Part 9

Why did our soldiers go off to the war? _To fight_; yes, and to shed their--_blood_--for their country. And what does shedding their blood mean? _They died_--[a little girl answers]. Right; they shed their blood, they died for our country. Jesus shed his blood, That means the same as Jesus--_died_; yes; how? _On the cross._ He hung there for you, did he? _Yes, sir._ And for me? _Yes, sir_; and for us all? A little girl in a mission-school, named Mary, sat on the front seat, and when the superintendent was telling about how they hanged Jesus on the cross, the tears came to her eyes, and when he got to where they took the hammer and the nails to nail him, little Mary could not stand it any longer, but she had to get up and go out. In the afternoon she came back smiling, and the superintendent asked her, "Mary, where did you go this morning?" and she said, "Oh, teacher, I could not stand it when you spoke to us about Jesus being nailed on the cross, for I felt just as if I helped to pound the nails in, and I went off a little piece from the school, and got down on my knees and told Jesus that my sins helped to hang him on the cross, and I asked him to please forgive me for helping to kill him--that I was so sorry; but now I feel so happy." Jesus forgave her, and to-day Mary is a little Christian girl.

I have something in my pocket (drawing out a roll) that I want you to see. Years ago I went thousands of miles away, and I sent on to Washington and got this paper, It is called a "passport." There is the great seal of the United States on it, and here is the Secretary's signature at the bottom. And when I was away, in strange countries, where I could not speak the language, all I had to do was to show this paper, and they said, "Let him pass," or something that meant that, and I was allowed to go on. If I had not had this passport, I could not have got through. The blood of Jesus must be our passport. When God sees this blood sprinkled on the door of our hearts, he will say, "Let him pass," and we will be allowed to go through this life in safety, and get to heaven when we die. But oh, how many times we have to use this passport! How often we sin and need to come to Jesus for forgiveness, and to point to his precious blood sprinkled on our hearts!

The teacher further continued the lesson, illustrating by pointed and affecting incidents, briefly recapitulating, and closing with a short prayer, in which the little ones feelingly joined. The above is all that need be quoted to give an idea of the style of this successful teacher of the children.

_Example No. 2._

The following lesson was kindly forwarded to the author, in manuscript, from London, by the young lady teacher, "S. E. A.," who has been remarkably successful in public exercises of teaching very young children.

_A Lesson upon Forgiveness._

Harry and Fred went to school. They had to cross a road to get to it. A boy used to stand at the crossing with a broom in his hand to sweep it with; this boy was very rude to Harry and Fred: he used to try and keep them from crossing the road. Once he took away Fred's books and splashed him with mud. When the boy saw Harry and Fred running and making haste, lest they should be late at school, he would be sure to stop them. In the winter-time he made them walk upon the snow. Sometimes he held up his broom before their faces and cried out, "Can't come across, can't come across; you'll be late, you'll have the stick." Then, again, when they were very early, he would tell them they were late, and so make them run. At last, one day all the children of the school to which Harry and Fred went were going to take flowers to their teacher, as it was her birthday. Henry said that he would bring a beautiful nosegay, for his papa's gardener was going to cut him a large one from the green-house for him to take to school. Well, the morning of the birthday came: the school-children brought a great many beautiful flowers; Harry and Fred did not come with the rest; the children wondered where they could be. At last though, in they came, but no nosegay: they made a bow, said "Good-morning," and then both looked down on the ground. "Where's your nosegay?" said a little girl to Harry. "I have not got one," he answered. How could that have happened? The gardener had cut them a beautiful large nosegay, and when they left home in the morning for school they had it with them--what had become of it? Had the boy taken it away? I will tell you all about it. As they were running along very fast to get to school in time, all at once they left off running and began to walk slowly. They were near the crossing, and they felt afraid of the boy; they need not have been frightened, for the boy was sitting down on a doorstep crying, with his head resting upon his knees, and took no notice of them. As they were going past him, Harry said, "Oh, he will not hurt us; let us stop; I wonder what he is crying for?" "What is the matter?" said Fred to him. "Mind your own business," answered the boy; "go on to school." So on they went, but as they turned away the boy saw the nosegay, and called after them to come back. "Don't go." said Fred: "he's a wicked boy; we can't help him." Well, they were going on when Harry looked again and saw him crying; so he and Fred turned back: then the boy told them that he was very hungry, that his mother and grandmother were both at home very hungry and ill, that a policeman had turned him away from his crossing, and he had not earned any money for three days. Harry said, "Poor fellow!" and he wished he had a penny to give the poor boy. Then Harry and Fred looked at their flowers; the boy looked too. "He can't have our flowers, you know," said Fred; "we want them for our teacher, she is so kind, and I want to show how much I love her." So they walked off slowly, and the boy looked after them and the nosegay as if he would like very much to have it. "I say he does not deserve to be helped," said Fred. "So do I," said Harry; "and then these flowers are too good to give to him." However, they did not feel quite comfortable, and then they remembered a text they had learned at school the day before--"_If ye forgive not men their trespasses, neither will your Father forgive your trespasses._" That is, dear children, if we do not forgive others, God will not forgive us. So Harry said, "Here, Fred! take the flowers to him." Fred took the flowers, went up to the boy, put them in his hand, and then ran away. A gentleman soon after gave the boy a shilling for the nosegay, and I dare say you can guess what he did with it. When Harry and Fred gave the nosegay to the boy, it made them feel very happy--more happy than if they had given it to their teacher; and it did the boy good too: their kindness made all his rudeness go away, and always after this day he did all he could to please Harry and Fred.

