Part 5

2. "Never to tell a child what you could make that child tell you." He will thus remember it ten times as long.

3. "Never to give a piece of information without asking for it again." The mind cannot retain what it does not expect to be called on for again, or to have a future use for.

4. "Never to use a hard word if an easy one will convey your meaning; and never to use any word at all unless you are quite sure that it has a meaning to convey." Mark--not "long" word, but "hard" word.

5. "Never to begin an address, or a lesson, without a clear view of its end." Then aim high and at the mark.

6. "Never to give an unnecessary command, nor one which you do not mean to see obeyed." Therefore, few commands; for in case you fail to secure obedience the child rules you, and not you the child.

7. "Never to permit a child to remain in the class for a minute without something to do, and a motive for doing it." A child wants something to do, and cannot bear to be idle. Keep him busy.

Teaching is an art, and like any other art, it has to be learned--learned, too, by study, observation, and practice. It has its rules and principles. He who knows and practises them is a good workman; while he who neglects them is necessarily inefficient. First, we must get the ideas and _principles_. Secondly, we must _imitate_ or copy the good examples or models; and thirdly, we are to practise teaching; for the best way to learn how to teach is to _teach_. Said Ralph Wells, when asked how he learned to teach, "By my mistakes and failures." In teaching others successfully we teach ourselves effectively.

In seeking after our models or examples to copy, we need not, like the artist, go to Italy in order to copy the great masters; for the great Master of teaching--Christ, our Model Teacher and the teacher's model--is always before us, and His example is perfect. He is "the Teacher come from God." "He spake as never man spake." Let us notice some characteristics of His teaching:

1. He was _very instructive_. He knew what was in man, and just how to meet his wants. If our words do not instruct, they "are simply impertinent." Do our "lips teach knowledge?"

2. He was _beautifully simple_,--child-like, but never childish; so clear that all could understand. So our words should be few, well-chosen, simple, and adapted, softly and deliberately expressed.

3. His teaching was _highly illustrative_. So should ours be. He gathered from all the common surroundings of life. The tiny sparrow was made to illustrate His care; He pointed the magi to the stars; the fishermen were to be fishers of men; He taught a lesson to the merchant-man from the goodly pearl; the water-bearer was offered the water of life; while the wheat, the grain, the tares, the chaff, the vine, the tree, the field, and almost every object taught the husbandman amid his daily toil. Heaven itself is represented by earthly things and objects the most valued--by "songs," "arches," "harps of gold," "rivers clear as crystal," "rivers of pleasure," "pearly gates," "precious rubies and stones," etc. His illustrations always threw _light_ upon truth--never _displaced_ it, as ours sometimes do. They were drawn from everyday life, and so well adapted that they were joyfully received by the candid inquirer. Let all Sabbath-school teachers herein copy the Master. Apt illustrations render truth more permanent; for it is well said, that the "simile, the anecdote, the fable, is sure to be remembered, and the sentiment to which it was linked is sure to go with it."

4. His teaching was, also, _sublimely courageous_. "He spake as one having authority." His confidence in God and in His truth raised Him above fear and doubt.

5. His teaching was _singularly adapted_. It always reached the heart and life.

6. His teaching was _mingled with prayer_. He went out to teach; He retired to pray. Let all teachers imitate His example.

7. His teaching was _closely applied_. Let our teaching, also, be carried home to the everyday life of the children, and applied closely, particularly, personally, and privately to specific errors and sins; for we never should allow ourselves for a moment to doubt that there is no infirmity in manner or purpose, in habit, temper, or character, amongst our children, which the Sunday-school, with its divine text-book, is not abundantly competent to reach and remove.

Sabbath-school teaching should combine at least--1. The art of asking questions. 2. Keeping order. 3. The art of securing attention and interesting the pupils. 4. The drawing of practical lessons and applying them to the daily, common life. We should never undertake to teach a truth of which we cannot see and make plain its uses; certainly never convey to our children the idea that there is any unimportant portion of revealed truth. One or two Bible-truths and principles are generally better than many.

