Part 15

It of course depends entirely upon the correct knowledge and grasp of the persons who essay to answer; for either truth or error are alike rapidly propagated in this way. Therefore the greatest care should be taken that no one be allowed to answer questions in this way, who cannot, as the result of mature and deliberate observation or experience, comprehensively look on all sides of the question, and be careful to do justice to all its points. No "snap" judgment should be taken, no witticism indulged in, and no dogmatic answers allowed. On the contrary, the utmost fairness and candor is indispensable.

For illustration of this subject, the following examples of questions and answers will suffice:

1. How can we obtain good teachers? _Answer._ Train them up in your Bible-classes and teachers' meetings. Be on the lookout for suitable persons and excite their interest by conversations on the value, the details, and working of the Sabbath-school.

2. Would you recommend the grading of Sabbath-schools? _Answer._ We like the word _adaptation_ better, for there must be _that_ in all good teaching; there must be, also, advancement and thorough Bible instruction. But we fear that an attempt to grade Sunday-schools would stiffen and injure them, for we have but one hour in a week, while the public schools have six hours per day and five days in a week, with a dozen grades of text-books, and paid, disciplined teachers. Besides, we have never found a successful Sabbath-school with more than the three regular gradations; viz., the infant-classes, the intermediate classes, and the young men and women's classes.

3. Would you ever employ unconverted teachers? _Answer._ Get the _best_ teachers you can; the most pious, the best skilled and regular. When you have taken the _best_ you can get, you have done all your duty, and God does not require any more, for he accepts according to what we have. In some remote sections it is simply a question between accepting moral and upright young people or no teachers. They can teach the elemental truths of religion, and God has repeatedly employed the most unworthy persons to deliver his most solemn messages. Therefore get the _best_ teachers you can. It is the message, not the messenger.

4. Do you approve of one uniform lesson for the whole school? _Answer._ Yes, by all means; and then concentrate all the exercises, the prayers, the hymns, the addresses, as well as all the teaching, directly upon that one portion, so that it will be impressed upon all, as it was upon a little boy who walked up to the blackboard and pointed to the drawing of an altar and the bleeding lamb upon it, saying, "It was _that_ all day, wasn't it, Jimmy?" Let the infant-class have the central verse for their lesson.

5. Would you expel a bad boy? _Answer._ I never did, and never would do so, except as a last resort, after trying every available resource.

6. How can we get the parents, pastors, etc., interested in the Sabbath-school? _Answer._ Go to them and respectfully ask their counsel and advice about the Sabbath-school. Get them to investigate and inquire, give them hints and information, and thus excite their interest.

7. Is it consistent for a Sabbath-school teacher to play at cards, dance, etc.? _Answer._ Cards are gamblers' tools, and we should beware of them. Besides, the teacher's time is too precious. I have never danced since I first became a Sabbath teacher, nearly forty years ago. It will lessen Christian influence. "If meat make my brother to offend," says Paul, "I will eat no flesh while the world standeth."

8. What is the best way to get rid of inefficient teachers? _Answer._ Treat them with the most tender consideration. Call upon them and give them some hints about a verse in the lesson, which they can use with this or that scholar in their class. I have always found it better to make poor teachers over, than to look up and train new ones.

9. How can you restore order in a disorderly class? _Answer._ The teacher mast first be in the most perfect order and control himself, and he will soon control the class, if his patience holds out.

10. What is the pastor's position in the Sabbath-school? _Answer._ He is the pastor of the lambs in the Sabbath-school as well as of the church.

11. Is it best to reprove scholars or teachers in presence of the class or classes? _Answer._ NEVER.

12. Who are to elect the superintendent? _Answer._ In most cases he should be elected by the teachers, not by the scholars.

13. Who appoints the teachers? _Answer._ They are generally appointed by the superintendent.

14. How long ought a lesson to be? _Answer._ Six to ten verses, and forty minutes' time for the teacher.

15. What is the best way of training teachers? _Answer._ Get for them _The Sunday-School Times_, and attract them into the regular weekly teachers' meeting.

