the lesson becomes especially earnest, prayer is the +best means of binding the truth to the lives of your +scholars.</p> + +<p><i>A Prayer Calendar.</i>—This is a list of the scholars +in your class, plus the name of the teacher, divided +among the days of the week, that of the teacher falling +on Sunday. The whole is headed with a promise to +pray each day for the persons named for that day. +Each of the scholars has a copy, and signs it.</p> + +<p><i>Pegs.</i>—Draw a good-sized map of the country you +are studying, and mount it on a board. With a +gimlet bore holes wherever there is an important +town, mountain, lake, or other geographical feature +whose location you wish your scholars to learn. Fit<span class="pagenum"><a name="Page_291" id="Page_291">[Pg 291]</a></span> +pegs into these holes, and color the pegs white for +the mountains, red for the cities, blue for the bodies +of water. Teach the scholars, as you call for Hebron, +for instance, to place a red peg in the proper hole, +and thus to use the map.</p> + +<p><i>Dissected Maps.</i>—Paste a good-sized map of the +desired country on thick cardboard or pasteboard. +If you cannot get a large enough map, draw one +yourself, and in the process you will learn much +geography. Then cut the map into irregular pieces, +and present it to the younger classes for them to fit +together.</p> + +<p><i>Putty Maps.</i>—With a board foundation and a good +map for a guide, any teacher can build up a relief +map of Palestine out of putty. Paint the water blue, +the sandy portions yellow, the fertile plains green, +the mountains white or gray, the cities red. Letter +with black.</p> + +<p><i>Colors and Places.</i>—A good way to aid the children's +memory as to the location of the various lessons +of the quarter is to write on the blackboard the title +of each lesson as it comes, using each week a different +color, and pinning to an outline map, at the same time, +a scrap of paper of the same color. Of course, if a +later lesson falls at the same place, the old color will +be used in writing its title.</p> + +<p><i>Home Drawings.</i>—Some teachers wisely require +their scholars to reproduce at home what they can +remember of the blackboard work of the day, and +bring in the result the next Sunday. The test is one<span class="pagenum"><a name="Page_292" id="Page_292">[Pg 292]</a></span> +for the teacher's blackboard work as well as for the +scholars' memory.</p> + +<p><i>Utilizing your Reading.</i>—Every teacher should +keep either a wide-margin Bible, or an interleaved +Bible, solely to note the helps on Bible texts he may +note in his reading. If the book or periodical is +your own, simply set down the page opposite the +Bible verse. Some may prefer a system of envelopes, +one for each book of the Bible, in which clippings +may be filed, as well as slips of paper containing +references to books.</p> + +<p><i>One Way of Preparing.</i>—Cut up the Scripture text +found on a lesson leaf, and paste the verses on large +sheets of paper, leaving liberal space around each. +In this space write your own comments, and the suggestions +you glean from your reading.</p> + +<p><i>On the Spot.</i>—If one of your scholars is reported +sick, why not pen—or <i>pencil</i>—a little note immediately, +with the aid of the class, and send it to the +sick scholar at the close of the school? A message +thus written will move graciously upon the class as +well as upon the recipient.</p> + +<p><i>Prompt Investigation.</i>—"A stitch in time saves +nine." Apply this maxim to your scholar's <i>first</i> +absence, and look him up at once.</p> + +<p><i>Lookout Committees.</i>—Divide each class into three +companies. Company A will seek recruits for the +class, Company B will hunt up absentees, and Company +C will do hospital service among the sick. +Require regular reports.</p><p><span class="pagenum"><a name="Page_293" id="Page_293">[Pg 293]</a></span></p> + +<p><i>Reports of Study.</i>—Some teachers issue to their +scholars blank reports, which they return, filled out, +each Sunday. These reports tell whether they have +studied the lesson for ten minutes each day, <i>and what +verses of the lesson they do not understand</i>.</p> + +<p><i>Reports to Parents.</i>—The work done in Sunday-school +should be so definite that it can be reported. +Certain points should be required to be learned in +each lesson, and when they are well recited, or when +they are not recited, the parents should know of it. +Regular monthly or quarterly reports, sent by postal-card, +will stimulate the scholar to learn better, the +parents to help him study, and the teacher to teach +with system, definiteness, and persistency.