The art of drawing lessons is much more simple and easy even for children than most persons think. The only prerequisites for drawing practical lessons are--1. A knowledge of the facts. 2. An accurate perception whether they be good or evil. If the action or precept be good, the practical lesson is but an echo of the fact; if evil, avoid. Imitate the good and shun the evil. For instance: Cain and Abel were industrious; from which we learn the duty to be industrious. Cain and Abel went up to worship God; from which learn to copy their good example in going to worship God. But Cain became angry and slew his brother; from which we draw the lesson of warning and danger.

Another important part of a teacher's work may be found in Mr. Fitch's third rule, _i. e._, Every teacher before he leaves the lesson, should carefully call back in a child's own language all that he has taught him. Without this careful, thorough review and _recapitulation_ he cannot be sure that his instructions and the practical lessons taught are really received. A child is, as it were, compelled to remember what he is sure to be called upon for again; so that we can hardly overestimate the value of review and recapitulation. One superintendent in New York recently reviewed, by aid of a blackboard, the whole of John's Gospel with his scholars on two consecutive Sabbaths. The teacher should keep his eyes upon all the class, and address the class generally more than the individual members of the class; but be ready to sympathize with each and all.

Never be in a hurry with the lesson; calmly, patiently, candidly proceed. It is far better to get the pupils to _understand_ the first verse or a single thought of the lesson, and proceed no farther, than to hasten over a dozen verses.

Paul says: "I had rather speak five words with my understanding, that by _my voice_ I might _teach_ others also, than ten thousand words in an unknown tongue." (1 Cor. xiv. 19.) Be strictly impartial; have no favorites in the school; be tenderly respectful to the weaker ones. Particular care should be taken to preserve order fully until the _close_ of the school, for then it becomes most difficult; and after the school he will retire to his closet and commend his feeble, imperfect labors in prayer to God. He will ask himself the following questions: "Does any child leave me to-day with a clear, simple view of _one truth_ of the gospel of Jesus Christ?" and, "Is it a matter perfectly understood between me and my pupils to-day that I am seeking their conversion to God at _this time_, and under my instructions?" He will then think over the events of the hour, and commence his preparation for his next lesson. During the week the Sabbath-school teacher will find something to do every day. On one evening he will visit an absentee, or look up a new scholar; on another, visit some of the parents; then attend a social meeting, or the teachers' meeting, and on another call to interest one to become a new teacher. He gets one boy a place to work, and another he introduces into the public school; gives his scholars his name and residence on a card, and endeavors in all ways to prove himself to be a warm-hearted, sympathizing Christian friend.

The teacher's life is the life of his teaching. His character, manners, habits, dress, and associations, all exert an influence of great power upon his pupils and upon his fellow-teachers; and he will do well to adopt the noble, disinterested Christian motto: "If meat make my brother to offend, I will eat no flesh while the world standeth;" or if the theatre, or dancing, or tobacco, or the wine-cup, or cards, or any minor evil, lessen my influence as a Christian teacher, I will cheerfully abandon them at once and for ever. "Be ye holy in all manner of conversation and godliness."

_Examples of Teaching._

In appending some examples or lessons in teaching, I have selected two varieties from the "Gall" or "Lesson System," of which the late James Gall, of Edinburgh, was the author. I have done so, first, because it is a _system_ and conforms to all good rules of teaching; secondly, because, having used it for more than a quarter of a century, I have found it to be of more value to the teacher and interest to the children than any or all others, if varied and _adapted_ with a sound discretion; and, thirdly, because there are more suggestions in it to teachers than any other; in fact, it includes all others. Particular care must be taken not to attempt too much. Never attempt to use the whole _ten_ exercises on any _one_ Sabbath lesson, or pursue the same order. Generally use the catechetical, the explanations, and the lesson every Sabbath. In some lessons five or six can be used. All are suggestive.

The great leading principle of the system is to teach _the use of knowledge_--not to communicate information merely, but to train the young, by certain definite rules, to _make use_ of all the information they receive. The first lesson here given is for younger classes; the second for more advanced:

_Lesson No. 1._

_As taught by the "Gall Lesson System."_

(Matt. viii. 1-3.)

