,transcriber's ,note3 ,apparent typographical errors1 and inconsistent hyphenation1 have been corrected4 ,small capitals have been replaced by full capitals4 ,words in italics are indicated by underscores1 while spaced-out font has been closed up4 ,references to purely decorative illustrations have been removed4 ,text in smaller font 7mostly consisting of quotations7 has been indented one space4 ,,the ,,sabbath-,,school ,,index4 ,,pointing ,,out ,,the ,,history ,,and ,,progress ,,of ,,sunday-,,schools1 ,,with ,,approved ,,modes ,,of ,,instruction1 ,,examples ,,in ,,illustrative1 ,,pictorial1 ,,and ,,object-,,teaching2 ,,also ,,the ,,use ,,of ,,the ,,blackboard1 ,,management ,,of ,,infant-,,classes1 ,,teachers' ,,meetings1 ,,conventions1 ,,institutes1 ,,etc41 ,,etc41 ,,etc4 ,,by ,r4 ,g4 ,,pardee1 ,a4,m4 ,,philadelphia3 ,j4 ,c4 ,,garrigues ,,co41 #adh ,,south ,,fourth ,,street1 #ahfh4 ,entered according to ,act of ,congress1 in the year #ahfh1 by ,j4 ,c4 ,,garrigues ,,co41 ,in the ,clerk's ,office of the ,district ,court of the ,united ,states1 for the ,eastern ,district of ,pennsylvania4 ,,westcott ,,thomson1 ,stereotypers1 ,,philadelphia4 ,jas4 ,b4 ,rodgers1 ,pr4 #eb #ed ,n4 #fth ,st4 ,,preface4 ,a few years ago the author prepared a little ,manual entitled ,the ,sunday-,school ,worker ,assisted1 etc41 which was so favorably received as to call for a large edition without any special advertising4 ,what has seemed to be a most imperative call has again come up1 from various sections of our land1 and from many denominations of ,christians1 for a fuller and more complete work1 illustrated with examples4 ,if our pastors1 superintendents or teachers1 wished for specific details of all the departments of the ,sabbath-school1 they complained that they were compelled to purchase a dozen ,english and a dozen ,american works1 and even then there were important topics of information still unreached4 ,besides1 books written a quarter of a century ago will not fully meet the requirements of an intelligent ,sabbath-school man at this day4 ,the cause is making constant progress1 and many real improvements have been made during the past few years which are worthy of special record and notice4 ,never before has the ,holy ,bible been so exalted1 so taught1 so applied1 and made so interesting as now4 ,never before were our best ,sabbath-schools devoted to such pure1 simple1 child-like worship of ,god as now2 and never before was the high and holy aim of immediate conversion of the scholars to ,christ1 and then their thorough religious training1 kept steadily in view1 as it is in many ,sunday-schools at the present time4 ,the ,sabbath-school1 as the true working-field of the ,christian churches 7,the ,bible ,school1 as ,dr4 ,chalmers called it71 is now the grand rallying cry of the faithful4 ,the aim and design of this work is to observe1 collate1 and condense1 as far as possible1 the best thoughts1 experience1 and observation of ,sabbath-school laborers and authors1 not only in this country but also in ,great ,britain1 and to combine these with the observation and experience of the writer during the last forty-five years4 ,the author is greatly indebted particularly to the ,london ,sunday-,school ,union publications1 and to ,the ,sunday-,school ,times of ,philadelphia1 as well as to most of his fellow-laborers and writers in both countries4 ,gladly would he give credit in every instance1 but their works have been so read and their thoughts gathered up1 preserved1 and noted for use during many years1 and their views so assimilated with the author's and made his own1 that he is now quite unable to trace them accurately to their right sources4 ,they have become the property of all1 and he has appropriated and adopted them into the line of his own thought in the one great work4 ,the best examples and the best new improvements are here given for the ,sabbath-school artist to copy4 ,no one man or school or country embodies them all4 ,none1 however1 are mere theories4 ,everything here stated has been tried and proved4 ,the future progress of the ,sabbath-school will be carefully watched1 in order to add to or modify subsequent editions of this book1 so that the ,sabbath-school worker1 with no other guide-board but this ,index1 may be enabled1 by divine grace1 to enter the right path and to do a good ,christian work in training up the children and youth of his generation4 ,,the ,,author4 ,,new ,,york1 ,february1 #ahfh4 ,,contents4 ,i4 ,,the ,,sabbath-,,school #g ,,ii4 ,,history ,,and ,,progress #aj ,,iii4 ,,conventions #bc ,,iv4 ,,institutes #ca ,v4 ,,the ,,superintendent #ci ,,vi4 ,,the ,,library ,,and ,,librarian #ec ,,vii4 ,,the ,,secretary #ei ,,viii4 ,,the ,,teacher #fa ,,ix4 ,,preparation #fc ,x4 ,,the ,,teacher ,,teaching #gj ,,xi4 ,,illustrative ,,teaching #hg ,,xii4 ,,pictorial ,,teaching #id ,,xiii4 ,,object-,,teaching #ajc ,,xiv4 ,,the ,,blackboard #aab ,,xv4 ,,the ,,infant-,,school #abd ,,xvi4 ,,young ,,men ,,and ,,women',s ,,bible-,,classes #ade ,,xvii4 ,,the ,,art ,,of ,,securing ,,attention #aeg ,,xviii4 ,,the ,,art ,,of ,,questioning #afc ,,xix4 ,,the ,,teachers' ,,meeting #agd ,,xx4 ,,visiting ,,the ,,scholars #ahd ,,xxi4 ,,systematic ,,district ,,christian ,,visitation #ahh ,,xxii4 ,,new ,,mission-,,schools #aib ,,xxiii4 ,,the ,,conversion ,,and ,,culture ,,of ,,children4--,children's ,prayer-meetings1 etc4 #bjj ,,xxiv4 ,,preaching ,,to ,,children #bjh ,,xxv4 ,,children',s ,,meetings ,,and ,,monthly ,,concerts #bab ,,xxvi4 ,,auxiliary ,,associations4--,temperance ,societies4-- ,missionary ,associations #bae ,,xxvii4 ,,sabbath-,,school ,,music #bba ,,xxviii4 ,,means ,,and ,,measures4--,anniversaries4--,excursion s and ,exhibitions4--,premiums and ,rewards4--,benevolent ,contributions4--,catechisms4--,two ,sessions4-- ,constitution and ,by-,laws #bbd ,,xxix4 ,,sabbath-,,school ,,guardians4--,parents4--,pastors4-- ,the ,church4--,the ,community #bcj ,,xxx4 ,,missionary ,,agencies4--,neighborhood ,prayer ,meetings4--,bible ,readers4--,industrial ,schools4-- ,boys' ,meetings #bcg ,,xxxi4 ,,the ,,question ,,box4--,the ,answer ,box #bdj ,,xxxii4 ,,mistakes ,,of ,,teachers #bdh ,,xxxiii4 ,,helps ,,for ,,teachers4--,the ,teacher's ,covenant #bea ,i4 ,,the ,,sabbath-,,school4 ,it is a place where the churches of ,christ meet with the children and youth for the worship and service of ,god4 ,it is the ,church of ,god caring for the children on the ,sabbath day4 ,every song of praise1 as well as every prayer and reading and study of the ,word of ,god1 together with every exhortation1 address or sermon1 should rise to a high and holy act of simple1 life-like1 child-like devotion4 ,the place should be comfortable1 attractive1 light1 airy and cheerful4 ,it should be dry and well warmed4 ,the walls may be covered with prints1 hymns1 and ,scripture mottoes2 or1 as some of our wealthy congregations have done1 they may be frescoed beautifully with illuminated texts or paintings representing ,scripture scenes1 to attract the children to the house of ,god--to their ,sabbath ,home4 ,especial care should be taken that the seats provided are adapted in size1 height1 and form1 to all ages and sizes1 from the wee ones in the infant classes up to the larger scholars and the members of the adult classes4 ,the three-sides-of-an-octagon form of seat is found to answer well1 and is much cheaper than the circular seats4 ,infant classes will need a room by themselves1 and sometimes raised seats are to be preferred4 ,a good blackboard and crayons1 with good maps1 should be furnished to every room1 together with a well-selected library1 both for teachers and scholars4 ,keep on file a few good ,sunday-school papers and magazines4 ,it would be well also to have a few reference ,bibles and a ,bible ,dictionary4 ,but the glory of the ,sabbath-school is the open ,bible1 the living ,teacher1 the ,church ,militant and aggressive4 ,said ,de ,witt ,clinton3 ,the ,sunday-school is one of the three great powers by which the moral world is to be moved4 ,says the ,rev4 ,dr4 ,daggett3 ,the ,sabbath-school is to do vastly more than all other agencies of the ,church4 ,said ,john ,angell ,james3 ,in a few years we shall look upon all the past progress of the ,sunday-school but as the beginning1 as a kind of first-fruits1 an earnest of the future of this great institution of the ,christian ,church4 ,said the ,rev4 ,dr4 ,campbell1 of the ,british ,banner1 ,london3 ,with respect to countless multitudes1 it is mainly the work of the ,sunday-school teacher to carry out the command of our ,lord to preach the gospel to every creature4 ,the ,sunday-school1 for the individual1 for the family1 for the ,church1 for the nation1 and for the world1 is one of the principal mottoes to be inscribed on the banners of the faithful2 and many well-meant but feeble agencies on which much religious activity is now frittered away1 will1 we believe1 at length be merged in this grand institution4 ,the conviction is strong in our mind that the ,sunday-school ,union1 as a great central source of light1 life1 and power1 is on the threshhold of a glorious career of usefulness1 and will speedily become1 in the hands of the great ,master1 an agency for good to an extent beyond all present appreciation by the ,christian ,church4 ,,ii4 ,,history ,,and ,,progress4 ,the history of ,sabbath-schools is nearly allied to the onward progress of the ,church of ,god in the earth4 ,in all ages1 whenever pure religion has been revived1 it would seem that especial attention has always been given to the early religious instruction and training of children and youth by the ,church of ,god2 and herein lies the grand ,,sunday-,,school ,,idea4 ,says a ,scotch divine3 ,vital religion1 and the godly upbringing of the young1 have ever gone hand in hand4 ,the soul is diseased1 and a ,bible education is the only remedy4 ,in that wonderful ,,book1 which extends its record over the long period of four thousand years of this world's history1 there is throughout a wonderful regard for children4 ,of the patriarch ,abraham1 nearly four thousand years ago1 it is written3 ,for ,i know him1 that he will command his children and his household after him1 and they shall keep the way of the ,lord4 ,gen4 xviii4 #ai4 ,with what wonderful power does the history of the childhood of ,joseph1 and ,moses1 and ,david1 and ,samuel1 and ,daniel1 illustrate the value of the instruction and religious training of children4 ,when ,moses1 the great lawgiver of ,israel1 received the law amid the thunderings and lightnings and earthquakes of ,mount ,sinai1 he called ,,all ,israel together 7,deut4 v4 #a71 and by divine direction his words were 7,deut4 vi4 #f73 ,hear1 ,o ,israel4444 ,these words1 which ,i command thee this day1 shall be 7#a7 in thine heart3 and 7#b7 thou shalt teach them diligently unto thy children1 etc41 i4 e41 the ,church's children--not parents exclusive1 but inclusive of course4 ,israel1 that was called upon by ,moses1 was the ,church of ,god upon earth1 and it is her express duty to the end of time to see that all her children shall be taught of the ,lord4 ,it is true that parents are the divinely-appointed guardians and instructors of their children1 and this obligation rests upon them2 and yet they are1 alas6 too often incapable of the religious instruction of their own children or of any other1 besides being often indifferent2 and the ,church of ,god1 by her catechetical or ,sabbath-school instruction1 has always had1 and probably will always have1 to supply the lack of unfaithful parents4 ,there is no agency which so supplies the lack of mothers as a good ,sabbath-school4 ,thus we find in ,deuteronomy1 nearly four thousand years ago1 the great ,sabbath-school principle foreshadowed and embodied2 and where1 we may ask1 can be found in all the ,bible a more definite authorization or divine appointment for any of the great denominational ,christian ,churches which now so bless our land than is here found for the ,sabbath-school8 ,it is ordained and blessed of ,god4 ,the ,sabbath-school is simply the ,church of ,christ putting forth its legitimate effort in its most inviting field of action4 ,it is the regular systematic working department of the ,christian ,church--not an outside auxiliary1 but an inside1--the ,church itself in action2 and as such let it be carefully guarded and cherished4 ,the same ,divine lips which said ,go preach1 said also and equally to his disciples1 ,go teach4 ,says the ,rev4 ,j4 ,h4 ,vincent3 ,there is just as much divine authority for the ,sabbath-school as there is for the sanctuary--no more4 ,our ,divine ,lord and ,master himself repeatedly astonished his own disciples by his particular notice of and care for little children1 and with sore displeasure he rebuked his followers for hindering them from being brought to him4 ,it was not until nearly the close of the second century1 or1 according to ,tertullian1 in the year ,a4,d4 #ahj1 that the ,christian ,church felt compelled1 in order to check the defection of heathen converts1 to set about the establishment of those celebrated catechumenical schools1 of which ,origen was one of the catechists1 for the systematic religious instruction by the ,church of ,christ of the children and youth4 ,so useful and necessary1 however1 did this work prove itself to be1 that very soon similar schools were universally established4 ,they continued to flourish until near the close of the sixth century1 when they declined and became obscured for ten long centuries in the gloom of the ,dark ,ages1 with only an occasional prince1 or pastor1 or layman in the spirit of the ,master1 to teach the children the way of life4 ,in the sixteenth century1 however1 on the dawn of the ,reformation1 ,martin ,luther established his celebrated ,sunday-schools at ,wittemberg in the year #aebg2 and soon after ,john ,knox inaugurated the ,sunday-schools of ,scotland1 with readers1 as the history of ,scotland informs us1 in #aefj2 so that on the incoming of the ,reformation the children were again taught of the ,lord4 ,in the year #aehj1 ,borromeo1 the pious ,archbishop of ,milan1 established a system of ,sunday-schools throughout his large diocese in ,lombardy4 ,in our own land our ,pilgrim ,fathers early entered upon the work2 for ,ellis1 in his ,history of ,roxbury1 ,massachusetts1 says3 ,in #afgd1 #fth #aath month1 is the first record of a ,sabbath-school4 ,the records of the ,pilgrim ,church in ,plymouth1 ,massachusetts1 inform us that a ,sabbath-school was there organized as early as in #afhj4 ,joseph ,alleine1 the author of the ,alarm to the ,unconverted1 opened a ,sabbath-school in ,england in #afhh1 and many others might be mentioned in both countries in succession4 ,but the first ,sabbath-school of which we have any authentic1 definite1 and detailed account1 extending over a period of a quarter of a century1 was that established by ,ludwig ,hacker in ,ephratah1 ,lancaster county1 ,pennsylvania1 as early as the year #agdg4 ,it was continued uninterruptedly during a period of more than thirty years1 until the building was taken for a soldiers' hospital in the time of the ,revolutionary ,war4 ,it enjoyed precious seasons of revival1 and had its children's meetings1 and we are informed that many children were hopefully converted to ,god4 ,we have before us a long letter from ,dr4 ,fahnestock to the ,rev4 ,w4 ,t4 ,brantley1 ,d4,d41 of ,philadelphia1 written in #ahce1 detailing many interesting facts connected with the history of this ,sabbath-school1 drawn from living pupils and records4 ,robert ,raikes instituted not only1 but organized1 the ,,system of ,sabbath-schools1 and popularized them in ,england1 in ,gloucester1 in ,february1 #agha4 ,all benevolence was single-handed until such men as ,robert ,raikes and ,william ,wilberforce organized it1 and sent it forth systematized on its errand of love1 mercy and salvation throughout the world4 ,before this1 as we have seen1 there were isolated occasional ,sabbath-schools1 but their influence was confined mainly to one city1 one town1 or one church1 and expired with an individual4 ,but ,robert ,raikes founded ,sabbath-schools for the ,church universal4 ,john ,wesley preached and organized4 ,george ,whitefield preached1 and did not organize4 ,robert ,raikes organized ,sabbath-schools1 but his predecessors did not do so4 ,and we can in both cases see the important difference4 ,within the short space of four years from the period when ,mr4 ,raikes established his first ,sabbath-school in ,gloucester1 ,england1 more than one-quarter of a million of children in ,england were enjoying the blessing of ,sabbath-school instruction4 ,all honor1 then1 to ,robert ,raikes6 ,to ,bishop ,ashbury appears to belong the honor of first introducing ,robert ,raikes's idea of ,sabbath-schools into this country1 in ,virginia in #aghf4 ,how long the school was continued1 or what was its influence in ,virginia1 we are unable to state4 ,the first ,sunday-school ,society was formed in ,london1 ,september #g1 #aghe4 ,this was on the system of paid teachers1 but when the plan of voluntary1 unpaid teachers had become established1 this society gave place to the present ,london ,sunday-,school ,union1 which was organized to meet this change on the #acth of ,july1 #ahjc4 ,both of these societies were formed on the union plan1 including the various denominations1 the first including an equal number of ,churchmen and ,dissenters in its management4 ,the ,first-day or ,sunday-,school ,society in ,philadelphia was organized in #agia1 and ,bishop ,white was its first president4 ,we learn from a carefully prepared editorial in the first volume of the ,sunday-,school ,teacher's ,magazine and ,journal of ,education1 published in ,new ,york1 #ahbc1 that after a careful personal interview of the editor with the parties1 he had been enabled to ascertain the precise time and the circumstances under which the first ,sabbath-school was commenced in ,new ,york city4 ,mr4 and ,mrs4 ,divie ,bethune had spent part of the years #ahja and #ahjb in ,england1 where they had observed the progress of ,sunday-schools in ,great ,britain2 and on their return1 in connection with their pious mother1 the late ,mrs4 ,isabella ,graham1 they arranged their plans1 and in the autumn of #ahjc these three ,christian philanthropists opened the first ,sunday-school in ,new ,york for religious and catechcetical purposes1 at their own expense1 at the house of ,mrs4 ,leech1 in ,mott street4 ,mrs4 ,graham and ,mr4 and ,mrs4 ,bethune then established two other ,sabbath-schools in other parts of the city1 and soon after one for the children in the alms-house in ,new ,york4 ,it is to the same source1 too1 that adult schools owe their commencement in this country1 or at least in ,new ,york4 ,mrs4 ,graham1 it is stated1 opened the first adult school in ,greenwich1 in #ahad1 on the second ,sabbath in ,june1 only about two months before her death4 ,we are thus particular to state these facts1 for we are aware that a later date has been insisted upon for the inauguration of the first ,sunday-school of ,new ,york4 ,samuel ,slater opened a school for his operatives in ,pawtucket1 ,rhode ,island1 in #agig4 ,the ,broadway ,baptist ,sabbath-school1 in ,baltimore1 was established in #ahjd1 and it is said to be still in operation4 ,mrs4 ,amos ,tappan 7,miss ,buckminster7 opened a ,sabbath-school in ,portsmouth1 ,new ,hampshire1 in #ahjc4 ,we do not learn that the ,churches and organized ,christian bodies took hold of the ,sabbath-school movement in this country1 so as to produce permanent and efficient action1 until #ahji1 when we find an elaborate constitution and plan of action from ,pittsburgh1 ,pennsylvania4 ,in #ahaj a ,sabbath-school was organized in ,beverly1 ,massachusetts1 and in ,boston in #ahab4 ,soon after this there began to be a more general and awakened interest in the ,churches in behalf of ,sabbath-schools1 and the years #ahad1 #ahae1 and #ahaf were years of most triumphant progress1 so that in #ahag ,sunday-schools were organized in most of our flourishing churches and ,christian communities throughout this country4 ,early in #ahaf the ,new ,york ,sunday-,school ,union was established1 and is the first and oldest ,union in our land1 having just celebrated its semi-centennial4 ,the ,american ,sunday-,school ,union was organized in #ahbd1 to provide a juvenile ,christian literature 7and from whence our public school district libraries borrowed their first idea7 and to plant a ,sunday-school wherever there is a population4 ,surely1 if any work in our land needs to be hastened1 it is that of the religious instruction of the neglected children and youth of this nation by means of ,sabbath-schools4 ,not to mention the various modern denominational movements1 the above we believe to be a correct history of the ,sunday-school progress1 and we suppose it to be sufficiently full for practical purposes in this work4 ,we have ample materials on this subject to fill a large volume1 but this may here suffice4 ,there are other questions1 however1 which ought to be here recorded in connection with the progress of the cause4 ,in ,great ,britain the work is embarrassed from the fact that as a general rule only the children of the poor and middle classes attend their ,sabbath-schools4 ,in the early stages of the ,sabbath-school movement in this country the same custom prevailed here1 and it is certainly worthy of record by what means the change was effected4 ,several years ago1 while in attendance upon a ,sunday-school meeting1 the writer of this enjoyed a lengthened interview with the late ,rev4 ,dr4 ,lyman ,beecher1 then in his prime4 ,our conversation turned upon that unfortunate feature of the cause in ,england which virtually excluded all the better-to-do children of that country4 ,dr4 ,beecher's eye lit up at once1 and with great animation1 as he said to me3 ,it was the same here at first1 and ,i do not know but ,i had an important hand in producing the change4 ,i saw the tendency of things1 and feared that our ,sunday-schools would result in a failure if only the poor children gained the benefit of them in this land1 and it troubled me for some year or two4 ,at last1 said he1 energetically1 ,i resolved to overthrow that system1 and went and called upon ,judge ,w41 one of my most influential families1 and said1 ',judge ,w----1 ,i want you to bring your children to ,sunday-school next ,sabbath4' ',me6' exclaimed the ,judge in amazement4 ',yes1 you1' calmly responded ,dr4 ,beecher3 ',i have made up my mind to take my children1 and ,i want you and a few others of the best families to popularize the thing4' ,a little explanation secured the object4 ,he then called upon ,mrs4 ,s----1 the most aristocratic lady in the community1 and said1 ',mrs4 ,s---- ,i want you to lead your two daughters into our ,sunday-school next ,sabbath2' and1 said the ,doctor1 ',mrs4 ,s---- almost shouted in astonishment2' but a more particular and careful explanation than sufficed with ,judge ,w---- succeeded here2 and then the family of the first physician was in like manner secured1 and we all turned our labor and influence on the ,sunday-school movement1 and it gave an unheard-of impetus to our ,sunday-school1 and by means of the press and by letters and personal conversation the facts became known and met with almost universal approval and adoption in our country1 and the reform soon became complete4 ,blessings1 a thousand blessings rest upon the memory of the man1 or the men and women1 who aided to bring about this glorious change in this land6 ,the law of progress is very noticeable in the teaching of the ,sabbath-school4 ,robert ,raikes's first idea was scarcely more than to keep the children out of the streets and to protect the ,sabbath4 ,then the children were taught to read and write4 ,after that a great advance was made by the introduction of the ,bible as the reading-book2 the next step was to commit the ,bible to memory2 and then the ,christian ,churches took hold of the ,sabbath-school4 ,for awhile ,memory was crowded to its utmost extent1 to the injury of the scholar1 and more memorizing became the hobby in most of our schools4 ,after a while the physicians checked this1 by telling us that by crowding the memory we were developing a new disease amongst children1 viz41 ,hydrocephalus1 or water on the brain4 ,then our schools were in trouble1 and resort was had to question-cards1 and finally question-books became the hobby4 ,in a few years question-books began to be stale and monotonous1 and we appealed to the imagination and resorted to stories and anecdotes until they wearied1 and then we searched commentaries1 and theology was administered to the children in large doses4 ,after that what was called spiritual teaching was adopted1 but that soon degenerated into mere exhortation4 ,now we find that we must comprehensively grasp and rightly use them all1 and make a hobby of none4 ,the memory is the grand store-house of the mind1 and it should be well filled2 but it is folly to over-stock it and overwhelm the brain4 ,the imagination is ,god's grand medium of worship and communion with him and the spiritual world4 ,we cannot worship ,god without it4 ,let us not exorcise it because some abuse it4 ,the imagination has the same place in the faculties that the eye has among the senses4 ,the intellect is ,god's great gift which distinguishes man from the brute4 ,let us never worship nor pervert it4 ,the heart is the soul of man4 ,to save it the ,son of man came down from heaven to earth4 ,unless the heart is gained all is lost2 but if we appeal to the heart alone1 we but develop the puny ,christian4 ,let us1 therefore1 use all wisely1 but misuse none4 ,at first the aim of ,sabbath-school teaching was very feeble and indefinite3 to keep the children out of mischief--teach them to read the ,bible--correct their manners and make them good children--not profane and disobedient4 ,then the aim was to give them a general knowledge of ,bible history and catechism4 ,the ablest early ,sabbath-school works published under the patronage of the ,queen of ,england did not even hint at the possible conversion of the children4 ,the ,bible was long introduced as a book of task lessons to the young1 and catechism and hymn learning engrossed our ,bible classes4 ,now1 the ,bible is exalted1 and so applied in our ,sabbath-schools as to be the most attractive of all books to the children and youth4 ,now1 the aim of ,sabbath-school teaching is1 or ought to be1 the immediate conversion of the children to ,christ4 ,it is a poor excuse to suffer a child to drown because we have but one opportunity of saving it4 ,now1 many ,sabbath-school teachers have learned the great and precious art of leading even little children to ,jesus--,just now4 ,sabbath-schools are1 as we believe1 about to enter upon a great and glorious career1 compared with which all the past history of the cause is but as the early dawn before a bright and glorious day2 and this era is the culture and training by the word and grace of ,god of all that constitutes the best style of man and ,christian2 for we hold it to be the true teacher's position that there is no weakness or infirmity of temper1 habit1 purpose1 or character in any of our pupils that the ,sabbath-school1 with its divine text-book and the promised ,spirit of ,god1 is not perfectly competent to remove4 ,let this be our standard1 and according to our faith be it unto us4 ,may the great ,master so bless and prosper this heaven-born institution that speedily our children may all be taught of the ,lord1 and that great may be the peace of our children4 ,,iii4 ,,conventions4 ,the object of these gatherings is to arouse1 to instruct1 and to train4 #a4 ,to explore the districts1 report the destitutions1 and devise the best ways of filling up existing schools1 of planting new schools1 and reaching1 if possible1 every neglected child4 #b4 ,to call attention to the bad or inefficient habits in the modes of conducting and teaching in our ,sabbath-schools1 and to suggest a remedy by detailing the more excellent ways4 #c4 ,to instruct and train teachers how they may prepare and teach the lesson better1 and how they can become better acquainted with children's character1 language1 and feelings4 ,it is of prime importance that there should be frequent and earnest conferences of pastors1 superintendents1 and teachers1 in order to become acquainted with all the best modes and real improvements that the most favored enjoy4 ,a quarter of a century or more ago1 county ,sunday-school conventions and anniversaries were frequently held1 but they were usually crowded into a single afternoon1 giving the ,bible ,society the morning and the ,temperance ,union the evening of the day4 ,the time was insufficient to examine the state of the cause1 or the schools1 with much care1 although the meetings were uniformly pleasant1 and sometimes of considerable interest2 yet their influence was quite limited and evanescent4 ,it was during the early autumn of #ahef that the good ,spirit prompted the ,sabbath-school teachers of ,massachusetts1 one thousand strong1 to pay a visit to the ,crystal ,palace and the ,sabbath-school teachers of ,new ,york4 ,they were received with great cordiality1 and mingled delightfully with the ,sabbath-school teachers of ,new ,york and ,brooklyn during two or three days1 closing with a grand ,farewell ,meeting in ,plymouth ,church1 ,brooklyn4 ,this religious festival afforded a good opportunity for the ,sabbath-school laborers from the various sections of the country to compare views and converse freely about all departments of the good work4 ,all this proved to be interesting and profitable beyond all expectation1 and the result was1 there arose a very general desire to renew these prolonged conferences of teachers1 under other forms1 as soon as practicable4 ,accordingly1 ,massachusetts called a three-days ,state ,sabbath-school ,convention1 in the city of ,boston1 later in the fall of the same year2 and ,new ,york held its first ,state ,sabbath-school ,convention1 of three days1 in the city of ,albany1 in the month of ,january1 #aheg4 ,both conventions were enthusiastic and useful1 and those ,states have continued these meetings annually since that period2 and most of the ,northern ,states1 and some of the ,southern ,states1 have followed the good example1 with the most beneficial results4 ,they have awakened much interest and aroused the people everywhere4 ,beside the ,state meetings1 ,county and ,town ,sunday-school ,conventions have been organized quite extensively1 combining counsels and efforts in all directions4 ,the ,states appointed ,county ,secretaries or ,vice-,presidents1 and counties gave the same office to the towns1 forming a medium of union and communication1 exploration and effort throughout4 ,these conventions are very useful2 but care must be taken or they will degenerate into dull1 heavy routine1 or wordy discussions1 or tedious essays1 or mere story-telling1 or a waste of time in organizing4 ,the whole value of ,sunday-school conventions depends1 of course1 upon the manner in which they are conducted4 ,like the teaching by a wrong mode1 they can be made profoundly wearisome1 when they should always be made profoundly interesting and profitable4 ,let the convention be called with ,,great ,,care and ,,effort4 ,let the call always proceed from the right source4 ,consider well as to the right time and the right place4 ,then first carefully counsel with the leading pastors and superintendents of the various denominations1 so that they may understand it and arrange for it4 ,get a pastor to speak particularly and personally beforehand to three or four of his most active1 influential ladies1 asking them to notify other families and arrange so as to favor the convention4 ,take the same course with the men2 for we must have much personal effort in getting it up4 ,let the call state distinctly the object1 and1 as far as may be1 the order of the meetings1 and send it out as early as three or four weeks before the meeting1 to all1 and with particular care4 ,do not depend upon newspaper advertisements to give notice4 ,get as many pastors1 superintendents1 and teachers as possible to pledge a constant attendance at every meeting and be ready to aid at all times4 ,secure a light1 cheerful1 comfortable room4 ,place a large1 clean blackboard1 with crayons and rubber1 on the platform1 together with a supply of paper and pencils for taking notes4 ,appoint a good leader of singing4 ,meet promptly1 and commence the meeting punctually1 although but few may be present4 ,let the first half-hour be one of warm1 earnest devotion4 ,have some appropriate1 burning words of ,scripture--two or three verses--ready to kindle and glow in every heart4 ,the prayers and hymns should all be brief and directly to the point of seeking the blessing of ,god1 without which all the efforts will be vain4 ,without ,god we can do nothing4 ,next call to order naturally1 and waste not a moment of time in a simple organization4 ,have an understanding beforehand and call a good1 influential man1 fitted to preside1 to the chair1 and appoint a suitable ,secretary1 and1 perhaps1 a ,business ,committee4 ,then enter earnestly into the work before you4 ,wait not a moment for the business committee to report1 but let the chairman call for reports from some section as to the state and prospects of ,sabbath-schools4 ,gather information1 and let that information be the basis of systematic action4 ,the missionary and aggressive feature should first claim attention4 ,care must be taken that unimportant routine of particular schools does not clog the convention4 ,if in a ,state gathering1 you can hardly have time to hear reports except from counties4 ,if a county meeting1 hear from towns2 and if in a town gathering1 you can descend and hear suggestive reports from schools1 leading to right action4 ,in other conventions1 references to individual schools must be mostly in the way of some spirited illustration4 ,get a bird's-eye view of your whole field1 and then detail the best plans of meeting deficiencies1 so as to reach effectually the whole outlying population1 either by voluntary effort1 or by ,sabbath-school missionaries1 in filling up existing schools and planting others as needed4 ,after a thorough canvass of your whole field1 then inquire what are the great wants and difficulties in our present ,sabbath-school operations8 and how can we best remove them and introduce all the real modern improvements8 ,descend next to details as to organization1 good records1 the library1 superintendents1 teachers1 and how to get them and train them so as to be efficient2 good order1 music1 prayers1 and good teaching in the ,infant1 ,scripture1 and ,bible classes1 with such helps as the blackboard1 object-lessons1 map-drawing1 ,bible geography1 and history2 teachers' meetings1 and how successfully and profitably to conduct them2 missionary meetings1 monthly concerts of prayer1 temperance meetings1 social gatherings1 mothers' meetings in mission schools1 and especially children's prayer-meetings2 addresses1 reviews1 catechisms1 c41 may all be considered4 ,then again we want help for the teacher2 how to teach1 with examples of various modes2 illustrative teaching1 pictorial teaching2 on the art of securing attention1 and on the art of questioning2 visiting1 conversions1 and training for ,christian work and usefulness2 how to enlist the ,church1 the parents1 and the community1 the pastors and church officers1 in this great work4 ,these and other subjects should be brought up1 not for indefinite discussion and debate1 but for careful information1 deliberate thought1 and suggestions resulting from observation and mature experience4 ,let all things be so arranged that one topic will naturally flow into and call up another2 and what you touch1 handle well4 ,if one subject is brought up1 and no one is ready to take it up1 pass on to another1 until you come to one upon which some person has a question to raise1 or a suggestion or information to offer1 or an experience to refer to about it4 ,waste not a moment of time in pointless and prosy harangues4 ,a good time merely1 pleasant anecdotes1 or touching recitals of dying children1 or sharp discussions1 are not sufficient to constitute a good ,sabbath-school convention4 ,the great idea of ,sabbath-schools1 be it never forgotten1 is not singing1 or exhibitions1 or addresses1 or concerts4 ,it is to meet together for the saving worship of ,god1 in the thoughtful study of his ,holy ,word1 in the singing of his praise1 and in solemn1 believing prayer1 through our ,lord ,jesus ,christ4 ,these are the high and holy objects to which all our conventions should contribute4 ,an important ,national ,sabbath-school ,convention was held in ,philadelphia in the year #ahei1 and this gave an additional impulse to the cause4 ,it was1 however1 during the years #ahfc and #ahfd1 that it was observed that these interesting ,sabbath-school conventions were in danger of losing their power4 ,they had fallen into a sort of routine1 and had begun to be monotonous and stale to the regular attendants1 because they were not sufficiently practical and profitable4 ,the questions were1 therefore1 forced upon us1 ,what must be done8 ,what does the present crisis of the cause demand8 ,how can our great gatherings be made more useful8 ,deliberation and counsel brought the answer3 ,we need more instruction4 ,teachers need training4 ,they need to be taught how to prepare the lesson2 how to secure attention2 how to teach infants1 juveniles1 and adults2 how to apply ,bible truths4 ,superintendents need instruction how to gain order2 how to organize and classify2 how to open1 conduct1 and address and review the school2 how to train the teachers and enlist the interest and service of parents1 pastors1 and the churches4 ,all need inspiring with the spirit that will go forth and plant new schools1 and gather in and secure a good religious education to every child in the community4 ,in the way of accomplishment of these grand results the obstacles were foreseen--such as prosy essays1 tedious discussions1 formal addresses or sermons1 which generalized everything and rendered it nought4 ,on the other hand1 we found a surfeit of touching little stories and old anecdotes1 and it became necessary to strike out boldly for a reformation and an entire change of base in our plan of operations4 ,accordingly resort was had to what are called ,sunday-school ,institutes4 ,,iv4 ,,institutes4 ,they have grown out of the idea of the ,public-school ,teachers' ,institutes1 which have been sustained for many years with interest and profit1 the expenses being cheerfully met out of the ,state ,treasury4 ,our ,sabbath-school ,institutes are modeled somewhat on the same plan4 ,the object is1 by means of practical essays1 model lessons1 lectures1 and drill exercises1 to train the teachers and officers for their work4 ,institutes differ from other conventions in calling out the audience in responses1 recapitulations1 and more detailed instruction4 ,they will take their character very much from the character and course pursued by the conductor4 ,no two persons1 perhaps1 would conduct them alike4 ,for instance1 one man would give more attention to superintending1 addresses1 public exercises1 singing1 etc4 ,another to the blackboard1 object teaching1 and sacred geography2 while another still1 would give more attention to methods of teaching1 teachers' meetings1 normal classes1 model lessons1 etc4 ,we would prefer to combine ,,all these things in their due proportion1 in every ,institute1 and make as complete and clear work on every point as possible4 ,the great object is to make them useful4 ,if this is secured1 they will be all the more interesting4 ,there are two great subjects which should always be before every ,institute1 as well as every convention1 viz41 #a4 ,the extension of ,sabbath-schools1 so as to reach all of the neglected2 #b4 ,the elevation and improvement of existing schools2 and they need improving1 if not reforming1 in every part4 ,the first idea of a ,sabbath-school ,institute that ever entered the mind of the writer was suggested to him by a pastor1 ,rev4 ,w4 ,a4 ,niles1 in the ,state ,sunday-school ,convention at ,buffalo1 ,new ,york1 in #ahfd4 ,an experiment was soon successfully made1 and since then they have become almost universally popular and useful4 ,the same thought1 we have since been informed1 had been considered1 and ,institutes held by the ,rev4 ,j4 ,h4 ,vincent1 in the ,western ,methodist ,conferences2 and as long ago as #ahbg1 the ,new ,york ,sunday-school ,union1 in its ,eleventh ,annual ,report1 particularly recommended this plan of a school for the training of ,sabbath-school teachers4 ,the forms of these ,institutes are various4 ,many are made up partly of convention and partly of ,institute exercises4 ,ordinarily two or three days and evenings are entirely devoted to one1 by a county1 or district comprising a dozen counties4 ,another plan1 when held in a city1 is to devote all the evenings and a part of the afternoons of a week to it2 as in ,new ,york city last year1 and recently in ,brooklyn2 also1 prefacing it with an elaborate sermon on the ,sabbath evening previous4 ,another plan still is to devote the usual weekly ,teachers' ,meeting of a school to a regular normal class or training ,institute4 ,all these plans are useful in the hands of a good conductor4 ,the ,subjects for consideration in an ,institute may be suggested as follows3 #a4 ,how to form new schools4 #b4 ,how best to gather in the children4 #c4 ,their conversion and culture4 #d4 ,organization and classification4 #e4 ,superintendents' duties4 #f4 ,opening and closing exercises4 #g4 ,the library and record books4 #h4 ,the ,bible classes4 #i4 ,the intermediate classes4 #aj4 ,the infant-school4 #aa4 ,anniversaries and concerts4 #ab4 ,reviews and catechisms4 #ac4 ,children's prayer-meetings4 #ad4 ,training of converts4 #ae4 ,how to teach2 with model lessons and examples of good modes4 #af4 ,illustrative teaching4 #ag4 ,object teaching4 #ah4 ,pictorial teaching4 #ai4 ,the use of the blackboard4 #bj4 ,the art of questioning4 #ba4 ,the art of securing attention4 #bb4 ,the preparation of the lesson4 #bc4 ,teachers' meetings4 #bd4 ,sunday-school music4 #be4 ,children's prayers and devotions4 #bf4 ,map drawing4 #bg4 ,bible geography1 history1 etc4 #bh4 ,temperance meetings4 ,the ,exercises of an ,institute may be-- #a4 ,devotional exercises for specific objects4 #b4 ,reports of superintendents and teachers as to how they do it1 or reports of the destitution1 wants1 or difficulties4 #c4 ,instruction by the conductor to meet the above specific wants and difficulties4 #d4 ,questions by teachers and answers by the conductor to meet the points in the subject not fully explained4 #e4 ,preparation lessons1 practice lessons1 and model lessons4 #f4 ,explanatory and instructive addresses1 lectures or essays4 #g4 ,model ,opening ,exercises and ,teachers' ,meetings4 #h4 ,drill exercises on activity1 curiosity1 inquisitiveness2 or how to gain attention1 how to instruct1 how to impress1 etc4 ,every one should take some part in an ,institute1 i4 e41 take notes1 ask or answer questions1 or give information or lessons4 ,let none be mere spectators4 ,always have plenty of paper for taking notes1 also pencils1 and provide a good blackboard and crayons1 and perhaps a map1 together with a good warm1 light and pleasant room to meet in4 ,get up the ,institute with care4 ,have it all well understood1 and then talk about it1 write and print about it1 and get teachers and pastors pledged to attend4 ,pray much for the ,institute1 and select the best time1 and do all that you undertake to do1 thoroughly and well4 ,let one subject naturally glide into the succeeding one4 ,waste no time with outside men or topics1 but adhere to your programme religiously4 ,one or two good helpers from abroad are sufficient1 and do not invite men out of compliment4 ,guard well all denominational interests and feelings4 ,draw together in harmony and conciliate4 ,never become opinionated or dogmatic1 for the moment we cease to learn1 our usefulness will decline4 ,give change1 variety and life to all the exercises4 ,finally1 the spirituality of any ,sunday-school gathering must be earnestly sustained1 or all will be in vain4 ,god alone can make a good superintendent1 or a good ,sabbath-school teacher4 ,we are as nothing4 ,the cause only is great4 ,therefore1 with the ,word of ,god in our hands1 let all things be done in a sense of real heartfelt dependence upon ,god1 and with earnest1 believing supplication for the ,divine direction and blessing4 ,many of our ,sabbath-school ,conventions and ,institutes are now very properly assuming a mixed character1 combining whatever is wanted of both1 in every meeting4 ,we need to arouse1 instruct and train2 and also to know the details of how to do it4 ,may the ,master control all these gatherings to ,his glory and the good of man6 ,rules4 #a4 ,draw out the people to explain their wants1 experience1 and difficulties4 #b4 ,then supply their wants4 #c4 ,get one conductor1 pay his expenses1 and assign him to a good1 quiet1 comfortable place of entertainment near the church4 #d4 ,commence promptly1 and keep strictly to the programme and to time4 ,the following programme of an ,institute we think most useful4 ,it should be sent out two to four weeks in advance of the time of meeting3 ,,programme4 ,tuesday ,evening4 #g to #g4cj1 ,religious conference and prayer for the ,institute--two or three minute exercises4 #g4cj to #g4dj1 ,organization and miscellaneous business4 #g4dj to #h1 ,sketch of progress and present position of the ,sabbath-schools4 #h to #h4cj1 ,brief reports from the counties or towns of their condition and destitution4 #h4cj to #i1 ,instruction how to reach the neglected with schools1 importance of illustrations1 etc4 #i to #i4cj1 ,review1 with questions and answers4 ,wednesday ,morning4 #i to #i4bj1 ,devotion--prayer for the schools4 #i4bj to #i4ej1 ,teachers' meetings by the ,institute2 how conducted1 etc4 #i4ej to #aj4cj1 ,review and instruction1 by the conductor4 #aj4cj to #aa1 ,blackboard and its uses1 by the ,institute4 #aa to #ab1 ,review and instruction1 by the conductor4 ,wednesday ,afternoon4 #b to #b4bj1 ,devotional3 prayer for the scholars4 #b4bj to #b4dj1 ,object-teaching1 by the ,institute4 #b4dj to #c4bj1 ,review and instruction1 by the conductor4 #c4bj to #c4dj1 ,infant classes2 how taught and difficulties4 #c4dj to #d4cj1 ,review and instruction2 examples1 etc41 by the conductor4 #d4cj to #e1 ,questions2 box opened and answers given4 ,wednesday ,evening4 #g to #g4bj1 ,conference and prayer for superintendents4 #g4bj to #h1 ,superintending1 opening exercises1 and the library by the ,institute--four speakers1 ten minutes each4 #h to #i1 ,review and instruction1 by the conductor4 #i to #i4cj1 ,questions and answers4 ,thursday ,morning4 #i to #i4bj1 ,conference and prayer for teachers4 #i4bj to #aj1 ,how you teach2 examples1 modes1 difficulties1 etc41 by the ,institute4 #aj to #aa1 ,review and instruction2 systems and modes of teaching4 #aa to #ab1 ,model-lessons1 examples of teaching1 etc4 ,thursday ,afternoon4 #b to #b4bj1 ,conference and prayer for parents4 #b4bj to #c4bj1 ,divide the ,institute into six classes1 to be taught half an hour by six teachers2 then have reports from these teachers1 and criticism by the ,institute4 #c4bj to #c4ce1 ,bible geography1 maps1 history1 etc41 by the ,institute4 #c4ce to #d1 ,examples1 instructions1 etc41 by the conductor4 #d to #e1 ,questions and answers generally1 on all subjects4 ,thursday ,evening4 #g to #g4cj1 ,conference and prayer for conversions1 the ,church1 etc4 #g4cj to #h4aj1 ,enlisting the church in ,sabbath-school work2 conversion and training of children1 by the conductor2 four speeches1 ten minutes each1 to the point1 how to do it4 #h4aj to #i1 ,review of all by the conductor4 #i to #i4cj1 ,closing addresses of five minutes each4 ,if no meeting is held on ,tuesday evening1 then drop out ,thursday afternoon's exercises1 and close up with the others4 ,it is of the utmost importance that the pastors1 superintendents1 and teachers attend all the exercises4 ,the ,institute has an opportunity on every topic4 ,perhaps some pastor will favor with a model-lesson or drill-exercises on the subjects presented4 ,we need line upon line on some very important points1 and1 therefore1 it is hoped that the repetition of some of these subjects in these articles will prove useful to many4 ,v4 ,,the ,,superintendent4 ,the whole character and influence of a ,sabbath-school will depend largely upon the character and adaptedness of the superintendent4 ,what the superintendent of a railroad1 or the superintendent of a factory1 or the commander of an army is1 each in his place1 so is the superintendent to his ,sabbath-school4 ,it is not every truly good and pious man1 nor even every talented or eloquent man1 who will make a good superintendent of a ,sabbath-school4 ,sometimes the modest and retiring person1 who shrinks from the acceptance of so holy an office1 makes the best superintendent4 ,neither is it always the wisest or most influential man whom the office wants1 but the one who can the most readily command the confidence and co-operation of the pastor1 parents and church members1 as well as the teachers and the children4 ,of course1 the best man in the church1 next to the pastor1 should always be prayerfully called to the office1 for it is difficult to raise a ,sabbath-school higher than its superintendent4 ,the superintendent should have good executive1 business talents2 energy2 perseverance2 self-control2 tact to govern2 a love for children2 devotion to the cause2 a warm1 sympathetic heart2 a life-like1 serious1 yet cheerful manner2 and1 superadded to humble1 ardent piety1 an ability to think1 and to set others to thinking2 and withal1 he should be able to express himself clearly1 briefly1 and forcibly4 ,he should never allow the least harsh or irritable expression to escape from him1 and he should repress every symptom of lightness1 stiffness1 or discouragement1 remembering that his look and manner will give tone to the whole school4 ,he should know personally1 and by name1 and as far as may be1 the particular character of every teacher and pupil in the school2 speak to them1 and always treat them with confidence and respect--neither too coldly1 nor too familiarly--and assure them each of his personal interest in them1 and respect for them all4 ,he should be wise to discern1 select1 and adjust proper teachers to their places1 classify and arrange the scholars1 and in these things he should not be overborne in his judgment4 ,he is usually chosen by the teachers annually1 and will do well to take them for his counsellors1 and often consult them1 collectively and individually2 for while he is the superintendent1 the head of the school1 and as such a cheerful obedience should be tendered to him by all1 yet1 he is not the sovereign4 ,his authority is not magisterial nor parental1 but he is a constitutional ruler1 governed himself by the rules of the school2 and he should so rule that no one should ever question his right to govern4 ,he should never even speak of his rights4 ,he should be spiritually qualified for his work1 and should become a holier man of ,god from the hour in which he first receives the call4 ,he should be in daily communion with ,god about the work1 talking freely with ,him on all that concerns the school1 about every teacher1 and about every scholar1 and humbly watching for answers to his prayers4 ,he should also engage in the work with a good measure of scriptural enthusiasm4 ,we do well to be very earnest and full of life1 to be glowing and animated in our looks1 words1 and actions1 if we would effectually reach the children1 who are so full of life4 ,perhaps the word unction would more worthily express the idea4 ,the superintendent's interest should rise to this high point4 ,he should maintain good discipline and order1 both for himself and his school4 ,sometimes the most disorderly man in the whole school is the superintendent4 ,the two elements of good order are self-control and good temper4 ,let no man think he can control others unless he can control himself4 ,it will be in vain for him to insist on order1 punctuality1 and regard to all the rules of the school1 unless he himself is a living example of strict conformity to them all4 ,when he calls the school to order1 let him always wait patiently1 in silence1 until every teacher1 every scholar1 officer and visitor1 is in perfect order1 before he names a hymn or proceeds to do the least thing4 ,he should also be disinterested1 and never overshadow his teachers4 ,they are the great workers1 and his great work is to help the teachers in the teaching4 ,he should not forestall or overshadow the teacher's work by an exposition of the lesson at the opening of the school1 so as to leave the teachers nothing to do but to glean after the superintendent4 ,his remarks and reviews of the lesson should usually come after the teachers have taught the lesson4 ,he should likewise sincerely respect all his teachers1 and treat them accordingly4 ,especially should he respect the weakest and most inefficient of his teachers4 ,he will have the more to do to aid them1 and he must needs visit1 counsel1 suggest and instruct them often4 ,i have always found it better to elevate and improve inefficient teachers than to dismiss them4 ,the superintendent should also be a man of good executive ability2 and this is a very rare possession4 ,he needs much discerning power1 as well as organizing and combining talent1 so as to keep pastor and people1 parents1 teachers1 and scholars1 all harmoniously at work4 ,as ,dr4 ,james ,w4 ,alexander used to say3 ,that man who can well superintend a ,sabbath-school can command an army2 and a well-known bishop has said1 that the man who can organize a good mission-school can organize a diocese4 ,again3 ,the ,sunday-school superintendent should always have a spirit and temper such as will be safe to diffuse throughout the school4 ,says the ,rev4 ,s4 ,martin3 ,if he stands at the desk like a cold1 snow-capped mountain1 or floats about the school like a majestic iceberg1 the whole atmosphere of the school will be cold4 ,if he is warm and genial1 such will be the school4 ,a cheerful superintendent spreads cheerfulness throughout the school4 ,a light and trifling1 or a gloomy and morose1 superintendent infects teachers and scholars alike with the same spirit4 ,never should the superintendent allow the least impatience or harshness to manifest itself in his look1 tone of voice1 or manner in the school2 for its effects will prove most disastrous4 ,ill-temper is a perfect barrier to religious improvement and usefulness4 ,he should also be a decided1 positive character2 not fitful1 obstinate1 heady1 but strong in purpose1 strong in resolution1 strong in the ,lord4 ,the boys in the streets never choose any but positive characters for leaders4 ,a merely nominal superintendent is a curse to a school1 as is a weak1 foolish mother1 or father1 in the family4 ,further1 he should study to gather hints and suggestions to help the teachers not only in the school1 but also in the teachers' meetings and everywhere4 ,particularly should he observe the teachers during the teaching hour1 and never interrupt them1 but be ready at any moment to come to their assistance4 ,he should always protect the teachers while teaching1 and not allow the librarian1 or secretary1 or missionary collector1 to appear on the floor at that time4 ,it will be seen from these points that the superintendent needs great general strength of character4 ,willow will do for a basket1 but it requires oak and iron for a man-of-war4 ,never are the teachers called to a more important duty than when they prayerfully cast their votes for the election of superintendent4 ,no personal favoritism or interest or prejudice should be allowed for a single moment to prevail4 ,if ,i am here asked1 ,do you know of any such superintendents as are here described8 ,i must reply in the negative4 ,i have endeavored to embody in the above list of qualifications all the best things of the best superintendents whom ,i have seen during the last forty-five years4 ,nevertheless1 the things which are here detailed have their counterparts in some of them4 ,the standard is raised high1 so that the true artist can copy after the great masters4 ,let none be discouraged4 ,the best superintendents now living were very distrustful of their qualifications1 and shrank from the responsibility at the first call4 ,if ,god calls a man to a field of labor1 he is abundantly competent to fit him for working in it4 ,then not unto us1 ,o ,lord1 not unto us1 but unto thy name give glory4 ,duties of the ,superintendent4 ,let us look now at some of the duties of the good ,sabbath-school superintendent4 ,before school he will1 of course1 prepare his mind1 by meditation and prayer1 for his duties2 he will faithfully study the lesson1 select the hymns and ,scripture lesson for the day1 and carefully read them and study them1 until he has imbibed so much of their spirit as to be able to feel them1 and to express that feeling while reading them before the school4 ,he will1 also1 prepare his notices1 and arrange for all special duties4 ,all the teachers1 with the superintendent1 ought to enjoy a twenty-minute prayer-meeting before the hour to open the school1 with two-minute direct prayers1 one or two verses of singing at a time1 and then only one or two selections of warm1 appropriate verses of ,scripture truth4 ,we would characterize the requirements of such a meeting by these words--,impressive1 ,interesting1 ,devout4 ,the ,opening ,exercises4--,the good superintendent will always be punctual in opening1 and at the precise minute calmly1 but clearly and naturally1 call the school to order4 ,having done this1 he will never proceed farther until every teacher1 scholar1 secretary1 librarian1 or visitor is in order4 ,he will remember that every eye is on him for an example1 and he will take no liberty himself with the rules of the school4 ,when perfect silence and complete attention are gained1 he will deliberately read the hymn and see that all sing1 about two or three verses2 then read impressively the lesson for the day1 if not more than from ten to fifteen verses1 or alternate with the school in reading if preferable4 ,be careful to mind all the stops and read in clear1 impressive tones1 so that the reading of the ,scriptures by the school will be almost as musical as singing4 ,all will then unite in prayer with the superintendent1 one of the teachers1 the pastor1 or a visitor present1 who may be called upon2 this prayer should be short and to the point1 and in short sentences and in children's language4 ,have the children join in and repeat the prayer1 broken up into sentences of four or five words each4 ,thus teach the children how to pray4 ,the whole of the opening exercises should not usually exceed fifteen minutes4 ,the school will then be given into the hands of the teachers1 to proceed with the lesson4 ,during ,teaching4--,the superintendent will then quietly supply every vacant class with a teacher1 or unite it with another class which has a teacher1 so that every scholar may be placed at once1 temporarily1 at least1 in charge of some one1 and that no one may be suffered to be idle4 ,next1 he will check off the names of teachers present on his roll-book2 and then proceed to receive the new scholars1 learn their names1 residence1 parents2 gain their confidence2 ascertain whether they do not now belong to some other good school2 inform them of the character and order of the ,sunday-school1 and assign them a place1 temporary or permanent1 in a class4 ,he will then pass quietly and discreetly around the room1 recognizing the teachers and scholars as far as may be1 without interrupting or embarrassing them1 assisting any teacher who may need it to restore order and harmony1 or to gain the attention of any volatile youth in the class4 ,with the approval of the teacher1 he will occasionally examine the class1 notice all disturbing elements in the school1 the adaptedness1 or otherwise1 of the teachers for the particular classes in their charge2 occasionally recommending and handing an appropriate book from the library to a teacher or scholar1 and calling especial attention to it for their profit4 ,the ,bible classes and infant classes will be timely noticed1 and all strangers and visitors greeted with a courteous1 ,christian welcome4 ,suitable suggestions will be made to the secretary and librarian2 any call for assistance or explanation will be given to any teacher2 and thus1 in every appropriate1 unobtrusive way1 he will do whatever he can to facilitate the work of all1 while hindering none4 ,superintendents should be very cautious whom they invite to address the school1 and particularly strangers of whom they know but little1 only that they are called very good men4 ,few persons can address a ,sunday-school with profit2 and certainly1 without important reasons1 the teachers should not be interrupted in their regular duties2 for the time allotted to them is theirs1 and even the superintendent has no right to take it to oblige a friend4 ,closing the ,school4--,at the appointed moment the superintendent will call the school again to order1 to sing over a verse of a hymn in harmony with the lesson2 and then the superintendent may occupy not to exceed five or ten minutes in a clear1 well-digested exposition of1 or some pertinent remarks or questions upon1 the prominent points or teachings of the lesson4 ,unless he can succeed in interesting and fixing the attention of both teachers and scholars with thoughts not ordinarily dwelt upon by the teachers1 he had better not attempt this exercise2 for few evils are greater in a school than a superintendent who talks too much4 ,many of our best and most successful and acceptable superintendents never attempt to address their schools1 except to give their notices and necessary directions in a clear1 orderly1 business-like way1 and then stop at once4 ,an opportunity is then given1 to distribute the library books and papers1 give out the next week's lesson1 sing a verse or two of the selected hymn1 or with a prayer dismiss the school in regular order4 ,after the school the superintendent will receive any suggestions or requests from teachers or scholars2 see that everything is left in its place2 review the events of the school1 and note down all his plans for improvement1 and begin to study his next lesson4 ,during the week he will remember that his duties as superintendent do not close with the ,sabbath1 or monthly concert1 or teachers' meeting4 ,every day he regards the ,sabbath-school as his great field of labor in the moral vineyard4 ,let us follow him1 and we shall see him on ,monday morning on his way to his regular business1 when as he meets little ,johnny ,smith1 who1 he remembers1 was not in his place in school yesterday1 he very pleasantly inquires the reason4 ,on the corner of the next street he comes across an absent teacher1 and similar inquiries ensue4 ,on his return home at evening he sees in the distance1 in company with a lot of street-girls1 ,mary ,jones1 and he hastens to her1 takes her aside with him1 and learns the reason of her leaving school some weeks before1 together with other facts in her history1 which call out kind words of caution for the wayward child1 and he leaves her with the warm assurance of her return4 ,in the evening he is at the monthly concert of prayer for ,sabbath-schools1 and drops a few earnest remarks about the children1 which have such an effect upon two mothers present that they go home and become more faithful thenceforth in their ,christian duty to their beloved little ones4 ,on the way1 ,tuesday1 he stops in a few moments to see a teacher who appeared quite perplexed and disheartened on the ,sabbath by the restlessness1 inattention1 or indifference of her class4 ,he noticed last ,sabbath that that teacher could only interest the class for a few minutes4 ,on looking over the next week's lesson he is reminded of that teacher and one of her scholars4 ,the next morning he calls for a moment upon her on his way to business1 and says3 ,miss ,s----1 there is one verse of the lesson that ,i think can be used with advantage with one of your scholars--,frank ,jones4 ,he explains it to the teacher1 and gives her an illustration or two4 ,what has he done8 ,he has given that teacher the first real idea she ever had of teaching ,bible truth aright1 and she goes to her class the next ,sabbath a new teacher1 and never loses the influence in future life4 ,he soon succeeds in dispelling the cloud1 and causing a cheerful light to shine on her path of duty4 ,on ,wednesday evening he steps over to consult the pastor about the best way of turning the hearts of parents to their children1 and to arouse the church in sympathetic efforts on behalf of the lambs of the flock4 ,on ,thursday morning he takes an hour before1 or an interval of business1 to explore a desperate neighborhood1 and succeeds beyond his expectations in exciting interest and enlisting recruits for the ,sunday-school from among the juvenile portion of the disorderly gang4 ,he also takes occasion to call on little ,pat ,lawless's mother1 and is successful in getting her pledge to co-operate with him in the attempt to rescue her boy from untold depravity and almost certain ruin4 ,pat is notoriously the ringleader in the worst gang of boys in the neighborhood1 and every body was surprised to see little ,harry ,page leading him into the ,sunday-school for the first time on the last ,sabbath morning4 ,on his way back from business1 ,friday evening1 he calls for a few minutes on an intelligent young ,christian who recently came into the place1 in order to seek his ,christian acquaintance1 and invite him to look up for himself a class of scholars from the neglected neighborhood he visited the day before1 and he succeeds in inducing him to bring into the school and teach a fine class of street-boys the way of life2 he takes a hint from the conversation with his young friend1 and concludes to get up a neat printed certificate of reward to the pupils for bringing in new scholars4 ,in the weekly prayer-meeting he has a word about the school1 just enough to enlist their sympathies and their prayers4 ,saturday morning1 on opening the daily paper or a book1 he sees a striking providence1 an interesting fact or incident of life1 which1 he remembers at once1 will aptly illustrate or enforce an important truth in the lesson for the next ,sabbath1 and carefully notes it down and thinks it over1 and in the evening we find him full of hope and interest at the teachers' meeting4 ,thus closes his labors for the week4 ,it is only a week6 but how valuable is that life of which this is but a week6 ,now1 all this is no mere fancy sketch4 ,we have had living superintendents--not one but all together--sitting for the portrait here drawn1 and whose lives have supplied all the illustrations1 and who pursue a somewhat similar course every week1 and on every returning ,sabbath-day4 ,thus1 without scarcely an hour's interference with his duties to his family1 his business1 or the public1 the good superintendent has found time1 and has been enabled every day during the week1 to do something for the ,sunday-school1 simply because he loves it2 his heart is on it1 and he loves constantly to devise ways of doing good by it4 ,he never expects to be1 and he never will be1 satisfied with the school as it is2 but1 however great the progress1 he will keep his mind actively at work to plan improvements in the arrangement1 the order1 the discipline1 the enterprise1 or the teaching1 and thus1 ,upward and ,onward1 will be his perpetual motto4 ,a stagnant business1 he knows1 will soon droop and die4 ,,vi4 ,,the ,,library ,,and ,,librarian4 ,we have a very high appreciation of the value of a good ,sabbath-school library4 ,it seems to me that no form of circulating sound religious reading is superior4 ,the books1 however1 require to be selected and adapted with the greatest care4 ,this is certainly a difficult matter1 but the object to be attained is so great as to reward the effort4 ,many schools are now flooded with the most vicious1 improper books4 ,there is no justifiable excuse for this4 ,never were there so many good books for children and youth as now4 ,several hundreds that teach the soundest ,christian morals and are true to life1 and filled with the soundest evangelical ,bible instruction1 can now be selected4 ,there is scarcely a shadow of excuse at the present time for admitting even a doubtful book into our ,sabbath-school libraries--unless some will accept the plea of ignorance and laziness4 ,our children's minds should be as sacredly guarded from poisonous books as their bodies from poisonous drugs4 ,there should be a judicious standing committee in every school to select library books1 while the pastor should always carefully revise their selection4 ,the books of the ,sabbath-school library must be attractive and interesting1 or they will not be read by the young4 ,they must be true to life and fact1 or they will prove pernicious4 ,they must be instructive1 or they should find no place in the library4 ,they should be adapted to awaken1 convict and convert1 to nourish in the religious life and morals1 and throw light upon all the pathway of everyday practical life1 or they will fall short of meeting the great want4 ,they must strictly conform in all things to the ,bible standard1 or they should never be found in any of our ,sabbath-school libraries4 ,better have no books than to have unsound ones4 ,spare no pains to procure an abundance of good1 sound1 attractive1 and useful reading1 and we will soon drive away the flood of bad books which is now threatening to destroy our youth4 ,several copies of superior books should be placed in the library at the same time4 ,select such as are adapted to all ages and conditions1 from the children in the infant-school up to the wide-awake young men and women in our highest adult ,bible classes1 and to teachers4 ,let them also cover all stages of religious feeling and want4 ,books of narrative1 history1 biography1 youthful ,christian experience and training1 on temperance1 good morals1 good habits and manners1 should all be provided for the thorough religious instruction of our children and youth4 ,the library should also comprise a good teacher's library with good reference ,bibles1 a ,concordance and ,dictionary4 ,then give the books the largest1 freest and most active circulation4 ,managing the ,library4--,in a great many ,sabbath-schools the manner of distributing the books is a very bad one1 and in consequence of this some schools have improperly discarded the library altogether4 ,the great difficulty has arisen from the fact that the librarian has been allowed to be on the floor and have access to and interrupt the teachers during the teaching hour4 ,this should never be allowed4 ,an interruption to the teacher while applying divine truth may peril souls for ever1 and therefore should be carefully guarded4 ,the only access to the teachers which the librarian ought to be allowed during school hours is to simply hand them the books1 just at the close of school4 ,there are several good systems for distributing the books that conform to this idea and protect the teachers4 ,i would never ask the teachers to write the scholars' names or numbers for books1 or do the work of selection1 during the school hours4 ,in the management of the library1 what is called ,the ,check ,system is considered one of the best4 ,we cannot describe the various good plans1 but ,i will detail one which seems to me to be more simple and to obviate more difficulties than any other that ,i am acquainted with4 ,it first provides a carefully-printed numerical catalogue of all the books1 with the number of pages4 ,give to each scholar one of these catalogues1 and replace it when lost4 ,if the school is a small district-school1 a written catalogue will answer the purpose equally well4 ,then a ,library ,card1 four inches by two-and-a-half inches1 is provided for each scholar on the first of each month4 ,on this is written or printed--,library ,card1 ,class ,no4 #f1 ,john ,smith4 ,each scholar takes his ,library ,card and catalogue home1 and there1 with aid from his parents or a friend1 he selects from ten to fifteen books1 either of which he will be satisfied with during the next four weeks4 ,the ,library ,card is then placed in his book1 and kept there as a marker1 and is returned to the librarian on the next ,sabbath with the book4 ,each scholar hands his book1 with the card in it1 as he enters the room1 to the librarian1 who is always to be found at the opening of the school at the outer door of the school-room1 with a large basket ready to receive all the books from the pupils4 ,when the school is opened the librarian carries these books to the library and assorts them1 as he ascertains from each book-mark to whom and what class and name the book belongs4 ,the book is then credited as returned1 and the new one charged4 ,if any scholar wants one book particularly that is on his list1 he underscores it1 and if it is in the library1 it is given to him and charged4 ,if any scholar is late1 and the librarian has gone to the library1 he loses his exchange of books on that ,sabbath4 ,the librarian keeps the account of all library-books1 and charges them all to each name and class according to the book-mark1 and credits them when returned1 and the teacher has no care of it4 ,after the teaching is closed1 the lesson reviewed by the superintendent1 remarks made1 prayer1 singing1 etc41 then the librarian1 by a notice from the superintendent1 passes down the aisle and hands each teacher his lot of books1 and the teacher passes them to each pupil according to the library card1 and then the school is dismissed4 ,no scholar opens his library-book or paper in the school4 ,the teachers have no care of the books or their numbers1 unless the scholar loses his library-card2 in which case his teacher1 at the close of the school1 accompanies him to the library and obtains for him a new library-card and book4 ,the librarian and his assistant charge and credit all the books while the teachers are teaching4 ,each class has a column or place in the register4 ,this plan satisfies the scholar1 he has his own choice1 and never interrupts the teachers or the school for a moment1 or diverts the attention of the school1 and no time is lost4 ,it works admirably4 ,the ,librarian4--,the librarian's office is an important one4 ,he should be one of the most considerate1 watchful1 careful young men in all the community1 for his office gives him much prominence4 ,he should open the library1 arrange it in order1 distribute hymn and class-books before the school opens1 and allow no unauthorized person access to the library4 ,he will become acquainted with the general character of the books1 as well as know the scholars1 that he may intelligently aid them in their selections4 ,he will1 also1 ascertain what class of books is most in demand4 ,,vii4 ,,the ,,secretary4 ,this indispensable officer of the school is a sort of clerk or helper to the superintendent4 #a4 ,he should be a good accountant1 prompt1 watchful and attentive4 ,he should keep a record of the attendance4 #b4 ,he should make a note of the opening exercises1 with the names of those who participate1 and any interesting circumstances connected with them4 #c4 ,he should record the names of all the scholars and teachers who have been or are now connected with the school1 and note everything of their changes in life and history1 especially their profession of religion1 marriage1 etc4--keeping up a correspondence with them4 ,this record-book will become very valuable as the years roll on1 since it includes parents' names1 every removal and death1 etc41 etc4 #d4 ,he will also count the number of scholars and teachers present1 enter it in the minute-book1 and note the absentees4 #e4 ,he should write up the class-books1 and deliver them to the teachers4 #f4 ,he should enter in the minute-book the names of visitors1 especially if the pastor be one of them2 note the addresses1 what kind of weather1 and all items affecting the school4 #g4 ,he should give certificates of dismissal to every teacher or scholar about removing to another place1 recommending them to the ,christian fellowship of those who love ,christ's lambs4 #h4 ,he should know every scholar1 so that he can check them off without asking the teacher the name1 and should have a quick1 vigilant eye1 not only for his own duties1 but1 also1 in order to communicate valuable suggestions respecting the school to the superintendent4 #i4 ,in the absence of the superintendent1 he may sometimes take his place in the charge of the school1 except in the case of very large schools1 which may require an assistant to the superintendent4 ,,viii4 ,,the ,,teacher4 ,the true ,sabbath-school teacher is one called and sent of ,god2 for we read 7#a ,cor4 xii4 #bh71 ,and ,god hath set some in the church1 first apostles1 secondarily prophets1 thirdly teachers2 and the same divine lips which said ,go preach1 said also ,go teach4 ,whosoever receives this sacred call should devote himself to it by a holy consecration1 remembering that he is truly an ambassador from the ,king of kings to a small circle of his rebellious subjects1--a ransomed sinner offering pardon to precious youth condemned to die4 ,his great business is the preparation of young immortals for the kingdom of heaven through the application of heaven-revealed truth by a simple appeal to their intelligence and feelings through the power of the ,holy ,spirit4 ,this is truly an angel's errand entrusted to redeemed sinners4 ,mr4 ,groser justly says3 ,the office of a ,christian teacher transcends all others in interest and importance4 ,no matter what his precise sphere of labor may be1 whether that of a professor like ,chalmers1 a pastor like ,oberlin1 a schoolmaster like ,arnold1 or a ,sunday-school teacher like the #cjj1jjj men and women who on each returning ,sabbath seek to instruct our youth in those truths which are able to make them wise unto salvation4 ,he should1 therefore1 accept his mission thankfully1 and enter upon it heartily1 and attend to his duties punctually1 faithfully1 and earnestly4 ,he is to teach ,bible truth4 ,that is the divinely provided aliment for the human mind1 and if rightly taught and received it will be attractive and satisfying to the soul1 and all besides will be only supplementary4 ,to be able to teach ,bible truth thus faithfully and truly1 calls for hard1 earnest work1 for1 says one of the ,english bishops1 ,it takes all we know to make things plain4 ,the teacher1 therefore1 must needs be well furnished and thoroughly fitted for his high calling4 ,this brings us to the next article1 on the teacher's preparation4 ,,ix4 ,,preparation4 ,the work of teaching divine truth is so difficult and important that every teacher should do himself the justice to make the most clear and careful preparation4 ,no teacher can impart more than he has prepared to teach1 and he should therefore bring to his class only beaten oil1 well-digested and well-adapted thoughts1 something worthy of being taught1 and that will command attention for their own sake4 ,it is well for the teacher to have method and system1 as well as a set time and place to begin that preparation4 ,the time to commence1 we think1 should be on the afternoon or evening of the previous ,sabbath1 and the place in the quiet of the home circle or the study4 #a4 ,pray and read1 and read and think and ,,pray over the lesson2 the words and the spirit of it4 ,here look for the best thoughts to use4 #b4 ,search the ,scriptures with the aid of a ,concordance1 or good reference ,bible1 for the most pointed and practical parallel passages and references2 they will wonderfully illuminate the lesson4 #c4 ,by aid of the ,bible references1 and a good dictionary1 be careful to get the clear1 exact meaning of the important words of the lesson1 in words adapted to your class4 #d4 ,next use your ,teachers' ,helps1 ,commentaries1 ,bible ,geographies1 ,bible ,dictionaries1 ,maps1 ,antiquities1 etc4 #e4 ,go out into the world and gather excellent things for illustration of the ,bible truth from what you see1 hear1 read or do4 #f4 ,visit your scholars' homes in the preparation of your lessons1 and learn their peculiar trials and temptations4 ,study well your children1 child-nature and child-language1 ,peep of ,day and ,line upon ,line are pure specimens of child-language4 #g4 ,get something for each pupil1 for ,johnny is not at all like ,willy1 and ,willy is not like ,charlie1 etc4 ,break up ,bible truths into small pieces for the children and youth4 ,do not wander afar for simile1 but remember knowledge is before him that understandeth1 but the eyes of a fool are in the ends of the earth4 #h4 ,make full notes1 write out your facts and references1 etc43 7a7 ,of your best thoughts4 7b7 ,of your best plan of teaching4 7c7 ,the aim and object of the lesson illustrations4 7d7 ,of the commencement and closing of the teaching lesson4 #i4 ,think it all over so carefully and repeatedly that you will need scarcely to look at the notes to the end4 ,select just what to teach1 and do not stuff the children4 ,memorize the lesson and you will have special unction in teaching4 #aj4 ,prepare more1 far more1 than you will want to use1 that you may have ample material for selections2 for no teacher can impart all that he is prepared to teach1 and the teacher should be careful ,,never ,,to ,,exhaust ,,himself4 ,finally4 ,do not be tied down to any one plan or method of preparing a ,sabbath lesson1 but invent new and fresh modes4 ,never suffer any part of your preparation or teaching to relapse into a dull routine4 ,be fresh1 warm1 and earnest in manner and matter1 and raise yourself above leaning upon any question-books or notes of lessons2 use them if you please1 but do not lean upon them4 ,the weekly teachers'-meeting is an indispensable assistant to every faithful teacher4 ,never forget that the only sort of knowledge which can answer a ,sabbath-school teacher's purpose must be at once thorough1 detailed1 abundant1 and exact4 ,it is of the first importance that the teacher of children should study well child-nature1 child-language1 and all the child's characteristics--such as activity1 curiosity1 inquisitiveness1 etc42 what are its wants and cares2 its dangers and its duties2 its hopes and fears2 its sympathies and feelings1 likes and dislikes4 ,all these must be candidly considered if we would prepare for the position of ,christian counsellor and guide to the child4 ,we must gain its confidence1 draw out its sympathies1 and win its heart1 and all this will require the most diligent1 earnest1 prayerful study4 ,in this process the teacher must needs often recall his own childhood1 and live that over again--become as a little child again--if he would become a child's teacher4 ,do not ever fall into the error of supposing that your children are ever too young or too ignorant to appreciate a well-prepared lesson4 ,after these very full directions for the teacher1 ,i am here permitted by ,mr4 ,ralph ,wells to give the notes of his actual superintendent's preparation in the regular service of ,grace ,mission-school1 only one week before the previous part of this article was written4 ,the following are his exact notes3 ,,the ,,superintendent',s ,,preparation4 ,subject--,hypocrisy4 ,time1 #h hours' intense study4 ,commenced ,sabbath evening previous4 #a4 ,prayer for light4 ,do you8 #b4 ,go to the ,bible to see what it says4 #c4 ,texts found4 ,write all out4 ,job xx4 #e2 xxvii4 #h-aj2 xxxvi4 #ac1 #ad4 ,prov4 xxx4 #ab4 ,psalms lxv4 #b-e4 ,ezek4 xxxiii4 #ca1 #cb4 ,matt4 vi4 #b2 xxiv4 #ea4 ,luke xii4 #a4 ,mark xii4 #ae4 #d4 ,definition of ,hypocrisy4 ,to seek to appear what ,i am not4 #e4 ,bible ,examples4 ,causes4 ,end4 ,saul1 #a ,sam4 xv4 #ad4 ,love of gain4 -- ,gehazi1 #b ,kings v4 #bf4 -- ,judas1 ,matt4 xxvi4 #ej4 -- ,ananias1 ,acts v4 #a-bf4 ,gain and applause4 -- ,simon ,magus1 ,acts viii4 #bf4 ,gain4 -- ,absalom1 #b ,sam4 xv4 #a-ab4 ,power4 -- #f4 ,look into the lesson and examples until ,i feel it myself4 #g4 ,emblems4 ,bible4 ,common4 ,leaven4 ,the mask4 ,whited sepulchres4 ,counterfeit money4 ,hidden graves4 ,paste jewels4 ,spider's web4 #h4 ,common ways for all ages4 ,the store1 the bank1 and the office4 ,profession of