</p> + +<p><i>Collection and Record.</i>—Give the mother, for her +child, fifty-two little envelopes in which to put a +year's pennies or nickels. Each child's envelopes +are given a number, so that the collection is also a +record of attendance.</p> + +<p><i>More than a Straight Mark.</i>—A simple but complete +record may be made by a few strokes of the +pencil. A cross has been suggested. The upper arm +signifies "present"; the lower arm, "prompt"; the +left-hand arm, "the lesson learned," according to a +definite standard; the right-hand arm, "present at +church." If the scholar has failed in one or more of +these points, the corresponding arms are omitted from +the cross.</p> + +<p><i>Class Photographs.</i>—With your own camera or +some friend's take a group picture of your class once<span class="pagenum"><a name="Page_294" id="Page_294">[Pg 294]</a></span> +a year. You may give them at that time a pleasant +"photograph party," or take an excursion together to +some place, there to be photographed. Each scholar +should have a copy of the resulting picture. It will +be delightful if all the classes can thus be photographed, +and an exhibition arranged of the entire +series of pictures, which then becomes the property +of the school.</p> + +<p><i>Holidays Together.</i>—A teacher especially successful +in holding together a class of boys is in the habit +of taking them with him on all sorts of excursions,—to +libraries, museums, points of historical interest, on +sleigh-rides, to hear illustrated lectures. And often +he arranges for them merry parties at his home.</p> + +<p><i>A Class Symbol.</i>—Some concrete token, presented +when the new scholar joins the class, will greatly help +to cement the relationship. This may be a little +book, a ribbon book-mark, an illuminated Scripture +card, a simple emblematic pin. Whatever it is, it +should be the same for all, that it may serve as a sort +of class badge.</p> + +<p><i>Introduction Cards.</i>—These are of use to make new +scholars acquainted with their classmates. The card +contains the names of Sunday-school, teacher, and +all the scholars, that of the new scholar being last, +with the date of entrance. The whole is of immediate +service to the new member, and is sure to be preserved +as a pleasant memento.</p> + +<p><i>A Work for Each.</i>—Enlist each of your scholars +in some definite and individual work for Christ. One<span class="pagenum"><a name="Page_295" id="Page_295">[Pg 295]</a></span> +may gather up old periodicals for the seamen, one +may be interested in a children's hospital, one may +collect partly worn garments for the poor. At each +meeting of the class call for brief reports of these +special lines of work. There could be no better +commentary on the lessons your scholars are studying.</p> + +<p><i>Substitute Teachers.</i>—The teachers should obtain +their own substitutes, whenever possible. If the +superintendent makes it clear that he expects this, it +will usually be done. In the process of obtaining the +substitute, too, the teacher will probably gain fresh +sympathy and consideration for the superintendent.</p> + +<p><i>A Class Historian.</i>—Appoint one scholar to this +office. Ask him to keep track of the old members, +and report any interesting news concerning them, at +the same time keeping a record.</p> + +<p><i>Essays.</i>—Your scholars will appreciate the honor +if asked to prepare essays now and then on special +points in the lessons, such as "Jewish customs regarding +Sunday," "The city of Antioch," "What the +Bible teaches about temperance." Such essays +should be very brief.</p> + +<p><i>Supplemental Lessons.</i>—The very interest aroused +by the International Lessons calls often for supplementary +lessons, dealing with such topics as the origin +of the Bible, Bible geography, the Christian doctrines. +Ten minutes preceding the regular lesson may be +spent on such themes, and a great deal thus learned +in the course of the year.</p> + +<p><i>An Expedient.</i>—If a boy is especially mischievous<span class="pagenum"><a name="Page_296" id="Page_296">[Pg 296]</a></span> +and restless, make him an usher and set him to keeping +the rest in order.</p> + +<p><i>A Study Outline.