"When he was come down from the _mountain_, great _multitudes followed_ him. And _behold_, there came a _leper_ and _worshipped_ him, saying, Lord, if thou _wilt_ thou _canst_ make me _clean_. And Jesus _put forth_ his hand, and _touched_ him, saying, I will; be thou _clean_. And _immediately_ his _leprosy_ was _cleansed_."

Who came down from the mountain? From what did Jesus come down? What happened when Jesus came down from the mountain? Who followed him? Whom did the multitudes follow?

Who came to Jesus? To whom did the leper come? What did the leper do when he came to Jesus? Whom did the leper worship? When did the leper worship Jesus? What did the leper call Jesus? Whom did the leper call Lord? What did the leper say? If who would? What could Jesus do if he would? What did the leper say Jesus could do? Who could make him clean?

What did Jesus do? Who put forth his hand? What did Jesus put forth? What did Jesus do when he put forth his hand? Who touched him? Whom did Jesus touch? When did Jesus touch the leper? What did Jesus say? Who would? What was the leper to be? Who said he was to be clean?

What happened when Jesus said he was to be clean? What was cleansed? Whose leprosy was cleansed? When was the man's leprosy cleansed? By whom was the man's leprosy cleansed?

How many circumstances are mentioned in this passage? (Nine.) What is the first? (_Multitudes followed Jesus when he came down from the mountain._) What does that teach you? _Lesson._--We should follow Jesus, and take every opportunity of receiving his instructions.

What is the second circumstance here mentioned? (_A leper came to Jesus to be healed of his leprosy._) What does that teach you? _Lesson._--We should apply to Jesus the Saviour to be healed of the leprosy of sin.

What is the third circumstance mentioned in this passage? (_The leper worshipped Jesus._) What does that teach you? _Lesson._--We should worship the Lord Jesus Christ as the Son of God and our only Saviour.

What is the fourth circumstance here mentioned? (_The leper doubted the willingness of Christ to cure him._) What does that teach you? _Lesson._--We should never doubt the willingness of Christ to do us good and to save our souls.

What is the fifth circumstance mentioned in this passage? (_The leper expressed his faith in Christ's ability to cure him._) What does that teach you? _Lesson._--We should cherish in our hearts a firm belief of Christ's ability to save us to the uttermost.

What is the sixth circumstance mentioned in this passage? (_Jesus put forth his hand and only touched him._) What does that teach you? _Lesson._--Jesus is able to save us either by the use of means or without them.

What is the seventh circumstance mentioned in this passage? (_Jesus assured the leper of his willingness._) What does that teach you? _Lesson._--We should assure doubting inquirers of Christ's willingness as well as ability to save them.

What is the eighth circumstance mentioned in this passage? (_Jesus immediately commanded a cure._) _Lesson._--None will ever seriously apply to Jesus in vain.

What is the ninth circumstance mentioned in this passage? (_The leprosy was immediately cleansed._) What does that teach you? _Lesson._--God is able instantly to cure the most inveterate diseases of both body and soul.

_Explanation of Words to precede the Lessons._

_Mountain_,--High hill. _Multitudes_,--Number of people. _Followed_,--Went after. _Behold_,--Take notice. _Leper_,--Man troubled with the disease called leprosy. _Worshipped_,--Paid divine honors to. _Wilt_,--Pleaseth. _Canst_,--Art able to. _Clean_,--Free from this disease. _Put forth_,--Stretched out. _Touched_,--Laid it upon. _Clean_,--Healed. _Immediately_,--At the very instant. _Leprosy_,--Disease. _Cleansed_,--Healed or cured.

_Lesson No. 2._

_As taught by the "Gall Lesson System."_

NOTE.--Only a part of the _ten_ exercises given are to be used in any one lesson.

_Question._ What does God require of all those who will be saved?

_Answer._ God _requires_ from those who will be _saved_, true _faith_ in his Son Jesus _Christ_; true _repentance_ of _all_ their sins; and _a new_ and _sincere obedience to_ all his _commandments_, _from_ love to _Him_ who _first loved us_.

1. _Verbal and General Exercise._

_What does God require from those who will be saved?_ Who requires true faith? From whom does God require true faith? Who will be what?