16. How shall we retain young men and women? _Answer._ Get a teacher who loves, honors, and respects them and can understand young people, and does not forget that he was once young. Then elevate the Sabbath-school, so that the young people will not be belittled in attending it.

17. Is there not danger that the Sabbath-school will induce a disrelish for the preaching service? _Answer._ We must certainly guard against such a result. The Sabbath-school must cling close to the Church of God.

18. How much money should be expended annually on a large mission-school? _Answer._ A fair Christian economy is _best_. I know of mission-schools, of four hundred scholars, sustained at an expense of less than four hundred dollars, including rent, that are better every way, they are more regular and successful, than some similar schools which expend from one thousand to twelve hundred dollars per year.

19. How many children are there in all our Sabbath-schools? _Answer._ If the question refers to the United States, I think we may safely say that now we have, in Sabbath-schools, about four million children and youth, with about four hundred thousand teachers. A quarter of a century ago or so, the numbers were estimated at two million five hundred thousand, but this was when the great Western States were in their comparative infancy. The number rapidly increased to three millions, and then to three million five hundred thousand, and now our returns and estimates reach four millions. Great Britain has about the same number, both of teachers and scholars; but we do not think all other countries can raise the full number of Sabbath-school children quite up to _ten millions_, or the number of Sabbath-school teachers to a grand army of _one million_ strong. The census of 1860 gave the number of persons in the United States, between the ages of five and sixteen, at nine millions (or only a few thousands less). As a consequence, we have the great aggregate of _five millions_! of unreached and uncared-for children and youth in our land. What an immense and hopeful missionary field here lies open at our doors! There is scarcely a State in our whole Union or a city which can truly report _one-half_ of her children in any kind of a Sabbath-school on any given day. And yet some of our great States are working very energetically and systematically. Witness the State of Illinois, which has organized every one of its one hundred and two counties during the past two or three years, by the voluntary and Sunday-school missionary labors of its Sunday-School Association, aided by other agencies. What this State has done, other States, if they will, can do, and the immense work before us, when systematically undertaken, is by no means a hopeless task.

_The Answer Box._

Nearly allied to the question box is the answer box. It consists in this: At an appropriate time in an Institute, the conductor writes an important question on the blackboard--blank papers are distributed and all the members are requested to write their answers. For instance, all are requested to write upon the question, What is the great want of our Sabbath-schools? One writes, "The Holy Spirit, praying teachers, aim at conversions," etc. Another writes, "Good superintendents, devoted pastors and parents." Another writes, "Clear teaching, good order, and devout singing." Others, "The Bible needs to be exalted and applied;" "Make the Bible attractive to the children;" "Living, earnest teachers who love the children;" "Aim at salvation and Christian training." Or if the question should be, "How to prepare a Bible lesson?" one answers "1. Pray. 2. Read it over carefully. 3. Think and pray. 4. Look up the parallel passages. 5. Examine Commentaries, Dictionaries, etc. 6. Search out illustrations for each pupil. 7. How to apply truth to each and all." Another writes: "1. Fix on the subject early in the week, keep it constantly before the mind, trying to find illustrations anywhere and everywhere. 2. Endeavor to make it simple, yet interesting and practical. 3. Constantly seek divine direction."

At the close of a recess of ten minutes for writing and receiving the answers, they are taken up and read by the conductor, and then referred to a committee of three to digest and report upon at a future meeting. We get at the heart of the people in this way.

XXXII.

MISTAKES OF TEACHERS.

It is a mistake to suppose that mere _talk_ is teaching.

It is a mistake to think that hearing a Bible lesson recited, or the reading of questions from a book, or telling stories, is good Sabbath-school teaching.

It is a mistake to think that one who in manner and temper is impatient, dogmatic, overbearing, slow, heavy or dull, can be a good Sabbath-school teacher.