</i>—Each member of a certain class +was furnished with a copy of the following excellent +programme for home study of the lesson: "1. Intervening +events. 2. Time. 3. Place. 4. Persons. +5. Incidents. 6. Parallel passages and Scripture +references. 7. Difficulties. 8. Doctrines and duties. +9. Central thought. 10. Personal application—to +myself, to others."</p> + +<p><i>Question-Books.</i>—Blank-books in which questions +on the lesson have been written, with spaces for +answers, may profitably be used even in very young +classes. The answers should be written immediately +on the conclusion of the teaching, or even, question +by question, as the teaching proceeds. In older +classes, the questions may be set before the class a +week later, and may introduce the next lesson, by +way of review.</p> + +<p><i>Home-Made Question-Books.</i>—To induce your +scholars to study at home, provide for each of them +two little blank-books. Write a question in one, and +request the return of the book next Sunday with the +answer written out. Exchange it for the second +book, and so alternate. Wise teachers will slip into +such books many a personal word of praise or exhortation.</p> + +<p><i>A Question Formula.</i>—Ask each member of the +class to bring you, every Sunday, written answers to +a set of questions so general that, once dictated, they<span class="pagenum"><a name="Page_297" id="Page_297">[Pg 297]</a></span> +will serve for all lessons; for instance: "When occurred +the events of our lesson? What is a brief +synopsis of our lesson? What is its principal teaching? +Which is your favorite verse in it, and why?" +These answers should be discussed in the class.</p> + +<p><i>Trained as Questioners.</i>—In most schools there is +no normal class, and if the teachers do not train their +scholars to teach, the next generation of teachers in +that school will be untrained. The class should be +taught how to ask questions, and probably the best +way to do this is to have them occupy a few minutes +at the beginning of each recitation questioning one +another on the previous lesson.</p> + +<p><i>A Choice of Questions.</i>—For this exercise the +teacher writes a number of questions, which she +brings to the class. Each scholar in turn is permitted +to select a question, which he will propound to any +of his classmates he may pick out.</p> + +<p><i>The "Bible Library."</i>—This is a help to learning +the order of the books of the Bible, and consists of +sixty-six wooden blocks, painted and lettered to represent +books, and varying in thickness with the size of +the various books of the Bible. The poetical books +are "bound" in the same style, the minor prophets +in a different style, and so with other "sets." These +imitation books are kept on shelves, from which they +are taken by the children, to be replaced in the correct +order.</p> + +<p><i>Bible-Reading Lessons.</i>—Many scholars read the +Bible wretchedly; they have never been taught how.<span class="pagenum"><a name="Page_298" id="Page_298">[Pg 298]</a></span> +If this is the case with your class, have them read the +lesson, verse about, before you discuss it. After the +reading, criticise it, and have them repeat it.</p> + +<p><i>Two Bibles.</i>—If the scholars will not bring their +Bibles to school,—and the boys especially are likely +to think it will look "goody-goody,"—the next best +plan is to give each of them a second Bible for his +own use during the school hour.</p> + +<p><i>Marked Bibles.</i>—Teach the scholars to mark their +Bibles, writing, for instance, the "key-word" at the +beginning of each book; underscoring the leading +sentence of a chapter; marking with red all passages +referring to Christ as our Saviour; writing a P after +every promise; "railroading," or connecting with a +neatly drawn line, phrases that are antithetical or +mutually explanatory, etc. One set of colored inks +will answer for the class. The scholars will delight +in the work, it will induce them to bring their Bibles +to school, and will teach them how to use the Book.</p> + +<p><i>Bible Dialogues.</i>—Where the lesson text includes +conversation, get the scholars to read it in dialogue +form, or to come with it thus written out.</p> + +<p><i>Home Bible-Reading.</i>—The school may be set to +reading the Bible at home, if lists of readings for each +day of the week are written on cards by the teachers, +and given out, to be returned, signed, in token that +the reading has been accomplished.