_What kind of faith does God require?_

_In whom are we to have true faith_? Who is Jesus Christ? Whose Son is Jesus Christ? Who is the Son of God?

_What does God require besides true faith?_ What kind of repentance does God require? From whom does God require true repentance?

_Of what are they to repent?_ Of how many of their sins must they repent?

_What does God require besides faith and repentance?_ From whom does God require new and sincere obedience?

_What kind of obedience does God require?_ What is it to be new and sincere? To what does God require obedience? To whose commandments are we to give obedience? How many of God's commandments are we to obey?

_From what are we to obey Gods commandments?_ Whom are we to love? What are we to do from love to God? What did God do to us? Whom did God love? Who loved us? When did God love us?

2. _Numerical Exercise._

How many things does God require from those who will be saved? (_Three._--1. Faith. 2. Repentance. 3. Obedience.) What is the first? etc.

How many things are here stated with respect to faith? (_Two._--1. It is to be a true faith. 2. It is to be faith in Jesus Christ.)

How many things are here stated with respect to repentance? (_Two._--1. It is to be a true repentance. 2. It is to be a universal repentance.) What is the first? etc.

How many things are here stated with respect to obedience? (_Four._--1. It is to be a new obedience. 2. A sincere obedience. 3. It is to be a universal obedience. 4. It is to be an obedience founded upon, and flowing from love.) What is the first? etc.

3. _Doctrines Separated._

How many doctrines are contained in this answer? (_Four._--1. God requires true faith from all who will be saved. 2. God requires true repentance. 3. God requires a new and sincere obedience. 4. God requires us to obey all his commandments from a principle of love.) What is the first? etc.

4. _Explanations and Illustrations._

_Requires_, asks, or demands. _Saved_, delivered from the power and consequences of sin. _Faith_, belief, and assured confidence. _Christ_, the anointed Saviour. _Repentance_, sorrow for, and hatred of, sin. _All_, the whole of. _A new_, not the former, but a better. _Sincere_, a pure, simple, and honest. _Obedience to_, submission to, and ready compliance with. _Commandments_, wishes, and orders. _From_, arising out of. _Him_, God. _First loved us_, had previously showed his love to us by sending his Son to die for us.

5. _Doctrines Proved._

(1.) _God requires true faith from all who will be saved._--_Mark_ xvi. 16. He that believeth, and is baptized, shall be saved; but he that believeth not shall be damned.

(2.) _God requires true repentance._--_Luke_ xiii. 3. Except ye repent, ye shall all likewise perish.

(3.) _God requires new and sincere obedience._--_Rom._ vi. 17. But ye have obeyed from the heart that form of doctrine which was delivered you.

(4) _God requires us to obey all his commandments from a principle of love._--_John_ xiv. 15. If ye love me, keep my commandments.

6. _Lessons from the Doctrines._

_From these doctrines we learn_,

(1.) That we should beware of unbelief.

(2.) That we should hate and forsake sin.

(3.) That our obedience to God should be cheerful and constant.

(4.) That all our duties should be done to please God rather than ourselves.

7. _Application of the Lessons._

Of what should we beware? (1.)

What should we hate and forsake? (2.)

What should be cheerful and constant? (3.)

Whom should we seek to please in the performance of duty? (4.)

8. _Devotional Exercise_ (_from the Answer_.)

_Petition._--Bestow upon us, we beseech thee, those graces which thou requirest from all those who will be saved. Give to each of us true faith in thy Son Jesus Christ, true repentance of all our sins, and a new and sincere obedience to all thy commandments, arising from love to thee who hast first loved us.

9. _Devotional Exercise_ (_from the Lessons_.)

O Lord, may we always be upon our guard, (1.) and constantly beware of falling into the sin of unbelief. May we sincerely repent of all our transgressions, (2.) and heartily hate and forsake all sin. And grant that (3.) our obedience to thee may be cheerful and constant; and that (4.) all our duties may be done to honor and obey thee, rather than to please ourselves.