It is a mistake to suppose that one who is not understood, or is misunderstood, is a good teacher.

It is a mistake to suppose he who gossips with his class is a good teacher.

It is a mistake to suppose, because we have a general idea beforehand, that we shall be able to supply the details and illustrations as we go along.

It is a great mistake to underrate oral teaching, and overrate merely reading and reciting from the Bible.

It is a great mistake to think that our scholars are too young to appreciate a well-prepared lesson or a well-governed school.

It is a mistake of teachers to expect attention from motives of duty, or the sacredness of the day or importance of subject--nothing but real interest will secure it.

It is a mistake to teach as if all young children had the same _tastes_.

It is a great mistake to fail to arouse curiosity and awaken interest.

It is a mistake to suppose that we shall be understood without careful simplicity of language.

It is a mistake not to recall by questions the last Sabbath's lesson, and to treat lessons as if they were isolated; by all means connect them.

It is a great mistake for teachers to think that giving good advice or exhortation to children is as good as "breaking down" Bible truths with questions and answers.

It is a mistake to suppose that many common terms, such as "Providence," "grace," repentance, justification, etc., convey any meaning to children, ordinarily.

It is a mistake to attempt to purchase affection or attention by frequent gifts to children; neither by threats nor punishments.

It is a great mistake of Sabbath-school teachers to suppose that their work is that of a mere philanthropist--or a moral educator, or a mere promoter of social good order, or raising up of good citizens and children.

It is a mistake of teachers to expect a cold reception from parents.

It is a mistake of teachers to suppose that their manner and habits are unobserved by the children.

It is a mistake to avoid repetition with children--simplify and repeat.

It is a mistake to teach our children, that if they will be good and read the Bible, pray and join the Church, they will thereby go to heaven. Nothing but repentance toward God and faith in the Lord Jesus Christ will secure that.

It is a great mistake for Sabbath-school teachers ever to teach Bible truth without being really in _earnest_--calmly, cheerfully, seriously in _earnest_.

XXXIII.

HELPS FOR TEACHERS.

Every thorough workman ought to have the best of tools to work with, and the teacher should be furnished with all needful helps. The _indispensable_ books for a Sabbath-school teacher are--1st. A complete reference Bible--your own Bible. 2d. A Concordance. 3d. A good Bible Dictionary. Add to these, accurate and careful observation to see in the opening flower, the falling leaf, the events of the day and the providence of God, rich and apt lessons for youthful hearts. On opening my library door I notice upon the shelves most of the following books, which, with others that are now out of print, have accumulated to meet my real wants as a Sabbath-school worker, and none of which I would be willing to part with:

_Bibles._

Family Bible, with Notes and Instructions. Annotated Paragraph Bible, 2 vols. Reference Bible, with Index and Maps.

_Dictionaries, Cyclopædias and Commentaries._

Dictionary of the Bible. 1 or 3 vols.--_Smith._ Dictionary of the Holy Bible.--_Robinson._ Biblical Cyclopædia. 3 vols.--_Kitto._ Cyclopædia of Biblical, Theological and Ecclesiastical Literature.--_McClintock and Strong._ Encyclopædia of Religious Knowledge.--_Brown._ Daily Bible Illustrations. 8 vols.--_Kitto._ Comprehensive Commentary. 6 vols.--_Jenks._ Critical, Doctrinal and Homiletical Commentary.--_Lange._ Expository Thoughts on the Gospels.--_Ryle._ Studies in the Gospels.--_Trench._ Notes on the New Testament. 11 vols.--_Barnes._ The Gospel Treasury.--_Mimpriss._ A Year with St. Paul.--_Knox._ The Parables.--_Guthrie._ Notes on the Miracles.--_Trench._ Introduction to the Study of the Holy Scriptures.--_Horne._ Notes on the Old Testament. 5 vols.--_Barnes._ Notes on the Bible. 8 vols.--_Bush._