</p> + +<p><i>A Divided Primary Department.</i>—In large schools, +where the superintendent of the primary department +teaches the lesson for ten or fifteen minutes, and then<span class="pagenum"><a name="Page_299" id="Page_299">[Pg 299]</a></span> +hands the classes over to her assistant teachers, it is +best for those teachers to spend their time in eliciting +from the children, by questions, the facts and truths +just taught them. Thus you will make sure of something +gained.</p> + +<p><i>A Week-Day Meeting.</i>—It has been proved possible +to sustain, in connection with a primary department, +a week-day meeting for special and supplementary +teaching, including singing, mission studies, and Bible +history and geography.</p> + +<p><i>Introducing Prayer.</i>—This little verse, recited in +concert, is used in many primary departments just +before the prayer service:</p> + +<div class="poem"><div class="stanza"> +<span class="i0">"We fold our hands that we may be<br /></span> +<span class="i0">From all our work and play set free;<br /></span> +<span class="i0">We close our eyes that we may see<br /></span> +<span class="i0">Nothing to take our thoughts from thee;<br /></span> +<span class="i0">We bow our heads as we draw near<br /></span> +<span class="i0">The King of kings, our Father dear."<br /></span> +</div></div> + +<p><i>The Essentials.</i>—Every child, before leaving the +primary department, should know the Commandments, +the Beatitudes, the Twenty-third Psalm, the +Apostles' Creed or some simple statement of Christian +faith, the books of the Bible by name and order and +something of their origin, the principal features of the +map of Palestine, the chief events in Christ's life. +Some of the Old Testament history will of course be +added,—creation, Abraham, Joseph, Moses, Samuel, +David, Solomon.</p><p><span class="pagenum"><a name="Page_300" id="Page_300">[Pg 300]</a></span></p> + +<p><i>Primary Prayers.</i>—No prayer for the children is so +good as prayer by the children. Ask them, one after +the other, to name things for which they are grateful. +Then give them the formula, "I thank thee, Lord, +for ...," and let them offer prayers of thanksgiving +for what they have mentioned. Again, ask each to +tell one thing he really wants, and follow with prayers +of petition, with the formulas, "Help me, dear Jesus, +to be ...," or, "Give me, dear Jesus, ..." +Teach short Bible prayers. Offer longer prayers in +brief sentences, which the children reverently repeat +after you. For example: "Our dear heavenly +Father, ... we thank thee for this beautiful day, ... for +our homes and fathers and mothers, ... +for our sisters and brothers and friends, ... and all +that thou hast given us to make life happy.... +Teach us to be helpful to those that are without these +blessings.... Make us more kind and patient.... +Help us to do everything thou dost want us to do.... +For Jesus' sake. Amen."</p> + + +<hr class="chap" /> + +<h2><a name="THE_WORKS_OF_AMOS_R_WELLS" id="THE_WORKS_OF_AMOS_R_WELLS"></a>THE WORKS OF AMOS R. WELLS</h2> + + +<p><span class="smcap"><b>Rollicking Rhymes for Youngsters</b></span></p> + +<blockquote><p>Illustrated by L. J. Bridgman. 12mo, cloth, net $1.00.</p> + +<p>Mr. Wells is well known already as a versatile author. Now he comes +to the front as a brilliant verse-maker for young folk. Some of these +rhymes have already won their way through the foremost magazines, but +others here see the light for the first time. The inimitable juvenile +illustrator Mr. Bridgman, has here done some of his best work. Poet +and Artist have thus combined to make this the most acceptable +volume of children's poems since "A Child's Garden of Verses."</p></blockquote> + +<p><span class="smcap"><b>The Cheer Book</b></span></p> + +<blockquote><p>A Store of Daily Optimism. "<i>The best year book is a cheer book.</i>" +A quotation, verse or prose from different authors, for each day of +the year, 12mo, cloth, net $1.00.</p></blockquote> + +<p><span class="smcap"><b>Sunday School Success</b></span></p> + +<blockquote><p>12mo, cloth, gilt top, $1.25.</p></blockquote> + +<p><span class="smcap"><b>Three Years with the Children</b></span></p> + +<blockquote><p>12mo, cloth, $1.25.</p> + +<p>"The talk abounds in the happiest kind of illustrations +from the things of everyday life, which children +will readily understand, applied with aptness +and skill."—<i>Worcester Spy.