religion for credit4 ,political1 on 'change1 fashionable1 flattering4 #i4 ,children's ,dangers4 ,don't tell mother4 ,boy getting my white-alley4 ,desire to please teachers or gain praise4 ,the hypocrite lies with his hands1 face1 clothes1 gifts4 #aj4 ,illustrations4 ,photograph--,absalom's monument4 ,friar--,nelly and love of ,jesus4 ,picture of a hypocritical saint--,london beggar4 #aa4 ,absalom's double face to his father and to ,god4 ,picture the scene4 #b ,sam4 xv4 #a-ac4 #ab4 ,hypocrisy4 ,its meaning4 ,its folly4 ,its causes4 ,its end4 ,the simple notes certainly give but a faint idea of how thoroughly hypocrisy is unmasked in this lesson4 ,the teacher or scholar will never forget it4 ,intense study should be contrasted with the easy-chair1 lounging1 intermitting study of many4 ,the store1 the bank1 etc41 refer to rum shops2 so named that husbands and young men who return at late hours may say1 ,i have just left the bank1 etc4 ,the photograph of ,absalom's monument reminds us that1 to this day1 every ,jew casts a stone at it1 and curses the hypocrite's memory2 and so on with the other illustrations4 ,the following brief notes were taken at one of our ,new ,york ,association's meetings3 ,subject--,how to prepare a ,sabbath-school lesson4 ,piety alone is not what we want in ,sabbath-school teaching any more than preaching4 ,take the lesson--,luke xviii4 #ce--;,a certain blind man1 etc4 ,take a good ,reference ,bible and a ,bible ,dictionary4 ,i ask myself1 ,what is in this passage8 ,a miracle4 ,say something about miracles1 but never lead a child into deep water4 ,i can never make a thing plain to another that ,i cannot make plain to myself4 ,you cannot teach more than you can put into words1 etc4 ,tell them about a particular part of the country3 ,jericho 7,josh4 ii41 and #b ,kings xvi4 #cd71 sixteen miles from ,jerusalem1 and about six from the river ,jordan4 ,i find here a beggar--two1 but one is silent4 ,jesus1 thou ,son of ,david--the sublime epithet applied to the ,messiah4 ,his suit is for mercy4 ,cried the more--evidence of faith--plea for mercy--earnestness4 ,jesus is arrested in his progress by the prayer of the needy man4 ,prayer arrests all laws4 ,jesus stood and commanded4 ,you have got to come to ,jesus4 ,submission to ,jesus absolutely essential4 ,what wilt thou8 ,we are to tell ,christ just what we want4 ,prayer is absolutely necessary4 ,jesus made the blind man tell ,him4 ,revive thy faith4 ,must believe4 ,how apply4 ,what last impressions to leave4 ,jesus was going up to ,jerusalem for the last time4 ,only opportunity1 or last opportunity4 ,all go4 ,this opportunity1 dear boys1 may be the last4 ,the superintendent1 as well as the teachers1 needs the most ample and careful preparation of the lesson1 in order to suggest and aid and sympathize with the teachers and school1 and to conduct the teachers' meeting4 ,x4 ,,the ,,teacher ,,teaching4 ,the teacher is the master and superior1 and his character1 attitude1 bearing and words should be well calculated to govern and to guide4 ,teaching is not simply educating--namely1 drawing out1 nor simply instructing the pupil1 but training him4 ,it is taking my thought and converting it to his use4 ,with this view great care should be taken to begin a lesson aright4 ,the teacher should come from communion with ,god1 and his spirit and manner should be at once thoughtful1 earnest and cheerful1 never cold1 cheerless1 indifferent1 or severe4 ,let him give to each scholar a warm1 quiet1 but hearty salutation2 be early1 be calm1 be gentle1 be firm and seriously in earnest2 never allow any scholar to take any undue liberties2 and see that each one and everything is in its place4 ,with interest and reverence the teacher and his class will then enter upon the devotional opening exercises1 joining in them4 ,after which he will gather his class around him1 and first place himself on terms of good-will with all1 and find some common ground for their minds to begin acting upon4 ,a well-timed1 easy1 and awakening question about the former or present lesson will arrest attention1 but it must be well adapted1 and readily answered4 ,the first questions must never perplex or embarrass the pupil1 for they are very important4 ,from thence proceed and rapidly draw their minds up towards the great central thought of the lesson2 awakening thought1 arousing curiosity1 and deepening impressions4 ,the teacher should question the lesson out of the pupils1 and then question it into them4 ,he will first get the words of the lesson clearly into the minds of the scholars--mostly by catechising--and then the meaning and illustration of the principal words4 ,next the lessons of instruction must be carefully drawn1 and lastly1 applied to the heart and life of all4 ,a severe test comes upon the teacher in the recitation and catechising upon the lesson4 ,he is to remember3 #a4 ,to draw all the information that he can from the class2 #b4 ,to induce the class to find out all they can for themselves2 #c4 ,to give such information as is best for the class1 but before giving any information1 be sure that no member of the class can give it4 ,the true teacher starts from the known1 and proceeds over short and easy stepping-stones to the faintly known1 thence to the contrast1 and then to the unknown4 ,some very learned men utterly fail as teachers4 ,they take such tremendous strides that no pupil can follow them4 ,it is like the father rushing up three steps at a time to the top of the staircase4 ,if he would lead his child1 he must be careful to take but one step at a time4 ,let the child's present knowledge be the starting-point for all future acquisitions4 ,reading1 or even reciting1 a lesson1 may possibly teach nothing4 ',tis in vain that you make them read the life and doctrines of the ,saviour1 if you do not explain to them that he lived for their example1 that he died to redeem them1 and that those doctrines are to govern them in thought1 word and deed4 ,care should be taken1 to select the best plan of arranging the lesson4 ,the beginning should arrest attention1 the middle inform the mind1 and the end affect the heart4 ,let there be a natural order and method in all your teaching2--one thought gliding into and connecting with the next1 and so on4 ,in no department of life is system and method of more value1 and a child is as much aided by it as a man4 ,robertson justly says3 ,memory without method is useless4 ,detached facts are practically valueless4 ,method is the laying out of the lesson and proceeding in its natural order in conformity with the uniform laws of the human mind4 ,it tells what shall come first and second1 and puts everything in its right place1 so that the mind can take a clearer grasp1 and memory a more easy and a more retentive hold1 of the truths presented4 ,we should not1 however1 bind ourselves to any one method of teaching1 for there is no standard mode alike adapted to different persons and lessons4 ,the most of our good teachers have wrought out some way of teaching in a measure peculiar to themselves and adapted to them4 ,those who can do so1 however1 will be able to borrow much of value from ,gall's ,lesson ,system1 with its thorough analysis1 numerous exercises1 exhaustive doctrines and lessons of instruction1 or from ,stow's ,training ,system1 with its sympathy of numbers1 its picturing out into life and training which will aid others1 and ,mimpriss's ,gospel ,harmony will help many4 ,let us ride no hobbies1 but gather the best suggestions from all for our ,sabbath-school work4 ,what we want in our ,sabbath-schools is to add a sufficiency of teaching-power--to give efficacy to our teaching without stiffening it with rules and forms4 ,a few years ago hymn-learning1 catechism1 and task-lessons formed the staple of even our ,scripture-classes4 ,now there is a demand for good ,bible-teaching1 that will equal the teaching of our best academies and colleges4 ,the ,bible is so adapted and wonderful as to place us on great vantage ground4 ,we want to know1 ,how to use it8 ,mr4 ,j4 ,g4 ,fitch1 of the ,normal ,college1 ,london1 has given us an admirable synopsis of the few simple principles which underlie the great art1 and which1 as he justly observes1 require to be pondered and thoroughly grasped by every teacher3 #a4 ,never to teach what you do not quite understand4 ,clear knowledge makes clear1 pleasant teaching4 #b4 ,never to tell a child what you could make that child tell you4 ,he will thus remember it ten times as long4 #c4 ,never to give a piece of information without asking for it again4 ,the mind cannot retain what it does not expect to be called on for again1 or to have a future use for4 #d4 ,never to use a hard word if an easy one will convey your meaning2 and never to use any word at all unless you are quite sure that it has a meaning to convey4 ,mark--not long word1 but hard word4 #e4 ,never to begin an address1 or a lesson1 without a clear view of its end4 ,then aim high and at the mark4 #f4 ,never to give an unnecessary command1 nor one which you do not mean to see obeyed4 ,therefore1 few commands2 for in case you fail to secure obedience the child rules you1 and not you the child4 #g4 ,never to permit a child to remain in the class for a minute without something to do1 and a motive for doing it4 ,a child wants something to do1 and cannot bear to be idle4 ,keep him busy4 ,teaching is an art1 and like any other art1 it has to be learned--learned1 too1 by study1 observation1 and practice4 ,it has its rules and principles4 ,he who knows and practises them is a good workman2 while he who neglects them is necessarily inefficient4 ,first1 we must get the ideas and principles4 ,secondly1 we must imitate or copy the good examples or models2 and thirdly1 we are to practise teaching2 for the best way to learn how to teach is to teach4 ,said ,ralph ,wells1 when asked how he learned to teach1 ,by my mistakes and failures4 ,in teaching others successfully we teach ourselves effectively4 ,in seeking after our models or examples to copy1 we need not1 like the artist1 go to ,italy in order to copy the great masters2 for the great ,master of teaching--,christ1 our ,model ,teacher and the teacher's model--is always before us1 and ,his example is perfect4 ,he is the ,teacher come from ,god4 ,he spake as never man spake4 ,let us notice some characteristics of ,his teaching3 #a4 ,he was very instructive4 ,he knew what was in man1 and just how to meet his wants4 ,if our words do not instruct1 they are simply impertinent4 ,do our lips teach knowledge8 #b4 ,he was beautifully simple1--child-like1 but never childish2 so clear that all could understand4 ,so our words should be few1 well-chosen1 simple1 and adapted1 softly and deliberately expressed4 #c4 ,his teaching was highly illustrative4 ,so should ours be4 ,he gathered from all the common surroundings of life4 ,the tiny sparrow was made to illustrate ,his care2 ,he pointed the magi to the stars2 the fishermen were to be fishers of men2 ,he taught a lesson to the merchant-man from the goodly pearl2 the water-bearer was offered the water of life2 while the wheat1 the grain1 the tares1 the chaff1 the vine1 the tree1 the field1 and almost every object taught the husbandman amid his daily toil4 ,heaven itself is represented by earthly things and objects the most valued--by songs1 arches1 harps of gold1 rivers clear as crystal1 rivers of pleasure1 pearly gates1 precious rubies and stones1 etc4 ,his illustrations always threw light upon truth--never displaced it1 as ours sometimes do4 ,they were drawn from everyday life1 and so well adapted that they were joyfully received by the candid inquirer4 ,let all ,sabbath-school teachers herein copy the ,master4 ,apt illustrations render truth more permanent2 for it is well said1 that the simile1 the anecdote1 the fable1 is sure to be remembered1 and the sentiment to which it was linked is sure to go with it4 #d4 ,his teaching was1 also1 sublimely courageous4 ,he spake as one having authority4 ,his confidence in ,god and in ,his truth raised ,him above fear and doubt4 #e4 ,his teaching was singularly adapted4 ,it always reached the heart and life4 #f4 ,his teaching was mingled with prayer4 ,he went out to teach2 ,he retired to pray4 ,let all teachers imitate ,his example4 #g4 ,his teaching was closely applied4 ,let our teaching1 also1 be carried home to the everyday life of the children1 and applied closely1 particularly1 personally1 and privately to specific errors and sins2 for we never should allow ourselves for a moment to doubt that there is no infirmity in manner or purpose1 in habit1 temper1 or character1 amongst our children1 which the ,sunday-school1 with its divine text-book1 is not abundantly competent to reach and remove4 ,sabbath-school teaching should combine at least--#a4 ,the art of asking questions4 #b4 ,keeping order4 #c4 ,the art of securing attention and interesting the pupils4 #d4 ,the drawing of practical lessons and applying them to the daily1 common life4 ,we should never undertake to teach a truth of which we cannot see and make plain its uses2 certainly never convey to our children the idea that there is any unimportant portion of revealed truth4 ,one or two ,bible-truths and principles are generally better than many4 ,the art of drawing lessons is much more simple and easy even for children than most persons think4 ,the only prerequisites for drawing practical lessons are--#a4 ,a knowledge of the facts4 #b4 ,an accurate perception whether they be good or evil4 ,if the action or precept be good1 the practical lesson is but an echo of the fact2 if evil1 avoid4 ,imitate the good and shun the evil4 ,for instance3 ,cain and ,abel were industrious2 from which we learn the duty to be industrious4 ,cain and ,abel went up to worship ,god2 from which learn to copy their good example in going to worship ,god4 ,but ,cain became angry and slew his brother2 from which we draw the lesson of warning and danger4 ,another important part of a teacher's work may be found in ,mr4 ,fitch's third rule1 i4 e41 ,every teacher before he leaves the lesson1 should carefully call back in a child's own language all that he has taught him4 ,without this careful1 thorough review and recapitulation he cannot be sure that his instructions and the practical lessons taught are really received4 ,a child is1 as it were1 compelled to remember what he is sure to be called upon for again2 so that we can hardly overestimate the value of review and recapitulation4 ,one superintendent in ,new ,york recently reviewed1 by aid of a blackboard1 the whole of ,john's ,gospel with his scholars on two consecutive ,sabbaths4 ,the teacher should keep his eyes upon all the class1 and address the class generally more than the individual members of the class2 but be ready to sympathize with each and all4 ,never be in a hurry with the lesson2 calmly1 patiently1 candidly proceed4 ,it is far better to get the pupils to understand the first verse or a single thought of the lesson1 and proceed no farther1 than to hasten over a dozen verses4 ,paul says3 ,i had rather speak five words with my understanding1 that by my voice ,i might teach others also1 than ten thousand words in an unknown tongue4 7#a ,cor4 xiv4 #ai47 ,be strictly impartial2 have no favorites in the school2 be tenderly respectful to the weaker ones4 ,particular care should be taken to preserve order fully until the close of the school1 for then it becomes most difficult2 and after the school he will retire to his closet and commend his feeble1 imperfect labors in prayer to ,god4 ,he will ask himself the following questions3 ,does any child leave me to-day with a clear1 simple view of one truth of the gospel of ,jesus ,christ8 and1 ,is it a matter perfectly understood between me and my pupils to-day that ,i am seeking their conversion to ,god at this time1 and under my instructions8 ,he will then think over the events of the hour1 and commence his preparation for his next lesson4 ,during the week the ,sabbath-school teacher will find something to do every day4 ,on one evening he will visit an absentee1 or look up a new scholar2 on another1 visit some of the parents2 then attend a social meeting1 or the teachers' meeting1 and on another call to interest one to become a new teacher4 ,he gets one boy a place to work1 and another he introduces into the public school2 gives his scholars his name and residence on a card1 and endeavors in all ways to prove himself to be a warm-hearted1 sympathizing ,christian friend4 ,the teacher's life is the life of his teaching4 ,his character1 manners1 habits1 dress1 and associations1 all exert an influence of great power upon his pupils and upon his fellow-teachers2 and he will do well to adopt the noble1 disinterested ,christian motto3 ,if meat make my brother to offend1 ,i will eat no flesh while the world standeth2 or if the theatre1 or dancing1 or tobacco1 or the wine-cup1 or cards1 or any minor evil1 lessen my influence as a ,christian teacher1 ,i will cheerfully abandon them at once and for ever4 ,be ye holy in all manner of conversation and godliness4 ,examples of ,teaching4 ,in appending some examples or lessons in teaching1 ,i have selected two varieties from the ,gall or ,lesson ,system1 of which the late ,james ,gall1 of ,edinburgh1 was the author4 ,i have done so1 first1 because it is a system and conforms to all good rules of teaching2 secondly1 because1 having used it for more than a quarter of a century1 ,i have found it to be of more value to the teacher and interest to the children than any or all others1 if varied and adapted with a sound discretion2 and1 thirdly1 because there are more suggestions in it to teachers than any other2 in fact1 it includes all others4 ,particular care must be taken not to attempt too much4 ,never attempt to use the whole ten exercises on any one ,sabbath lesson1 or pursue the same order4 ,generally use the catechetical1 the explanations1 and the lesson every ,sabbath4 ,in some lessons five or six can be used4 ,all are suggestive4 ,the great leading principle of the system is to teach the use of knowledge--not to communicate information merely1 but to train the young1 by certain definite rules1 to make use of all the information they receive4 ,the first lesson here given is for younger classes2 the second for more advanced3 ,lesson ,no4 #a4 ,as taught by the ,gall ,lesson ,system4 7,matt4 viii4 #a-c47 ,when he was come down from the mountain1 great multitudes followed him4 ,and behold1 there came a leper and worshipped him1 saying1 ,lord1 if thou wilt thou canst make me clean4 ,and ,jesus put forth his hand1 and touched him1 saying1 ,i will2 be thou clean4 ,and immediately his leprosy was cleansed4 ,who came down from the mountain8 ,from what did ,jesus come down8 ,what happened when ,jesus came down from the mountain8 ,who followed him8 ,whom did the multitudes follow8 ,who came to ,jesus8 ,to whom did the leper come8 ,what did the leper do when he came to ,jesus8 ,whom did the leper worship8 ,when did the leper worship ,jesus8 ,what did the leper call ,jesus8 ,whom did the leper call ,lord8 ,what did the leper say8 ,if who would8 ,what could ,jesus do if he would8 ,what did the leper say ,jesus could do8 ,who could make him clean8 ,what did ,jesus do8 ,who put forth his hand8 ,what did ,jesus put forth8 ,what did ,jesus do when he put forth his hand8 ,who touched him8 ,whom did ,jesus touch8 ,when did ,jesus touch the leper8 ,what did ,jesus say8 ,who would8 ,what was the leper to be8 ,who said he was to be clean8 ,what happened when ,jesus said he was to be clean8 ,what was cleansed8 ,whose leprosy was cleansed8 ,when was the man's leprosy cleansed8 ,by whom was the man's leprosy cleansed8 ,how many circumstances are mentioned in this passage8 7,nine47 ,what is the first8 7,multitudes followed ,jesus when he came down from the mountain47 ,what does that teach you8 ,lesson4--,we should follow ,jesus1 and take every opportunity of receiving his instructions4 ,what is the second circumstance here mentioned8 7,a leper came to ,jesus to be healed of his leprosy47 ,what does that teach you8 ,lesson4--,we should apply to ,jesus the ,saviour to be healed of the leprosy of sin4 ,what is the third circumstance mentioned in this passage8 7,the leper worshipped ,jesus47 ,what does that teach you8 ,lesson4--,we should worship the ,lord ,jesus ,christ as the ,son of ,god and our only ,saviour4 ,what is the fourth circumstance here mentioned8 7,the leper doubted the willingness of ,christ to cure him47 ,what does that teach you8 ,lesson4--,we should never doubt the willingness of ,christ to do us good and to save our souls4 ,what is the fifth circumstance mentioned in this passage8 7,the leper expressed his faith in ,christ's ability to cure him47 ,what does that teach you8 ,lesson4--,we should cherish in our hearts a firm belief of ,christ's ability to save us to the uttermost4 ,what is the sixth circumstance mentioned in this passage8 7,jesus put forth his hand and only touched him47 ,what does that teach you8 ,lesson4--,jesus is able to save us either by the use of means or without them4 ,what is the seventh circumstance mentioned in this passage8 7,jesus assured the leper of his willingness47 ,what does that teach you8 ,lesson4--,we should assure doubting inquirers of ,christ's willingness as well as ability to save them4 ,what is the eighth circumstance mentioned in this passage8 7,jesus immediately commanded a cure47 ,lesson4--,none will ever seriously apply to ,jesus in vain4 ,what is the ninth circumstance mentioned in this passage8 7,the leprosy was immediately cleansed47 ,what does that teach you8 ,lesson4--,god is able instantly to cure the most inveterate diseases of both body and soul4 ,explanation of ,words to precede the ,lessons4 ,mountain1--,high hill4 ,multitudes1--,number of people4 ,followed1--,went after4 ,behold1--,take notice4 ,leper1--,man troubled with the disease called leprosy4 ,worshipped1--,paid divine honors to4 ,wilt1--,pleaseth4 ,canst1--,art able to4 ,clean1--,free from this disease4 ,put forth1--,stretched out4 ,touched1--,laid it upon4 ,clean1--,healed4 ,immediately1--,at the very instant4 ,leprosy1--,disease4 ,cleansed1--,healed or cured4 ,lesson ,no4 #b4 ,as taught by the ,gall ,lesson ,system4 ,,note4--,only a part of the ten exercises given are to be used in any one lesson4 ,question4 ,what does ,god require of all those who will be saved8 ,answer4 ,god requires from those who will be saved1 true faith in his ,son ,jesus ,christ2 true repentance of all their sins2 and a new and sincere obedience to all his commandments1 from love to ,him who first loved us4 #a4 ,verbal and ,general ,exercise4 ,what does ,god require from those who will be saved8 ,who requires true faith8 ,from whom does ,god require true faith8 ,who will be what8 ,what kind of faith does ,god require8 ,in whom are we to have true faith8 ,who is ,jesus ,christ8 ,whose ,son is ,jesus ,christ8 ,who is the ,son of ,god8 ,what does ,god require besides true faith8 ,what kind of repentance does ,god require8 ,from whom does ,god require true repentance8 ,of what are they to repent8 ,of how many of their sins must they repent8 ,what does ,god require besides faith and repentance8 ,from whom does ,god require new and sincere obedience8 ,what kind of obedience does ,god require8 ,what is it to be new and sincere8 ,to what does ,god require obedience8 ,to whose commandments are we to give obedience8 ,how many of ,god's commandments are we to obey8 ,from what are we to obey ,gods commandments8 ,whom are we to love8 ,what are we to do from love to ,god8 ,what did ,god do to us8 ,whom did ,god love8 ,who loved us8 ,when did ,god love us8 #b4 ,numerical ,exercise4 ,how many things does ,god require from those who will be saved8 7,three4--#a4 ,faith4 #b4 ,repentance4 #c4 ,obedience47 ,what is the first8 etc4 ,how many things are here stated with respect to faith8 7,two4--#a4 ,it is to be a true faith4 #b4 ,it is to be faith in ,jesus ,christ47 ,how many things are here stated with respect to repentance8 7,two4--#a4 ,it is to be a true repentance4 #b4 ,it is to be a universal repentance47 ,what is the first8 etc4 ,how many things are here stated with respect to obedience8 7,four4--#a4 ,it is to be a new obedience4 #b4 ,a sincere obedience4 #c4 ,it is to be a universal obedience4 #d4 ,it is to be an obedience founded upon1 and flowing from love47 ,what is the first8 etc4 #c4 ,doctrines ,separated4 ,how many doctrines are contained in this answer8 7,four4--#a4 ,god requires true faith from all who will be saved4 #b4 ,god requires true repentance4 #c4 ,god requires a new and sincere obedience4 #d4 ,god requires us to obey all his commandments from a principle of love47 ,what is the first8 etc4 #d4 ,explanations and ,illustrations4 ,requires1 asks1 or demands4 ,saved1 delivered from the power and consequences of sin4 ,faith1 belief1 and assured confidence4 ,christ1 the anointed ,saviour4 ,repentance1 sorrow for1 and hatred of1 sin4 ,all1 the whole of4 ,a new1 not the former1 but a better4 ,sincere1 a pure1 simple1 and honest4 ,obedience to1 submission to1 and ready compliance with4 ,commandments1 wishes1 and orders4 ,from1 arising out of4 ,him1 ,god4 ,first loved us1 had previously showed his love to us by sending his ,son to die for us4 #e4 ,doctrines ,proved4 7#a47 ,god requires true faith from all who will be saved4--,mark xvi4 #af4 ,he that believeth1 and is baptized1 shall be saved2 but he that believeth not shall be damned4 7#b47 ,god requires true repentance4--,luke xiii4 #c4 ,except ye repent1 ye shall all likewise perish4 7#c47 ,god requires new and sincere obedience4--,rom4 vi4 #ag4 ,but ye have obeyed from the heart that form of doctrine which was delivered you4 7#d7 ,god requires us to obey all his commandments from a principle of love4--,john xiv4 #ae4 ,if ye love me1 keep my commandments4 #f4 ,lessons from the ,doctrines4 ,from these doctrines we learn1 7#a47 ,that we should beware of unbelief4 7#b47 ,that we should hate and forsake sin4 7#c47 ,that our obedience to ,god should be cheerful and constant4 7#d47 ,that all our duties should be done to please ,god rather than ourselves4 #g4 ,application of the ,lessons4 ,of what should we beware8 7#a47 ,what should we hate and forsake8 7#b47 ,what should be cheerful and constant8 7#c47 ,whom should we seek to please in the performance of duty8 7#d47 #h4 ,devotional ,exercise 7from the ,answer47 ,petition4--,bestow upon us1 we beseech thee1 those graces which thou requirest from all those who will be saved4 ,give to each of us true faith in thy ,son ,jesus ,christ1 true repentance of all our sins1 and a new and sincere obedience to all thy commandments1 arising from love to thee who hast first loved us4 #i4 ,devotional ,exercise 7from the ,lessons47 ,o ,lord1 may we always be upon our guard1 7#a47 and constantly beware of falling into the sin of unbelief4 ,may we sincerely repent of all our transgressions1 7#b47 and heartily hate and forsake all sin4 ,and grant that 7#c47 our obedience to thee may be cheerful and constant2 and that 7#d47 all our duties may be done to honor and obey thee1 rather than to please ourselves4 #aj4 ,paraphrase formed4 ,god asks or demands from those who will be delivered from the power and consequences of sin1 true belief and assured confidence in his ,son ,jesus1 the anointed ,saviour1 true sorrow for1 and hatred of1 the whole of their sins1 and not the former1 but a better and a pure1 simple1 and honest submission to and ready compliance with all his wishes and orders1 arising out of1 and proceeding from1 love to ,god1 who had previously showed his love to us1 by sending his ,son to die for us4 ,other ,modes of ,teaching4 ,there are also various other modes of teaching that can be used on different lessons4 ,one plan is to raise the questions ,who8 ,what8 ,when8 and ,where8 ,another is to take the letters ,p4 ,p4 ,d4 ,d4 ,d4 ,d41 the two ,p's and four ,d's1 and inquire for ,p-ersons1 ,p-laces1 ,d-ates1 ,d-oings1 ,d-octrines1 and ,d-uties4 ,another still is to take the word ,f-i-d-d-l-e-r1 as a mnemonic for the teacher's use4 ,the first letter1 ,f1 will remind him to call on the children to tell him what facts1 and how many1 are to be found in the first verse or in the lesson4 ,the next letter1 i1 may prompt him to call for inferences or instructions4 ,the letter d repeated would remind him to ask for the doctrines and duties1 l will call for lessons1 e for examples and r for rebukes4 ,this will give active employment to the children--a thing which they delight in1 and it will aid the teacher in the difficult but sublime work of teaching divine ,truth4 ,,xi4 ,,illustrative ,,teaching4 ,to illustrate is to throw light upon1 to illumine1 to make clear and plain4 ,illustration has1 also1 a decorating power as well as an enlightening power4 ,illustrative teaching is not merely entertaining or amusing the children with stories and anecdotes1 but may comprise them incidentally4 ,explanation appeals to the understanding1 while illustration appeals to the observation of the young4 ,says one writer3 ,it is by illustration alone1 which appeals to their observation1 that ideas are conveyed to children's minds4 ,anecdotes and stories are generally too long for ,sunday-school teaching1 and the danger is that they will overshadow the truth4 ,illustrative teaching should be employed in the ,sabbath-school to make divine truth glow and become plainer1 clearer1 and better understood--nothing else4 ,it must never displace the lesson1 but be held in strict subordination to it4 ,illustrations of divine truths are very useful--in fact1 indispensable2 but dangerous1 unless well guarded so as never to withdraw attention from the ,bible4 ,this was one of our divine ,saviour's chosen modes of teaching1 as we see in the beautiful parable of the sower1 and1 in fact1 in almost all of ,his inimitable parables4 ,mankind1 as well as children1 delight in this form of instruction4 ,says ,mr4 ,groser1 in his excellent work on this subject3 ,children have a passion for details and revel in analogies4 ,mark their fondness for stories1 however frivolous2 word-pictures1 however meagre1 and comparisons1 however commonplace4 ,tupper says3 ,principles and rules are repulsive to a child1 but happy illustration winneth him4 ,in vain shalt thou preach of industry and prudence till he learn of the bee and ant4 ,dimly will he think of his soul1 till the acorn and the chrysalis have taught him4 ,he will fear ,god in thunder and worship ,his loveliness in flowers4 ,and parables shall charm his heart1 while doctrines seem dead mystery4 ,illustration is something laid alongside of--parallel--for comparison1 and should be short1 obvious1 and appropriate4 ,there must always be something to illustrate4 ,for instance3 ,if we were teaching1 ,take us the foxes1 the little foxes1 etc41 we could illustrate the danger and influence of little evils or sins by saying3 ,chemists tell us that a single grain of iodine will color #gjjj times its weight in water2 so a little sin may discolor and destroy a good character4 ,a ruined man once said3 ,it was that ten minutes on the street-corner1 reading a bad book1 that destroyed my whole life4 ,it was that penny ,i stole when a very young boy1 said an old man1 that sent me four times to prison1 and confined me twenty-eight years out of sixty of my life1 and all for stealing less than thirty-eight dollars4 ,or if the lesson was1 ,no man can serve two masters1 etc41 let the teacher say3 ,the other day ,i saw two men together walking down the avenue1 and a little dog was running behind them2 so they went on for a while1 and ,i wondered to which of them the dog belonged4 ,when they came to the corner of a certain street they shook hands and went opposite ways4 ,then ,i saw at once to which of them the little dog belonged4 ,he could not follow both2 so he trotted after his master4 ,so1 dear children1 it is with you2 you may try to be ,christ's servants and the servants of ,satan at the same time1 but it will be in vain2 ',you cannot serve ,god and mammon4' ,if on the subject of falsehood1 we would impress our pupils with the fact that the degree does not affect criminality4 ,an apt illustration will be found in ,eve and the forbidden fruit4 ,the ,bible is full of perfect examples1 if rightly selected4 ,old ,humphrey1 the ,english writer for children1 abounded in pertinent illustrations4 ,i copy one3 ,think not that because you look like other teachers or scholars1 and undertake the same duties1 that no difference is seen by those around you4 ,you may look alike and be altogether different4 ,illustration #a4 ,i came to two frozen ponds1 so much alike in size and form that at the first view one might have been regarded as the counterpart of the other4 ,this was1 however1 very far from being the case2 for1 after making a hole in the ice1 ,i found one to be only a few inches deep1 while with my stick ,i could not reach the bottom of the other4 #b4 ,i picked up two walnuts as they lay among the dry leaves1 under the tree on which they had grown2 both were large1 and ,i thought that each would be good2 but1 no6 one was altogether hollow1 while the other contained a capital kernel4 #c4 ,i bought two apples at a fruit-stand--ruddy and ripe2 ,i do not believe the man who sold them to me could have pointed out any difference between them2 and yet1 for all this1 when ,i came to turn them around and examine them1 ,i found one of them to be firm and sound1 and the other rotten to the very core4 ,as it was with the ponds1 the walnuts1 and the apples1 so it may be with you4 ,some are shallow1 while others have depth of understanding2 some have depth of understanding1 while others are shallow2 some are full of knowledge1 while others are empty2 and some are firm and to be relied upon1 while others are unsound at their hearts4 ,these are short and very simple1 but excellent and to the point4 ,the ,bible is full of perfect examples of illustrative teaching4 ,the parables are mostly of this order4 ,the parable of the sower1 with the field and husbandman before him1 as is probable1 is a striking example of illustrative teaching4 ,in the gospels1 how constantly our ,saviour began ,his parables with1 ,the kingdom of heaven is likened unto1 or is like1 etc4 ,said an old divine to a young preacher3 ,i see you do not follow ,christ's example in your preaching2 for you have no 'likes' in your sermons4 ,do we liken ,bible truth to something with which our scholars are familiar1 and thus help them to understand it8 ,illustrations abound all around us4 ,some years ago there was published a work entitled ,spiritual ,honey from ,natural ,hives4 ,i do not know but it is now out of print2 but it contained no less than #beh illustrations of various passages of ,scripture--all drawn from the honey-bee1 and most of them were valuable4 ,for example3 ,mercy comes naturally from ,god1 like honey from the bee2 but justice1 like the sting1 only when she is provoked4 ,if nature teaches the bee not only to gather honey out of sweet flowers1 but out of bitter1 shall not grace teach us to draw1 even out of the bitterest condition1 something to better our souls8 ,many hate not sin1 nor fly from it1 because it is sin2 but as children do bees2 not because they are bees1 but because they have a sting4 ,so do these persons flee from sin2 not because it is sinful1 but because it is hurtful4 ,the following convey important lessons to ,bible-students3 ,if you do but take and pierce ,god's word1 and do but stay upon it1 as the bee doth on the flower1 and will not off till you have got something out of it2 if you still be digging in this mine1 this will make you rich in knowledge2 and if you be rich in knowledge1 it will make you rich in grace4 ,finally3 ,some use flowers only for the beauty or the smell2 the physicians1 for health2 the bees1 for honey2 so do wise and prudent persons apply their studies for the enriching and feeding of their minds4 ,the late eloquent ,rev4 ,dr4 ,payson was accustomed to illustrate under the form of apt suppositions4 ,for instance1 said he3 ,suppose you wished to separate a quantity of brass and steel filings mixed together in one vessel2 how would you effect this separation8 ,apply a loadstone1 and immediately every particle of iron will attach itself to it1 while the brass filings remain behind4 ,thus1 if we see a company of true and false professors of religion1 we may not be able to distinguish them2 but let ,christ come among them1 and all ,his sincere followers will be attracted towards ,him1 as the steel is drawn to the magnet1 while those who have none of ,his spirit will remain at a distance4 ,again3 ,on a visit to a weeping mother1 who refused to be comforted for the loss of a beloved child3 ,suppose1 now1 said he1 some one was making a beautiful crown for you to wear1 and that you knew it was for you1 and that you were to receive it and wear it as soon as it should be done2 now1 if the maker of it were to come1 and in order to make the crown more beautiful and splendid1 were to take some of your jewels to put into it1 should you be sorrowful and unhappy because they were taken away for a little while1 when you knew they were going to make up your crown8 ,he can take better care of them than you could4 ,the mother smiled through her tears at the thought that her jewel was taken from her but for a season1 and said1 in meek submission3 ,the ,lord gave1 and the ,lord hath taken away2 blessed be the name of the ,lord4 ,the question here arises1 ,from whence shall ,sunday-school teachers gather illustrations for use8 ,i reply1 generally1 everywhere1 and from everything2 but to particularize3 #a4 ,from the home-surroundings1 circumstances1 and home-life of the pupils4 #b4 ,facts and incidents that are constantly occurring around us4 ,facts are the arguments of ,god1 said ,rev4 ,dr4 ,chalmers4 #c4 ,history1 biography1 and geography--sacred and profane4 #d4 ,agriculture1 horticulture1 and botany4 #e4 ,proverbs1 maxims1 wise sayings1 and poetry4 #f4 ,emblems1 similes1 metaphors1 etc4 #g4 ,science and art2 manners and customs4 ,i need not extend this list1 for these will readily suggest many others to the teacher4 ,,xii4 ,,pictorial ,,teaching4 ,pictorial teaching is only a slightly different form of ,bible illustration1 and1 therefore1 will appropriately follow the previous subject4 ,it presents1 first1 pictures and maps to the pupils for examination1 in order that they may get a clearer view of truth4 ,it consists1 secondly1 more particularly in picturing out in words1 or in vivid1 graphic description1 so that the truth will appear real to the imagination of the child4 ,it awakens interest and deepens impression1 and all good teachers avail themselves1 more or less1 of its power4 ,but1 says a quiet teacher1 all this must be graphically done4 ,i reply3 ,of course it must2 and the answer returns3 ,well1 ,i can't use it1 then1 for ,i am not graphic4 ,i will give all such teachers a recipe that will render them always graphic with children4 ,if they would dwell clearly and plainly on all the little details in their descriptions to children1 they will always be graphic4 ,the imaginations of scholars of ten or twelve years of age are so vivid that much of the teacher's power over them1 to interest and impress truth1 will depend largely upon this power of word-picturing4 ,words containing objects largely should be most used1 instead of a mass of sentiments and principles4 ,let the objective words preponderate4 ,the following statement embraces about a dozen words in principles3 ,it was ,david's duty to know the will of ,god1 and as he had great faith in the divine power1 he went forth without reluctance to meet the foe1 and the result was the death of ,goliath4 ,let us now transpose the sentence into objects mainly1 and it will not be difficult to see which will make the clearest and best impression upon children's minds3 ,young ,david stood in the valley and slung a stone into the forehead of the giant1 ,goliath1 and he fell dead upon the ground4 ,abbott gives many illustrations4 ,he says3 ,you tell a man1 ',he went down to the shore1 and got into a boat and pushed off4' ,you would interest a child more if you say1 ',he went down to the shore and found a boat there4 ,one end of the boat--the front part1 which they call the bow--was up against the shore1 a little in the sand4 ,the other end was out of the water1 and moved up and down gently with the waves4 ,there were seats across the boat1 and two oars tying upon the seats4 ,the man stepped upon the bow of the boat2 it was fast in the mud4' ,and so on1 describing the water under one end1 and sand under the other2 the one end rocking and rattling the oars1 and the man walking back and pushing the boat off1 etc4 ,be exceedingly minute1 therefore1 with little children4 ,in all the details which you describe take very short steps1 and take each one distinctly4 ,the ,bible narratives are wonderfully adapted to good pictorial teaching4 ,bible emblems1 which so abound1 must be carefully pictured out2 as1 ,the ,lord ,god is a sun and shield1 a rock1 and refuge4 ,as the hart panteth1 etc4 ,detail it so as to make the scene as real as possible to the child1 and enable him to see the hart1 the mountain1 the water brooks1 etc4 ,suppose you were on the lesson of the apprehension and trial of ,christ3 ,children1 see that crowd of people wending their way through the streets of ,jerusalem6 ,some of them carry torches or lanterns in their hands2 others have staves or swords4 ,see1 in the midst of them there walks one who looks very kind1 but very sorrowful4 ,who is it8 ,it is ,jesus4 ,the multitude1 led on by the cruel priests1 have just been to the garden of ,gethsemane and hurried him away from ,his disciples2 and now they are going to take ,him before their rulers1 that they may have ,him put to death4 ,then describe the ,high ,priest1 ,pilate1 and ,herod2 the judgment hall1 the drops of blood1 the soldiers1 and crown of thorns2 the cross1 the angry cries of1 ',crucify ,him6' ,all this must be done with care and exactness1 and before adopting it the teacher must make himself very familiar with every part1 so as never to hesitate or labor in it2 and then afterward call it all back by questions1 in the children's own language4 ,again3 ,suppose you wished to make a lasting impression on a child while