_Books of Reference._

Complete Concordance.--_Cruden._ The Bible Hand-Book.--_Angus._ The Treasury of Bible Knowledge.--_Ayre._ Bible Months.--_Groser._ Introduction to the Study of the Scriptures.--_Nicholls._ Biblical Antiquities.--_Nevin._ Scripture Text-Book and Treasury. English Synonyms.--_Crabbe._ Works of Flavius Josephus. The Steps of Jesus.--_Mimpriss._ A Theological Dictionary.--_Buck._

_Bible Geography and Travel._

Historical Text-Book and Atlas.--_Coleman._ Biblical Researches in Palestine. 3 vols.--_Robinson._ The Land and the Book. 2 vols.--_Thomson._ Geography of Palestine.--_Groser._ Life-Scenes from the Four Gospels.--_Jones._ Little Foot-Prints in Bible Lands.--_Vincent._ Bible Atlas and Gazetteer.

_Hand-Books of Instruction._

The American Sunday-School and its Adjuncts.--_Alexander._ Forty Years' Experience in Sunday Schools.--_Tyng._ Thoughts on Sabbath-Schools.--_Hart._ The Good Teacher.--_Henderson._ The Sabbath-School.--_Inglis._ The Christian Teacher in Sunday-Schools.--_Steel._ Rise and Progress of Sunday-Schools.--_Power._ The Teacher Taught.--_Packard._ The Sabbath-School Teacher.--_Todd._ Our Sunday-School.--_Abbot._ Sunday-School Photographs.--_Taylor._ The Teacher Teaching.--_Packard._ Nature's Normal School.--_Gall._ The Infant Class.--_Reed._ The Young Men's Class.--_Blacket._ End and Essence of Sabbath-School Teaching.--_Gall._ The Sabbath-School Concert.--_Trumbull._ Hours with the Youngest. 2 vols.--_Gill._ Helpful Hints for the Sunday-School Teacher.--_Vincent._ Our Work.--_Groser._ Teacher's Model and Model Teacher.--_Groser._ The Use of Illustration.--_Freeman._ Art of Questioning.--_Fitch._ Illustrative Teaching.--_Groser._ Model Sabbath-School Lesson.--_Wells._ Art of Attention.--_Fitch._ Introductory Class.--_Groser._ Diamonds in the Dust.--_Reed._ On Memory.--_Fitch._ Training-Classes.--_Groser._ Sunday-School Teaching.--_Whately._ Teacher's Keys.--_Reed._ Pictorial Teaching.--_Hartley._ Bible Training.--_Stow._ How to Teach.--_Groser._ Senior Classes.--_Watson._ Early and Infant-School Education.--_Currie._ The Child and the Man.--_Greenwood._ Our Material.--_Groser._ Sabbaths with My Class.--_Green._

_Anecdote and Illustration._

The Biblical Treasury. Illustrative Gatherings. 2 vols.--_Bowes._ Pilgrim's Progress.--_Bunyan._ The Power of Illustration.--_Dowling._ Illustrations of the Commandments.--_Cross._ The Young Christian.--_Abbott._ Anecdotes on the Old and New Testaments. Moral Lessons.--_Cowdery._ Bible Blessings.--_Newton._ Bible Jewels.--_Newton._ Lectures to Children, 2 vols.--_Todd._ Great Pilot.--_Newton._ Grapes from the Great Vine.--_Breed._ Safe Compass.--_Newton._ Truth made Simple.--_Todd._ Rills from the Fountain of Life.--_Newton._ Addresses to Children.--_Green._ The Child's Bible Stories. 4 vols.--_Kelly._ Children and Jesus.--_Hammond._ Peep of Day. Line upon Line. Precept upon Precept. Little Crowns, and How to Win Them.--_Collier._

_General Education._

Theory and Practice of Teaching.--_Page._ Methods of Instruction.--_Wickersham._ Outlines of Object-Teaching.--_Hailman._ The Student's Manual.--_Todd._ Home Education.--_Isaac Taylor._ Primary Object Lessons.--_Calkins._ The Elements of Moral Science.--_Wayland._ The Observing Faculties.--_Burton._ The Teacher.--_Abbott._