</i></p></blockquote> + +<p><span class="smcap"><b>A Business Man's Religion</b></span></p> + +<blockquote><p>16mo, cloth, 50c.</p></blockquote> + +<p><span class="smcap"><b>When Thou Hast Shut Thy Door</b></span></p> + +<blockquote><p>Morning and Evening Meditations for a Month. +<i>3d edition.</i> Long 16mo, cloth, 50c.</p></blockquote> + +<p><span class="smcap"><b>Business</b></span></p> + +<blockquote><p>A Plain Talk with Men and Women who Work. 12mo, decorated; boards, +30c.</p></blockquote> + +<p><span class="smcap"><b>Social Evenings</b></span></p> + +<blockquote><p>A Collection of Entertainments. 16mo, cloth, net 35c.</p></blockquote> + +<p><span class="smcap"><b>Nutshell Musings</b></span></p> + +<blockquote><p>Counsels for the Quiet Hour. 18mo, cloth, 25c.</p></blockquote> + + +<h4> +<span class="smcap">Fleming H. Revell Company</span><br /> +New York Chicago Toronto<br /> +</h4> + +<p> </p> + +<hr class="tb" /> + +<h2><a name="For_Work_Among_Children" id="For_Work_Among_Children"></a>For Work Among Children</h2> + + +<blockquote><p><b>Practical Primary Plans.</b> For Sabbath School Teachers. +By Israel P. Black. Illustrated with diagrams. 16mo, cloth, +$1.00.</p> + +<p><b>Object Lessons for Junior Work.</b> Practical Suggestions, +Object Lessons, and Picture Stories. By Ella N. Wood, 16mo, +cloth, with designs and illustrations, 50 cents.</p> + +<p><b>The Children's Prayer.</b> By Rev. James Wells, D.D. +Addresses to the Young on the Lord's Prayer. 16mo, cloth, +75 cents.</p> + +<p><b>Bible Stories Without Names.</b> By Rev. Harry Smith, M.A. +With questions at the end of each chapter and the answers in a +separate booklet. 16mo, cloth, 75 cents.</p> + +<p><b>Object Lessons for Children</b>; or, Hooks and Eyes, Truth +Linked to Sight. Illustrated. By Rev. C. H. Tyndall, Ph.D., +A.M. <i>2d edition.</i> 12mo, cloth, $1.25.</p> + +<p><b>Attractive Truths in Lesson and Story.</b> By Mrs. A. M. +Scudder. Introduction by Rev. F. E. Clark, D.D. <i>3d thousand.</i> +8vo, cloth, $1.25.</p> + +<p><b>Pictured Truth.</b> A Handbook of Blackboard and Object +Teaching. By Rev. R. F. Y. Pierce. Introduction by R. H. +Conwell, D.D. With illustrations by the author. <i>3d thousand.</i> +12mo, cloth, $1.25.</p> + +<p><b>Children's Meetings, and How to Conduct Them.</b> By +Lucy J. Rider and Nellie M. Carman. Introduction by Bishop +J. H. Vincent. Cloth, illustrated, <i>net</i>, $1.00; paper covers, <i>net</i>, +50 cents.</p> + +<p><b>Talks to Children.</b> By Rev. T. T. Eaton, D.D., with +introduction by Rev. John A. Broadus, D.D., LL.D., 16mo, +cloth, $1.00.</p> + +<p><b>Conversion of Children.</b> By Rev. E. P. Hammond. A +practical volume, replete with incident and illustration. Suggestive, +important, and timely. Cloth, 75 cents. paper cover, +30 cents.</p> + +<p><b>Gospel Pictures and Story Sermons for Children.</b> By +Major D. W. Whittle. Profusely illustrated. <i>47th thousand.</i> +12mo, cloth, 30 cents, net; paper, 15 cents.</p> + +<p><b>Seed for Spring-time Sowing.</b> A Wall Roll for the use of +Primary, Sabbath School and Kindergarten Teachers. Compiled +by Mrs. Robert Pratt. 75 cents.</p></blockquote> + +<h4> +Fleming H. Revell Company<br /> +<span class="smcap">New York</span>: 158 Fifth Avenue <span class="smcap">Chicago</span>: 63 Washington Street<br /> +<span class="smcap">Toronto</span>: 27 Richmond Street, W.<br /> +</h4> + +<p> </p> + +<hr class="tb" /> + +<h2><a name="The_Home_and_Children" id="The_Home_and_Children"></a>The Home and Children</h2> + + +<blockquote><p><b>Child Culture in the Home.</b> By Martha B. Mosher. 12mo, +cloth, $1.00.</p> + +<p>"Rarely has so helpful a book on the moral education of children +appeared. The emotions, the senses, the will, as well as the training +of the habits of the child and methods of training, are all considered."—<i>The +Outlook.</i></p> + +<p>"It is written in a clear, straightforward manner, is rich in suggestions +and illustrations, and is thoroughly wholesome in counsel."—<i>Cumberland +Presbyterian.</i></p> + +<p><b>Studies in Home and Child-Life.</b> By Mrs. S. M. I. Henry. +<i>Eighth thousand</i>, 12mo, cloth, $1.00.</p> + +<p>"It is clear, concise and vigorous throughout, and has the charm +of Mother love and God love from first to last. We cannot conceive +of a more helpful manual than this would be in the hands of young +parents, and indeed of all who have to do with children."—<i>The +Union Signal.</i></p> + +<p>"The book is one we can heartily commend to every father and +mother to read and re-read, and ponder over and read again."