developing a single important thought2 as1 for instance1 the omniscience of ,god4 ,talk candidly to the child somewhat as follows3 ,mary1 do you know that ,god knows all things8 ,he saw ,adam and ,eve when they hid themselves in the trees of the garden4 ,he saw ,moses when he lay in his little ark by the side of the river4 ,he saw ,timothy when his mother taught him to read the ,bible4 ,he sees every person in the world just now4 ,you know in ,africa there are a great many millions of men and women4 ,they are black4 ,they are called negroes4 ,god sees them all1 and he sees the missionaries who are there teaching them ,god's word2 and at the very some moment he sees all the people of this country1 and every person in this town4 ,he sees you1 ,mary4 ,he saw you when you were a little babe in your cradle2 he sees you at all your plays1 and in the school2 he knows what you say1 and what you think2 he sees every tear that falls from your eye1 and every smile that plays on your cheek2 he hears you sing his praises2 and when you pray1 ,mary1 ,god listens to everything that you ask2 and when you lie down1 and the room is dark and still1 and there is nothing moving but your pulse1 and nothing heard but your breathing1 then ,god sees you1 for the darkness and the light are both alike to ,him4 ,thus dwell amply on a thought until you associate it in the child's mind with many circumstances4 ,for ,bible-classes1 of course1 a teacher would not descend to all the details of some of these examples1 yet in every age and class be graphic and life-like in word-picturing4 ,the parables of the prodigal son1 and of the good ,samaritan1 are divinely beautiful examples of pictorial teaching1 for when our ,saviour wanted to impress love to our neighbor he pictured out for us the beautiful story of the good ,samaritan4 ,the following example is from ,david ,stow's ,bible-training1 published in ,edinburgh1 and is the ,training ,system pictured out in words3 ,example4 ,as the hart panteth after the water brooks1 so panteth my soul after thee1 ,o ,god4 ,ps4 xlii4 #a4 ,the more common way that the pious teacher or parent takes1 is to pass over the emblem1 and at once proceed with the spiritual lesson--thus beginning at the end--without any natural picture having been presented to the mind's eye of the pupils1 by which they maybe assisted to the analogy--as and so1 as the ,natural1 so the ,spiritual--which is so uniformly done by the ,spirit of ,god in ,scripture4 ,points in the ,natural ,picture to be brought out4 #a4 ,some points in the natural history of the hart--different names given to the animal--swiftness of foot--where generally lives4 #b4 ,frequently hunted4 #c4 ,where to flee to in a mountainous country1 as ,judea1 when pursued--hills or valleys4 #d4 ,heat1 drought1 dust--effect on the animal1 particularly after running--thirst4 #e4 ,running about seeking for water--increasing--not merely a drink1 but a brook1 where it may plunge in as well as drink4 #f4 ,why1 then1 a brook1 and not stream8--picture out a brook4 #g4 ,brooks more likely to be found in plains--but animal pursued there4 #h4 ,the hart1 heated and thirsty1 therefore pants--what is panting8 #i4 ,has the hart ever bathed in water brooks before8 ,if not1 would it have panted and longed for it8 ,the full picturing out of these points 7even in the incomplete and imperfect manner that can be done on paper7 would greatly exceed our limits4 ,the natural picture or condition of the hart being visible to the minds of the children1 the analogy to the circumstances in which ,david was placed will appear1 viz41 pursued by his enemies1 and especially by his own son1 ,absalom--fleeing to the mountains for safety--away from the sanctuary1 etc41 etc4 ,he1 no doubt1 on seeing the harts near him panting and seeking for water brooks1 mournfully and longingly expressed himself3 ,so panteth my soul after thee1 ,o ,god4 ,teacher4--,i must tell you1 children1 before we commence our lesson1 that it is supposed this psalm was written by ,david1 who was obliged to flee from his enemies to the land of ,jordan1 and that when there he probably took up his abode in the mountains1 away from the public worship of 444 ,god's house1 and seeing the harts running 444 ,where8 about the hills1 and panting for thirst1 most likely induced him to use the 444 ,what metaphor or emblem did he use8 ,look at your books4 ,david says3 ,as the hart panteth after the 444 water-brooks 7read on1 children71 so panteth my soul after thee1 ,o ,god4 ,the first thing we must speak about in this picture is the 444 hart4 ,what is a hart8 ,can you tell me any other names given to the hart8 ,stag--deer--gazelle--roe4 ,very right2 these are the names given to 444 this animal1 or 444 species4 ,well1 the name of this animal or 444 species1 is called 444 the hart4 ,is it a slow or quick moving animal8 ,swift4 ,it runs 444 very swiftly4 ,what countries do harts chiefly live in8 ,mountainous countries4 ,why do you think so8 ,the ,bible says1 ,like a young roe upon the mountains4 ,and a young roe is 444 a young hart4 ,well1 that is one proof that they live in the mountains2 but can they live in the plains8 ,yes1 sir2 they live in plains in gentlemen's parks1 which are sometimes 444 plain1 or nearly 444 level4 ,very well2 but when allowed to roam and run about freely and 444 naturally1 they 444 prefer the mountains4 ,is the hart spoken of in the psalm supposed to live in a warm or cold country1 think you8 ,a warm country4 ,why8 444 ,bring down the map1 children1 and show the country or countries you suppose to be meant4 7,the map of ,palestine is presented47 ,point out those parts you think harts live in4 ,you think the ,psalmist means 444 the mountainous parts of ,palestine4 ,and ,palestine is 444 ,what sort of a country8 ,mountainous country1 and 444 very hot4 ,now1 we must get smartly on4 ,the hart lives in 444 a hot country1 and in the mountainous parts of 444 a hot country4 ,how does the sun shine8 ,over head1 nearly perpendicular1 and1 therefore1 the great part of the year the ground must be 444 very hot and dry4 ,in what state will the soil be8 ,parched and dusty4 ,and in mountainous countries1 where the sun is very hot1 what happens to the streams or brooks8 ,the brooks dry up4 ,it is then a dry and 444 thirsty land1 and where 444 no water is4 ,if you turn in your ,bible to ,job vi4 #ae1 it is said3 ,and as the stream of brooks they pass away1--showing that the brooks in that hot climate are 444 very apt to pass away1 or 444 dry up4 ,tell me1 children1 what you mean by panting8 ,show me what panting is8 ,this boy thinks it is simply opening the mouth4 7,take nothing for granted47 ,have you ever seen a dog walking in a very hot and dusty day1 after having run a long way8 ,yes1 sir2 it opens its mouth4 ,does it simply open its mouth1 as this boy did8 ,it pants1 this way4 ,it feels uneasy4 ,why uneasy8 ,because it is weary and thirsty4 ,weary and thirsty from 444 the heat2 and a thirsty dog1 that is weary and very 444 hot1 would--what would it wish8 ,to have a drink1 or1 perhaps1 to 444 plunge in the brook4 ,of what had the hart drank before8 ,the brooks4 ,well1 the hart having both drank of 444 the brook1 and 444 plunged in the brook before1 longed and 444 panted to do so again4 ,in this sad condition1 therefore--heated and 444 thirsty1 and running about1 444 panting--how would the hart feel8 ,would he be satisfied to lie down8 ,no1 sir2 very anxious4 ,and what more8 ,longing and panting for water4 ,not at rest1 because it 444 felt--the 444 want of something it could not get at 444 that time2 and that was 444 the water brooks4 ,now1 let us look at the verse1 and see in what state or 444 condition the hart is supposed to be4 ,repeat it1 if you please1 each word1 separately1 slowly1 and distinctly4 ,as1 the1 hart1 panteth1 after1 the1 water1 brooks4 ,what is a brook8 ,a clear stream--not a muddy1 stagnant 444 pool4 ,do you think the hart had drank of a brook before8 ,yes2 else it would not have panted for it4 ,what makes the hart so very thirsty8 ,because it runs about the hills1 where there is no water4 ,and as the hart opens 444 its mouth1 and 444 pants for water1 and runs about1 it raises the 444 ,what do you think it raises8 ,the dust into its mouth4 ,and what does the dust do8 ,increases its thirst1 and causes the hart to long more for 444 the brooks--which are now 444 dried up--or1 perhaps1 at a 444 great distance4 ,what would you expect the hart to do were it to reach a brook8 ,drink plentifully--and1 also1 444 plunge into the water4 ,why8 ,to cool and 444 refresh itself4 ,the application1 or spiritual lesson1 is by recalling the hart1 on the mountains1 hunted by dogs1 shot at by arrows1 hot and thirsty1 panting for water brooks1 for a plunge-bath1 and drink4 ,so1 ,david fleeing on the mountains for life1 pursued by enemies1 longing for safety1 and for the public worship of ,god at ,jerusalem1 panting for the ,lord's house1 where ,god's law was read1 and the true ,god was worshipped1 etc4 ,he desired1 longed for1 panted1 prayed for ,god1 the living ,god4 ,children1 do you so long for1 and pant after ,god1 the living ,god8 etc41 etc4 ,another form of pictorial teaching is1 after questioning the lesson out of the scholars1 and then in again1 and explaining all the words1 etc41 to paint imaginary pictures of the events described in the lesson4 ,thus1 in a lesson from ,matt4 xiv4 #bb-cc1 taught by the ,rev4 ,edward ,eggleston1 of ,chicago1 he said to the first pupil3 ,carrie1 suppose that you were a painter with your canvas before you1 what picture would you draw from the #bb;d verse8 ,she replied1 ,christ sending his disciples and the multitudes away4 ,mary1 what from the #bc;d verse8 ,christ on the mountain1 alone1 in prayer4 ,jane1 what from the #bdth verse8 ,the ship tossed with the waves4 ,lily1 what from verse #be8 ,jesus walking on the sea4 ,the next1 ,peter sinking1 ,jesus saving2 and then1 ,the sea calm1 all safe in the ship1 worshipping ,jesus4 ,from these the lessons drawn are ,secret prayer1 ,looking to ,jesus for help in danger1 ,not seeking danger1 and that ,jesus is ,god1 to control the wind and waves4 ,the doctrine is the ,divinity of ,christ3 ,of a truth1 thou art the ,son of ,god4 ,pictorial ,teaching1 by ,hartley and ,groser1 on ,illustrative ,teaching1 further illustrates these subjects4 ,,xiii4 ,,object-,,teaching4 ,this is presenting an object to look at1 for the purpose of getting a clearer and more perfect view of the truth taught4 ,it is simply calling to our aid the eye4 ,the eye is one of our two great learning senses4 ,it has been called the king of the senses1 and it is emphatically so with children2 for little children learn the most that they do learn through the eye4 ,bunyan quaintly says3 ,come to the mind and soul through ,eye-gate as well as through ,ear-gate4 ,this is the most pleasant and effective way of giving and receiving some kinds of knowledge4 ,it cultivates1 also1 the important habit of close and accurate observation4 ,says the ,rev4 ,dr4 ,hill1 the ,president of ,harvard ,university3 ,it is the thought of ,god in the object that stimulates the child's thought4 ,the great object is to teach the child more than you can express in words4 ,in illustration1 he says3 ,i was walking yesterday with my little girl1 and showing her plants1 insects1 and birds as we walked along4 ,we were looking at lichens on the trees1 when she suddenly1 and without hint from me1 said3 ',the maples have different lichens from the ash4 ,i mean to see if ,i can tell trees by their trunks1 without looking at their leaves4' ,so for a long distance she kept her eyes down1 saying to the trees as she passed3 ,elm1 maple1 ash1 pine1' etc--never failing4 ,the difference was easy to see1 but the difference could not have been so well expressed in words4 ,our schools of public instruction are largely using this mode of teaching in the early years of school-life1 with great gratification to the children1 and1 also1 with great success4 ,the size1 form1 shape1 color1 origin1 and uses of many articles are thus taught1 incidentally weaving in spelling1 reading1 and a vast amount of useful knowledge4 ,if this were all1 however1 it would hardly avail much in our ,sabbath-schools above the infant class4 ,but we apprehend that in some particular ,sabbath-school lessons1 but not in all1 object-teaching can be used to great advantage by all classes and conditions of scholars4 ,never force or crowd object-teaching1 however1 upon any lesson4 ,the simple difference between object-teaching and illustrative teaching is this3 ,if you were teaching on the words ,though your sins be red like crimson1 they shall be as wool1 in illustrative teaching1 we should tell the children that the ,turkey-red dyes are so firm that no bleacher's salts will make them white1 and therefore1 we make the ,turkey-red rags into pink blotting-paper2 in object-teaching1 we hold up the ,turkey-red calico1 explain it1 and then show the pink blotting-paper--making it1 by help of the two objects and the explanation1 more impressive with children4 ,in fact1 there are lessons that cannot be plainly taught without the use of objects4 ,they need1 however1 to be used with discretion2 and upon ,bible lessons only on those that will make the truths better understood4 ,we have1 however1 the highest authority for the use of objects in teaching religious truths4 ,our ,saviour himself practised this mode of teaching4 ,it will be remembered that when the crafty ,scribes and ,pharisees sought to entangle him in his talk1 and proposed the question--,master1 is it lawful to give tribute unto ,csar or not8 he1 perceiving their wickedness1 said1 ,why tempt ye me1 ye hypocrites8 ,show me the tribute-money4 ,and they brought unto ,him a penny4 ,why did the divine ,redeemer1 who never did a superfluous thing1 or spoke a superfluous word1--why did ,he1 who is infinite in wisdom1 call for this penny8 ,we may safely reply1 ,because it was divinely best and needful4 ,he wanted to bring to bear the two great learning senses1 to wit1 seeing and hearing4 ,he then directed the eyes of these scheming men to the coin1 with this pointed question3 ,whose is this image and superscription8 ,they said unto him1 ,csar's4 ,then came the inimitable application of the lesson--without which every lesson is a failure--viz43 ,render therefore unto ,csar the things which be ,csar's1 and unto ,god the things which be ,god's4 ,we are told that when they had heard these words1 they marvelled1 and left him1 and went their way4 ,the lesson was conclusive4 ,at another time1 you remember that our ,saviour called a little child unto him and set him in the midst of them1 to teach his disciples the answer to their query1 ,who is the greatest in the kingdom of heaven8 ,here the little child was the object4 ,the lesson is obvious to all4 ,even in the memorial service of our ,saviour's death1 he called for two objects--the bread and the wine4 ,it was divinely necessary4 ,we may seem almost to see the same divine ,teacher bending forward and pointing his disciples to the beautiful flowers at his feet1 exclaiming3 ,behold the lilies of the field1 or look at the fowls of the air1 or see the fields white unto the harvest1 or the falling sparrow1 or the fig-tree1 and a multitude of similar objects all around them1 which were used by him in his wonderful teaching1 and with such success that they were led to exclaim3 ,never man spake like this man4 ,the whole of the types and ceremonies in the ,old ,testament were but a magnificent series of this mode of object-teaching4 ,this is the whole1 in substance1 of object-teaching4 ,it is ,christ's mode and the prophet's way of teaching4 ,it is nature's teaching1 says a teacher at our side4 ,there is no teaching1 scarcely1 that is not1 in some sense1 object-teaching4 ,said the ,rev4 ,dr4 ,chester1 when describing good teaching3 ,this is object-teaching1 as all good teaching of the young is4 ,you must take their measure if you would fit the garment of truth to them4 ,objects for teaching lie all over nature as clearly as in cubes and squares and octagons4 ,it keeps each child pleasantly and profitably employed4 ,it is calling the eye and senses to our aid in affecting the mind and heart4 ,the eye is our first teacher4 ,hence it is indispensably necessary in an infant class to have plenty of objects4 ,every good mother and good juvenile class-teacher will make great use of the eye and action and motion to teach and impress the great truths of the lesson upon the little ones4 ,use the eye more1 and make your words few and well chosen4 ,present to the children things before words1 or ideas before names4 ,even in manners and morals let the person1 life and tongue of the teacher be the object4 ,she openeth her mouth with wisdom1 and in her tongue is the law of kindness4 ,here is an art that every teacher should become facile in1 i4 e41 looking up and using objects that will serve our purpose in teaching2 and for this reason1 he should always wear his ,sunday-school spectacles4 ,a sprig of evergreen1 or a bit of a vine picked from the bush as we pass our garden-gate for the ,sunday-school1 may serve to illustrate the duty of abiding in ,christ as the branch must abide in the vine4 ,a little flower or grass1 or a falling leaf1 will illustrate1 through the eye1 the brevity of life1 and that we all do fade as a leaf4 ,even a pin may be used as an object1 from whence to draw lessons as to the value1 use1 and importance of little things4 ,when the pin is crooked and rendered useless1 we can with it rebuke crooked tempers or crooked tongues or characters4 ,a child may be led to see the whole armor of ,god in a picture of an old knight with his helmet1 shield1 breastplate1 and sword4 ,a plaster cast of a faithful dog1 loving doves1 little ,samuel in prayer1 or ,david with his shepherd's staff1 have all been frequently used to teach divine lessons4 ,a specimen of good fruit will teach us to bring forth good fruit--to be fruit-bearers2 and the showing of a watch may be made the means of much valuable instruction to children4 ,but we must sum up some of the leading things which may be used in ,sunday-school object-teaching1 viz43 #a4 ,natural objects4 #b4 ,texts1 cards1 etc4 #c4 ,maps1 charts1 etc4 #d4 ,pictures and drawings4 #e4 ,word-painting1 or pictorial teaching by aid of the imagination4 #f4 ,parables1 parallels1 etc4 #g4 ,portable slates and paper4 #h4 ,the blackboard1 which furnishes ample facilities for object-teaching4 ,,object ,,lessons ,,in ,,brief ,,notes4 ,examples4 ,the following is an outline lesson on a picture-print of ,david and ,goliath4 #a ,sam4 xvii4 ,ps4 xviii4 #cb3 ,success is from the ,lord4 ,first4 ,remarks and questions on the print4 ,ask the children to point out the two principal figures--to tell you what difference they observe in them2 one is an immense man--a giant2 the other a young lad4 ,the difference in their dress--one is clad in armor1 with helmet1 shield1 and spear2 the other has a light dress1 with a crook1 a sling1 and a bag4 ,let them describe the manner and action of each4 ,the giant looks fierce and angry1 raising his spear and clenching his enormous fist4 ,the lad appears calm and gentle2 casting his look upwards1 he points to heaven4 ,for what purpose do they seem to be met8 ,how can the youth escape so great and powerful an enemy8 ,where can he look for help8 ,ask the children what they would do under the circumstances4 ,secondly4 ,the narrative4 ,give the children an account from the ,bible of ,goliath's size and his armor1 and let them see how complete the latter was4 ,read to them how he defied the armies of the living ,god1 and challenged any to combat with him4 ,who is able to stand against so mighty an enemy8 ,all the ,israelite soldiers are afraid4 ,at last a slender youth comes forward and offers himself4 ,how is he prepared for the contest8 ,what makes him so bold8 ,read verses #cb-cg4 ,he trusts in the ,lord4 ,it is ,his cause in which he fights4 ,this is ,david4 ,see how he prepares himself 7verse #dj74 ,his spirit is shown in verses #de1 #df4 ,success was with ,david 7see #dh-ej74 ,contrast the appearance of the two1 their different preparation and their spirit4 ,lesson4 ,david fought in the name of the ,lord1 trusted in ,his strength1 and sought ,his glory4 ,how can we imitate him8 ,all sin1 all evil1 is the enemy of the ,lord3 we must fight against them in ,his strength and seeking ,his glory1 and ,he will make us more than conquerors4 ,different ,objects4 #a4 #a4 ,object1 a ,leaf4 ,children1 what do ,i hold in my hand8 ,a leaf4 ,what can you tell an about it8 ,one says it has form2 others1 color1 substance1 length1 breadth1 thickness1 branches in its frame like the tree1 all different1 etc41 etc4 ,what is a leaf8 ,the clothing of trees4 ,gen4 viii4 #aa4 #b4 ,what does the ,bible say about a leaf or leaves8 ,shall not wither1 ,ps4 i4 #c--;be green1 ,jer4 xvii4 #h--not fade1 ,ezek4 xlvii4 #ab--;fadeth1 ,is4 i4 #cj--sewed fig-leaves1 ,gen4 iii4 #g--;cast their leaves1 ,is4 vi4 #ac--;fair1 ,dan4 iv4 #ab1 #ba--nothing but leaves1 ,mark xi4 #ac--putteth forth leaves1 ,mark xiii4 #bh4 ,enlarge and illustrate any points4 #c4 ,see ,rev4 xxii4 #b3 ,and the leaves of the tree were for the healing of the nations4 ,see bad1 poisonous leaves4 ,upas tree1 poison-ivy1 etc4 ,see good leaves4--,sassafras1 balsam1 wintergreen1 etc4 ,the leaves of the ,bible are for the healing of the nations1 etc4 ,corrupt leaves or bad books blight and destroy4 ,,ii4 ,object1 a ,grapevine with cluster of fruit4 ,cut branch will not unite again with the vine4 ,prune so as to produce fruit1 otherwise will run to leaves4 ,taste of good fruit4 ,see fruits of the ,spirit1 ,gal4 v4 #bb1 love1 joy1 peace1 etc4 ,how bear such1 etc4 ,,iii4 ,object1 a ,pin4 ,sharp1 straight1 and shining4 ,how many for a penny8 ,thirty persons to make it4 ,so little and cheap1 not valued4 ,so of common blessings--air1 light1 water4 ,feel your pulse4 ,not live without it4 ,so learn to value little things4 ,see its value in need1 as in storms1 cold1 etc4 ,so value ,bible1 health1 school1 church1 etc41 while you have them4 ,bend it1 and it becomes crooked1--so crooked tempers1 tongues1 etc4 ,,iv4 ,a ,sprig of ,evergreen1 broken off1 may teach us to abide in ,christ4 ,v4 ,salt1 as a grand preservative4 ,a ,rotten ,apple1 influence and decay4 ,,vi4 ,flowers1 so beautiful and frail4 ,a pansy may teach humility1 a daisy1 cheerfulness1 a rose1 goodness and virtue1 a lily1 purity1 etc4 ,,xiv4 ,,the ,,blackboard4 ,we would not undertake to conduct a ,sabbath-school without a good blackboard4 ,the great object of it is to direct1 to concentrate1 and to fix the attention1 sympathies1 and prayers of the whole school upon that portion of the word of ,god which is embodied in the great practical thought of the lesson4 ,it is affectingly interesting to see a whole school1 teachers and scholars1 banishing their worldly thoughts1 and raising their eyes and hearts apparently up to the great warm thought of ,god1 as they cross the threshold of the school-room1 and see1 in clear1 distinct letters on the blackboard1 the key-note of the lesson for the day2 as1 ,my son1 give me thy heart4 ,son1 go work to-day in my vineyard4 ,the soul that sinneth1 it shall die4 ,i will arise and go to my father4 ,have faith in ,god4 ,all waiting for ,jesus4 ,flee from the wrath to come4 ,about my ,father's business4 ,the blood of ,jesus ,christ his ,son cleanseth us from all sin4 ,founded on a rock1 etc4 ,blackboards have long been used in public schools with great advantage1 but have only been adopted in ,sunday-schools during the last decade of years4 ,they1 however1 prove to be so well adapted and useful that they are meeting with universal approval1 and are fast coming into general use4 ,we think a blackboard should be used in every ,sabbath-school1 on every ,sabbath1 by every superintendent1 and on every lesson2 for the dullest superintendent1 in city or country1 can plainly write or print one thought from the word of ,god on the blackboard1 and thus fix the eye and concentrate the thought and heart of the otherwise careless1 upon the lesson4 ,we have often seen the noisiest boys of the city calmed by this means into thoughtfulness and interest in the lesson4 ,sometimes colored crayons are used to attract as well as to impress4 ,the names of the ,deity are sometimes carefully written in crayon of one color1 while wrath1 sin1 etc41 may be put in another color1 say red4 ,a map1 drawn by the superintendent or pastor on the blackboard in the presence of the school1 will have many times the effect that it will have1 if we point to a regular map4 ,a cross of two rough marks made by a teacher on a slip of paper1 to illustrate the lesson1 will interest a child more than will a jewelled cross1--it was made by teacher4 ,frequently the superintendent or teacher will write down the answer1 or the main word of the answers of the children on the blackboard1 and this will interest them greatly4 ,a teacher can use a piece of white paper to write or draw on for the scholars of a private class4 ,a few points must be heeded-- #a4 ,do not put any but well-digested1 important words1 thoughts1 and objects on the blackboard4 #b4 ,write or draw as plainly1 neatly1 and correctly as possible4 ,do not write too much4 #c4 ,let all the exercises of the school bear directly towards the one great thought of the lesson4 ,thus let the freshest and most prominent object in the school-room aid the teacher and superintendent1 through the use of the eye1 in their great work4 ,a word of caution is needed1 however1 concerning the use of the blackboard4 ,sometimes it has been made to appear quite ridiculous by a fanciful and perverted use of it4 ,the only justifiable use of the blackboard in a ,sabbath-school is in order to make ,bible truths more clear and attractive in the eyes of teachers and scholars4 ,men of good taste1 as well as those having tact and ingenuity1 can and do use the blackboard with power in various ways4 ,for instance1 some years ago ,i saw a lesson taught in ,ralph ,wells's school--and many of my examples originated with him--from the text in ,matt4 v4 #af3 ,let your light so shine1 etc4 ,this was plainly written on the board1 while on one side was drawn a figure of a light-house1 with the rays of light shining forth from the lamp4 ,the superintendent in a review pressed the question1 ,how are we to let our light shine1 according to the lesson1 ',so shine8'--and very soon the children said they were to let their light shine by being pure1 meek1 merciful1 etc41 and soon the beatitudes were each written on the separate rays from the light-house lamp4 ,at another time ,i noticed the text1 ,founded on a rock1 together with the figure of a house firm on a rock1 and another house crumbling and falling down on the sand4 ,see to the foundation4 ,a catechism lesson on the question1 ,what is sin8 was placed on the board ,my sin4 ,examples of ,blackboard ,exercises4 ,the following examples are given as suggestive of several different lines of use to which the blackboard may be put3 ,the substance of a lesson in the #fth chapter of ,matthew was once put upon the board in two words1 ,outside and ,inside1 the children being asked to examine the chapter and tell what to write on the blackboard2 at the end of the address the board appeared as follows1 each specification having been vividly illustrated by an incident3 ,outside4 ,inside4 ,alms4 ,alms4 ,prayer4 ,prayer4 ,fasting4 ,fasting4 ,treasures4 ,treasures4 ,another good lesson on the board is to take one of the commandments1 for instance1 the ,third ,commandment4 ,raise three questions and get the children to fill out the answers as follows3 ,the ,third ,commandment4 ,how broken4 ,why broken4 ,why not4 ,swearing4 ,get mad4 ',tain't right4 ,oh gracious6 ,don't think4 ,no use4 ,make fun of the ,bible4 ,think its big4 ,bible says we mustn't4 ,praying careless4 ,careless4 ,mean4 ,singing and not thinking4 ,wicked4 ,ungentlemanly4 ,the following lesson has been successfully given by the ,rev4 ,mr4 ,ostrander1 of ,albany3 ,,thou shalt call ,his name ,,believe on ,christ and thou ,jesus ,the ,lord shalt be ,,saved4 for ,he shall save ,his people from their ,,sins4 ,where ought ,jesus to be8 ,ans4 ,in the heart4 ,where did he get his name8 ,ans4 ,from the angel4 7,matt4 i4 #ba47 ,why was this name given8 ,ans4 7,matt4 i4 #bb47 ,how does he save from sin8 ,ans4 ,believe on the ,lord ,jesus ,christ4 ,other points of instruction and application may be derived from the careful study of the above arrangement4 ,the following1 by ,e4 ,d4 ,jones1 of ,st4 ,louis1 teaches a lesson from the text1 ,john xii4 #cb3 ,and ,i1 if ,i be lifted up from the earth1 will draw all men unto me4 ,first1 ,notice the influences ,god uses to draw men3 #a4 ,the ,holy ,spirit4 #b4 ,the ,bible4 #c4 ,the ,churches4 ,secondly1 ,look at their relations3 #a4 ,as a ,helper4 #b4 ,as a ,teacher4 #c4 ,as a ,trainer4 ,thirdly1 ,look at the chief work of these agents3 #a4 ,to ,reveal4 #b4 ,to ,believe4 #c4 ,to ,know4 #d4 ,to ,train4 ,at the close of the address or lesson the blackboard will appear as follows3 ,illustration3 ,cross4 ,two hearts1 one bad1 the other good1 make an instructive lesson4 ,get the children to tell you what to write in them as below3 ,bad ,heart4 ,good ,heart4 ,anger4 ,hate4 ,love4 ,hope4 ,selfishness4 ,joy4 ,humility4 ,covetousness4 ,industry4 ,hypocrisy4 ,honesty4 ,lying4 ,peace4 ,sin4 ,still another is the following3 ,jesus is your friend4 ,what qualities do you want in a friend8 ,answer4 ,he must be ,,true4 ,write the word ,,true on the board1 and then by questioning draw out of the scholars four different and prominent characteristics of ,jesus as a friend1 each answering to one of the letters of the word ,true1 as follows3 ,jesus is your ,friend4 ,t--ried4 ,r--ich4 ,u--seful4 ,e--verlasting4 ,the ,parable of the ,sower may be taught by the following arrangement in three columns and twelve words or particulars4 ,the children give the words to fill the columns3 ,the ,soil4 ,what became of the ,seed4 ,represented what ,hearers4 ,wayside4 ,the ,devil seized it4 ,careless4 ,stony4 ,the sun scorched it4 ,superficial4 ,thorny4 ,tares choked it4 ,worldly4 ,good4 ,fruit4 ,pious4 ,the lesson1 ,son1 go work to-day in my vineyard1 may be thus arranged3 ,who8--,son1 ,what8--go work ,when8--to-day ,where8--in my vineyard4 ,how work8 ,answer3 ,w--illingly4 ,o--rderly4 ,r--egularly4 ,k--indly4 ,the next three examples are from ,rev4 ,j4 ,h4 ,vincent's blackboard exercises3 ,history of ,joseph4 #a4 ,bo 7rn #agde ,b4,c4 #b4 ,so 7ld #ag years old4 #c4 ,imp 7risoned #i years in slavery4 #d4 ,rel 7eased #d years--in prison4 #e4 ,ber 7eaved #bi years--loses his father4 #f4 ,di 7ed #ea years4 --- #aaj years old4 ,the ,seven ,principal ,journeys of ,christ4 #a4 ,bethlehem to ,jerusalem1 #f miles north4 #b4 ,j4 to ,b4 #f miles south4 #c4 ,b4 to ,eg4 #bej miles ,s4,w4 #d4 ,e4 to ,naz4 #cej miles ,n4,e4 #e4 ,naz4 to ,j4 #fe miles south4 #f4 ,j4 to ,n4 #fe miles north4 #g4 ,n4 to ,jer4 #ej miles ,s4,e4 ,seven ,golden ,rules of ,sabbath-,school ,order4 ,illustration3 ,menorah4 #ast s1 for silence4 #b;d s1 for system4 #ast v1 for vigilance4 #b;d v1 for variety4 #ast c1 for charity4 #b;d c1 for concentration4 central ,c for ,,christ4 ,a more elaborate lesson1 illustrating the parable of the ,pharisee and ,publican1 and showing the characteristics of three kinds of prayer and their results1 can be portrayed thus3 ,,prayer4 -harisee prayed proudly4 -ublican prayed penitently4 -oor widow prayed perseveringly4 -roud prayer proved worthless4 -enitent prayer procured peace4 -ersevering prayer prevailed4 ,another still is to write a part of the test and fill it up with the answers of the scholars1 thus3 ,repent4 ,pray4 ,at thy word ,i will ,believe4 ,love4 ,obey4 ,suffer4 ,a lesson on the ,beggars that cried to ,jesus1 as found in ,matt4 xx4 #cj-cd1 may thus be placed3 ,what the cried in distress4 beggars cried with importunity4 did4 cried with faith4 cried with humility4 ,what stood still4 ,jesus asked what they wanted4 did4 had compassion4 touched them4 ,result4 ,he healed them4 ,they followed him4 ,map ,drawing4--,palestine4 ,another use for the blackboard in the ,sunday-school is the drawing of maps and outlines of the location of sacred places4 ,teachers have found it difficult1 however1 if not impossible1 to draw maps of the proper proportions and rightly to locate the places4 ,the following simple plan1 used by ,ritter and ,guyot1 has been extensively used in our ,sunday-school ,conventions the last year or two1 and found to be useful4 ,it is called the ,relative ,measurement method4 ,one line1 say from ,a to ,b 7see diagram on page #abc71 is taken as the unit of measurement4 ,this line is #dj miles in length4 ,having drawn this line at the top or northern boundary of ,palestine1 next dot off five times forty miles south1 and number it in proper proportions1 #a1 #b1 #c1 #d1 #e4 ,then run three times forty miles west1 and number #f1 #g1 and #h4 ,then draw a line from ,a1 sloping to the figure #h1 for the coast-line1 and you have the general outline of ,palestine4 ,then run another dotted line from ,a to #f1 and you have the ,jordan line4 ,the ,river ,jordan rises opposite #a4 ,the ,sea of ,galilee lies opposite ,no4 #b4 ,the ,dead ,sea opposite #d and #e4 ,the principal mountains are designated as _/ ,h4 for ,hermon1 etc4 ,cities by 99 and letters1 as ,jer4 for ,jerusalem1 ,c4 for ,csarea1 etc4 7,see table47 ,the great divisions are made by drawing a curved line from ,mount ,carmel to the ,jordan1 midway between #b and #c4 ,then equidistant between #c and #d draw a circular line to the coast of the ,mediterranean ,sea4 ,the length of the ,holy ,land is about #ahj miles and the width from #be to #gj miles4 ,the ,sea of ,galilee is #ab miles long by #f broad1 and the ,dead ,sea is about #ej miles long4 ,the following outline1 which appeared in part in ,the ,sunday-,school ,teacher1 of ,chicago1 is a good illustration3 ,table of ,localities4 7,see ,map47 _/ ,mountains4 99 ,cities4 ,h-ermon4 ,h-ebron4 ,g-ilead4 ,b-ethlehem4 ,t-abor4 ,jer-usalem4 ,p-isgah4 ,j-ericho4 ,c-armel4 ,jop-pa4 ,e-bal4 ,c-sarea4 ,g-erizim4 ,ca-pernaum4 ,n-azareth4 ,s-idon4 ,t-yre4 ,illustration3 ,map4 ,the foregoing are samples each of several classes of blackboard exercises1 which ,i have selected as being the most practical4 ,other more fanciful ones are omitted1 for it should ever be remembered that the true1 legitimate use of the blackboard does not necessarily involve any of these ingenious devices3 simply the plain ,word of ,god1 plainly written1 is all4 ,,xv4 ,,the ,,infant-,,school4 ,there is no department of the ,sabbath-school work of greater importance and interest than this4 ,we have known marked cases of hopeful conversion of children from four to seven years of age to result from the first hour of ,bible instruction in the youngest infant classes4 ,often the character and habits of scholars as such are formed at the very first interview with their teacher1 who thus meets them at the very entering in of the gates of life4 ,it is well known that some of our most distinguished divines1 as well as active ,christian ladies1 date their conversion back to the early age of four1 five1 or six years4 ,therefore take measures in every ,sabbath-school to organize and sustain a first-class infant-school department4 #a4 ,get a light1 warm1 airy room4 ,a lean-to added to your chapel for the purpose1 or the use of the next-door neighbor's dining-room for an hour a week1 will answer4 ,give the children a room by themselves if possible1 to rise and sing1 talk1 recite1 and pray4 ,furnish the room with a good blackboard and crayons1 and such ,scripture prints and cards and maps as you can obtain for the walls and for use4 ,provide for them small1 comfortable seats4 #b4 ,select and call to the charge of this class the most pious1 bright1 cheerful1 patient1 loving1 gentle1 winning teacher for children there is to be found in the whole church1 with a like assistant4 ,generally the teacher will be a lady1 although some men greatly excel as infant-class teachers1 so that the complaining remark of the little girl to her mother1 that she hadn't any teacher to-day--it was only a man1 was quite too severe to be just4 ,the little ones are greatly blessed in their love for their teachers1 for they want a large share of demonstrative1 life-like sympathy1 expressed by a soft1 loving voice and a gentle manner--hands that will speak in all their gestures1 and a patience that endureth and a heart that loves to teach them for ,christ's sake4 ,if the teacher feels the need of learning how to do this good work1 let him visit good week-day infant-schools1 and gather up suggestions and lessons1 as well as confidence and inspiration1 for the great work4 #c4 ,visit and gather in all the children from the ages of three or four to seven years1 whose parents are willing to send them1 and at once teach them habits of punctuality1 order1 regularity1 and pleasant worship4 ,when they become well drilled and instructed1 so that they can clearly read the ,bible1 then transfer them to older classes1 unless there are good reasons to the contrary4 ,although they are little1 they are very precious1 and amply worth all the painstaking effort you can make for them4 #d4 ,let the teacher of such a class ponder and consider the characteristics of his precious charge4 #a4 ,activity4--,says ,mr4 ,hassell1 ,a healthful child abhors quietude1 and rightly so1 as much as nature does a vacuum4 ,every mother knows that her little ones1 if in health1 cannot bear to be still for a minute4 #b4 ,curiosity4--,archbishop ,whately says3 ,curiosity is the parent of attention4 #c4 ,inquisitiveness4--,happy is that child who is blest with a mother or teacher who will bide patiently all the endless questionings of the little one1 and will not rudely crush the rising spirit of free inquiry with an impatient nod or a frown4 ,rather see in their many questions but the untutored pleadings of the little ones for care and cultivation4 ,oh1 how much they want and deserve to have their inquisitiveness satisfied by a kind1 considerate answer to all their questions6 #d4 ,fear4--,oh1 how much children suffer from this cause6 ,their natural timidity should be respected1 and not cruelly wrought upon4 #e4 ,then1 too1 children have wonder1 and like to talk and hear of wonderful things4 #f4 ,they have also a proper love of approbation1 and they should be cheered and encouraged when they try to do well4 ,now let the teacher take up the first of these well-known characteristics1 and act upon it4 ,an excellent teacher of an infant class1 some years ago1 was accustomed to gain order by appealing to their love of activity4 ,she would stand quietly at the desk and ask the children3 ,children1 will you please tell me what the gods of the heathen are like8 ,this was always a pleasing request to them1 and every form would stand erect1 with every hand by their sides1 and they would together begin the part of the #aaeth ,psalm which answers that question4 ,they would repeat all together1 ,eyes have they1 but they see not1 and every pair of little hands would go with the teacher's1 pointing to1 and resting upon1 their eyes4 ,in like manner1 mouths have they1 noses1 ears1 feet1 hands1 etc41 always suiting the action to the word4 ,all are in perfect order1 and the next step for the teacher would naturally be to talk a little about the gods of the heathen1 and then sing a verse about bowing down to gods of wood and stone4 ,the transition is then natural and easy to ,our ,god in heaven1 where angels1 saints1 parents1 and children too1 are2 and they sing the hymn to which all leads1 viz43 ,around the throne of ,god in heaven1 ,thousands of children stand1 etc41 etc4 ,another mode of conducting an infant-school is to place the children in little classes1 of six scholars1 with a teacher for each1 and proceed with singing1 repeating commandments1 singing1 recitation for ten minutes1 study of emblems1 a ten-minute address1 and prayers1 having a verse or two of singing between every exercise1 and no exercise longer than ten minutes4 ,thus an excellent system of infant-class instruction proceeds1 while the lady who has charge gives the address and superintends the teachers1 etc41 for the hour devoted to the school4 ,another way is to take the two central verses of the regular lesson for the whole school and bring it out on the blackboard1 and question1 instruct1 and pray and sing about the same thought of ,god in the lesson2 as1 ,who formed you1 child1 and made you live8 ,ans4 ,god did my life and spirit give1 etc41 with singing and prayer4 ,another infant-class teacher has a different plan1 as follows3 ,she has arranged with a gentleman1 who teaches a large class of young ladies of sixteen to twenty years of age1 to come in with his class and conduct the opening exercises of the infant-school4 ,he then goes into another room and instructs his class for thirty minutes1 and the lady instructs the children for the same time4 ,then the ,bible-class1 with their teacher1 return1 and the infant-school is divided into classes1 in which the young ladies teach the same lesson which they have just received from their teacher4 ,in this way practice in teaching1 and variety are gained1 and the lady teacher in the infant-school is relieved of a part of her burden4 ,i have never found two infant-class teachers who conducted their schools exactly alike4 ,each one has some peculiarity in his or her mode4 ,there is no standard mode of infant-class instruction4 ,adaptation according to circumstances is the rule4 ,the children should be received with great care into the infant-school1 and be given to understand that it is a place for the holy worship of ,god1 and to learn of him4 ,the children should always be greeted by the teacher with a loving smile1 that is free from every trace of giddiness1 and with words of sincere1 respectful welcome4 ,great evil is done if the teacher is cold1 morose1 or fretful in spirit or manner4 ,the teacher should pray with1 as well as for1 the children4 ,they may repeat the words of the prayer after the teacher2 and it is well to prepare them for the act1 by some such remark as1 ,children1 we want to thank ,god this morning for this holy ,sabbath1 for the ,sabbath-school1 for kind teachers1 for the blessed ,bible1 for our ,god and ,saviour ,jesus ,christ1 and so on1 mentioning the different objects of desire4 ,let the prayers always be short and simple1 and sing but one1 two or three verses at a time4 ,the addresses should always be clear and suited to the children4 ,an excellent model of scriptural talks to infant-class children will be found in ,peep of ,day1 ,line upon ,line1 and ,precept upon ,precept4 ,the ,tract ,primer and ,child's ,scripture ,question ,book have also some good things to work up for infant-classes4 ,there are various other helps from which good suggestions can be gathered4 ,the children should recite their verse or verses simultaneously2 then by benches1 or classes1 and then by a few individual scholars called upon1 so as to ascertain if all have learned it4 ,the time cannot be wasted by hearing each scholar recite in turn where there are only one or two teachers4 ,care should be taken not to burden the young mind4 ,a small1 bright1 clear1 pleasant ,bible truth is best4 ,as the good ,dr4 ,ryland used to say1 ,simplify and repeat3 ,simplify and repeat1 remembering that simplicity is not poverty of expression4 ,learn1 also1 how to carry thoughts into a child's mind1 and not leave them1 as many do1 at the doorway4 ,aim at ,christ and salvation4 ,let no hymn be sung which you are not1 beforehand1 careful to see that the children really understand4 ,make every truth clear and simple1 and let them act the lesson out with appropriate gesticulations and motions4 ,when speaking of ,god1 let them do it reverently1 and perhaps by all pointing their little fingers upward4 ,bible stories and anecdotes are generally best and most interesting for infant-classes4 ,use the blackboard freely with words and appropriate figures1 for such little ones learn best that which they learn through the eye4 ,teach little at a time1 but teach that little well and thoroughly1 is a grand motto for the infant-class teacher4 ,it is of great importance that the children should always feel that their teachers are the best and happiest persons they ever saw1 and that they are always so very bright and happy because the religion of ,jesus makes them so full of love and joy1 and they cannot help its overflow2 and that they consider it the greatest privilege of life thus to tell their scholars of ,jesus1 and lead the little children cheerfully along ,zion's road towards the heavenly ,canaan4 ,examples of ,infant-class ,lessons4 ,example ,no4 #a4 ,the following lesson was publicly taught by ,ralph ,wells before the ,philadelphia ,sunday-,school ,teachers' ,institute1 in ,september1 #ahfg4 and phonographically reported for the columns of ,the ,sunday-,school ,times4 ,the class was composed of some twenty children3 ,the ,lesson4 ,,teacher4--,look around just for a moment1 children1 and see how many people are looking at us4 ,i want you to have one good look1 and then to give me all the rest of your attention4 ,after you have had your look1 ,i want you to sing a little with me4 ,the children face the audience for a moment1 smiling1 parents and teachers returning their gaze with fond affection1 and shall we not say1 with many prayers that the lesson might be abundantly blessed8 ,now let me see how exactly you can repeat the hymn after me4 ,i will speak first1 and you will follow me3 ,jesus loves me1 this ,i know1 ,children repeat1 in earnest harmony4 ,for the ,bible tells me so4 ,children repeat thus1 after the teacher1 the first stanza4 ,,teacher4--,jesus loves me4 ,let us look at this a moment4 ,we think that praying and reading the ,bible1 and saying the lesson are worshipping ,god2 and so they are2 but we often forget that in reading and singing these beautiful ,sabbath-school hymns we are worshipping ,god1 too4 ,jesus loves me1 this ,i know1 ,for the ,bible tells me so4 ,after the hymn was sweetly sung1 the teacher talked very pleasantly about the beautiful ,letter which our dear heavenly ,father has sent to us4 ,that ,letter is the blessed ,bible4 ,we are going to have a lesson out of it to-night4 ,but we cannot understand it unless our ,father sends some one to open our hearts to understand it4 ,we have sung a verse to him3 now we will look to him in prayer and ask him to be our ,teacher4 ,the class close their eyes1 fold their hands1 and repeat the prayer after their teacher4 ,dear ,lord ,jesus6--,we thank thee for the ,bible--we thank thee that it tells us--that ,god loves us--that he sent ,jesus to die for us4--,we thank thee--for all its promises2--that it tells us--if we love ,jesus--and trust in him--we shall go to heaven2--that if we love ,jesus--and trust in him--he will never leave us4--,to-night1 dear ,father--send the blessed ,spirit--to make us attentive--to help us to find ,jesus--and what he would have us to do--and how we can get to heaven4--,o dear ,saviour6--sometimes when we try--we find it very hard--to do right4--,let us never be discouraged--but whenever we sin--go to ,jesus and tell him all--and get his help4--,dear ,jesus--help us to live for thee--to do good while we live--to be a blessing to all around us--and to show that we love thee--in our homes--to little brothers and sisters--and to all our companions--at home--at school--and everywhere4--,may we so live--that everybody shall see--that we are ,jesus' little lambs4--,hear our prayer--and come to-night and be our ,teacher--and may our little hearts--to-night--be given away to ,jesus--to love and serve him--as long as we live4--,we ask for ,jesus' sake4--,amen4 ,this simple petition was offered by the children1 as with one voice1 the tone and accentuation of the leader being caught up and carried by them with affecting earnestness of pleading4 ,one could not but feel that the exercise was real1 with both teacher and class4 ,,teacher4--,now sing with me one verse more1 children1 and we will take a ,bible lesson together4 ,it is new to you1 but we sung it over once this afternoon1 and ,i guess you can sing it now4 ,i will sing one verse for you1 because it is new to you1 and then we will sing it together4 ,it begins with ,oh1 ,i must be a lover of the ,lord6 ,let me sing it for you4 ,teacher sings4 ,oh1 ,i must be a lover of the ,lord1 ,oh1 ,i must be a lover of the ,lord1 ,oh1 ,i must be a lover of the ,lord1 ,or ,i can't go to heaven when ,i die4 ,the children then sing it with ,mr4 ,wells1 and finally by themselves1 clearly1 loudly and accurately4 ,there is a little sentence of only four words1 children1 that has been more precious to me than any other in the world4 ,i wrote it on a piece of paper years ago1 and put it in my pocket-book--here it is1 with little flowers around it--,producing it and holding it up to the class4 ,would you like me to give you these four words8 ,yes1 sir6 ,well1 ,i will write them on the board4 ,writes3 ,christ died for me4 ,i do not know whether you can read--the children1 quickly interrupting1 read ,christ died for me4 ,yes1 if ever this world loves ,jesus1 it will be because these four little words get into everybody's heart4 ,try and remember them4 ,i am now going to read a verse out of our ,father's ,letter4 ,it is a sad story4 ,after ,i read it1 ,i am going to tell it to you in my way2 and after ,i have told it to you1 ,i am going to ask you1 to see if you can tell me all about it4 ,then ,i am going to tell you the meaning2 then the lesson--three things3 the story1 the meaning1 the lesson4 ,can you give them to me8 ,first1 the--story1 next1 the--meaning1 and last1 the--lesson1 the children say4 ,once more1 give them to me4--,story1 meaning1 lesson4 ,i will read it first out of the ,bible1 for ,i always want to give you ,god's word first2 then ,i will tell it to you4 ,it is in the twelfth chapter of the ,book of ,exodus4 ,exodus means the going out4 ,when you leave this room you go out of it--it is your ,exodus of the room4 ,so1 in the ,bible story1 ,god's people went out4 ,let me read to you3 ,then ,moses called for all the elders of ,israel1 and said unto them1 ,draw out and take you a lamb according to your families1 and kill the passover4 ,and ye shall take a bunch of hyssop1 and dip it in the blood that is in the basin1 and strike the lintel and the two side-posts with the blood that is in the basin2 and none of you shall go out at the door of his house until the morning4 ,for the ,lord will pass through to smite the ,egyptians2 and when he seeth the blood upon the lintel1 and on the two side-posts1 the ,lord will pass over the door1 and will not suffer the destroyer to come in unto your houses to smite you4 ,and it happened just as ,god said4 ,now1 ,i do not want to tell you anything that you can tell me4 ,in the first place1 we want to find out where this took place4 ,can any of you tell me the name of the country8 ,egypt6 shout three or four little voices--to the surprise even of the teacher1 who1 as well as the audience1 was repeatedly astonished at the accuracy1 promptness1 and clearness of the children's answers4 ,the ,israelites1 or ,god's people1 are spoken of in the lesson4 ,they are now in ,egypt4 ,let me mark it on the board4 ,here is ,egypt1 drawing a rough outline of the ,red ,sea1 river ,nile1 and the ,mediterranean2 and1 proceeding northerly1 of ,palestine4 ,pointing to the latter1 the teacher said1 ,here is--,canaan1 one child replied4 ,yes6 that little girl has it4 ,and what city is this8 making a dot near the corner of the ,dead ,sea4 ,je-rusalem6 a little boy finishes the word4 ,god's people had been dwelling in ,canaan2 how did they come to be in ,egypt1 where we find them in our lesson8 ,who first went down to get corn8 ,joseph4 ,yes4 ,there was no corn in the land4 ,what do you call it when there is nothing to eat8 ,famine6 a bright boy replies4 ,very well1 indeed4 ,who1 then1 went first to buy corn8 ,joseph4 ,and who followed him8 ,his brethren4 ,what did they go for8--to keep them from--,starving6 ,that is it1 exactly4 ,i like to hear children answer so well4 ,can any of you tell me how many ,israelites or ,jews there were in ,egypt8 ,how many is that8 ,writing the figures #b1jjj1jjj on the board4 ,two million6 eagerly responded a little fellow1 who certainly did credit to his week-day instructors4 ,yes1 there were probably two million--men1 women1 and children4 ,what was the name of the king of ,egypt8 ,it begins with ,p4--,pharaoh4 ,yes1 ,god said to him1 ,let my people--go4 but ,pharaoh said1 ,i--won't6 ,then ,god said1 ,i will show him what ,i will do4 ,my people shall go1 that they may serve me4 ,so ,god told his people to get ready that night1 when our lesson begins4 ,what should you think this was8 ,drawing a rough figure of the face of a clock4 ,a clock4 ,yes4 ,what hour is the hand pointing to8 ,twelve o'clock4 ,what time of night do you call that8 ,midnight4 ,yes1 at midnight ,god said he would go from house to house in the land of ,egypt1 and every house where he did not see something on the door he would go in and kill the first-born4 ,let us make a door1 now4 ,drawing the outline of a door4 ,we won't take time to draw it very nicely4 ,every house where ,i see something on the door1 ,god said4 ,what was it he must see on the door8 ,blood6 blood6 ,taking the red crayon1 spots of red are dotted here and there over the white door-posts1 representing blood4 ,yes2 wherever ,i see the blood of a little killed lamb on the door1 ,i will not go in and slay the first-born4 ,this blood must first be in a--,drawing an outline of a bowl or basin1--,basin1 the children reply4 ,yes2 and how are you to get the blood on the door8 ,taking the green chalk1 and drawing a bush4 ,here is a little bush1 called hyssop1 something like a huckleberry bush1 and the people were to take that and dip it in the basin1 into the blood1 and do what8 ,sprinkle it on the door6 ,yes4 ,what part of the door8 7,a pause47 ,l-i-n-t-e-l2 what does that spell8 ,lintel4 ,then1 when ,i see the--blood--on the--lintel--and on the two--side-posts--,i will not go in and--kill the first-born6 ,yes4 ,that was what ,god said4 ,i have sometimes thought ,i could see an ,egyptian soldier that night with his armor on1 going up to one of the ,israelites and asking1 ,what is that you are putting on the door8 ,it is some lamb's blood4 ,what are you putting it on for8 ,because my ,god has told me to4 ,then with a strut he has turned on his heel and walked away1 muttering to himself1 ,what a big fool that ,jew is6 ,but see6 the hands on the clock begin to get around4 ,it is now pointing to--midnight4 ,yes1 pretty soon it strikes one--two--three1 up to--twelve4 ,and then6 ,oh6 the angel of death went from one house to another1 and in every one that didn't have--the blood--on it1 the first-born was--killed4 ,yes6 ,and one wail of woe went up from ,egypt that night4 ,fathers and mothers1 from ,pharaoh in his beautiful palace1 to his poorest servant1 were weeping and wailing and lamenting their first-born1 slain by the hand of the angel of ,god4 ,but some houses escaped4 ,the ones with the--blood on4 ,had there been any death in those houses8 ,no1 sir4 ,think4 ,what had died8 ,a little lamb4 ,yes2 a little lamb had been killed and his blood put in--a basin4 ,and then--suppose the basin had been set behind the door1 would that have done8 ,no1 sir4 ,the blood must be sprinkled on the--door1 and it most be sprinkled by a bunch of--hyssop4 ,yes2 it must all be done exactly as ,god had said4 ,then the door that had the blood upon it was passed over by the angel1 was it8 ,yes1 sir4 ,and what was done to the house where there was no blood8 ,what did the angel do8 ,went in4 ,yes1 and--slew the first-born4 ,mr4 ,wells then called a little boy up to the board1 drew a rough sketch of three or four door-frames1 on two of which he used the red chalk1 making marks to represent blood4 ,the boy was then asked1 with the class1 to point out which houses the angel would enter1 and which pass over1 thus drilling the fact impressively and perfectly into the scholars' minds1 as also the reason for the angel's choice--the blood of the lamb4 ,how do you think ,i got here8 ,on the cars4 ,what drew the cars8 ,an engine4 ,did you ever see an engine8 ,yes1 sir6 7with emphasis74 ,this summer1 where ,i live1 at ,tarrytown1 a gentleman said to me1 ,don't you want to go down on the track and see the express train go by to-night8 ,i said yes3 so we went4 ,by-and-by ,i heard a rumble3 it seemed to come nearer and nearer1 and got louder and louder4 ,what was coming8 ,the express train4 ,yes1 it was going to rush by us at thirty miles an hour4 ,could we have held out our hands and stopped it8 ,no1 sir6 7emphatically1 and incredulously74 ,suppose we had had you to help us1 could we then8 ,no1 sir6 ,well1 suppose all the people in this house had caught hold of the cars8--what then8 ,it would have pulled them to pieces6 a little girl says4 ,well1 in a minute or two ,i heard a sharp toot6 toot6--what was that8 ,the whistle4 ,yes1 and the man on the engine put his hand on a little iron bar and pushed it1 and the cars began to go slower and slower and slower until they stopped4 ,the man put his hand on the right place1 the place of power1 the place that made the engine go or stop4 ,now1 what does ,jesus say to us8 ,behold1 ,i stand at the door and knock4 ,can you tell me at what door ,jesus knocks8 ,our hearts4 ,if any man1 or child1 will hear my voice1 and open--the door--,i will come in and--sup with him4 ,yes1 and he with me2 and we shall be saved4 ,but there must be something on the door1 or we cannot be saved1 any more than the ,jews1 if they forgot1 or would not1 put the blood on the doors of their houses4 ,what must we have on the door8 ,blood4 ,yes4 ,well1 will it do if you cut your finger1 and sprinkle the blood on your house8 ,no1 sir4 ,suppose you kill a little lamb1 and put the blood on your front door1 will that save you8 ,no1 sir1 no1 sir6 ,what must the blood be on8 ,our hearts6 ,yes1 the blood must be put upon the right place1 the place where ,jesus knocks1 the place of power4 ,our hearts then are--the door4 ,and what must be sprinkled on the door8 ,blood4 ,why did our soldiers go off to the war8 ,to fight2 yes1 and to shed their--blood--for their country4 ,and what does shedding their blood mean8 ,they died--a little girl answers4 ,right2 they shed their blood1 they died for our country4 ,jesus shed his blood1 ,that means the same as ,jesus--died2 yes2 how8 ,on the cross4 ,he hung there for you1 did he8 ,yes1 sir4 ,and for me8 ,yes1 sir2 and for us all8 ,a little girl in a mission-school1 named ,mary1 sat on the front seat1 and when the superintendent was telling about how they hanged ,jesus on the cross1 the tears came to her eyes1 and when he got to where they took the hammer and the nails to nail him1 little ,mary could not stand it any longer1 but she had to get up and go out4 ,in the afternoon she came back smiling1 and the superintendent asked her1 ,mary1 where did you go this morning8 and she said1 ,oh1 teacher1 ,i could not stand it when you spoke to us about ,jesus being nailed on the cross1 for ,i felt just as if ,i helped to pound the nails in1 and ,i went off a little piece from the school1 and got down on my knees and told ,jesus that my sins helped to hang him on the cross1 and ,i asked him to please forgive me for helping to kill him--that ,i was so sorry2 but now ,i feel so happy4 ,jesus forgave her1 and to-day ,mary is a little ,christian girl4 ,i have something in my pocket 7drawing out a roll7 that ,i want you to see4 ,years ago ,i went thousands of miles away1 and ,i sent on to ,washington and got this paper1 ,it is called a passport4 ,there is the great seal of the ,united ,states on it1 and here is the ,secretary's signature at the bottom4 ,and when ,i was away1 in strange countries1 where ,i could not speak the language1 all ,i had to do was to show this paper1 and they said1 ,let him pass1 or something that meant that1 and ,i was allowed to go on4 ,if ,i had not had this passport1 ,i could not have got through4 ,the blood of ,jesus must be our passport4 ,when ,god sees this blood sprinkled on the door of our hearts1 he will say1 ,let him pass1 and we will be allowed to go through this life in safety1 and get to heaven when we die4 ,but oh1 how many times we have to use this passport6 ,how often we sin and need to come to ,jesus for forgiveness1 and to point to his precious blood sprinkled on our hearts6 ,the teacher further continued the lesson1 illustrating by pointed and affecting incidents1 briefly recapitulating1 and closing with a short prayer1 in which the little ones feelingly joined4 ,the above is all that need be quoted to give an idea of the style of this successful teacher of the children4 ,example ,no4 #b4 ,the following lesson was kindly forwarded to the author1 in manuscript1 from ,london1 by the young lady teacher1 ,s4 ,e4 ,a41 who has been remarkably successful in public exercises of teaching very young children4 ,a ,lesson upon ,forgiveness4 ,harry and ,fred went to school4 ,they had to cross a road to get to it4 ,a boy used to stand at the crossing with a broom in his hand to sweep it with2 this boy was very rude to ,harry and ,fred3 he used to try and keep them from crossing the road4 ,once he took away ,fred's books and splashed him with mud4 ,when the boy saw ,harry and ,fred running and making haste1 lest they should be late at school1 he would be sure to stop them4 ,in the winter-time he made them walk upon the snow4 ,sometimes he held up his broom before their faces and cried out1 ,can't come across1 can't come across2 you'll be late1 you'll have the stick4 ,then1 again1 when they were very early1 he would tell them they were late1 and so make them run4 ,at last1 one day all the children of the school to which ,harry and ,fred went were going to take flowers to their teacher1 as it was her birthday4 ,henry said that he would bring a beautiful nosegay1 for his papa's gardener was going to cut him a large one from the green-house for him to take to school4 ,well1 the morning of the birthday came3 the school-children brought a great many beautiful flowers2 ,harry and ,fred did not come with the rest2 the children wondered where they could be4 ,at last though1 in they came1 but no nosegay3 they made a bow1 said ,good-morning1 and then both looked down on the ground4 ,where's your nosegay8 said a little girl to ,harry4 ,i have not got one1 he answered4 ,how could that have happened8 ,the gardener had cut them a beautiful large nosegay1 and when they left home in the morning for school they had it with them--what had become of it8 ,had the boy taken it away8 ,i will tell you all about it4 ,as they were running along very fast to get to school in time1 all at once they left off running and began to walk slowly4 ,they were near the crossing1 and they felt afraid of the boy2 they need not have been frightened1 for the boy was sitting down on a doorstep crying1 with his head resting upon his knees1 and took no notice of them4 ,as they were going past him1 ,harry said1 ,oh1 he will not hurt us2 let us stop2 ,i wonder what he is crying for8 ,what is the matter8 said ,fred to him4 ,mind your own business1 answered the boy2 go on to school4 ,so on they went1 but as they turned away the boy saw the nosegay1 and called after them to come back4 ,don't go4 said ,fred3 he's a wicked boy2 we can't help him4 ,well1 they were going on when ,harry looked again and saw him crying2 so he and ,fred turned back3 then the boy told them that he was very hungry1 that his mother and grandmother were both at home very hungry and ill1 that a policeman had turned him away from his crossing1 and he had not earned any money for three days4 ,harry said1 ,poor fellow6 and he wished he had a penny to give the poor boy4 ,then ,harry and ,fred looked at their flowers2 the boy looked too4 ,he can't have our flowers1 you know1 said ,fred2 we want them for our teacher1 she is so kind1 and ,i want to show how much ,i love her4 ,so they walked off slowly1 and the boy looked after them and the nosegay as if he would like very much to have it4 ,i say he does not deserve to be helped1 said ,fred4 ,so do ,i1 said ,harry2 and then these flowers are too good to give to him4 ,however1 they did not feel quite comfortable1 and then they remembered a text they had learned at school the day before--,if ye forgive not men their trespasses1 neither will your ,father forgive your trespasses4 ,that is1 dear children1 if we do not forgive others1 ,god will not forgive us4 ,so ,harry said1 ,here1 ,fred6 take the flowers to him4 ,fred took the flowers1 went up to the boy1 put them in his hand1 and then ran away4 ,a gentleman soon after gave the boy a shilling for the nosegay1 and ,i dare say you can guess what he did with it4 ,when ,harry and ,fred gave the nosegay to the boy1 it made them feel very happy--more happy than if they had given it to their teacher2 and it did the boy good too3 their kindness made all his rudeness go away1 and always after this day he did all he could to please ,harry and ,fred4 ,tell me the names of the boys ,i have spoken to you about8 ,how did the crossing-sweeper behave to them8 ,what were they going to take to school one day8 ,why8 ,did ,harry and ,fred take their nosegay to school8 ,what did they do with it8 ,did the boy deserve to have it8 ,why did they give it to him then8 ,yes1 they gave it to him to show that they had forgiven him4 ,sometimes people are unkind to you2 perhaps one day a boy went up to you ,james1 and stole your marbles2 perhaps your big sister one day gave you a slap1 ,mary4 ,now1 if she ever slaps you again1 or if the boy takes away ,james's marbles again1 are you to hit them and call them hard names1 or to forgive them8 ,why8 ,yes1 you should forgive them because ,god wishes you to do so2 because it will be acting like ,jesus to do so2 because ,god will not forgive you if you do not forgive4 ,let us think a little about ,jesus4 ,you know that one evening when he was praying in a quiet garden1 some wicked men came and dragged him away2 you remember how the soldiers mocked him1 took off his clothes1 put on him an old robe1 a make-believe crown made of thorns--dared to be so filthy as to spit in his face1 beat him2 and then they put great nails through his hands and through his feet1 and nailed him to a cross of wood1 put it up and let him hang there4 ,how the nails most have torn his hands6--what great pain they must have given him6 ,you know if a pin were put through your flesh how the pain would make you cry out2 what then must have been the pain of the nails6 ,and then he did not deserve this cruel treatment3 he had gone about doing good4 ,if any persons deserved to be punished1 those who put ,jesus1 the kind1 loving ,saviour1 to death1 deserved to be2 and ,jesus could have punished them if he had chosen1 for he was ,god's dear ,son2 but no1 he did not punish them4 ,instead of that1 he prayed for them3 he said1 ,father1 forgive them2 for they know not what they do6 ,let us ask ,god1 the ,holy ,spirit1 to give us a forgiving spirit1 and so make as like ,jesus4 ,here is a story which ,jesus once told1 that he might teach us to forgive others3 ,a king once had a servant who owed him ten thousand pieces of money4 ,when the king called the servant that he might pay back the money1 the servant had nothing to pay3 not even one piece of money could he pay back1 and he owed--ten thousand4 ,then the king ordered that the servant and his wife and children should be sold as slaves1 and work until there was enough money to pay back the ten thousand pieces4 ,when the servant heard this he fell down on his face before the king1 and said1 ,lord1 have patience with me1 and ,i will pay thee all2 in other words1 ,do wait a little longer and ,i will pay back all the money4 ,suppose ,alfred's mother owes the baker for a great many loaves1 and he was to come to her house one day and say1 ,i must have my money2 ,i won't go away till you pay it to me2 and then your mother were to cry1 and tell him how sorry she was she had no money1 but that the children had been ill1 and that she had had to give all her money to the doctor1 but that if he would wait a week longer she would get the money and pay him4 ,well1 suppose the baker was to feel quite sorry for your mother1 and should say1 ,well1 ,i won't ask you for the money3 you need not pay me at all4 ,i will give you the bread you've had4 ,now1 that is what this king did4 ,the servant said1 ,wait a little longer and ,i will pay you4 ,the king said1 ,you need not pay me at all3 ,i forgive you it all4 ,the servant went away4 ,as he was going away he met a man who owed him a hundred pennies3 he went up to him1 laid hold of him very rudely by the throat1 and said1 ,pay me what you owe me6 ,the man fell down at his feet1 and said1 ,have patience with me1 and ,i will pay you all4 ,how much money had the king just forgiven the servant8 ,how much did this man owe the servant8 ,what ought he to have done8 ,but he did not forgive him1 but had him put in prison directly4 ,some servants were standing by and saw what this unkind servant had done1 so they went to the king and told him all about it4 ,he ordered the servant to be brought back before him1 and then the king said to him1 ,o you wicked servant ,i forgave you all that debt3 ought you not to have forgiven the poor man what he owed you8 ,the king was very angry with him1 and had him put in prison until he paid the very last farthing4 ,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 another4 ,how many pieces of money did the servant owe his lord8 ,had he any money to pay back with8 ,what did the king order to be done to him and his wife and children8 ,what did the servant then say8 ,did the king give him a little longer time8 ,how much did a man owe this servant8 ,tell me how he treated the man8 ,who went and told the king all about it8 ,what did the king say to the servant8 ,what did he do to him8 ,who was it prayed for those who treated him so cruelly8 ,now1 when you go home1 ,i want you to tell your mothers and fathers about the lesson4 ,repeat it4 ,if we do not forgive others1 ,god will not forgive us4 ,try and remember three things--about ,harry and ,fred2 the king and the servant2 the ,lord ,jesus4 ,,xvi4 ,,young ,,men ,,and ,,women',s ,,bible-,,classes4 ,we can hardly find words to convey our impression of the surpassing importance of these classes4 ,to train teachers1 to train mothers and fathers1 to restrain from doubtful company1 and to furnish good companions and ,christian associations1 reading1 habits1 impulses to the young men and women of this generation1 is a work worthy of the highest aspirations of the best and noblest of our race4 ,if we look at the census1 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 age1 while more than one-half of our population is under twenty years of age4 ,in a very short time the destinies of our country and of our churches will be in the hands of these young people4 ,to a large extent they have been neglected in the family1 in society1 in the ,sabbath-school1 and in the ,church2 and as ,dr4 ,james ,w4 ,alexander said3 ,be it ever remembered1 that the neglecters of the ,church have been neglected by the ,church4 ,these young people can no longer be petted as children1 and they are not generally treated with the respect due to them as rising young men and women4 ,said a youth of fifteen once3 ,uncle1 ,i don't know what ,i can do with myself4 ,i am too old to play with children1 and ,i am not old enough to be interesting to the older people4 ,this anomalous position such young people sadly feel4 ,they are sensitive1 beyond any other period of life1 to any slight or neglect1 and after a vain struggle to gain a recognition and position anywhere1 they rush to the gilded saloons or the giddy dance for that sympathy1 kindness1 and regard which they vainly seek for in the family1 the ,sabbath-school and the ,church of ,christ4 ,this should never be1 and it must not be4 ,but can these persons be reached and gained by the ,sabbath-school8 ,and how8 ,after due consideration1 ,i reply1 in the first place1 that they can be reached4 ,my reasons are3 #a4 ,because earnest1 warm-hearted1 disinterested efforts in this direction have ever been successful4 ,when building the ,brick ,church in ,rochester1 ,n4,y41 the names of all the scholars and their ages were transcribed and placed in the corner-stone1 when it was ascertained that1 of the whole number--,i think #feb--the average age was fourteen years and ten months2 and other churches in that city present a similar record1 because the able and influential ,christian business men and women of ,rochester devote themselves to this great work4 #b4 ,because no class of persons is more susceptible to kind attention and real sympathy4 ,they are quick to perceive and prompt to act4 ,no class is more hopeful4 #c4 ,because these senior classes1 when appropriately conducted1 are well adapted to meet the wants of their personal1 social1 intellectual1 and religious nature1 and to fill a secret void that is keenly felt by these precious youth4 ,in the second place1 ,how can our young men and women be reached8 ,i answer3 #a4 ,christian men and women of real talent and character1 of religious and social position1 must be thoroughly aroused to a self-sacrificing1 devoted1 heartfelt interest for them4 ,they must put their hearts into it4 ,no feigned respect will do4 ,nothing but real sympathy will be received4 ,no mere professions will answer4 ,these youth are quick and sharp-sighted to detect anything insincere or unreal4 ,the best men and women of our churches must be chosen to take charge of their classes--persons who can and will understand1 appreciate1 and respect young people4 ,they must evince a more anxious and watchful desire to notice and approve what is right in them1 than to condemn that which is wrong4 ,they must be patient and forbearing1 with a good control of their countenance1 tone of voice1 language1 quick to discover the value and bearing of the half-uttered opinions of the class1 with an earnest personal interest in each one and all things that concern them4 ,they should be enabled to prove themselves sincere friends and counsellors of all--both for this life1 in employment1 business1 social questions1 amusements1 etc41 and for the life that is to come4 ,they should have an intelligent enthusiasm in the great work1 with a strong faith in ,god1 in his ,word1 and in his ,spirit1 and a hearty good-will to man4 #b4 ,lay your plans for these classes on so large and liberal a scale as to command the scholars' respect as well as your own4 ,render them as pleasant and as attractive as possible4 ,make the best arrangements you can as to room1 seats1 library1 and periodicals4 ,i am sure ,the ,sunday-,school ,times and other ,sabbath-school journals and magazines1 would be very useful in such a service4 ,do all you can to raise these classes in their own estimation1 and omit no opportunity to cherish self-respect on the part of each member1 and try to inspire them all with higher aspirations and better hopes4 ,manifest1 as well as feel1 a personal interest in each one4 #c4 ,aim high and direct4 ,have a distinct1 definite aim and object in all your teachings1 and see that each member of the class clearly understands it4 ,young people want drawing out and leading forward in gentle confidence4 ,in these classes we ought to select and train for the purpose our best ,sabbath-school teachers4 ,if the exercises are allowed to degenerate into unprofitable discussions1 the examination of curious questions1 controversies1 or skeptical subjects1 they may be productive of positive evil4 ,care should be taken1 therefore1 to engross them with the most ennobling themes4 ,none can better appreciate what is truly excellent than these young people4 ,an appeal to the ,word and to the ,testimony they will understand and respect4 ,lead them to compare ,scripture with ,scripture4 ,illustrate the ,old ,testament from the ,new1 and also bring illustration for the ,new ,testament from the ,old4 ,induce the young people to make the best use of a good reference ,bible1 searching out parallel passages for comparison1 inference1 and illustration1 and all will be interested and benefited4 ,use similes1 metaphors1 etc41 which so abound1 as well as comparisons and inferences4 ,the following quotation may serve as an illustration of four figures of speech1 all brought into one sentence3 ,imagine a father bewailing the loss of his son1 by drowning4 ,simile--,he stood firmly upon the beach1 like an oak of the forest1 ,metaphor--and cried out1 with trumpet voice1 ,hyperbole--louder than the cannon's roar3-- ,apostrophe--,oh ocean6 thou hast robbed me of a beloved and courageous son4 #d4 ,the character1 interests1 and feelings of the class should be the teacher's unwearied1 daily study4 ,this will be a noble work4 ,nothing which concerns them should be treated by the teacher with indifference4 ,his profoundest thoughts1 reading1 observation1 and study should be laid under contribution to his class4 ,painstaking saves thousands1 neglect ruins millions4 ,count no sacrifice too dear to win souls4 #e4 ,it is indispensable that the teacher of such a class should always be courteous4 ,religion should at least make its possessor a gentleman1 and this the young people all know right well4 ,his whole life and bearing will influence the little circle4 ,the personal appearance also should be duly regarded4 ,says a teacher3 ,the manner of a teacher should always be marked by these qualities3 #a4 ,animation--a quickened1 active state of the whole soul2 #b4 ,intention--the aim and endeavor to impart the information required2 #c4 ,earnestness--zeal in executing the instruction4 #f4 ,the class should be consulted1 as far as possible1 respecting the subject of study4 ,the teacher should lose no opportunity to evince his respect for their opinions4 ,his difficult questions should be asked generally of the class1 while the personal questions should be easy and adapted4 ,he should receive all their answers with an abounding charity and confidence1 and make the most of the feeblest responses4 ,a tart reply to a single remark will ofttimes seal the lips and hearts of a whole class4 ,they love confidence1 and become afraid to trust a teacher with their stammering1 half-uttered1 imperfect answers1 particularly if he appears more anxious to be smart and witty than to do them good and honor them4 ,let the lessons be systematic and complete4 ,the teacher should aim to draw out the thoughts of his pupils in an easy way1 instead of pouring in his own4 ,thoughts1 not words1 should be the class-motto1 and none can appreciate them better than young people4 ,let the illustrations be well-chosen and appropriate4 ,if you strike an important practical question during the lesson1 do not leave it until satisfactorily investigated1 whether the lesson is covered or not4 ,let every mind be calm and unembarrassed1 so that it will work well2 much depends upon the class1 as well as upon the capacity of the teacher4 ,a few pebbles1 a piece of leather1 and a cord1 are in some hands1 a more formidable weapon than the sword of a giant1 although it be strong as a weaver's beam and keen as a blade of ,damascus steel4 #g4 ,these young people should be especially induced to look into their own hearts1 and study their own mental and moral mechanism4 ,lead them often to converse about themselves4 ,it has been truly said1 that it is a law of human nature1 that man is interested in nothing so much as about himself4 ,whatever relates to his own personal experience always claims his especial regard4 ,many quite fail as teachers1 as well as preachers1 because they are so impersonal4 #h4 ,social meetings of the class should be held now and then1 and pains should be taken to make them attractive and useful4 ,young men and women must have their social nature regarded4 ,the teacher should on such occasions strive to recall the freshness and vivacity of his own youth1 and live it over again2 enter into it heartily1 and show the class his acquaintance and sympathy with all their peculiar wants1 fears1 and trials4 ,band the young people together1 in social bonds and mutual pledges if you please1 to attend church1 prayer-meeting1 and ,sabbath-school1 to read the ,bible and pray regularly1 and perhaps pledge also against improper reading1 associates1 games1 drinking1 smoking1 late hours1 neglect of the ,sabbath1 and unite them in associated literary efforts1 in tract missions1 ,sabbath-school work1 in visitation1 and in all ways of doing good4 ,there should be social prayer-meetings of the class at convenient times4 ,have1 also1 a well-chosen library for them1 and point out from time to time the books best adapted to peculiar wants and circumstances4 #i4 ,give each pupil distinctly to understand that every step in your efforts on his behalf is intended to lead him to ,christ2 that all there is to be desired in this life and in that which is to come1 is embodied in this idea2 that you expect1 as soon as they get their minds clear upon the glad tidings of the gospel1 that they will embrace them at once4 ,life is short1 and there is no time to lose4 ,besides1 young people when convinced are generally prompt to act1 and therefore there is great encouragement4 ,in fact1 no field of benevolent effort is more full of hope and encouragement than this one of which we speak4 ,in a ,bible-class in one of our church ,sabbath-schools not long since1 fifty-five persons united with that church during the current year2 and in another church and class1 fifty1 and in another still1 thirty-four--all as the results of one year's labor4 ,how glorious6 ,let then our sons and daughters1 our clerks1 scholars1 and servant-girls1 all be gathered without delay by the churches of ,christ into these adult classes4 ,thus let the warm1 burning influences of the living teacher reach every youthful heart4 ,says an earnest worker3 ,among persons of all ages1 truth most frequently has power when spoken by the living voice4 ,the words of a teacher's mouth should be ever warm with the ,spirit's breath1 and strong with the vital impulses of his throbbing heart4 ,such words children feel4 ,in the language of one of our ,bible commentators1 the truth evidently is this3 ,that personal effort for the souls of individuals--the lip1 the thought1 and the heart of a living man--brought into contact with the lip1 thought1 and heart of a living man1 ,,is ,a ,,grand ,,institution ,,of ,,god ,,for ,,the ,,conversion ,,of ,,the ,,world4 ,there is such a great necessity for adapting each lesson perfectly to the age1 acquirements1 etc41 of the scholar1 that ,i add a single specimen lesson from ,the ,sunday ,teachers' ,treasury4 ,it is upon the same subject as that taken up in ,mr4 ,wells's infant-class lesson--,the ,passover--and is given that1 by comparison of style1 the adaptation of the same lesson to infant and ,bible-classes may be seen3 ,specimen ,lesson for a ,senior ,class4 ,the ,feast of the ,passover4 7,exodus xii47 ,circumstances of the ,israelites at this time2 how solemn1 how stirring1 how intense in interest6 ,the institution of the ,passover seems to have a threefold design4 ,it was--#a4 ,an act of faith and obedience on the part of ,israel4 #b4 ,a memorial of their deliverance4 #c4 ,a type of ,christ4 ,in the last view we will study it to-day1 looking less closely at those points which we had on a former occasion1 and connecting with the actual celebration of the ,passover that which ,god connected with it--the feast of unleavened bread and the offering of the first-fruits of the barley harvest4 ,the ,passover1 then1 was a type of ,christ4 ,i4 ,the victim was to be a lamb2 and this title is applied to ,christ 7,john i4 #bi74 ,the first altar exhibits a lamb slain2 the first act of ,god for ,israel is the slaying of the lamb2 the first deed of the new dispensation was presenting1 and then offering1 the ,lamb2 the first opening of the sanctuary above1 shows the ,lamb that was slain4 #a4 ,without blemish 7,matt4 xxvii4 #d2 #a ,pet4 i4 #ai2 ,heb4 vii4 #bf74 #b4 ,set apart four days 7ver4 #c1 #f2 ,john xii4 #a1 #ab74 #c4 ,roasted with fire 7,isa4 liii42 ,ps4 xxii42 ,luke xxii4 #dd74 #d4 ,not a bone to be broken 7,john xix4 #cc74 #e4 ,all the congregation were to take part 7ver4 #f2 ,matt4 xxvi4 #a2 ,acts ii4 #bc-cf74 #f4 ,the blood was to