_Periodicals for Teachers._

The Sunday-School Times.--Weekly.--_Philadelphia._ The Sunday-School Teacher.--Monthly.--_Chicago._ The Sunday-School Teachers' Journal.--Monthly.--_New York._ The Sunday-School World.--Monthly.--_Philadelphia._ The Sunday Teachers' Treasury.--Monthly.--_London._ The Sunday-School Teacher.--Monthly.--_London._ Scottish Teachers' Magazine.--Monthly.--_Edinburgh._

_Periodicals for Youth._

The Wellspring.--Weekly.--_Boston._ The Youth's Evangelist.--Semi-Monthly.--_Philadelphia._ Sunday-School Advocate.--Semi-Monthly.--_New York._ The Sabbath-School Visitor.--Semi-Monthly.--_Philadelphia._ The Child's World.--Semi-Monthly.--_Philadelphia._ The Young Reaper.--Semi-Monthly.--_Philadelphia._ The Child's Paper.--Monthly.--_New York._ The Child at Home.--Monthly.--_Boston._ The Children's Hour.--Monthly.--_Philadelphia._ The Carrier Dove.--Monthly.--_New York._ The Child's Treasury.--Monthly.--_Philadelphia._ The Youth's Temperance Banner.--Monthly.--_New York._ Kind Words.--Monthly.--_Greenville, South Carolina._

_The Teacher's Covenant._

Impressed with the serious nature of the charge, will the faithful Sabbath-school teacher enter into a written engagement with his Saviour, in words somewhat like the following?--

1. _I promise_ to be in my place punctually every Sabbath, at the time appointed, unless prevented by sickness, or some other cause so urgent that it would in like manner keep me from important worldly business.

2. _I promise_, in every such case of unnecessary absence, that I will use my utmost diligence to secure a suitable substitute, whom I will instruct in the character of the class and the nature of the duties to be performed.

3. _I promise_ to study carefully beforehand the lesson to be recited by the scholars, and to have the subject in my mind during the week, so that I shall be likely to lay hold of, and lay up for use, anything that I may meet with in my reading or experience that will illustrate or enforce the lesson of the approaching Sabbath.

4. _I promise_ to be diligent in informing myself about the books in the library, so that I can guide my scholars in selecting such books as will interest and profit them; also in becoming acquainted with other good books and tracts, so that I can always be prepared, as opportunities may occur, to lead their minds into right channels of thought.

5. _I promise_, whenever a scholar is absent from the class on the Sabbath, that I will visit that scholar before the next Sabbath, unless prevented by sickness, or by some other hindrance so grave that it would, under like circumstances, keep me from attending to important worldly interests.

6. _I promise_ to visit statedly _all_ my scholars, that I may become acquainted with their families, their occupations, and modes of living and thinking, their temptations, their difficulties, and the various means of reaching their hearts and consciences.

7. _I promise_, if any of my scholars or their parents do not attend statedly any place of worship, that I will make the case known to the superintendent and pastor, and that I will use continued efforts to induce such children and their parents to go to church regularly.

8. _I promise_ that every day, in my hour of secret prayer, I will pray distinctly, by name, for each one of my scholars, for their conversion, if they are still out of Christ; for their sanctification and growth in grace, if they are already converted.

9. _I promise_ that I will seek an early opportunity of praying with each scholar privately, either at his house or mine, or in some other convenient place that may be found, and of asking him in a serious and affectionate manner to become a Christian.

10. _I promise_, when I have thus prayed and conversed with each scholar once, that I will begin and go through the class again, not omitting any, and not discontinuing my attempts, but going on faithfully, week by week, month by month, and year by year.

_Signed_,

____________________.

THE END.

End of Project Gutenberg's The Sabbath-School Index, by Richard Gay Pardee