—<i>The +Observer.</i></p> + +<p><b>Child Culture; or, The Science of Motherhood.</b> By Mrs. +Hannah Whitall Smith. <i>3d edition</i>, 16mo, decorated +boards, 30 cents.</p> + +<p>"We have read nothing from the pen of this gifted woman which +we have more enjoyed than this wisely-written booklet, as spiritual +as it is practical, and as full of common sense as of exalted sentiment. +Any mother having prayerfully read this heart message of a true +woman will be a better mother."—<i>Cumberland Presbyterian.</i></p> + +<p><b>The Children for Christ.</b> By Rev. Andrew Murray, D.D. +Thoughts for Christian Parents on the Consecration of the +Home Life. 12mo, cloth, $1.00.</p> + +<p>"The author seems to have had a Divine vocation in writing +this book, and thousands of parents ought to derive blessings from +it for their children."—<i>The Evangelist.</i></p> + +<p><b>Home Duties.</b> Practical Talks on the Amenities of the +Home. By Rev. R. T. Cross. 12mo, paper, 15 cents; +cloth, 30 cents, net.</p> + +<p><span class="smcap">Contents</span>: Duties of Husbands. Duties of Wives. Duties +of Parents. Duties of Children. Duties of Brothers and Sisters. +The Duty of Family Worship. The Method of Family Worship. +A Home for Every Family and How to Get It.</p> + +<p>"A model of what can be done in so brief a space."—<i>The +Independent.</i></p></blockquote> + +<h4> +Fleming H. Revell Company<br /> +<span class="smcap">New York</span>: 158 Fifth Avenue <span class="smcap">Chicago</span>: 63 Washington Street<br /> +<span class="smcap">Toronto</span>: 154 Yonge Street<br /> +</h4> + +<p> </p> + +<hr class="tb" /> + +<h2><a name="TALES_OF_THE_NORTH_BY" id="TALES_OF_THE_NORTH_BY"></a>TALES OF THE NORTH BY</h2> + +<h3><span class="smcap">Egerton R. Young</span></h3> + + +<p><b>My Dogs in the Northland.</b></p> + +<blockquote><p>Profusely illustrated. 12mo, cloth, $1.25 net. Experiences with +Eskimo and St. Bernard dogs, covering years of sledge travel in +the frozen wilds of British America. An exciting story in which +the marvels of dog instinct, intelligence and strength play the +chief part. Mr. Young proves in a most entertaining and +instructive way that each dog, just as much as a person, has his +own individual character, and must be dealt with accordingly. +Terrible perils, wonderful escapes and sudden emergencies mix +with the most comical situations.</p></blockquote> + +<p><b>On the Indian Trail.</b></p> + +<blockquote><p>Stories of Missionary Experiences among the Cree and the +Saulteaux Indians. Stories of Mission. 12mo, cloth, $1.00.</p> + +<p>"He has a happy and often amusingly quaint way of describing +the incidents and surroundings of frontier life. His cheerful, +almost merry, temper, while recounting the devices resorted to +in enduring or mastering privations and dangers are stimulating +and instructive."—<i>The Watchman.</i></p></blockquote> + +<p><b>The Apostle of the North, James Evans.</b></p> + +<blockquote><p>With twenty illustrations by J. E. Laughlin. 12mo, cloth, $1.25.</p> + +<p>"A fresh theme is presented here—the life of a missionary in +Upper Canada, and the northward regions as far as Athabasca +Lake and even beyond. Young people, usually not attracted to +missionary literature, will be interested in the book. It is +well illustrated."—<i>The Outlook.</i></p></blockquote> + +<h4> +<span class="smcap">Fleming H. Revell Company</span><br /> +NEW YORK CHICAGO TORONTO<br /> +</h4> + + +<hr /> +<div class="tn"> +<h4><a name="Transcribers_Notes" id="Transcribers_Notes">Transcriber's Notes</a></h4> +<ul class="corrections"> +<li>"every-day" and "everyday", "new-comers" and "newcomers", "note-book" and "notebook", "practise" and "practice" are left as printed.</li> +<li>Reformatted the advertisements for plain text.</li> +<li>Hyphenation of words normalized.</li> +<li>Diacritical marks left in <a href="#cooperate">"cooperate"</a> and <a href="#zoology">"zoology"</a> left as printed.</li> +<li>Pg <a href="#biography">37</a>: "bioggraphy" changed to "biography". (... low plane of mere facts, history, biography, when it should be ...)</li> +<li>Pg <a href="#degrees">271</a>: "degress" changed to "degrees". (... Christ's university, the highest of all degrees, Masters of ...)</li> +</ul> +</div> + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Sunday-School Success, by Amos R. 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