be shed and sprinkled4 ,where8 ,on the side-post and upper door-post2 not on the floor1 where it would be trampled on 7compare #a ,pet4 i4 #ai2 ,heb4 x4 #bi74 ,it is not enough that ,christ's blood is shed2 it must be sprinkled on our hearts 7,heb4 xii4 #bd2 #a ,pet4 i4 #b74 ,the act of sprinkling it upon the door-posts was equivalent to a profession1 ,i am the ,lord's4 ,it was the means of safety1 ,when ,i see the blood1 etc4 ,what encouragement for timid ,christians6 ,perhaps1 as the angel went on his awful mission1 the shriek and wail from some neighboring house would reach the ears of an ,israelitish family4 ,a mother might tremble and clasp her child to her breast with fear2 her faith might be weak2 but if the blood were on the door she was safe1 though trembling4 ,when ,i see the blood1 ,i will pass over you4 ,pass over4 ,the general idea that ,god was passing through by his destroying angel1 and left those doors on which the blood was seen4 ,this1 perhaps1 is not strictly the meaning4 ,at least1 ,bishop ,lowth1 an eminent ,hebrew scholar1 says1 ,two agents are supposed--the destroying angel on his errand of judgment1 and ,jehovah ,himself1 as it were1 accompanying him2 and when he sees the sign1 'springing forward before the door1' he makes ,himself the safety of his own 7compare ,isa4 xxxi4 #e74 ,peculiar beauty of the type thus viewed4 ,if the blood of the ,lamb is sprinkled upon us1 we are as safe1 though not yet as happy1 as the redeemed in heaven 7,rom4 viii4 #a1 #ca1 #cc1 #cd74 ,nothing but the blood of the great ,sacrifice will save the soul4 ,have you come to it8 ,no outward membership1 no self-denial1 no suffering1 nothing but ,christ can save4 ,,ii4 ,the paschal sacrifice was to be eaten4 #a4 ,the blood was to be sprinkled before the food was eaten4 ,it was consciousness of safety through the blood that enabled them with gladness to partake of the feast4 ,we must have faith in ,jesus before we can have communion with him4 #b4 ,it was to be eaten with bitter herbs and unleavened bread--the former the emblem of their bitter oppression and the type of sorrow for sin2 the latter showing that the redeemed must be holy4 ,they are set free1 but it is to be made pure4 ,,iii4 ,the ,passover was to be kept4 ,the feast of unleavened bread was to last seven days4 ,it was1 as it were1 the continuance of the ,passover4 ,the one exhibits the way of pardon2 the other1 the holiness which follows pardon4 ,,iv4 ,in closing our subject1 not exhausting it1 turn to ,leviticus xxiii4 #i-aa4 #a4 ,on the morrow after the ,sabbath1 that is1 the first day after ,passover ,sabbath1 sometimes the third day after the ,passover1 sometimes later4 #b4 ,the sheaf is evidently ,christ the first-fruits 7#a ,cor4 xv4 #bc74 ,jesus rose the third day after the ,passover1 and this has become our ,sabbath ever since4 #c4 ,the first sheaf is the pledge of our resurrection--that is1 of our declared acceptance and full freedom by our resurrection 7#a ,cor4 xv4 #bj74 ,how full the meaning of the apostle's words1 ,christ our ,passover is sacrificed for us1 therefore let us keep the feast6 ,ours is a greater danger1 a nobler deliverance1 a higher ransom1 a grander freedom4 ,let as live as those who are not their own1 but are redeemed from vain conversation as well as from death and condemnation4 ,,xvii4 ,,the ,,art ,,of ,,securing ,,attention4 ,every one will acknowledge the indispensable necessity of a teacher's securing good attention4 ,by attention we mean fixity of thought1 steadiness of mind4 #a4 ,says ,mr4 ,fitch3 ,attention is--#a4 ,an act of the will4 #b4 ,it is the one of all the mental faculties which is most under our control4 ,therefore the degree of attention we give depends upon our disposition1 and is therefore largely a matter of discipline1 and other things being equal1 that teacher will gain the best attention who has most personal influence1 and who is looked up to with the greatest respect4 7,teacher6 is your character1 conduct1 and manner such as will entitle you to respect87 #c4 ,attention is a habit4 ,if truly given1 every day it becomes the easier4 ,and every day we listen languidly to a lesson or sermon the habit of inattention is strengthened4 #b4 ,attention is promoted by a deep and earnest interest in and sympathy with the child1 as well as for him4 ,we must enter into sympathy with him1 so as to understand his nature1 his weaknesses1 and his trials1 and make all due allowance for them4 #c4 ,if the teacher would secure attention1 he must be accurately and abundantly prepared2 for no teacher can teach all he knows1 and the moment a teacher approaches the limit of his preparation1 he shows his weakness and embarrassment1 the child detects it1 and he is gone4 #d4 ,improve well the circumstances which surround the daily life of the child1 for you must here gather your best illustrations4 ,teachers can do this1 if they are industrious1 and will keep their ,sunday-school spectacles on4 #e4 ,give the children frequent change of posture to relieve them4 ,study to do this especially in infant-classes4 ,give much freedom of motion and gesture to the little ones4 ,if they speak of ,god and heaven1 let them point and look upward in harmony1 and thus teach them in a reverent manner to act out their words and feelings4 #f4 ,simultaneous reading and making of ellipses1 leaving the children to fill in a word at the close of the sentence or lesson1 will aid in securing attention4 #g4 ,recapitulation is very important to gain the attention4 ,the scholar must give attention to be prepared for the expected review4 ,therefore always ask in detail1 in order to see that all is understood4 ,no child or man ever takes pains to grasp a subject1 so as to fasten it in his memory1 unless he expects to be called upon for it1 or in some way to find use for it hereafter4 ,we cannot retain in our minds isolated or abstract knowledge4 ,todd beautifully says1 ,ask a child if he knows what whiteness is1 and he will tell you no2 ask him if he knows what a white wall or white paper is1 and he knows at once4 ,ask him if he knows what hardness is1 and he will only stare at you2 but ask him if he knows what a hard wall1 or hard hand1 or a hard apple is1 and he will tell you at once4 ,connect the lesson with previous knowledge1 and take great care to sustain attention with abundant resources1 for if it is once lost1 it is a very difficult thing to regain it on the same lesson4 #h4 ,pictorial power4 ,word-painting by the aid of the imagination and ample details2 the power of describing scenes and incidents1 so as to appear real to the child's imagination1 will assist you in gaining his attention4 ,if you will dwell on all the little details of a fact clearly1 you will be graphic in picturing it out in words2 and without these details1 the teacher may sometimes be very graphic with children1 even in the simple act of reading with suitable emotion1 emphasis1 and action4 ,said a little girl1 ,oh1 father1 ,mr4 ,f41 the minister1 read the #bast chapter of ,revelation in church to-day1 and it was just as if he had taken a pencil and paper and pictured it right out before us4 ,it is ,st4 ,john's elegant description of the ,holy ,city4 ,the ,bible makes great use of the imagination in its numerous emblems1 metaphors1 similes1 etc4 ,in fact1 we cannot worship ,god without the aid of the imagination4 ,god is compared to a sun and shield2 a rock and refuge4 ,heaven itself is described with its streets and harps and crowns of gold1 its arches1 mansions1 rivers1 etc4 ,even our divine ,redeemer calls himself the vine1 the tree1 the lamb1 the bread1 and fountain of living waters4 #i4 ,avoid a stereotyped or routine mode of teaching4 ,if ever so good1 strive to improve it2 vary it1 and freshen it up in some way1 and thus keep each child expecting something4 #aj4 ,awaken curiosity4 ,archbishop ,whately says3 ,curiosity is the parent of attention2 and a teacher has no more right to expect success from those who have no curiosity to learn1 than a husbandman has who sows a field without ploughing it2 duly regard their love of approbation by cherishing their self-respect2 and if you would retain attention1 patiently cultivate their inquisitiveness1 for it will prove one of the grateful rewards for your kindness4 ,says an old writer3 ,the general occupation of infancy is to inquire4 ,education directs their inquiries4 ,therefore1 bear patiently with your little ones1 and answer all their endless questionings4 ,do not rashly check the rising spirit of free inquiry with an impatient word or frown4 ,says the poet3 ,answer all a child's questions1 and ask others as simple ,as its own1 yet wisely framed ,to waken and prove the young child's faculties1 ,as though its mind was some sweet instrument1 ,and you with breath and touch were finding out ,what stops and keys would yield the sweetest music4 ,now1 ,i will freely acknowledge--#a4 ,that attention1 such as we want to get from children1 is a very difficult thing for anybody to give4 ,the incidents of yesterday and the cares of to-day and business and pleasures of to-morrow1 will divert and scatter attention4 #b4 ,that fixed attention to religious subjects is particularly hard for any one1 and especially hard for children to give2 but hard as it is1 we must have it1 and no half-hearted1 languid attention either1 if we are to do any real good in the ,sunday-school4 #c4 ,says an old writer to ,sunday-school teachers3 ,let me tell you1 you will not get it by claiming it2 by demanding it as a right2 or entreating it as a favor1 by urging upon your pupils the importance of the subject1 the sacredness of the day1 the kindness of the teachers1 or the great and solemn character of the truths which you have to impart4 ,all these are legitimate arguments to be used with older ,christians1 but will not do to rely upon with children4 ,nothing in the long run--except fear1 which is a very unsatisfactory motive--can keep a child's attention fixed but a sense of real interest in the things which you are saying4 ,the subject must claim attention for itself1 and therefore1 the teacher needs always to be accurately prepared and well furnished with correct knowledge1 parallel passages1 illustrations1 facts1 anecdotes1 definitions of hard words1 allusions1 poetry1 etc4 ,in all your teaching1 forget not to recall the fresh spirit of your childhood in all its warmth and earnestness1 remembering that he is the wisest teacher who can combine the man's intellect with the child's heart4 ,now it may be1 after all1 teacher1 that your children may be inattentive1 or they will disobey your commands1 or they will fail to treat you with respect2 but if that should be so1 we will reply1 in conclusion1 in the impressive words of ,mr4 ,fitch3 ,ask yourself in that case whether your own behavior is uniform and dignified2 whether you ever give commands without seeing that they are obeyed2 whether you waste your words or your influence in an injudicious way2 whether there is anything in your conduct that reveals to the children a want of punctuality or order1 or of earnestness or steadfastness on your part8 ,for children are very keen observers of character1 and1 in the long run1 are sure to feel loyalty and affection for one who is manifestly anxious to do them good1 and who can be uniformly relied on in word and in deed4 ,,xviii4 ,,the ,,art ,,of ,,questioning4 ,there is a real art in knowing where1 when1 and how to put a good question1 that shall quicken the memory1 set the mind to thinking1 and call back the reflective faculties4 ,such are the possibilities of a question4 ,a large proportion of all the good teaching in our ,sabbath-schools is brought about by the simple process of questions and answers4 ,a question unveils the soul4 ,nothing can escape a question4 ,a question reveals decision4 ,hence the skill required4 ,mr4 ,j4 ,g4 ,fitch says3 ,the success and efficiency of our teaching depend more on the skill and judgment with which we put questions than on any other single circumstance4 ,this art is to be learned1 like any other art1 by much study and patient practice1 for we best learn the art of questioning by questioning4 ,augustine says3 ,a boy can preach1 but a man only can catechise1 and ,lord ,bacon says3 ,a wise question is the half of knowledge4 ,therefore the great skill in teaching consists mainly in the right forming and asking of questions4 ,if this be true1 it follows that this subject should be regarded as of special importance by every teacher4 ,teachers often say that they cannot succeed in asking questions without the book2 that they do not know what to ask4 ,to this ,i reply1 #a4 ,there is never any difficulty in forming the question where there is an interest to obtain the answer4 #b4 ,it is generally unwise to ask any question unless we have an interest in obtaining the answer4 ,do not tantalize the little ones4 ,says ,mr4 ,hassell3 ,a question under some circumstances will merely produce an exercise of the memory2 under others an exercise of reasoning2 and under others again it will stimulate inquiry1 and we may add1 awaken curiosity4 ,mr4 ,groser says3 ,the true scope of questioning-power is as follows3 ,to awaken curiosity or the desire to know2 to arouse the memory or the recollection of what is already known2 or to point out something unknown1 which may be inferred from that which is known4 ,a question skillfully put will arouse1 will fix attention1 concentrate the thoughts1 and so discipline the mind of the pupil4 ,there are1 however1 many bad and indifferent questions put1 in religious teaching1 which a little knowledge of the correct rules of the art of questioning will enable us to avoid4 ,frequently a slight variation in the form changes a bad question into a good one4 ,for instance3 ,moses was a good man1 was he not8 is a bad question4 ,what kind of a man was ,moses8 is a good question1 as it awakens thought4 ,what do you understand by faith and repentance8 is a bad question1 for it is ambiguous and indefinite1 and perplexes the child4 ,will you tell me what is faith8 is a good question1 for it compels the child to think and to inquire--it puts into his hand the laboring oar and he must row4 ,did ,david kill ,goliath with a stone or with a sword8 ,this is a bad question4 ,it is involved and suggestive4 ,ask the child simply1 ,with what did ,david kill ,goliath8 and the question is a good one1 in strict conformity with the laws of questioning and of the child-mind4 ,another class of questions is very common1 but well nigh useless1 namely1 leading questions1 such as1 ,was ,david a good man8 ,was ,goliath a wicked man8 ,these are mostly bad or indifferent questions1 and are almost a total loss to the teacher4 ,slightly vary them in the following way1 and you make them at once1 in every aspect1 good questions4 ,what kind of a man was ,david8 ,what kind of a man was ,goliath8 ,teachers will remember1 therefore1 to avoid ambiguous or indefinite1 involved or suggestive1 and leading questions1 which latter are answered ,yes or ,no1 for they are generally of little avail4 ,what kind of questions1 then1 shall ,sabbath-school teachers seek to use8 ,i reply3 #a4 ,questions of ,examination1 in order to find out what the pupil already knows2 to gauge his present knowledge1 and ascertain what he needs to know4 #b4 ,questions of explanation of particular words1 which should be put freely while reading the lesson4 #c4 ,questions of actual instruction1 or reflective questions1 thus making the pupil teach himself1 or find out as much as possible by thinking and inquiring1 and thus leading him to correct his own answers4 ,much instruction may be communicated by asking questions and correcting the answers1 but great care should be taken to make the most of the answers1 and to do full justice to them4 ,socrates's plan was to lead the pupil by a pleasant question to discover his own error1 instead of directly charging him with it4 ,encourage your scholars by all means to ask questions with freedom1 and give your teaching more the form of an earnest conversation4 #d4 ,questions of recapitulation or review4 ,in this way you ascertain whether your lessons are received1 for the test is their telling it back to you in their own language4 ,you question the lesson into the minds of the scholars1 and then question it out again4 ,herbert1 in his ,country ,parson1 gives us an illustration4 ,after asking1 ,since man is so miserable1 what is to be done8 and the answerer could not tell1 instead of telling him1 he properly asked the following simple question1 ,what would he do if he were in a ditch8 ,this familiar illustration made the answer so plain that he was even ashamed of his ignorance2 for he could not but say1 ,he would make haste out of it as fast as he could4 ,then he proceeded to ask whether he could get out of the ditch alone or whether he needed a helper1 and who was that helper8 ,this is the skill2 and doubtless the ,holy ,scripture intends thus much when it condescends to the naming of a plough1 leaven1 boys piping and dancing1 showing that ordinary things are to be washed and cleansed1 and serve as lights for heavenly truths4 #e4 ,questions with an ellipsis are most useful in the review or summing up of the lesson1 as1 ,he says1 ,i am the good--,shepherd4 ,come unto--me1 etc4 #f4 ,questions may often be used to kindle the reflective faculties1 to exercise the mind and to develope ideas4 #g4 ,and1 lastly1 questions applying divine truth--softly1 thoughtfully1 and in a few words--should never be forgotten4 ,jesus did so and so4 ,do you8 ,david said1 ,oh how love ,i thy law8 ,do you so love it8 ,solomon said1 ,remember now thy ,creator4 ,charlie1 ,do you love to remember your ,creator8 or ,why not8 etc4 ,not only are the character and adaptation of the question of great importance1 but the manner and look of the eye and the tone of voice and the manner of receiving the answer4 ,the manner should be kind1 gentle1 life-like1 and winning2 the look of the eye should beam with life and interest1 while the tone of voice should bespeak great tenderness and sympathy4 ,a cold1 formal tone of voice will repel the answer1 even with a good question4 ,it should be sprightly1 and respectfully familiar and natural4 ,children cannot endure coldness nor dullness nor dryness2 therefore avoid all long pauses and sluggish manner and heavy voice4 ,the way which you receive the answers will determine the question whether your scholars will freely answer you or not4 ,make the most of an answer unless it is absolutely wrong1 and if wrong1 say1 ,will some scholar tell me why that answer is wrong8 ,search out for all the points or hints of truth you can find in the answer of the child1 and unfold it and hold it up in the most favorable and gracious light4 ,never snap up a scholar1 or neglect or ridicule his answers1 however faulty4 ,always be candid and sincere1 and your scholars will soon learn to trust themselves with you4 ,a sharp1 harsh reply will close the lips of a whole class4 ,enunciate every word with clearness4 ,vary the questions with all patience if not answered readily1 and never think a child does not know because he does not answer the question at once4 ,be sure never to tell a child what you could make that child tell you4 ,let your questions have a regular connection1 so that one will naturally follow another1 and in fact1 glide into the next1 and say as little as you can in questioning and teaching1 but so say it as to cause the children to say as much as possible4 ,then again be careful to adapt your questions well4 ,do not tell much in your questions4 ,put the right question to the right scholar1 for it will not do to ask ,a or ,b or ,c a question which only ,d in the class can answer1 for we are not to ask any child any question unless we suppose the answer is in the mind of the child4 ,it is of particular importance that in the commencement of a lesson we always start aright4 ,have some easy1 pleasant questions ready1 which they will be glad to answer4 ,no matter what occurs1 never manifest impatience or severity1 or descend to a witticism or a sneer4 ,a sneering1 sarcastic teacher should be left out of the school4 ,therefore gladly receive and develope1 in the most charitable manner1 the half-uttered1 stammering answer of the child at your feet1 and your children1 in their hearts1 will bless you4 ,dr4 ,arnold1 the great teacher at ,rugby1 said3 ,it was his practice to teach by questioning1 and as a general rule1 he never gave information except as a kind of reward for an answer4 ,his explanations were as short as possible1 and his questions were of a kind to call the attention of the boys to the real point of every subject1 and to disclose to them the exact boundaries of what they knew and what they did not know4 ,let me add to this ,archdeacon ,bather's account of how he became a catechist4 ,he says in his ,hints on ,catechising3 ,perhaps1 gentle reader1 before ,i actually enter upon my task of teaching you to teach others by catechising1 it may be as well to tell you how ,i became a catechist myself2 for the thought seized upon me and occupied me much in very early life4 ,i was at school at ,rugby1 and at the time ,i speak of1 was in what we called the 'upper third4' ,the 'upper fourth' was under the care of ,mr4 ,innes1 afterwards ,head ,master of the ,royal ,free ,grammar ,school at ,warwick4 ,as ,i was sitting one evening in the room of my private tutor1 ,mr4 ,homer1 some one knocked at the door1 and in came ,mr4 ,innes4 ',bather1' says he1 'when ,mr4 ,homer has done with you1 will you come up into my room8 ,i want to speak to you2 you will find nobody there but ,o---- 7naming one of my school-fellows7 and myself4' ,of course ,i went2 and ,mr4 ,innes1 motioning my companion to a chair and myself to another1 took his own and addressed us thus3 ',i am going to set you two boys very hard at work4 ,pray1 ,o----1 do you know anything about astronomy8' ',not much1 ,i am afraid1 sir4' ',and you1 ,bather8' ',not so much as ,o----1 ,i am afraid4' ',well1 now1 do not flatter yourselves that ,i am going to tell you anything about it1 for ,i shall do no such thing4 ,nevertheless1 you shall know more about it1 and a good deal1 too1 before you go out of this room4' ,he then put questions to us both1 by which he soon elicited all the particulars of such little knowledge as we possessed2 and then he questioned us further1 soon causing us to make many blunders1 and then making us correct our answers1 so that we certainly did quit the room with fuller and more orderly notions of the matter than we brought into it4 ,he says1 although this did not make him an astronomer1 yet it led him to think and discern what must be the most effectual way of imparting knowledge1 for under ,mr4 ,innes his interest never flagged2 he could have listened all night4 ,from the same source is here added another illustration of teaching by the means of leading questions4 ,then was ,jesus led up of the ,spirit into the wilderness1 etc4 ,then was ,jesus4 ,what do you mean by then was ,jesus8 7,hesitates47 ,then took ,mary a pound of ointment4 ,what do you mean by then took ,mary8 ,then ,mary took4 ,what do you mean by then was ,jesus8 and the answer came readily1 ,then ,jesus was4 ,now you shall question me4 ,put me a question to which each clause shall be a reply1 beginning with the first4 ,when was ,jesus led up to be tempted8 ,then4 ,so here you are taught--what8 ,the time when these things took place4 ,put me a question to which the words led up shall be an answer4 ,what was done to ,jesus8 ,he was led up4 ,put a question for the word ,spirit4 ,who led him up8 ,the ,spirit4 ,so of the word wilderness4 ,whither did the ,spirit lead him8 ,into the wilderness4 ,let us add one more illustration1 showing how to put questions to help and lead4 ,the manner must1 of course1 be right1 for a clumsy method will hinder rather than help1 and if we expect a right answer the question must be a simple one1 or one that will not admit of being put as two questions4 ,the following anecdote may serve as the illustration3 ,a lady came one day to my school and requested me to let her hear the children catechised4 ,the class happened to be reading the third chapter of the ,acts1 the first of which reads thus3 ',now ,peter and ,john went up together into the temple at the hour of prayer1 being the ninth hour4' ',well1' ,i said to the teacher1 'stop there and question them on that verse4' ',at what time of day8' said he1 'did those things take place which are here set down8' ',at the ninth hour1' replied the class4 ,but then a poor boy became a little frightened at something or other1 and consequently puzzled2 and after some hesitation said1 ',well1 then1 at the ninth hour1 who went where8' ,the first boy in the class smiled a little1 but made no answer2 the next seemed to think a little1 but still no voice came4 ,i took care that nobody should answer out of his turn1 and the question was put to every boy severally to the bottom of the class4 ,the lady turned to me and expressed her surprise that out of a class of five-and-twenty boys nobody could answer4 ',well1 ma'am1 ,i am afraid you will consider these five-and-twenty boys very stupid1 but let us look a little further into the matter4' ,and then1 turning round1 my eye caught that of ,jack ,thompson4 ',jack1' said ,i1 'how many stupid boys have we got in our second class8' ',one1 sir1' says ,jack4 ',and who may he be8' ',the teacher1 sir4' ',you must prove your words1 ,jack3 come and teach the class yourself4' ,now ,jack was not an impudent boy2 but as he advanced and saw the lady looking at him1 he did not appear so confused as poor ,peter had done before1 and he betook himself at once to business4 ',you have told us1' said he1 'that the things related in this verse took place at the ninth hour of the day2 to what was that hour wont to be devoted8' ',to prayer4' ',and what was the building called that was open1 at that time1 to receive the worshippers8' ',the temple4' ',are not some persons specially mentioned who came to the temple at that time8' ',yes4' ',how many8' ',two4' ',what were their names8' ',peter and ,john4' ',where did ,peter and ,john go at the ninth hour8' ',into the temple4' ',what for8' ',to pray1' etc4 ,the lady began to perceive that the children did know something about the matter1 and ,jack ,thompson1 being concerned for the conduct of his class1 proceeded to ask them a great many more questions1 to which the answers were very satisfactory4 ,the lady good-humoredly expressed her approval1 and ,i said1 ',now1 madam1 you see that all that was the matter was1 that poor ,peter1 being a little confused1 put his questions in a clumsy manner4 ,depend upon it1 he will not soon do the like again4' ,questions should be progressive1 that is1 they should proceed from the simple and the known to the faintly known1 and thence to the unknown4 ,,xix4 ,,the ,,teachers' ,,meeting4 ,a regular weekly meeting of ,sabbath-school teachers for conference and prayer about all school matters1 and a mutual contribution of thoughts and illustrations and plans of teaching adapted to each and to all the various classes on the next ,sabbath's lesson1 is now considered an indispensable necessity4 ,and it is a great social and religious privilege as well4 ,we are all unworthy1 and need to learn how to teach ,scripture truths attractively to youthful minds4 ,all need training for the work1 and the weekly teachers' meetings ought to be the grand normal training-schools for ,sabbath-school teachers everywhere4 ,every ,sabbath-school ought also to have a ,bible-class or two for the training of teachers4 ,the almost half a million of ,sabbath-school teachers in our land--the masses--cannot mingle with us in council in our great ,conventions and ,institutes1 and consequently the few favored ones must imbibe the spirit and avail themselves of ample materials1 and carry it down to the quiet1 devoted workers in common ,sabbath-schools through the means of a well-ordered teachers' meeting4 ,the meeting can be held for one hour and a half on a week-day evening at the lecture-room1 or1 better yet1 at the superintendent's house or that of one of the teachers1 alternately4 ,it is conducted usually by the superintendent1 but sometimes by the pastor1 or by one of the teachers who can sustain the interest4 ,but we are met at this point with a stubborn and overwhelming fact1 viz43 a large proportion of all these meetings attempted to be held have resulted in a failure1 and have been abandoned1 so that now in some places not one school in ten or twenty holds such a meeting4 ,with such an experience we can never ask ,sabbath-school teachers to try the experiment on the old plan4 ,we must count the cost1 and ,sabbath-school men1 with only an hour or two in a week for it1 cannot afford to make mistakes or failures4 ,time is too precious4 ,the great practical question arises1 ,what are the causes of failure8 ,is it anything inherent in these meetings8 or is it in the wrong mode of conducting them8 ,after a most careful investigation of the subject1 especially during the last fifteen or twenty years1 ,i have come to the deliberate conclusion that it is owing almost entirely to the wrong plans on which they are conducted4 ,what have been these wrong plans8 #ast4 ,they have ordinarily been conducted on the ,bible-class1 question-book1 commentary-studying1 and theological-discussing plans2 and on those plans they have1 and will1 in at least nine cases out of ten1 result in failure1 whether in the hands of pastors or of superintendents4 ,teachers do not gain enough in such meetings to reward them for their time and trouble in coming1 and consequently they cannot be censured for non-attendance4 #b;d4 ,another plan of conducting them is in the form of lectures4 ,but on this plan not even an expository lecture has prevented the meeting from being a failure4 ,occasionally a pastor or a superintendent1 with great expository powers and a sprightly manner of analyzing truth and a personal sympathy with the teachers and children1 can sustain and make these meetings interesting and profitable on this plan1 and to such we can say--,god bless you--go on6 ,but we cannot afford to recommend any plan for general adoption with such a prospect of failure4 ,what1 then1 must be done8 ,we say decidedly1 revolutionize your plans1 and meet with the direct aim and purpose of helping one another in your work1 and especially on the next ,sabbath's lesson4 ,what then are the objects of teachers' meetings1 and how should they be conducted8 ,the objects appear to me to be--#a4 ,to get all the teachers well acquainted1 socially and religiously1 and as teachers4 #b4 ,to combine our mutual confidences1 sympathies and prayers4 #c4 ,to mutually help each other and relieve each other's difficulties by conferring together on such questions as--how best to secure and retain attention2--how to question2--how to prepare the lesson and present it1 and teach it2--how to draw lessons of instruction1 illustrate and apply truth2--how to analyze the lesson1 lay out the plan of it1 and break it up into small1 convenient parcels1 adapted to all capacities from the infant up to the adult classes2--how to make the ,word of ,god most useful1 most interesting and most impressive to youthful minds1 convicting of sin and converting to ,god2 and the thorough training of the young in the ,christian life1 and in the sound knowledge of revealed truth4 ,the way to conduct these meetings is1 to go to work naturally1 systematically and directly1 in a common-sense way1 to accomplish these grand objects4 ,suppose1 after singing two verses of an appropriate hymn1 a direct prayer of two or three minutes1 and one verse of ,scripture that just meets the case1 the leader inquires for the next half hour the size1 regularity1 etc41 of the different classes1 and asks counsel to correct irregularities4 ,in this way the teachers will become so well acquainted with each other's classes that they can intelligently pray for each other4 ,then have a recess of ten or fifteen minutes for introduction and social intercourse2 after which another half hour should be devoted to inquiring of each teacher for the various best thoughts of the lesson for them to use4 ,let the next meeting be directed to the difficulties1 and how to relieve them1 and the last half hour to asking for illustrations for the week or month's lesson4 ,at the next meeting inquire1 ,have you visited your scholars during the month1 and what have you found of interest in your visits8 ,then devote the last half hour to examples and plans of teaching different verses by several teachers4 ,at the fourth and last meeting of the month inquire1 ,is there any special religious interest in your class8 or1 ,why not8 and lastly1 ,how can you apply the lesson so as best to make a saving impression8 ,in some such way ,i would meet real present wants1 avoiding routine1 and providing something fresh and varied at every meeting1 just adapted to all4 ,in some such way conduct your meetings1 and no teacher can afford to be absent4 ,in a country school district ,sabbath-school let the teachers turn all their sociability into this channel1 and set apart1 say ,thursday evening of each week1 for a pleasant social teachers' meeting at the residence of the superintendent or one of the teachers1 alternating about4 ,let the farmers arrange to leave their work an hour earlier on that evening for the sake of the great blessing to their children4 ,provide attendants for the lady teachers4 ,suppose the superintendent lives one mile north of the school-house1 and two teachers are one mile east1 three south1 and four west4 ,the two young lady teachers one mile east have no escort1 but the superintendent remembers that in the next house further east1 the only son of ,esquire ,jones1 a fine young man of sixteen years1 has just drifted out of the ,sabbath-school1 and is inclining toward fast horses and gay companions4 ,the superintendent yearns to reach and save him4 ,he thinks and prays over the matter until he feels deeply for the youth4 ,he then visits him1 and approaches him with unusual respect--informs him that he has come to ask a particular favor--will he accept the post of librarian in our flourishing little ,sabbath-school8 ,he readily consents4 ,the superintendent then says1 ,charlie1 we teachers have a delightful social gathering at each other's houses every ,thursday evening1 and as you have a fine horse and buggy1 cannot you make it convenient to bring up the two ,misses ,s---- to that meeting8 ,why1 of course1 it is just what the superintendent wants1 and it is also just what ,charlie wants--something to do1 and soon1 by ,god's grace1 ,charlie becomes a true ,christian4 ,in whatever form the teachers' meetings are conducted it is indispensable--#a4 ,that the conductor feels a sincere respect for each teacher1 and treats his opinions with candor4 #b4 ,that the conductor shall adapt his questions to each individual1 and ask those questions with real courtesy and consideration4 #c4 ,it is absolutely necessary that the conductor should receive all replies in a life-like manner1 with due respect1 and make the best of them4 ,if the answers are not well received1 it will close the lips of the teachers4 ,they must draw together1 and a dull1 prosy conductor will check them all4 ,there is great value in the combined counsels and experience of almost any common band of teachers if fairly and fully drawn out4 ,it will often be seen that the commonest mind has thoughts worthy of the rarest4 ,in this way the teachers' meetings can be sustained in the hands of ordinary superintendents1 and will become the most attractive gatherings in the whole community4 ,an accomplished young lady said to me3 ,one such meeting as this is worth more than a dozen costly ,new ,york parties4 ,the teachers will regularly attend1 for they need the assistance which can here be obtained4 ,as well ask a brakeman to run a locomotive1 or a spinner to superintend a factory1 or an untaught man to teach an academy1 as to ask an inexperienced person1 or even a classical scholar1 to teach divine truth when no one has taught him how4 ,james ,gall says1 most truly1 ,education is the highest of all the sciences1 and teaching the most important of all the arts4 ,teachers then1 need training1 and the teachers' meeting can be made one of the most valuable means of securing it4 ,one of the great objects of ,sabbath-,school ,teachers' ,institutes is to train superintendents1 teachers1 etc41 so that they can interestingly and profitably conduct their weekly teachers' meetings1 which are the real institutes for the great mass of teachers4 ,examples4 ,the following ,examples are real1 as taken from my note-book during the present year3 ,i4 ,at one time the lesson was the parable of the ,prodigal ,son4 ,the first teacher was called up for the best thought for his class in the lesson4 ,he replied1 ,like the prodigal1 all children want to have their own way4 ,the second teacher1 ,the farther he wandered the greater his misery4 ,the third1 ,when starving1 came to himself4 #d4 ,he resolved to arise and go to his father4 #e4 ,he returned4 #f4 ,after his father fell on his neck1 he confessed4 #g4 ,his confidence in his father when he returned4 #h4 ,his father saw him a great way off4 #i4 ,father ran1--old men do not usually run4 #aj4 ,with joy embraced and kissed him1 etc4 #aa4 ,the degradation of a sinful course4 #ab4 ,the father's wonderful condescension and willingness4 ,,ii4 ,at another teachers' meeting the lesson was ,luke xviii4 #ah-bg4 ,the ,young ,ruler4--,first1 prayer1 singing1 and reading of the lesson4 ,then called on the teachers for their plan of teaching the lesson4 ,the ,first ,teacher gave five heads4 #a4 ,question1 ,what shall ,i do8 #b4 ,knowing the law4 #c4 ,taking up the cross4 #d4 ,rejecting the cross4 #e4 ,the great obstacle4 ,second ,teacher4--#a4 ,eternal life1 what is it8 #b4 ,have you kept the law8 #c4 ,what else was required8 #d4 ,come4 #e4 ,overcome every obstacle4 #f4 ,you must love nothing better than ,christ4 ,third ,teacher's plan was--,the ,young ,ruler was1 #a4 ,rich2 #b4 ,pleasing2 #c4 ,respectful2 #d4 ,ready to learn2 #e4 ,prostrate--the custom of the country2 #f4 ,put first his love to neighbors2 #g4 ,commandments--,pharisee4 ,show the children how far they can go and yet be lost4 ,he was a church member1 an officer in the church1 a ruler3 he came to ,jesus prostrate1 prayed respectfully--,jesus applied the touchstone and all was wanting4 ,fourth ,teacher4--#a4 ,young man's great desire4 #b4 ,it was to be saved4 #c4 ,go to ,god's word4 #d4 ,justified himself4 #e4 ,he loved money more than he loved ,god4 #f4 ,hollow-hearted4 ,study the scholar as much as the lesson4 ,fifth ,teacher4--#a4 ,young man's question and manner4 #b4 ,asserting he kept all the law4 #c4 ,he thought himself honest and sincere1 but was deceived4 #d4 ,wanted satisfying peace4 #e4 ,not willing to remove his idols4 #f4 ,great ignorance of the young man4 #g4 ,riches a great hindrance4 #h4 ,see our ,lord's firmness4 ,sixth ,teacher4--,we must show our love to ,christ by love to our neighbors4 ,seventh ,teacher4--,with man it is impossible1 but not with ,god4 ,eighth ,teacher4--,something must be given up for ,christ4 ,what8 ,pride1 sloth1 ill-temper1 bad company1 bad books1 love of dress1 pleasure4--,see ,abraham going to a strange land4 ,offering ,isaac1 etc4 ,ninth ,teacher4--,ruler had his ideas of doing something to gain heaven1 and was at work for it4 ,the great ,teacher took him on his own ground and convicted him of sin4 ,tenth ,teacher4--,a child says3 ,why1 here is an honest1 sincere seeker1 who went to ,jesus in the right manner and way1 but failed4 ,how hard to be saved6 ,but see--#a4 ,his question4 #b4 ,the ,saviour's answer4 #c4 ,the obstacles and hindrances4 #d4 ,the greatest apparent defect is in the second table of the law4 ,if perfectly convicted1 why so confident8 etc4 ,,iii4 ,lesson1 ,matthew viii4 #a-d4 ,have eight distinct exercises4 #a4 ,read the lesson4 #b4 ,catechise or question upon it4 #c4 ,the numerical exercise or asking1 ,how many things1 etc4 #d4 ,explanations and illustrations of difficult words4 #e4 ,draw out great important thoughts of the lesson4 #f4 ,call forth the lessons of instruction4 #g4 ,make the application to heart and life4 #h4 ,review of the whole2 and then1 if desired1 two more exercises can be added by turning the lesson into prayer1 and next to a paraphrase formed of the verses4 ,there are three kinds of teaching4 #a4 ,catechising or questioning4 #b4 ,conversational4 #c4 ,lecturing4 ,which is yours8 ,we might add a fourth2 but that is not teaching at all1 only it is sometimes called so--viz41 ,reading questions from a question-book1 and reading the answers4 ,good teaching is earnest1 hearty work4 ,,iv4 ,the fourth and last example is of the social form of teachers' meeting4 ,i give the notes of one held on the evening of ,december #aa1 #ahfg4 ,we met at #f o'clock ,p4,m41 precisely1 at the house of ,mr4 ,c----2 opened with singing and prayer4 ,then had half an hour's studying of the lesson1 which was upon the ,atonement4 ,some of the thoughts drawn out were3 ,mediation1--arbitration1--the ,god-man1--dead goat and the goat sent away1--the passover1--the victim1--a substitute1--altar1 victim1 shed blood2 vivid picture of offering the lamb2--atonement looks both ways2--blood cleanseth4 ,how do you get the atonement8 ,have you got it8 ,how do you prove gratitude to ,god for it8 ,exalting the great truth1 ,christ died for me4 ,he is the only barrier against eternal death4 ,the lesson was shown in three phases3 #a4 ,the ,redeemer buys us from sin--is our ransom2 #b4 ,saves us from sin2 #c4 ,reconciles us to ,god4 ,take first under three heads3 #a4 ,man is a ruined wanderer2 #b4 ,man a captive2 #c4 ,man is free in ,christ and saved4 ,after the lesson was thus considered1 the next half hour was devoted to business4 ,the library1 ,christmas exercises1 singing1 and length of opening exercises1 and the treasury1 were topics4 ,the next hour was given to tea and social intercourse4 ,the last hour was devoted to accounts of interesting or discouraging things in the teachers' classes1 and work1 and intermingled with frequent prayer and singing4 ,all was conducted spiritually and in earnest1 and it was a precious three