10. _Paraphrase formed._

_God_ [asks or demands] _from those who will be_ [delivered from the power and consequences of sin,] _true_ [belief and assured confidence] _in his Son Jesus_, [the anointed Saviour,] _true_ [sorrow for, and hatred] _of_, [the whole of] _their sins_, _and_ [not the former, but a better] _and_ [a pure, simple, and honest submission to and ready compliance with] _all his_ [wishes and orders,] [arising out of, and proceeding from,] _love to_ [God,] _who_ [had previously showed his love to us, by sending his Son to die for us.]

_Other Modes of Teaching._

There are also various other modes of teaching that can be used on different lessons. One plan is to raise the questions Who? What? When? and Where?

Another is to take the letters P. P. D. D. D. D., the two P's and four D's, and inquire for _P-ersons_, _P-laces_, _D-ates_, _D-oings_, _D-octrines_, and _D-uties_.

Another still is to take the word "_F-i-d-d-l-e-r_," as a mnemonic for the teacher's use. The first letter, _F_, will remind him to call on the children to tell him what _facts_, and how many, are to be found in the first verse or in the lesson. The next letter, _i_, may prompt him to call for _inferences or instructions_. The letter _d_ repeated would remind him to ask for the _doctrines_ and _duties_, _l_ will call for _lessons_, _e_ for _examples_ and _r_ for _rebukes_. This will give active employment to the children--a thing which they delight in, and it will aid the teacher in the difficult but sublime work of teaching divine Truth.

XI.

ILLUSTRATIVE TEACHING.

To illustrate is to throw light upon, to illumine, to make clear and plain. Illustration has, also, a decorating power as well as an enlightening power.

Illustrative teaching is not merely entertaining or amusing the children with stories and anecdotes, but may comprise them incidentally. Explanation appeals to the understanding, while illustration appeals to the observation of the young. Says one writer: "It is by illustration alone, which appeals to their observation, that ideas are conveyed to children's minds." Anecdotes and stories are generally too long for Sunday-school teaching, and the danger is that they will overshadow the truth. Illustrative teaching should be employed in the Sabbath-school to make divine truth glow and become plainer, clearer, and better understood--nothing else. It must never displace the lesson, but be held in strict subordination to it. Illustrations of divine truths are very useful--in fact, indispensable; but dangerous, unless well guarded so as never to withdraw attention from the Bible.

This was one of our divine Saviour's chosen modes of teaching, as we see in the beautiful parable of the sower, and, in fact, in almost all of His inimitable parables. Mankind, as well as children, delight in this form of instruction. Says Mr. Groser, in his excellent work on this subject: "Children have a passion for details and revel in analogies. Mark their fondness for _stories_, however frivolous; _word-pictures_, however meagre, and _comparisons_, however commonplace." Tupper says:

"Principles and rules are repulsive to a child, but happy illustration winneth him.

In vain shalt thou preach of industry and prudence till he learn of the bee and ant.

Dimly will he think of his soul, till the acorn and the chrysalis have taught him.

He will fear God in thunder and worship His loveliness in flowers.

And parables shall charm his heart, while doctrines seem dead mystery."

Illustration is something laid alongside of--parallel--for comparison, and should be short, obvious, and appropriate. There must always be something to illustrate.

For instance: If we were teaching, "Take us the foxes, the little foxes," etc., we could illustrate the danger and influence of little evils or sins by saying: Chemists tell us that a single grain of iodine will color 7000 times its weight in water; so a little sin may discolor and destroy a good character. A ruined man once said: "It was that ten minutes on the street-corner, reading a bad book, that destroyed my whole life." "It was that penny I stole when a very young boy," said an old man, "that sent me four times to prison, and confined me twenty-eight years out of sixty of my life, and all for stealing less than thirty-eight dollars."

Or if the lesson was, "No man can serve two masters," etc., let the teacher say: "The other day I saw two men together walking down the avenue, and a little dog was running behind them; so they went on for a while, and I wondered to which of them the dog belonged. When they came to the corner of a certain street they shook hands and went opposite ways. Then I saw at once to which of them the little dog belonged. He could not follow both; so he trotted after his master. So, dear children, it is with you; you may try to be Christ's servants and the servants of Satan at the same time, but it will be in vain; 'You cannot serve God and mammon.'"