_Tell_ me the names of the boys I have spoken to you about? _How_ did the crossing-sweeper behave to them? _What_ were they going to take to school one day? _Why_? _Did_ Harry and Fred take their nosegay to school? _What_ did they do with it? _Did_ the boy deserve to have it? _Why_ did they give it to him then? Yes, they gave it to him to show that they had forgiven him. Sometimes people are unkind to you; perhaps one day a boy went up to you James, and stole your marbles; perhaps your big sister one day gave you a slap, Mary. Now, if she ever slaps you again, or if the boy takes away James's marbles again, are you to hit them and call them hard names, or to forgive them? _Why?_ Yes, you should forgive them because God wishes you to do so; because it will be acting like Jesus to do so; because God will not forgive you if you do not forgive. Let us think a little about Jesus. You know that one evening when he was praying in a quiet garden, some wicked men came and dragged him away; you remember how the soldiers mocked him, took off his clothes, put on him an old robe, a make-believe crown made of thorns--dared to be so filthy as to spit in his face, beat him; and then they put great nails through his hands and through his feet, and nailed him to a cross of wood, put it up and let him hang there. How the nails most have torn his hands!--what great pain they must have given him! You know if a pin were put through your flesh how the pain would make you cry out; what then must have been the pain of the nails! And then he did not deserve this cruel treatment: he had gone about doing good. If any persons deserved to be punished, those who put Jesus, the kind, loving Saviour, to death, deserved to be; and Jesus could have punished them if he had chosen, for he was God's dear Son; but no, he did not punish them. Instead of that, he prayed for them: he said, "Father, forgive them; for they know not what they do!" Let us ask God, the Holy Spirit, to give us a forgiving spirit, and so make as like Jesus.

Here is a story which Jesus once told, that he might teach us to forgive others: A king once had a servant who owed him ten thousand pieces of money. When the king called the servant that he might pay back the money, the servant had nothing to pay: not even one piece of money could he pay back, and he owed--ten thousand. Then the king ordered that the servant and his wife and children should be sold as slaves, and work until there was enough money to pay back the ten thousand pieces. When the servant heard this he fell down on his face before the king, and said, "Lord, have patience with me, and I will pay thee all;" in other words, "Do wait a little longer and I will pay back all the money." Suppose Alfred's mother owes the baker for a great many loaves, and he was to come to her house one day and say, "I must have my money; I won't go away till you pay it to me;" and then your mother were to cry, and tell him how sorry she was she had no money, but that the children had been ill, and that she had had to give all her money to the doctor, but that if he would wait a week longer she would get the money and pay him. Well, suppose the baker was to feel quite sorry for your mother, and should say, "Well, I won't ask you for the money: you need not pay me at all. I will give you the bread you've had." Now, that is what this king did. The servant said, "Wait a little longer and I will pay you." The king said, "You need not pay me at all: I forgive you it all." The servant went away. As he was going away he met a man who owed him a hundred pennies: he went up to him, laid hold of him very rudely by the throat, and said, "Pay me what you owe me!" The man fell down at his feet, and said, "Have patience with me, and I will pay you all." _How_ much money had the king just forgiven the servant? _How_ much did this man owe the servant? _What_ ought he to have done? But he did not forgive him, but had him put in prison directly. Some servants were standing by and saw what this unkind servant had done, so they went to the king and told him all about it. He ordered the servant to be brought back before him, and then the king said to him, "O you wicked servant I forgave you all that debt: ought you not to have forgiven the poor man what he owed you?" The king was very angry with him, and had him put in prison until he paid the very last farthing. Then Jesus told the people to whom he was speaking that so their heavenly Father would not forgive them if they would not forgive one another.

_How_ many pieces of money did the servant owe his lord? _Had_ he any money to pay back with? _What_ did the king order to be done to him and his wife and children? _What_ did the servant then say? _Did_ the king give him a little longer time? _How_ much did a man owe this servant? _Tell_ me how he treated the man? _Who_ went and told the king all about it? _What_ did the king _say_ to the servant? _What_ did he _do_ to him? _Who_ was it prayed for those who treated him so cruelly? _Now_, when you go home, I want you to tell your mothers and fathers about the lesson. Repeat it. If we do not forgive others, God will not forgive us. Try and remember three things--about Harry and Fred; the king and the servant; the Lord Jesus.

XVI.

YOUNG MEN AND WOMEN'S BIBLE-CLASSES.

We can hardly find words to convey our impression of the surpassing importance of these classes. To train teachers, to train mothers and fathers, to restrain from doubtful company, and to furnish good companions and Christian associations, reading, habits, impulses to the young men and women of this generation, is a work worthy of the highest aspirations of the best and noblest of our race. If we look at the census, we cannot fail to notice the striking fact that a little more than _one-third_ of the entire population of New York are young men and women over fifteen and under thirty years of age, while more than one-half of our population is under twenty years of age.

In a very short time the destinies of our country and of our churches will be in the hands of these young people. To a large extent they have been neglected in the family, in society, in the Sabbath-school, and in the Church; and as Dr. James W. Alexander said: "Be it ever remembered, that the neglecters of the Church have been neglected by the Church." These young people can no longer be petted as children, and they are not generally treated with the respect due to them as rising young men and women. Said a youth of fifteen once: "Uncle, I don't know what I can do with myself. I am too old to play with children, and I am not old enough to be interesting to the older people." This anomalous position such young people sadly feel. They are sensitive, beyond any other period of life, to any slight or neglect, and after a vain struggle to gain a recognition and position anywhere, they rush to the gilded saloons or the giddy dance for that sympathy, kindness, and regard which they vainly seek for in the family, the Sabbath-school and the Church of Christ.

This should never be, and it must not be. But can these persons be reached and gained by the Sabbath-school? And how? After due consideration, I reply, in the first place, that they _can_ be reached. My reasons are:

1. Because earnest, warm-hearted, disinterested efforts in this direction have ever been successful. When building the Brick Church in Rochester, N.Y., the names of all the scholars and their ages were transcribed and placed in the corner-stone, when it was ascertained that, of the whole number--I think 652--the average age was fourteen years and ten months; and other churches in that city present a similar record, because the able and influential Christian business men and women of Rochester devote themselves to this great work.

2. Because no class of persons is more susceptible to kind attention and real sympathy. They are quick to perceive and prompt to act. No class is more hopeful.

3. Because these senior classes, when appropriately conducted, are well adapted to meet the wants of their personal, social, intellectual, and religious nature, and to fill a secret void that is keenly felt by these precious youth.

In the second place, _How_ can our young men and women be reached? I answer:

1. Christian men and women of real talent and character, of religious and social position, must be thoroughly aroused to a self-sacrificing, devoted, heartfelt interest for them. They must put their hearts into it. No feigned respect will do. Nothing but real sympathy will be received. No mere professions will answer. These youth are quick and sharp-sighted to detect anything insincere or unreal. The best men and women of our churches must be chosen to take charge of their classes--persons who can and will understand, appreciate, and respect young people. They must evince a more anxious and watchful desire to notice and approve what is right in them, than to condemn that which is wrong. They must be patient and forbearing, with a good control of their countenance, tone of voice, language, quick to discover the value and bearing of the half-uttered opinions of the class, with an earnest personal interest in each one and all things that concern them. They should be enabled to prove themselves sincere friends and counsellors of all--both for this life, in employment, business, social questions, amusements, etc., and for the life that is to come. They should have an intelligent enthusiasm in the great work, with a strong faith in God, in his Word, and in his Spirit, and a hearty good-will to man.

2. Lay your plans for these classes on so large and liberal a scale as to command the scholars' respect as well as your own. Render them as pleasant and as attractive as possible. Make the best arrangements you can as to room, seats, library, and periodicals. I am sure _The Sunday-School Times_ and other Sabbath-school journals and magazines, would be very useful in such a service. Do all you can to raise these classes in their own estimation, and omit no opportunity to cherish self-respect on the part of each member, and try to inspire them all with higher aspirations and better hopes. Manifest, as well as feel, a _personal_ interest in each one.

3. Aim high and direct. Have a distinct, definite aim and object in all your teachings, and see that each member of the class clearly understands it. Young people want drawing out and leading forward in gentle confidence. In these classes we ought to select and train for the purpose our best Sabbath-school teachers. If the exercises are allowed to degenerate into unprofitable discussions, the examination of curious questions, controversies, or skeptical subjects, they may be productive of positive evil. Care should be taken, therefore, to engross them with the most ennobling themes. None can better appreciate what is truly excellent than these young people. An appeal to the Word and to the Testimony they will understand and respect. Lead them to compare Scripture with Scripture. Illustrate the Old Testament from the New, and also bring illustration for the New Testament from the Old. Induce the young people to make the best use of a good reference Bible, searching out parallel passages for comparison, inference, and illustration, and all will be interested and benefited. Use similes, metaphors, etc., which so abound, as well as comparisons and inferences. The following quotation may serve as an illustration of four figures of speech, all brought into one sentence:

"Imagine a father bewailing the loss of his son, by drowning.

_Simile_--He stood firmly upon the beach, like an oak of the forest,

_Metaphor_--and cried out, with trumpet voice,

_Hyperbole_--louder than the cannon's roar:--

_Apostrophe_--Oh ocean! thou hast robbed me of a beloved and courageous son."

4. The character, interests, and feelings of the class should be the teacher's unwearied, daily study. This will be a noble work. Nothing which concerns them should be treated by the teacher with indifference. His profoundest thoughts, reading, observation, and study should be laid under contribution to his class. Painstaking saves thousands, neglect ruins millions. Count no sacrifice too dear to win souls.

5. It is indispensable that the teacher of such a class should always be courteous. Religion should at least make its possessor a gentleman, and this the young people all know right well. His whole life and bearing will influence the little circle. The personal appearance also should be duly regarded. Says a teacher: "The manner of a teacher should always be marked by these qualities: 1. Animation--a quickened, active state of the whole soul; 2. Intention--the aim and endeavor to impart the information required; 3. Earnestness--zeal in executing the instruction."

6. The class should be consulted, as far as possible, respecting the subject of study. The teacher should lose no opportunity to evince his respect for their opinions. His difficult questions should be asked generally of the class, while the personal questions should be easy and adapted. He should receive all their answers with an abounding charity and confidence, and make the most of the feeblest responses. A tart reply to a single remark will ofttimes seal the lips and hearts of a whole class. They love confidence, and become afraid to trust a teacher with their stammering, half-uttered, imperfect answers, particularly if he appears more anxious to be smart and witty than to do them good and honor them. Let the lessons be systematic and complete. The teacher should aim to draw out the thoughts of his pupils in an easy way, instead of pouring in his own. "_Thoughts_, not words," should be the class-motto, and none can appreciate them better than young people. Let the illustrations be well-chosen and appropriate. If you strike an important practical question during the lesson, do not leave it until satisfactorily investigated, whether the lesson is covered or not. Let every mind be calm and unembarrassed, so that it will work well; much depends upon the class, as well as upon the capacity of the teacher. "A few pebbles, a piece of leather, and a cord, are in some hands, a more formidable weapon than the sword of a giant, although it be strong as a weaver's beam and keen as a blade of Damascus steel."

7. These young people should be especially induced to look into their own hearts, and study their own mental and moral mechanism. Lead them often to converse about themselves. It has been truly said, that "it is a law of human nature, that man is interested in nothing so much as about himself." Whatever relates to his own personal experience always claims his especial regard. Many quite fail as teachers, as well as preachers, because they are so impersonal.

8. Social meetings of the class should be held now and then, and pains should be taken to make them attractive and useful. Young men and women must have their social nature regarded. The teacher should on such occasions strive to recall the freshness and vivacity of his own youth, and live it over again; enter into it heartily, and show the class his acquaintance and sympathy with all their peculiar wants, fears, and trials. Band the young people together, in social bonds and mutual pledges if you please, to attend church, prayer-meeting, and Sabbath-school, to read the Bible and pray _regularly_, and perhaps pledge also against improper reading, associates, games, drinking, smoking, late hours, neglect of the Sabbath, and unite them in associated literary efforts, in tract missions, Sabbath-school work, in visitation, and in all ways of doing good. There should be social prayer-meetings of the class at convenient times. Have, also, a well-chosen library for them, and point out from time to time the books best adapted to peculiar wants and circumstances.