hours4 ,,xx4 ,,visiting ,,the ,,scholars4 ,every ,sabbath-school teacher should regularly visit his scholars once a month1 and every ,sabbath-school superintendent should visit his teachers regularly once in three months4 ,these are very important and yet too often neglected duties4 ,a superintendent can hardly discharge his duties to the teachers without frequently visiting them4 ,this should be no mere formal visit4 ,it should be a ,christian conference about all the details1 particularly of their classes and their duties4 ,the superintendent is the regular counsellor and guide of the teachers4 ,he should talk about their teaching1 about each and all their scholars1 their difficulties1 their trials and successes1 and aid and encourage them by every means4 ,these visits should be made so cheerful and pleasant1 so free from fault-finding and complaint1 that the teachers will hail them with great joy4 ,the ,sabbath-school teacher also1 from his own necessities and from duty1 must needs visit his scholars often4 ,he has a real errand to the home of every child4 ,he can snatch intervals of time going to or returning from business4 ,he cannot teach that child aright and to good advantage unless he is well acquainted with all his home influences2 with all there is in the child's surroundings to help or hinder the teacher's work2 with all the dangers1 temptations1 and trials of the child's everyday life2 with all the characteristics of parents and friends4 ,it is from the vicinity of these homes that the teacher will be enabled to see and hear things that will furnish him with good illustrations4 ,he can obtain the parents' co-operation and friendship1 and have personal interviews and gain the child's spiritual confidence in these visits to its home and fireside circle4 ,my teacher has come to see me1 is often the joyful utterance of the grateful little ones4 ,sabbath-school teachers should never neglect this privilege1 neither should they make careless or indifferent visits4 ,arouse up and think your visit all out beforehand4 ,think what in substance you are going to talk about1 what you ought to say1 so as to make your visit as welcome and as profitable as possible both to parents and scholars4 ,have an errand to every house4 ,carry some little book or tract or paper1 if convenient4 ,give them some interesting and valuable information1 or make earnest inquiries and give good wishes and prayers for rich blessings1 temporal and spiritual4 ,choose the right time and seek favorable opportunities4 ,absentees must1 of course1 be visited without delay1 for it may be sickness has detained them4 ,the sickness of a child is a golden opportunity for the teacher2 ,god himself ploughs the ground and he must not withhold the seed4 ,especially avail yourself of seasons when the heart is made tender by illness1 afflictions1 and trials4 ,then be constant and true1 for it may be your harvest-time of souls4 ,oh1 to be the guiding star of such a little circle is one of the highest privileges of earth4 ,teacher1 may that privilege and blessing be yours4 ,we add a single illustrative example from ,the ,teacher ,teaching3 ,a decently-dressed woman calls at your house and begs for a shawl to protect a neighbor of hers from the cold when she goes out to her daily work4 ,you have a shawl4 ,you have laid it aside for this very purpose4 ,why not give it to her and have done with it8 ,if you do not know the person who calls1 it would be very injudicious to entrust to a stranger what you intended for a third person4 ,it may be pawned for strong drink1 or retained by one who is not in want4 ,better go or send and satisfy yourself that the need exists1 and see that it is supplied4 ,you wisely conclude to look for yourself4 ,you find the object of your charity1 and ascertain that she is a superior needle-woman1 capable of earning her living1 but not able to find work where there is none4 ,if she could hire a room in some part of the city nearer the demand for work1 she might succeed4 ,you give her the shawl1 and with it a few words of encouragement4 ,in a day or two you are at a meeting of the directors of the ,industrial ,home or ,orphans' ,society1 and allude to the case of this woman4 ,a young lady present immediately recollects a poor woman1 whom she has seen during the week1 who has a room to rent1 and perhaps it would exactly suit4 ,the parties are brought together and the room is taken4 ,two wants are thus promptly supplied--the want of a room and the want of a tenant4 ,but how came the young lady to know of such a room8 ,why1 simply by visiting the mother of one of her class in the ,sunday-school4 ,it was not any part of her plan to obtain any such information2 nor could she have known that it might be of any advantage to her or to any one else for her to possess it4 ,the indirect result of this simple visit accomplished--what8 #a4 ,it secured a tenant for a vacant room1 and thus helped a poor woman to pay her rent4 #b4 ,it put another poor woman in a comfortable and convenient position to earn her own living4 #c4 ,it laid the mother of one of her ,sunday-school children under great obligation to her1 and thus increased her influence and her power to do good both to mother and child4 ,it will take a strong force to sunder that tie4 #d4 ,it brought to the new tenant ,christian care and sympathy1 which she before lacked1 and the way for her attendance on the stated means of grace4 ,thus is exemplified1 by a single real and comparatively unimportant incident in humble life1 the power of the ,sunday-school machinery1 in its legitimate movements1 to improve and elevate social condition and character4 ,it was all the work of that little wheel in our machinery called ,,visiting4 ,,xxi4 ,,systematic ,,district ,,christian ,,visitation4 ,the plan here given in its present form grew out of an exigency in the operations of the ,missionary ,committee of the ,new ,york ,sunday-,school ,union in the summer of #ahef4 ,in their great endeavor to reach the neglected masses of children and youth1 more than sixty thousand seemed to be beyond their reach4 ,a more thorough work was needed4 ,occasional visits and ordinary attention did not so gain the acquaintance and confidence as to rescue these neglected ones4 ,they were the most destitute and needy1 and the most important to reach in our city4 ,after much consideration and prayer1 this plan was adopted1 presented to1 and accepted by the churches in ,new ,york and ,brooklyn1 and it was soon adopted by other cities and ,states also4 ,everywhere it has developed astonishing results1 increasing ,sabbath-schools and churches1 and speedily transforming dark neighborhoods4 ,forty-four churches of various evangelical denominations entered upon the work within a few months after its introduction1 and quite uniformly the ,sabbath-schools doubled their scholars within the first month or two1 and in some marked instances church members and congregations were more than doubled in numbers within six months4 ,as long as it was faithfully worked it everywhere prospered1 demonstrating that the plan was a good one4 ,it is based on the great command1 ,go ye and teach4 ,it believes that every church-member should be a working ,christian1 a real missionary2 that every man should speak to his neighbor1 and each one to his brother2 that every ,christian's business should be so arranged as to give a wider scope for his religion1 that he may become1 in a degree1 a voluntary missionary4 ,it proposes to systematize the work4 ,mere voluntary personal effort is at times so fitful and evanescent as not to be sufficiently reliable4 ,the plan is for every church to take a definite district as its special missionary field--in the city a certain number of blocks and streets1 and in the country a number of miles square1 or neighborhoods1 properly arranged so as to give every other church a portion of the field to work4 ,all this is to be subdivided by a committee of the church into small sub-sections of from five to fifteen families1 proportionate to the number of able members4 ,a sub-section is assigned to the member1 and becomes his or her little parish1 on which to bestow especial labor1 sympathy1 and prayers4 ,he is to visit it every month1 invite all the children to some ,sunday-school1 the family to church1 supply with the ,bible1 tract1 etc41 and do all possible temporal and spiritual good4 ,once a month each church devotes one of the weekly prayer-meetings to hearing reports from the visitors1 and conferring and praying over this great work4 ,special care is taken not to proselyte2 not to take a child from one school to another1 or induce a person to leave one church for another1 but to respect the rights of all4 ,individuals are not considered under any obligations to confine their visits to their assigned districts1 but still enjoy the ,christian liberty of going everywhere and doing good to all men as they have opportunity4 ,this work is--#a4 ,a holy work4 #b4 ,a deliberate work4 #c4 ,it is a work of pure good-will4 #d4 ,says ,rev4 ,dr4 ,chalmers3 ,no other ministration is to be offered than that of respect and kindness4 #e4 ,they are to go just so far as they will be gratefully met by the population4 #f4 ,visit rich and poor1 but carefully select districts adapted to the visitors4 #g4 ,seek the confidence of parents and children2 be patient1 be persevering1 be courageous1 be sympathetic1 and take no notice of repulses4 #h4 ,enter no house in vain4 ,leave some kind suggestion1 counsel1 or sympathy in regard to spiritual or temporal interests4 #i4 ,relieve all want and distress possible2 inculcate temperance1 cleanliness1 and economy4 #aj4 ,counsel with mothers with reference to their children4 #aa4 ,give a fraternal aspect to your visits1 and avoid controversy1 and generally even argument4 ,if each professing ,christian in our churches who is able would become responsible for the regular visitation of but four neglected families1 every family in our land would be faithfully visited4 ,what a plain1 simple1 magnificent idea is here presented6 ,a regular ,christian army of occupation for our whole country4 ,says the ,rev4 ,dr4 ,guthrie3 ,it would everywhere bring life into contact with death1 and cover the whole outlying population1 even as the prophet with his own body covered the dead body of the child4 ,the motto is3 ,,every ,,child ,,in ,,the ,,sabbath-,,school1 ,,and ,,every ,,family ,,in ,,the ,,church4 ,,xxii4 ,,new ,,mission-,,schools4 ,in all our great cities1 in the town and country1 there are vast numbers of immortal youth far beyond the reach of churches and church ,sabbath-schools1 and therefore1 it becomes necessary to carry the ,sunday-school to them4 ,a room is obtained1 conveniently located1 with seats1 books1 etc4 ,the children are gathered1 taught to read1 to sing1 to pray1 presented with library books1 papers1 etc41 and thus innumerable blessings are sent down into destitute families1 and soon1 like leaven1 the ,gospel is seen diffusing itself everywhere among the mass4 ,something like seventy of these mission-schools are now successfully sustained in ,new ,york ,city alone1 with twelve to fifteen thousand pupils in them4 ,roman ,catholic1 ,jewish1 and other classes of children are in this way easily and successfully reached1 and permanently benefited4 ,this instrumentality must be largely increased everywhere4 ,some five or six different denominations often unite in the labors of one of these schools1 and all work together in the most beautiful harmony4 ,this movement is in the highest sympathy with that aggressive feature of the system1 before named4 ,but to come to the details of this work1 and how it should be begun and carried on3 ,first choose wisely the location for a new church or mission ,sabbath-school4 ,then select one or more men and women full of life and zeal as a nucleus of interest and labor4 ,next survey and visit systematically all the families in the district1 and present the objects and the value and adaptedness of the ,sunday-school to their wants4 ,pray much and at every step1 privately and socially1 especially in the early stages of the effort4 ,get all ready for a good commencement4 ,have every thing arranged1 so that not a moment of delay in finding the right hymn1 or in singing it1 will prompt the children to find something else to do4 ,do not admit children faster than you can conveniently control them4 ,some superintendents aim at gathering a rush of scholars the first ,sabbath or two1 and the result is that they lose months in getting to order and control of the children4 ,it is often better to admit only a dozen or two new scholars at a time1 and get them well classified and arranged1 and in the hands of good teachers4 ,there most be order1 and the superintendent must wait for it1 although he may not at the first do much beside4 ,much depends upon starting right4 ,have ,testaments1 hymn-books1 and ,sunday-school papers1 if possible1 ready on the first ,sabbath4 ,select a clear1 distinct1 easy lesson at the first1 and whatever is done1 let it be well done4 ,select the teachers carefully1 and admit none who have not a good report1 and are not of a teachable spirit4 ,meet with the teachers socially every week1 if possible1 to aid them with your suggestions and help4 ,be cheerful1 earnest1 and respectful to all4 ,keep up a regular visitation of teachers and scholars1 and let your visits bear a fraternal and not an inquisitorial aspect4 ,prove yourselves the true friends of parents and scholars1 and never get out of patience or discouraged because you cannot gain the children of ,roman ,catholics or ,jewish parents at once3 it may be only a question of time4 ,at any rate1 do them all the good you can at their homes1 whether you ever lead them to the ,sunday-school or not4 ,duty is ours--results belong to ,god4 ,through the children reach the parents1 and through the parents reach the children4 ,let your errand to the house always be one of kindness and good-will1 so that if they do not receive you kindly it will be because they misunderstand you4 ,these visits1 however1 are almost invariably well received if made in a natural1 pleasant manner1 proceeding from a charity which hopeth all things4 ,respect and honor the parents all you can1 whether they commit their children to your care or not4 ,exhibit our beautiful library books1 our sweet songs1 our attractive children's papers1 and speak of the great kindness and love of the teachers to the children4 ,it is very desirable to have a course of regular week-day evening lectures for the children and parents4 ,one week it may be ,jerusalem1 another coal1 another coral1 and the next the ocean1 and then some subject of natural history1 as the elephant2 and illustrate highly to meet the eyes4 ,take especial care of the older boys and girls1 and strive to introduce week-day exercises that will interest and please them4 ,appoint them upon committees and to little offices1 and give them all something to do--something that they can do1 something that they will do cheerfully4 ,the following1 from ,the ,sunday-,school ,times1 is a beautiful illustrative example of mission ,sunday-school work and teaching4 ,it is entitled ,bill ,jones2 or1 ,our ,colored ,sabbath-school3 ,it was one of those perfect ,sabbaths in the early ,june1 that ,i walked with trembling heart along the locust-shadowed sidewalk leading to our little chapel4 ,on that day our colored ,sunday-school was to be organized2 and we1 who only a few weeks since had professed before men and angels to love our ,saviour1 were to be enlisted as workers in our ,master's vineyard4 ,what can be done to improve the religious condition of our colored population8 was a question which had long occasioned anxious thought among the godly of our village4 ,originally slaves1 they had1 when the law of liberation was proclaimed through ,new ,york1 refused to remove farther than the grassy common1 where1 almost within the shadow of ,massa's house1 they were allowed to build their humble cabins4 ,increased afterward in numbers1 the suburbs of the town had become edged with their miserable tenements4 ,one or two attempts had been made to establish preaching among them by a minister of their own race1 but thus far without success4 ,true1 in the brick church1 a part of the gallery was set apart especially for their use4 ,still the dark corner 7as the mischievous boys called it7 was only occupied by a few old uncles and aunties1 while the rest1 though within sound of the sweetest of all ,sabbath bells1 were as utterly without ,god in the world as their brethren in ,africa4 ,at length a ,sabbath-school was determined on4 ,as most of those able and willing to work were already engaged1 one of the officers of the church volunteered to superintend the school1 provided he might have the assistance of a band of young girls1 who hitherto had been privileged to assemble week after week as a ,bible-class in the pastor's study4 ,on the first ,sabbath about thirty or forty children were assembled of all ages and sizes1 with wondering eyes2 and in a few moments ,i found myself seated in a chair before six boys1 whom ,i at once recognized as some of the worst village urchins1 always to be seen at the dept1 or on the hotel steps1 laden with baskets of apples and pea-nuts1 their own best customers4 ,i was about to ask for more hopeful subjects1 but our earnest superintendent only held out to me the class-book and pencil--and ,i was alone with my destiny4 ,among the names1 ,i registered ,andrew ,jackson1 ,andrew ,jackson1 ,jr41 ,marquis ,lafayette1 ,george ,washington1 and ,byron ,clarke4 ,when about to inquire the cognomen of the last1 ,i was forestalled by his calling out1 in a stentorian voice1 ,my name a'n't nothing but ,bill ,jones2 but ,i guess you have heard of the boy who sings nigger songs and dances ,jim ,crow at the ',harrison ,house4' ,he was unfortunately not mistaken in his notoriety1 and the task before me assumed a new magnitude4 ,none of them could read1 and after half an hour of ,a ,b ,c1 ,i proceeded to ask some simple questions of ,bible history1 of which ,i soon found that they knew absolutely nothing3 their ideas of ,god1 even1 were as wild as those of the little ,hindoos4 ,so ,i began at the beginning4 ,i spoke of the six days of creation2 then of the deluge4 ,when in my account of the ark and its wondrous freight1 ,i was interrupted by one4 ,did they have bears8 ,yes1 ,i answered4 ,and lions8 ,yes4 ,elephants8 ,yes4 ,monkeys8 ,yes4 ,and finally ,billy ,jones1 all eagerness1 ,did they have a clown8 ,and ,i found to my utter dismay that my youthful auditors1 certainly not incapable of association of ideas1 had conceived of ,noah merely as the proprietor of a menagerie travelling in that wild waste of waters4 ,truly this was fallow ground4 ,but our superintendent only smiled encouragement1 and bade me go forward4 ,sabbath after ,sabbath rolled on1 and rain or shine my six boys were always in their places4 ,they had learned to love the school1 especially the sweet hymns2 and their quick sympathies had gone out to one who at least always tried to treat them gently and kindly4 ,of their affection ,i had many unmistakable proofs4 ,once ,i remember walking in one of the quiet streets4 ,i was suddenly startled by three sonorous cheers1 and looking up ,i saw the ,marquis1 ,andrew ,jackson1 and ,byron ,clarke4 ,though not precisely the most agreeable greeting for a young lady1 ,i could not in my heart do less than wave a return4 ,again1 they frequently brought to our door presents of flowers and fruit4 ,in one instance the latter bore such a striking resemblance to some rosy-cheeked apples in a neighbor's orchard that ,i was forced to reprove the boy1 and the next ,sabbath took for our lesson talk the eighth commandment4 ,not many days after the same child made his appearance at the kitchen1 his hands filled with the first pond-lilies of the season2 and as he gave them to me he said1 ,there1 ,miss ,esther1 you will like them1 for they's honest2 ,god growed them in the outlet4 ,never1 from that day to this1 have flowers brought more true gladness to my heart than did those pure white blossoms1 plucked by swarthy hands in the outlet where ,god growed them4 ,we established a missionary society among them1 and many a penny1 previously devoted to fire-crackers and the like1 now found its way down the red chimney of our savings bank4 ,poor ,bill ,jones had less to give than any of the boys1 and this ,i plainly saw troubled him a great deal4 ,he had stopped dancing ,jim ,crow1 first on ,sabbath1 and of late on week-days2 and this being his chief source of revenue1 his spare pennies were few and far between4 ,one day1 with a bright face1 he asked me if it was not right to do good on ,sundays8 ,of course ,i replied yes2 and then if it was wrong to take money for doing good on ,sundays8 ,this was a nice distinction--one which ,i felt him not capable of understanding should ,i attempt it4 ,so ,i simply said1 ,no1 ,i thought not4 ,though feeling rather curious1 ,i had no opportunity just then of asking as to these pious earnings4 ,next ,sabbath the teachers were requested to remain a moment4 ,a gentleman arose1 not a member of our school1 saying that a few hours since he had witnessed a scene which had so touched his heart that he could not forbear cheering us with the glad tidings4 ,passing the ,harrison ,house1 he noticed that the invariable group of ,sunday-noon loungers had deserted their post4 ,just then his ear was caught by a clear melodious voice singing4 ,it seemed to come from the bar-room4 ,yes1 as he drew near1 from the open windows of that den of pollution floated out on the summer air the words3 ,watchman1 tell as of the night1 ,what its signs of promise are4 ,he stepped upon the low platform and looked in4 ,on a table sat a negro boy4 ,about the room were hard-faced young men1 and those older1 on whose bloated features intemperance had set its livid brand4 ,but they were all listening4 ,the singer finished the last verse1 and then began again4 ,this time he sang1 ,jesus1 lover of my soul4 ,my own eyes were dimmed1 said the gentleman1 as he came to the lines1 ,vile and full of sin ,i am2 ,thou art full of truth and grace4 ,it seemed as if for a moment an angel's wing brushed away the shadow from those darkened hearts1 and tears moistened cheeks long unused to heart-rain4 ,the singing stopped4 ,go on1 go on1 we will pay you more1 said one and another4 ,i cannot now1 answered the boy2 it is time for ,sunday-school1 but ,i will sing again next ,sunday1 if you'll come4 ,and as he put into his pocket the coppers that were handed him1 he said1 ,i wouldn't take these1 only ,i am going to send them to the heathen4 ,i'll sing you the hymn--it's beautiful--about ',greenland's icy mountains2' and humming it to himself1 ,bill ,jones left the bar-room4 ,reader1 should it ever be your good fortune to walk down this thickly-shaded village street on a ,sabbath morn1 you might within those very halls1 now pure and white1 hear the rich baritone voice of ,bill ,jones leading in some song of ,zion1 and with him many others1 plucked as brands from the burning4 ,,xxiii4 ,,the ,,conversion ,,and ,,culture ,,of ,,children4 ,immediate conversion ought to be the aim and expectation of every faithful ,sabbath-school teacher4 ,it is indeed a poor excuse to suffer a child to drown because we have but one opportunity of saving it4 ,when a child is in danger of perishing1 we do not first try to educate it1 but to save it4 ,the fact evidently is1 that the great mass of children ought to be led directly to ,christ and become child-,christians without delay2 and multitudes would so become1 methinks1 if parents and teachers and pastors had sufficient confidence in the power of ,god's ,word and ,spirit1 and had faith for the early conversion of children to ,god4 ,nearly one and a third centuries ago that great divine1 ,jonathan ,edwards1 of ,northampton1 wrote the account of the conversion1 as he thought1 of little ,phebe ,bartlett1 at the early age of four years1 together with her ,christian life for one year thereafter1 and the evidences of a gracious change of her heart4 ,the little book has been published since in many of the languages of ,europe4 ,little ,phebe ,bartlett lived for sixty years after this1 and neither herself nor her friends ever doubted that she truly met with a saving change of heart at the early age named by ,president ,edwards4 ,many of our most learned divines and most devoted and useful ,christian ladies date their conversion to the early age of three1 four1 five1 and six years4 ,we have heard many pastors declare in ,sabbath-,school ,conventions--two on one occasion--,that they never could remember when they did not love the ,lord ,jesus with all their heart2 and we believe with the pious ,richard ,baxter that if ,christian parents were faithful in the use of the means ,god has put in their hands1 the most of their children would be converted before they are old enough to understand a sermon4 ,it is a fact that should never be forgotten1 that the children1 even the little children of our ,christian families and ,sunday-schools1 all want to be ,christians more than they want anything else4 ,little ones of five or six years tell us that they wet their pillows night after night with tears of sorrow for sin1 and they long for some one to lead them to ,jesus1 more than all earthly longings4 ,such is the testimony of devoted ministers and ,christian ladies in great numbers1 and many of us can realize it all1 most bitterly1 if we will only recall our early childhood and live that over again4 ,said one little girl of four summers3 ,mamma1 ,i should think that anybody that knows ,jesus would love him4 ,this is the feeling of properly-trained children in great numbers4 ,they want pure1 simple instruction who ,jesus ,christ is1 and what he is to them4 ,all the gospel knowledge really necessary for salvation lies1 as it were1 in a nutshell4 ,the knowledge of their fall and sinfulness1 and the atonement and redemption there is in ,christ ,jesus1 and which1 to a willing mind1 can be taught in a few minutes1 is all the knowledge really necessary for salvation4 ,really teach this and it will remain attached to the natural conscience for life1 and only awaits the spark of grace from the ,holy ,spirit to descend and act upon it1 and renew the heart and change the life4 ,this subject is one of overwhelming importance4 ,it is the vital point of all ,bible teaching4 ,when ,sabbath-school teachers learn the holy art of leading children to ,jesus1 then we may expect constant conversions4 ,sometimes we have known one-third of all the members of large ,sabbath-schools to unite with the ,church of ,christ in a single season4 ,why should this not oftener be the case8 ,why should it not be the general rule in all our schools8 and will it not be if the teachers will but have faith in ,god1 faith in his ,word1 and faith in childhood1 and aim directly to bring the children to ,christ for salvation at this time and under my instruction8 ,the great point is to get ,bible truth1 the ,word of ,god1 which is the sword of the ,spirit1 to bear directly on the conscience1 heart and life of the child4 ,convince him thereby of his sin2 then lead him by a simple trusting faith to ,jesus' blood shed for him4 ,seek the proffered1 willing aid of ,god's ,holy ,spirit believingly1 and the work is done4 ,this is life eternal1 to know thee1 the only true ,god1 and ,jesus ,christ whom thou hast sent4 ,child-,culture4 ,immediately connected with conversion is ,christian child-culture and training in ,bible knowledge1 religious habits and service1 and ,christian character4 ,oh how important it is for child or man to have a kind1 judicious sympathizing ,christian friend at hand at every step1 especially in the first year of life after conversion1 to inquire and counsel as to difficulties and dangers6 ,secret and social prayer1 the regular study of the ,word1 the social life and habits1 the reading1 the associations1 the feelings1 the imagination1 the judgment1 and the desire and tendencies all want watching1 counselling1 checking1 guarding or instructing by one who is tender1 candid1 sincere and true4 ,the whole life and usefulness much depends upon all this4 ,the churches of ,christ ought all to be such training-fields of ,christian culture1 but alas6 we are sorry to confess that they are not generally so1 and consequently largely fail in this their great work4 ,to throw a little child1 with only a spark of grace in the heart1 into this world of wolves of temptation and error1 with no one to watch over1 counsel and guide1 oh1 it is sad indeed1 and ought to excite the sympathy and prayers of all godly people4 ,let us associate and band ,sunday-school workers together in earnest1 in this great work of ,christian culture and holy living--in little prayer-meetings teaching the children how to pray1 how to resist temptation and fight against sin1 and stand up for ,jesus1 how to overcome bad tempers and feelings1 how to cultivate the disinterested missionary spirit of the gospel in caring for others1 and doing good to others as we have opportunity4 ,the children1 like young trees from the nursery1 need early to be planted in courts of the ,lord1 if we would have them to grow up comely trees of righteousness4 ,children's ,prayer-,meetings4 ,children1 even little children1 need to be taught how to pray4 ,we all need to be taught to pray as ,john also taught his disciples4 ,this is especially true with children1 because the prayers of the minister1 or of the father around the family circle1 are in most cases examples which a child will not try to follow4 ,the words and expressions are1 for the most part1 quite unintelligible to a child1 and consequently they must be taught in a different way4 ,we must call the attention of a child to the particular things which he wants1 or ought to thank ,god for1 the particular sins which would be in his child's confession1 and just the things he wants to ask ,god for in his own language every day and hour mingled with adoration and praise4 ,children's prayer-meetings are well adapted to this4 ,some of our ,sabbath-schools hold such a meeting at the close of each afternoon session4 ,a gentleman who is just adapted to the work leads off the little boys who choose to attend1 and a motherly lady goes with the girls into another room4 ,we have known eighty to follow her into the room1 and as many as half the number voluntarily follow her in prayers of two or three or four simple petitions for just what the little girls feel that they want4 ,the meeting opens with singing a familiar hymn1 and then a few appropriate verses and remarks1 just adapted to kindle devotion in the little hearts1 and then the little prayers follow freely and almost spontaneously4 ,they soon learn to love to pray1 and pray in real faith too1 for the whole life of a little child is a life of faith4 ,of course it will all depend upon the manner in which these meetings are conducted1 just as it is with any other meeting or religious service4 ,in good hands they prove to be eminently successful and delightful4 ,they teach the children how to pray1 lead them into the habit of praying with the heart and voice1 and with each other1 and the influence on them1 on their families1 and the ,sabbath-school is in every way most blessed4 ,let the exercises of such meetings be short1 natural and simple1 with freedom and not constraint4 ,a half or three-fourths of an hour is long enough1 as they should not be prolonged4 ,they ought to be universally adopted4 ,the ,scholar4 ,it is a great privilege to become a faithful1 punctual scholar in a well-ordered ,sunday-school4 ,unnumbered blessings follow in the train4 ,he should be enabled to appreciate this4 ,it is a matter of primary importance that on his first introduction to the ,sunday-school1 he should be given distinctly to understand its true character1 position1 appropriate order and duties1 and consent to a willing conformity to all4 ,every scholar should be punctual1 orderly1 quiet1 and respectful2 he should learn and recite his lessons perfectly2 never leave his seat without permission2 address no one but his teacher1 as a general rule2 be obliging and pleasant to his class-mates1 and set a good example of reverence for the holy ,sabbath4 ,in testimony of his appreciation of the benefits1 and in some return for them1 he will be diligent in bringing in new scholars1 and also be particular to invite his parents and friends to the ,monthly ,concerts of ,prayer for ,sabbath-schools4 ,the library book should be carefully read1 so that a good account can be given of its contents to the teacher1 if requested1 and the special instruction of the teacher may1 also1 profitably become a subject for conversation with the parents4 ,above all1 it is the duty and privilege of the scholar in the ,sunday-school to learn the way1 and find without delay1 salvation by ,christ in his own rich and joyous experience1 and then to fill his heart and mind with a general and particular knowledge of ,bible truths1 and learn how to practice all in his daily life4 ,nothing short of this experience should be the aim of every pupil4 ,,xxiv4 ,,preaching ,,to ,,children4 ,greater attention to the children in the public exercises of the ,church is becoming a real necessity4 ,with one-half of all the members of the families of the church and congregation before the pastor1 as well as the population1 under twenty years of age1 and those in the most hopeful forming period of life1 the question should forcibly arise1 ,are they not entitled to a far greater proportion of their pastor's labors and efforts than they have hitherto received8 ,the ,general ,assembly of the ,presbyterian ,church1 at ,dayton1 ,ohio1 requested all their pastors to give at least one-half of every ,sabbath service to the children and youth4 ,and ,bishop ,janes in a ,methodist ,episcopal ,conference recently expressed the opinion that the time is coming when there will be two sermons preached to children and youth where there is one to adults2 and ,rev4 ,dr4 ,mc,ilvaine1 of ,princeton1 took very strong ground in favor of preaching to children in the ,new ,jersey ,state ,sabbath-,school ,convention at ,elizabeth1 two or three years ago4 ,but we are met with this great difficulty at the outset3 ,many ministers say1 ,we cannot learn how to preach to children1 to which we reply1 confidently1 ,if you would only take one-quarter the pains to learn how to preach to children that you have to learn how to preach to adults1 you would generally succeed to so great an extent as to astonish yourself and all your friends4 ,therefore1 #a4 ,the plan is practicable4 #b4 ,the subject is of overwhelming importance and imperative necessity4 #c4 ,take a practical interest in the children4 #d4 ,set about gathering and arranging materials for it4 ,have blank books to record every thought1 fact1 or illustration1 and scrap books in which file in all good illustrations of ,scripture truths from newspapers1 magazines1 etc4 #e4 ,commence regularly and systematically to preach to children2 for the way to learn how to preach to children is--to preach to children4 ,all this will involve the necessity of a watchful study of child-nature1 child-language1 and child-character4 ,something must be prepared especially adapted to attract and interest the children with fresh illustrations1 etc4 ,the ,rev4 ,dr4 ,newton's sermons are admirable models4 ,the ,peep of ,day1 ,line upon ,line1 and ,precept upon ,precept1 are fine specimens of pure child-language4 ,bible truths and illustrations are unequalled to interest children if they are only clearly presented1 in a life-like1 earnest manner1 and broken up into little pieces for their use4 ,it should ever be remembered that good preaching to children never fails to be most interesting to the older people4 ,good preaching to children by the pastor every week will greatly elevate all our monthly concert1 missionary1 and anniversary addresses1 which should often be far more scriptural2 and methinks1 if the pastor would but preach one good scriptural sermon to the youth every ,sabbath1 both himself and his people would find a rich blessing in it4 ,address to ,children--,in ,outline4 ,the ,child ,jesus4 ,luke ii4 #dj4 ,and the ,child grew1 and waxed strong in spirit1 filled with wisdom2 and the grace of ,god was upon him3 ,grew an infant1 then a boy1 afterward a man4 ,labored1 suffered and died for you1 for me4 ,i4 ,see ,the ,child's ,strength4 ,not like ,samson or ,david4 ,strong to do ,god's will1 to do right4 ,resolute purpose1 will1 determination1 etc4 ,jesus was strong to learn1 to teach1 to submit1 to reprove and suffer4 ,strong to resist the world1 flesh1 and the devil4 ,strong for self-control4 ,,ii4 ,see ,the ,child's ,wealth4 ,not ,gold1 ,diamonds1 etc41 but ,wisdom4 ,how he got it8 ,he gathered it4 ,where8 ,bible1 doctors in temple1 from the ,spirit1 from the world1 etc4 ,,iii4 ,see ,the ,child's ,beauty4 ,the grace of ,god4 ,not beauty of face4 ,perhaps he had lost his beauty1 his face was as marred4 ,it was beauty within2 meek and quiet spirit2 beauty of holiness1 of obedience1 of humility1 of love4 #a4 ,god thought him beautiful4 ,in his ,father's likeness1 ,all of his glory1 etc4 #b4 ,angels thought him beautiful4 ,they wondered and adored3 ,angels desired to look4 #c4 ,men thought him beautiful4 ,the ,leper1 the ,demoniac1 the ,blind1 the ,palsied1 etc4 ,do you think him beautiful8 or is there no beauty in him that you should desire him8 ,his strength he will give to you4 ,my strength is sufficient for thee4 ,his wealth he will give to you4 ,filled with all the fulness of ,christ4 ,his beauty he will put upon you4 ,no spot or blemish4 ,oh6 what think ye of ,christ8 ,,xxv4 ,,children',s ,,meetings ,,and ,,monthly ,,concerts4 ,these meetings are now becoming not only very important1 but very interesting both to children and to adults4 ,sometimes ,sabbath evening is set apart for it every week or every month2 in other cases a week-day evening is chosen1 and familiar and instructive lectures given4 ,in other instances1 again1 a public children's meeting follows the regular teaching hour on ,sabbath afternoons4 ,if well conducted1 these meetings are among the most acceptable and profitable and crowded of all the religious assemblages in a community4 ,the great word to study in the plan of such a meeting is--adaptation4 ,it should be adapted not only to the little children1 but also to the older ones1 and especially to the young men and women1 as well as parents and friends1 who may be present4 ,if it is held on the ,sabbath1 the great idea of worshipping ,god should never be lost sight of for a single moment4 ,the reply may be--,to do this1 and at the same time to adapt all the services to all the various ages and classes1 is a very difficult matter4 ,of course it is difficult1 but not impossible4 ,the speaker to children1 when in the presence of adults1 should always choose a train of thought and illustration which will reach the children not only1 but interest1 instruct1 and impress the older ones4 ,a little special preparation and saving of materials just adapted to such occasions will accomplish it4 ,the hymns and music should be appropriate and devotional1 and only such as the children are familiar with and love to sing4 ,the prayers should be short and simple1 in order that all the children can join in them4 ,a few verses only of ,scripture should be read1 but let them be made plain and interesting to all4 ,in some schools the ,sabbath lesson is reviewed by the superintendent and illustrated1 followed by five-minute remarks on the lesson by the teachers or friends present4 ,in other places the children will bring scriptural texts to prove what ,god says about obeying parents1 about the holy ,sabbath1 about intemperance1 or gambling1 or lying1 etc41 interspersed with remarks4 ,at other times a verse of ,scripture1 with the word love or faith or heaven1 etc41 may be given by the scholars1 improved1 with instructive comments upon the passages1 by the superintendent or pastor4 ,at one concert we heard the children recite1 by classes1 the ,scripture lessons of the last quarter1 and the teachers recited the pastor's texts which he had preached from during the past three months4 ,this was followed by an appropriate address1 and all produced a most solemn effect4 ,the history of a ,scripture event1 or character1 or epoch will always furnish an abundance to interest4 ,we do not favor elaborate or strained efforts4 ,simple and ,scriptural would be our motto1 and full of life1 and the children and all will enjoy it exceedingly4 ,sometimes a report of the school incidentally1 or the reading of a ,christian letter or the words of a ,christian visitor1 may be timely4 ,let everything be prepared beforehand1 and have no delay or hesitation4 ,,xxvi4 ,,auxiliary ,,associations4 ,youths' ,temperance ,societies4 ,the terrible scourge of intemperance is making sad progress in our land4 ,whole families1 men1 women1 and children1 are desolated by it4 ,beer1 domestic wines1 cordials1 and even medical prescriptions1 are all made to contribute to1 and swell this river of death4 ,the only safe and sovereign remedy is--total abstinence4 ,this conservative principle1 in order to be the most effective1 should be fully inculcated in early childhood2 for our young men1 after stimulating their appetites1 often lose all power to stop4 ,therefore the children in our families and ,sunday-schools ought to be early trained in abhorrence of all that leads to this dangerous and vicious course4 ,drinking leads to falsehood and deception1 hypocrisy and dishonesty1 impurity1 and sometimes to murder4 ,no love of parents or children1 husband or wife1 reputation1 influence1 character or wealth is sufficient to restrain4 ,it is therefore fitting that our youth be early instructed and guarded against the steps toward this great evil4 ,particularly ought the children in our ,sabbath-schools to be made familiar with what ,god has said on this subject in the ,bible4 ,these texts should be often repeated by the scholars and explained and enforced by their teachers4 ,many fathers will say3 ,rather let my son be an abject slave for life than to fall a victim to this degrading1 destructive habit of intemperance4 ,the question arises1 ,when and how this can best be taught8 ,we are always careful to protect ,sabbath-schools from any diversion from the regular ,scripture lesson of the day4 ,the ,bible and ,bible-teaching is the glory of ,sabbath-schools4 ,therefore we would never allow temperance or missionary work1 or singing1 or addresses to interrupt it4 ,it is preferable in communities1 we think1 to take ,saturday afternoons for a month or two for this purpose4 ,say1 meet in the largest church at three to four and a half o'clock or three and a half to five o'clock ,p4,m4 ,organize a ,youths' ,temperance ,society4 ,appoint a discreet youth of fourteen or sixteen years ,president1 with other officers1 with a committee to arrange for each meeting4 ,secure good1 fresh1 appropriate speakers1 and never allow a dull1 heavy orator to occupy the children's attention4 ,instruction1 life-like and adapted must constantly prevail4 ,some of the older boys1 twelve to eighteen years old1 may prepare and recite a ten-minute speech or appeal to their associates4 ,the young ladies may write brief essays1 giving their views upon the subject1 which may be read4 ,secure as speakers the ministers1 lawyers1 etc41 of the place1 who can sustain attention1 and who are known to be temperance men4 ,select and appoint twelve boys and the same number of girls1 who shall circulate the pledge and obtain signatures4 ,continue the meetings only so many weeks as shall be needed and the interest shall be fully sustained1 and then discontinue them for a few months4 ,it will be necessary1 however1 to have some such temperance revival once in six to twelve months1 in every place1 to keep the cause in the ascendant and save the children1 and the meeting and the result will be delightful to all4 ,we have known a thousand pledges taken in this way1 within a few weeks1 in a country village of twenty-five hundred population4 ,in some schools the children recite in the monthly concert1 texts which tell us what the word of ,god says about intemperance1 and brief addresses are added4 ,another plan1 which succeeds admirably in many ,sabbath-schools1 is to organize ,bands of ,hope1 on the plan which originated in ,scotland in #ahdg1 and in ,america in #ahee4 ,the pledges exclude not only other intoxicating liquors1 but beer1 cider1 and also tobacco and profanity4 ,they have a regular constitution1 and forms of conducting them1 with catechisms1 hymns1 dialogues1 etc41 all of which may be obtained at a trifling expense4 ,their mode of admitting members is very impressive4 ,the ,temperance ,catechism brings out a mass of facts on ,the ,origin and ,history of ,temperance ,societies1 ,nature of ,intoxicating ,drinks1 ,fermentation and ,distillation ,process1 ,brewing1 ,alcohol and ,mixtures1 ,wines of ,scripture1 ,bible ,abstinence1 ,tobacco1 ,profanity1 etc4 ,under the head of wine at the ,lord's ,supper1 it holds that the ,bible does not say what kind of wine was used1 but we think it was unfermented1 because at the time of the feast of the ,passover the ,jews were commanded to put away all leaven1 and the word wine does not occur in any of the ,evangelists when giving an account of the ,lord's ,supper4 ,it was the fruit of the vine4 ,pliny1 the ,roman historian1 has left an account of the various wines used at that time1 in which he states that out of three hundred kinds of wine then in common use1 only one would burn--that was called ,falernian wine2 that proves that two hundred and ninety-nine kinds of wine did not contain alcohol1 and the chances1 so to speak1 are two hundred and ninety-nine to one in favor of ,timothy's wine being unintoxicating4 ,these extracts will suffice as specimens of what may be found in these little catechisms and tracts4 ,they contain much valuable and needed information1 whatever form of temperance effort is made on behalf of the children4 ,juvenile ,temperance ,meetings are conducted1 like any other good children's meetings1 with much appropriate singing by the children1 and prayer and reading of a few ,scripture verses1 and short1 stirring1 instructive addresses1 so adapted that the interest must never for a moment flag4 ,sermons by the pastors are also amongst the most valuable ways of promoting sound temperance principles and practice4 ,youths' ,missionary ,associations4 ,these are usually formed for a definite object--generally to support missionaries2 to plant ,sabbath-schools in destitute sections2 or to aid in supplying poor schools with libraries4 ,every month they receive letters telling what has been done4 ,they are organized by the appointment of a ,president1 ,secretary1 ,treasurer1 and sometimes ,collectors4 ,a monthly missionary meeting is held and a yearly anniversary4 ,at these meetings1 besides reading the ,scriptures1 prayer1 and singing by the children1 reports are given of the doings and results1 and letters are read giving details of the good accomplished4 ,addresses1 brief and to the point1 are then made by the pastor1 superintendent1 or one of the teachers1 or by some invited friend of the cause4 ,these missionary meetings should always be attended1 not only by the pastor1 teachers1 and scholars1 but also by the parents and members of the church and congregation1 and should be made very interesting4 ,it has become quite popular now1 in many schools1 to organize each class into a distinct missionary circle1 with a name and motto1 as3 ,earnest ,workers1 ,the ,harriet ,newell ,circle1 ,the ,lambs of ,jesus1 ,the ,buds of ,promise1 ,dew ,drops1 ,little ,travellers1 ,willing ,hearts1 ,modest ,workers1 ,cheerful ,givers1 ,young ,timothies1 ,the ,sowers1 ,the ,guiding ,stars1 ,youthful ,disciples1 ,rose of ,sharon1 ,little ,samuels1 ,the ,reapers1 ,olive ,plants2 etc4 ,each circle or class reports through a committee every month to the school4 ,sometimes each class has a small cheap banner1 with its name printed on it4 ,,xxvii4 ,,sabbath-,,school ,,music4 ,this is a very important and attractive part of the exercises of a good ,sunday-school1 if rightly conducted4 ,good1 pure1 simple music1 such as children love to sing1 and words embodying the best ,christian sentiments and feelings1 should always be chosen4 ,there is such an abundance of music at the present time1 of an elevating1 excellent character1 that there is no excuse for adopting that which is doubtful4 ,some of the holiest ,christian influences are carried weekly into little hearts and numerous families by these sweet songs of the children4 ,it is well worth while for every ,sunday-school to obtain a good supply of the best music1 such as the children like2 and they often love to meet on some afternoon or evening for the purpose of practising their music with their kind-hearted leader4 ,it is the remark of a wise man3 ,let me make the ballads of a nation1 and ,i care not who makes its laws4 ,how vastly important1 then1 it is to the future well-being of our youth that they be well supplied with the choicest words and music to praise ,god in these little assemblies6 ,a few words of caution may be appropriate3 ,sing no more than that which will be truly worship and devotional on the ,lord's day4 ,introduce all new hymns with great care to make the children understand the true sentiment before they sing it4 ,consequently1 not more than one new hymn should be presented to the school on any one ,sabbath4 ,let the practice in them take place on a week-day1 or so as not to interrupt the worship of the ,sabbath-school4 ,never should singing be introduced as an entertainment or diversion in the ,sabbath-school1 or made a hobby4 ,sacred music has a higher1 holier mission4 ,the hymns should be appropriate to the circumstances and occasion1 and adapted in conformity to the ,bible lesson of the day4 ,there is a great amount of music and hymns introduced into our schools of a very improper character4 ,the hymns are nothing but a jingle of nonsense1 and the music sometimes has very doubtful associations4 ,all this should be avoided most carefully4 ,several of our ,sunday-school music-book makers1 it is said1 have made a large profit out of the schools on the sale of a single book4 ,we think this is not right4 ,we are opposed to paying thirty-five cents for hymns and music in a book for children1 when the music notes are of no use to the children1 and the hymns can be sold for one-half of the price4 ,let the superintendent and music choristers have the books with the notes1 of course4 ,besides1 some of our best ,sabbath-school superintendents are largely using ,watts's and ,wesley's and ,cowper's hymns from our church hymn-books in their schools with great success1 and they even sing church-music4 ,if the hymns are adapted to the lesson1 and are carefully explained to the children1 so that they get a clear idea of their meaning1 they sing them with great spirit and gladness of heart--such hymns as ,when all thy mercies1 ,o my ,god2 ,on the cross uplifted high2 ,jesus1 and shall it ever be2 ,hail my ever-blessed ,jesus2 ,my ,saviour1 my almighty ,friend2 ,there is a fountain filled with blood2 ,jesus1 ,i my cross have taken1 etc41 etc4 ,these1 and many more like them1 are used in preference to ,sunday-school hymns1 and the children greatly enjoy them4 ,by the aid of stencil plates these hymns as needed1 one for each ,sabbath1 are placed in large plain letters on sheets of white muslin1 and suspended so as to be easily read by the whole school4 ,thus1 every head is kept erect1 and there is no diversion in looking over the hymn-book1 and as a result the order is better1 and the singing is better in every way4 ,,xxviii4 ,,means ,,and ,,measures4 ,anniversaries4 ,anniversaries have been quite common of late years2 they seem to be very appropriate1 and when well conducted1 are productive of good4 ,the summing up of the labors of the year in the annual report is often of more than local interest4 ,the presence1 orderly deportment1 and singing of the children are all calculated to leave a happy1 salutary impression4 ,they are conducted with alternate hymns1 prayers1 addresses with the report1 and are usually on the afternoon or evening of the ,sabbath1 with crowded audiences4 ,here are brought out for prayer and review all the plans and work of the school for a twelve-month4 ,the addresses should always be appropriate1 instructive1 and interesting to all1 tending always to an increased spirituality and higher religious tone to the school4 ,they should always reach the parents and friends present1 as well as the children4 ,excursions and ,exhibitions4 ,pic-nics1 exhibitions1 and the like1 are all rather dangerous things in connection with ,sunday-schools4 ,in very sound1 discreet1 judicious ,christian hands1 they are often productive of good to all concerned2 while under young1 giddy1 thoughtless management1 they sometimes result in evil4 ,great caution should1 therefore1 be used4 ,it will require much more grace and wisdom to conduct a ,sunday-school exhibition than it will an ordinary service of the school4 ,says one writer3 ,show-children are sometimes gotten up and exhibited1 as if they were insensible to flattery as prize poultry4 ,a word to the wise is sufficient4 ,premiums and ,rewards4 ,we would carefully avoid entailing upon any ,sunday-school a system of premiums and rewards1 for several reasons4 #a4 ,it is needlessly expensive2 #b4 ,it is almost impossible to find a corps of teachers who are so good accountants as to be enabled to administer the system impartially2 and thus jealousies and dissatisfactions arise both on the part of teacher and pupils2 #c4 ,some of the very kindest teachers are often induced to reward those not strictly entitled to them1 and as a consequence1 loose and dishonest habits of business are taught the scholars2 #d4 ,after the novelty is worn off1 the children learn to depend upon and claim their reward as a matter of right which they are justly entitled to1 having earned it--thus an improper habit and motive of action is entailed4 ,the pupils are debtors to the teachers1 not the teachers to the pupils4 ,we would not discourage the occasional judicious awarding of premiums to deserving scholars by the school1 the teacher1 or by benevolent individuals only let them be given for a specific extra service--such as gathering new scholars1 extraordinary punctuality1 recitations1 or sober attention for a long period of time2 and let them be awarded so seldom as to be valued and influential4 ,benevolent ,contributions4 ,benevolent contributions in our ,sunday-schools are assuming an attitude of much importance1 and it is1 therefore1 a point that needs to be well guarded from danger4 ,it is very important that our children be early taught the principles and practice of benevolence2 of caring for the ignorant and destitute1 and doing them good according to their several abilities4 ,they should especially be taught to earn and save money1 instead of asking parents for it4 ,let it all be real and sincere4 ,great care should also be taken with the children to give for definite objects1 and thus secure for them careful reports of what is done with their money4 ,we should1 however1 most strictly conform to these legitimate objects1 and on no account permit them to interfere in any way with the great work of teaching the ,bible2 and guard them especially against being so conducted as to foster pride1 envy1 and vain-glory4 ,this can and should be done4 ,the small penny rivulets of the millions of ,sunday-school children1 uniting1 have swelled to a mighty stream1 enlivening and refreshing many a dark1 moral waste in our own and other lands1 carrying untold blessings to myriads1 and therefore1 we are the more solicitous to keep the fountain pure and free4 ,catechisms4 ,most church and many mission schools adopt and successfully and regularly teach the great system of religious truths contained in these excellent compendiums of ,christian doctrine4 ,sometimes one ,sabbath a month1 and sometimes a part of one1 is allotted to this service1 and not unfrequently the pastor meets with them1 and reviews the lesson4 ,it is preferable1 however1 to appoint a special service for the catechism1 so as to let nothing interfere with the ,scripture lesson of the day4 ,to the law and to the testimony4 ,there is a great want1 however1 of a sound1 good catechism1 translated into the best language of children of the present day1 so that they can the more readily receive the truth into their understandings4 ,two ,sessions4 ,most of the schools in the city of ,new ,york and vicinity1 and some other cities1 hold two sessions a day4 ,the reasons they give for this course are1 that teachers have not time faithfully to make the deep1 permanent impression on the hearts of their pupils in one session that they think is necessary2 that they cannot do justice to themselves1 the children1 or the lesson2 that no thorough system of teaching can be carried out with one session2 that the schools with one session1 as a general rule1 have only a struggling1 lingering existence1 and that neither pupils nor teachers will consent to return from two1 to one session a day4 ,with two sessions1 they say1 they have time to go over1 finish1 and apply the lesson1 hear the enforcement or illustrations of the superintendent1 and several times sing their sweet songs of ,zion4 ,besides1 they find their rest in the hearty service4 ,change from the ,sabbath-school to a sermon is a relief1 and change is rest4 ,so that faithful1 earnest teachers very rarely complain of too much labor or fatigue4 ,every church and school1 however1 determines this question for itself4 ,constitution and ,by-,laws4 ,sunday-schools usually adopt a few plain rules to govern them2 we therefore give a simple form3 ,,art4 #a4 ,this ,sabbath-school is connected with the ---- ,church1 or shall be called the ---- ,sabbath-school4 ,,art4 #b4 ,it shall consist of a ,superintendent1 a ,secretary1 a ,librarian1 and as many teachers and scholars as may be duly received and appointed4 ,the usual duties will be assigned to the different officers of the school4 ,,art4 #c4 ,this school shall open at ---- o'clock in the morning1 and ---- o'clock in the afternoon1 and each session shall continue one hour and ----4 ,,art4 #d4 ,on the first ---- of ,january1 or ,july ----1 the terms for which all the officers are elected each year shall expire1 and the teachers shall proceed by ballot1 at such time1 to elect new officers1 or to re-elect the old ones4 ,,art4 #e4 ,strict order shall be observed1 and all the rules conformed to1 by every one connected with the school1 and no one shall leave the room until the close of the school1 without permission4 ,,art4 #f4 ,the annual meeting1 or anniversary1 shall be held in the month of ----1 at which time reports for the year shall be made1 and an address by the pastor1 or some other person who may be invited4 ,quarterly meetings for business1 and weekly meetings for mutual assistance and counsel1 and for the study of the lesson1 shall be held by the teachers and officers4 ,,art4 #g4 ,this ,constitution may be amended at any annual meeting1 and ,by-,laws may be made or amended at any quarterly meeting1 by a majority of all the teachers4 ,the ,by-,laws should define when and where teachers' meetings1 missionary meetings1 temperance or boys' meetings1 or social ,christian gatherings1 may be held2 and also what penalty1 if any1 for absence from teachers' meetings1 etc42 also any other necessary objects may be included in the specifications of the ,by-,laws4 ,,xxix4 ,,sabbath-,,school ,,guardians4 ,parents4 ,parents are the divinely appointed guardians of their children4 ,there is no shrinking from their responsibility except by unfaithfulness1 and no evading it without guilt4 ,in a few short1 fleeting hours parents hold a position of honor and responsibility unparalleled in the duties of any human being4 ,in the case of ,christian parents we believe that ,god has given them the power to paralyze the influence of the best ,sabbath-school teacher or pastor in the land4 ,if they give the cold shoulder to the ,sabbath-school1 they ought to understand that they will generally destroy its entire influence for good upon their children4 ,therefore they ought actively and heartily to co-operate with the ,sabbath-school teacher and pastor in this work with the young4 ,parents who are not ,christians cannot present so mighty a barrier2 but every parent holds an important relation to the teachers and the school4 ,parents should watch over the school1 often visit it1 and manifest a deep interest in it4 ,they should also notice and kindly check any tendency to error in doctrine or practice4 ,they may counsel and suggest in every appropriate way whatever will advance its best interests1 and they should personally know and kindly recognize the teacher as the friend of their children1 and welcome and aid him in his visits to their homes4 ,they should also contribute liberally and cheerfully to the support of the school1 and particularly to the library4 ,they should see that their children punctually attend school1 commit their lessons to memory1 and thus co-operate with the voluntary unpaid teacher1 in giving their children the best and most valuable of all knowledge1 and by ,god's blessing leading them to ,christ for salvation4 ,parents1 accept the teachers to supplement and aid your efforts to save your offspring1 but never1 in any case1 allow anything to supersede or lessen your obligations or spiritual labors for your own children4 ,pastors4 ,we are fully convinced that our ,sabbath-schools will never rise to what they ought to be until our pastors become the well-instructed leaders in this great work4 ,we laymen are not in all cases sufficiently reliable nor fitted to be the leaders4 ,we should take the place assigned to us by the ,rev4 ,dr4 ,kirk1 of ,boston1 in the ,state ,sunday-,school ,convention of ,massachusetts1 when he said he loved to recognize ,sabbath-school teachers as lieutenants in the great army in which ,christ ,jesus has made him one of the captains4 ,our ,sabbath-schools1 churches and ministers must all rise together4 ,they should always keep closely together4 ,it is here that ,christians find a good working field under the training of the pastor1 who is the pastor of the ,sunday-school as well as of the church4 ,it is here that the ,church finds a great field of labor and her largest additions4 ,some pastors simply give their ,sunday-schools their patronage and approbation4 ,this is not sufficient4 ,much more is needed4 ,active co-operative service and direction are wanted4 ,sometimes pastors must needs act as superintendent of their own ,sabbath-schools1 and conduct their own teachers' meeting for a time1 until they can train brethren and fit them to be superintendents4 ,it is not lecturing1 or preaching to1 on the subject that we so much need as how to superintend1 how to prepare the lesson1 how to visit1 what to teach1 how to teach and lead to ,christ1 and how to conduct teachers' meetings4 ,the ,sabbath-school enfolds the lambs of the flock4 ,the pastor should1 of course1 watch over it very carefully and very tenderly4 ,every ,sabbath he should at least walk through the school to encourage1 by his presence1 the weary teachers and scholars in their work of faith and labor of love4 ,many of the best pastors in our land make this an invariable rule4 ,the teachers need their pastor's counsels and assistance in the school1 the teachers' meetings and concerts of prayer1 as well as in the pulpit4 ,here he will find his true working men and women1 and if any of the church have especial claims upon him1 they surely do have4 ,we need our pastors' presence and counsel in all our conventions and gatherings of teachers4 ,they are ex-officio members of all4 ,we also need their help in calling out the membership of the churches2 in model sermons and model scriptural addresses1 and teachings to children for instruction and for example4 ,in fact1 we feel that we must rely upon our ministers to raise up and make our ,sunday-schools what they ought to be--the great training-schools of the ,church1 and the fitting field of labor for her large membership4 ,as a matter of necessity1 and as a matter of propriety1 we throw ourselves as ,sabbath-school workers upon the pastors1 and call earnestly upon them for personal aid and comfort1 in the strong assurance that our appeal will receive a warm and favorable response4 ,the ,church4 ,the ,church of ,christ is the grand centre and radiating point of all our ,christian efforts4 ,the ,sabbath-school is simply the ,church of ,christ itself putting forth its legitimate action4 ,says ,dr4 ,baldwin3 ,it is the workshop of the ,church for all working ,christians4 ,here she trains her members for personal service and leads the lambs into the true fold4 ,the nearer in sympathy our ,sunday-schools are kept to the churches the better it will be for all2 and if superintendents and teachers wish to give their labors a permanently successful character1 they cannot make too short work in leading their pupils to the ,church of ,christ2 at first1 perhaps1 as only attending1 hearing members1 then believing1 obeying members4 ,the outer1 or mission-schools1 are stepping-stones to churches4 ,if mission-churches are established with those schools1 as is often the case1 the ,church will be on convenient ground4 ,sunday-schools1 ,bible1 and tract mission efforts should be superintended and sustained by the churches4 ,especially should the churches stand by the ,sunday-schools--the nurseries of the ,church--and see that they want no good thing4 ,rooms1 seats1 books1 and all appliances1 should be freely provided for the school2 for the future hopes of ,zion are there4 ,by far the greater number of her additions from the world come through the ,sabbath-school4 ,not one-half of the children of our land1 or scarcely of any ,state in our land1 can be found on the ,lord's day in any of our ,sabbath-schools4 ,the churches ought1 without delay1 to supply this lack4 ,surely we can ask no less of them4 ,the churches are abundantly able to do this4 ,they have never trained and sent forth as ,sabbath-school teachers as many as fifteen per cent4 of their great membership1 and not half the children are yet taught4 ,let the churches train and send forth thirty per cent4 of their members1 and the neglected are all reached and the work is done4 ,therefore the question is one of disposition1 will--not ability4 ,the ,community4 ,the community has a deep personal interest in the ,sunday-school1 and has corresponding duties4 ,thousands of youth are every year saved from prison and from crime by this institution4 ,the three hundred and fifty or four hundred thousand voluntary ,sunday-school teachers of our land comprise a moral police1 to which the community are immensely indebted1 whether they are sensible of it or not4 ,it recently cost ,new ,york city more than twenty-five thousand dollars to convict one murderer1 who had been neglected from a child4 ,that sum of money would have paid his board for sixty years1 or sustained twenty thousand children in mission-schools for a whole year4 ,the ,sabbath-school is a cheap and simple agency to give the gospel to the millions4 ,it is the cheapest civilizer extant4 ,thousands of the best patriots1 statesmen1 and ,christians of our own and other lands love to acknowledge their immense obligations to the ,sabbath-school1 for what they are1 and what they hope to be4 ,said the ,bishop of ,london3 ,the ,sunday-school has saved the manufacturing districts4 ,and the ,earl of ,shaftesbury declared3 ,to you1 ,sunday-school teachers1 is entrusted the future of the ,british empire4 ,many thousands of parents in our land1 who are entirely neglecting the religious instruction of their children1 can bring them to the ,sabbath-schools1 where four hundred thousand voluntary teachers stand cheerfully ready to teach them1 without money and without price4 ,like the waters of the river of life1 this stream runs free4 ,let parents see to it that their children are regularly there4 ,the community should do all they can to help forward this beneficent voluntary scheme of public education1 acknowledge their real obligation to the teachers1 offer them rooms in their public school buildings1 and by the pressure of a sound public sentiment1 increase the uniform attendance1 particularly from the ignorant and neglected classes4 ,,xxx4 ,,missionary ,,agencies4 ,neighborhood ,prayer ,meetings4 ,the ,sabbath-school teacher in his work finds it convenient to do incidentally a vast amount of good4 ,he distributes copies of the ,bible and ,testament1 tracts and good reading1 helps the needy to a place for work1 relief1 etc41 etc4 ,among other means the opening of neighborhood prayer-meetings has been greatly blessed4 ,a score or two of friends and neighbors meet on a week-day evening in a tenant-room or house convenient1 and there two or three of the ,sabbath-school teachers conduct a familiar religious service1 which1 if appropriate and interesting1 often results in conversions and bringing individuals into ,christian associations and influences1 and sometimes leads to the reformation of a whole neighborhood4 ,our young women teachers sometimes conduct these meetings with great success and profit4 ,a good mission-school of teachers has sometimes sustained a dozen weekly neighborhood prayer-meetings4 ,all these plans are equally adapted to cities or country villages4 ,bible ,readers4 ,of late years the employment of pious and discreet women as ,bible readers has accomplished the most blessed results4 ,these constant visitors penetrate many a dark alley and cellar1 and rescue from intemperance1 starvation1 destitution and crime those who would not otherwise be reached4 ,they also comfort1 and instruct1 and aid multitudes of poor ignorant mothers who really know not what to do1 and sustain many neighborhood prayer-meetings and mothers' meetings4 ,sometimes they are supported by the ,bible ,society1 and in other cases by the ,city ,mission1 but oftener by the mission or church ,sabbath-schools and churches4 ,young women who are adapted to the work leave their sewing and other labor1 and receive a salary sufficient for their support in this service4 ,some of the poor ignorant1 reclaimed women make1 when trained for it1 most excellent ,bible readers4 ,industrial ,schools4 ,industrial schools are usually for girls from the streets1 who are picked up1 washed1 supplied with a dinner1 taught to read1 to sew1 and other useful employments2 besides1 good manners and good dispositions are carefully cultivated4 ,they are also taught to sing our choicest ,sabbath-school hymns1 and receive much valuable counsel and sound ,christian instruction from their kind teachers and friends4 ,these schools are doing a most excellent work4 ,they are held every day in institutions4 ,in ,sunday-schools they are generally held only on ,saturday afternoons1 and a score of ladies volunteer to come and teach them4 ,in either form they are very useful4 ,boys' ,meetings4 ,this is a modern thing1 but it grew out of the warm1 earnest sympathy of excellent ,christians for the worst class of street-boys of ,new ,york4 ,they were attracted by the fine music taught them1 the interest and kindness manifested toward them1 and the stirring1 pointed1 interesting stories in which religious truth was clothed as it was spoken to them2 and the energy and capability which first started those meetings could sustain them now on the same basis4 ,latterly1 they assume more the general form of young people's meetings1 being composed of a majority of boys and girls from ,christian families1 or at least ,sunday-schools1 and most of them contain but a few of the rough street-boys4 ,they are a stepping-stone to a good ,sunday-school4 ,youths' attractive papers are circulated at the close4 ,interesting popular lectures1 made very familiar and plain1 on practical subjects1 are sometimes enjoyed on the week-day evenings4 ,,xxxi4 ,,the ,,question ,,box4 ,among the modern improvements in our ,sabbath-school meetings the ,question ,box1 or ,drawer1 is worthy of particular mention4 ,slips of paper are placed in the hands of the members of the ,convention or ,institute1 who are requested to write upon them any question which may be suggested to their minds1 and on which they would like to gain the opinions of others4 ,these questions are1 from time to time1 dropped into a box provided1 and left at the door or on the platform4 ,otherwise1 they are collected by a committee and handed up to the conductor1 who1 at the proper time1 either answers them himself or designates some other person or persons to answer them4 ,in this way a vast amount of clear and correct information is often gained1 and that of a kind exactly adapted to present wants4 ,no exercise in an ,institute is more directly profitable than the question box often proves to be4 ,it of course depends entirely upon the correct knowledge and grasp of the persons who essay to answer2 for either truth or error are alike rapidly propagated in this way4 ,therefore the greatest care should be taken that no one be allowed to answer questions in this way1 who cannot1 as the result of mature and deliberate observation or experience1 comprehensively look on all sides of the question1 and be careful to do justice to all its points4 ,no snap judgment should be taken1 no witticism indulged in1 and no dogmatic answers allowed4 ,on the contrary1 the utmost fairness and candor is indispensable4 ,for illustration of this subject1 the following examples of questions and answers will suffice3 #a4 ,how can we obtain good teachers8 ,answer4 ,train them up in your ,bible-classes and teachers' meetings4 ,be on the lookout for suitable persons and excite their interest by conversations on the value1 the details1 and working of the ,sabbath-school4 #b4 ,would you recommend the grading of ,sabbath-schools8 ,answer4 ,we like the word adaptation better1 for there must be that in all good teaching2 there must be1 also1 advancement and thorough ,bible instruction4 ,but we fear that an attempt to grade ,sunday-schools would stiffen and injure them1 for we have but one hour in a week1 while the public schools have six hours per day and five days in a week1 with a dozen grades of text-books1 and paid1 disciplined teachers4 ,besides1 we have never found a successful ,sabbath-school with more than the three regular gradations2 viz41 the infant-classes1 the intermediate classes1 and the young men and women's classes4 #c4 ,would you ever employ unconverted teachers8 ,answer4 ,get the best teachers you can2 the most pious1 the best skilled and regular4 ,when you have taken the best you can get1 you have done all your duty1 and ,god does not require any more1 for he accepts according to what we have4 ,in some remote sections it is simply a question between accepting moral and upright young people or no teachers4 ,they can teach the elemental truths of religion1 and ,god has repeatedly employed the most unworthy persons to deliver his most solemn messages4 ,therefore get the best teachers you can4 ,it is the message1 not the messenger4 #d4 ,do you approve of one uniform lesson for the whole school8 ,answer4 ,yes1 by all means2 and then concentrate all the exercises1 the prayers1 the hymns1 the addresses1 as well as all the teaching1 directly upon that one portion1 so that it will be impressed upon all1 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 it1 saying1 ,it was that all day1 wasn't it1 ,jimmy8 ,let the infant-class have the central verse for their lesson4 #e4 ,would you expel a bad boy8 ,answer4 ,i never did1 and never would do so1 except as a last resort1 after trying every available resource4 #f4 ,how can we get the parents1 pastors1 etc41 interested in the ,sabbath-school8 ,answer4 ,go to them and respectfully ask their counsel and advice about the ,sabbath-school4 ,get them to investigate and inquire1 give them hints and information1 and thus excite their interest4 #g4 ,is it consistent for a ,sabbath-school teacher to play at cards1 dance1 etc48 ,answer4 ,cards are gamblers' tools1 and we should beware of them4 ,besides1 the teacher's time is too precious4 ,i have never danced since ,i first became a ,sabbath teacher1 nearly forty years ago4 ,it will lessen ,christian influence4 ,if meat make my brother to offend1 says ,paul1 ,i will eat no flesh while the world standeth4 #h4 ,what is the best way to get rid of inefficient teachers8 ,answer4 ,treat them with the most tender consideration4 ,call upon them and give them some hints about a verse in the lesson1 which they can use with this or that scholar in their class4 ,i have always found it better to make poor teachers over1 than to look up and train new ones4 #i4 ,how can you restore order in a disorderly class8 ,answer4 ,the teacher mast first be in the most perfect order and control himself1 and he will soon control the class1 if his patience holds out4 #aj4 ,what is the pastor's position in the ,sabbath-school8 ,answer4 ,he is the pastor of the lambs in the ,sabbath-school as well as of the church4 #aa4 ,is it best to reprove scholars or teachers in presence of the class or classes8 ,answer4 ,,never4 #ab4 ,who are to elect the superintendent8 ,answer4 ,in most cases he should be elected by the teachers1 not by the scholars4 #ac4 ,who appoints the teachers8 ,answer4 ,they are generally appointed by the superintendent4 #ad4 ,how long ought a lesson to be8 ,answer4 ,six to ten verses1 and forty minutes' time for the teacher4 #ae4 ,what is the best way of training teachers8 ,answer4 ,get for them ,the ,sunday-,school ,times1 and attract them into the regular weekly teachers' meeting4 #af4 ,how shall we retain young men and women8 ,answer4 ,get a teacher who loves1 honors1 and respects them and can understand young people1 and does not forget that he was once young4 ,then elevate the ,sabbath-school1 so that the young people will not be belittled in attending it4 #ag4 ,is there not danger that the ,sabbath-school will induce a disrelish for the preaching service8 ,answer4 ,we must certainly guard against such a result4 ,the ,sabbath-school must cling close to the ,church of ,god4 #ah4 ,how much money should be expended annually on a large mission-school8 ,answer4 ,a fair ,christian economy is best4 ,i know of mission-schools1 of four hundred scholars1 sustained at an expense of less than four hundred dollars1 including rent1 that are better every way1 they are more regular and successful1 than some similar schools which expend from one thousand to twelve hundred dollars per year4 #ai4 ,how many children are there in all our ,sabbath-schools8 ,answer4 ,if the question refers to the ,united ,states1 ,i think we may safely say that now we have1 in ,sabbath-schools1 about four million children and youth1 with about four hundred thousand teachers4 ,a quarter of a century ago or so1 the numbers were estimated at two million five hundred thousand1 but this was when the great ,western ,states were in their comparative infancy4 ,the number rapidly increased to three millions1 and then to three million five hundred thousand1 and now our returns and estimates reach four millions4 ,great ,britain has about the same number1 both of teachers and scholars2 but we do not think all other countries can raise the full number of ,sabbath-school children quite up to ten millions1 or the number of ,sabbath-school teachers to a grand army of one million strong4 ,the census of #ahfj gave the number of persons in the ,united ,states1 between the ages of five and sixteen1 at nine millions 7or only a few thousands less74 ,as a consequence1 we have the great aggregate of five millions6 of unreached and uncared-for children and youth in our land4 ,what an immense and hopeful missionary field here lies open at our doors6 ,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 day4 ,and yet some of our great ,states are working very energetically and systematically4 ,witness the ,state of ,illinois1 which has organized every one of its one hundred and two counties during the past two or three years1 by the voluntary and ,sunday-school missionary labors of its ,sunday-,school ,association1 aided by other agencies4 ,what this ,state has done1 other ,states1 if they will1 can do1 and the immense work before us1 when systematically undertaken1 is by no means a hopeless task4 ,the ,answer ,box4 ,nearly allied to the question box is the answer box4 ,it consists in this3 ,at an appropriate time in an ,institute1 the conductor writes an important question on the blackboard--blank papers are distributed and all the members are requested to write their answers4 ,for instance1 all are requested to write upon the question1 ,what is the great want of our ,sabbath-schools8 ,one writes1 ,the ,holy ,spirit1 praying teachers1 aim at conversions1 etc4 ,another writes1 ,good superintendents1 devoted pastors and parents4 ,another writes1 ,clear teaching1 good order1 and devout singing4 ,others1 ,the ,bible needs to be exalted and applied2 ,make the ,bible attractive to the children2 ,living1 earnest teachers who love the children2 ,aim at salvation and ,christian training4 ,or if the question should be1 ,how to prepare a ,bible lesson8 one answers #a4 ,pray4 #b4 ,read it over carefully4 #c4 ,think and pray4 #d4 ,look up the parallel passages4 #e4 ,examine ,commentaries1 ,dictionaries1 etc4 #f4 ,search out illustrations for each pupil4 #g4 ,how to apply truth to each and all4 ,another writes3 #a4 ,fix on the subject early in the week1 keep it constantly before the mind1 trying to find illustrations anywhere and everywhere4 #b4 ,endeavor to make it simple1 yet interesting and practical4 #c4 ,constantly seek divine direction4 ,at the close of a recess of ten minutes for writing and receiving the answers1 they are taken up and read by the conductor1 and then referred to a committee of three to digest and report upon at a future meeting4 ,we get at the heart of the people in this way4 ,,xxxii4 ,,mistakes ,,of ,,teachers4 ,it is a mistake to suppose that mere talk is teaching4 ,it is a mistake to think that hearing a ,bible lesson recited1 or the reading of questions from a book1 or telling stories1 is good ,sabbath-school teaching4 ,it is a mistake to think that one who in manner and temper is impatient1 dogmatic1 overbearing1 slow1 heavy or dull1 can be a good ,sabbath-school teacher4 ,it is a mistake to suppose that one who is not understood1 or is misunderstood1 is a good teacher4 ,it is a mistake to suppose he who gossips with his class is a good teacher4 ,it is a mistake to suppose1 because we have a general idea beforehand1 that we shall be able to supply the details and illustrations as we go along4 ,it is a great mistake to underrate oral teaching1 and overrate merely reading and reciting from the ,bible4 ,it is a great mistake to think that our scholars are too young to appreciate a well-prepared lesson or a well-governed school4 ,it is a mistake of teachers to expect attention from motives of duty1 or the sacredness of the day or importance of subject--nothing but real interest will secure it4 ,it is a mistake to teach as if all young children had the same tastes4 ,it is a great mistake to fail to arouse curiosity and awaken interest4 ,it is a mistake to suppose that we shall be understood without careful simplicity of language4 ,it is a mistake not to recall by questions the last ,sabbath's lesson1 and to treat lessons as if they were isolated2 by all means connect them4 ,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 answers4 ,it is a mistake to suppose that many common terms1 such as ,providence1 grace1 repentance1 justification1 etc41 convey any meaning to children1 ordinarily4 ,it is a mistake to attempt to purchase affection or attention by frequent gifts to children2 neither by threats nor punishments4 ,it is a great mistake of ,sabbath-school teachers to suppose that their work is that of a mere philanthropist--or a moral educator1 or a mere promoter of social good order1 or raising up of good citizens and children4 ,it is a mistake of teachers to expect a cold reception from parents4 ,it is a mistake of teachers to suppose that their manner and habits are unobserved by the children4 ,it is a mistake to avoid repetition with children--simplify and repeat4 ,it is a mistake to teach our children1 that if they will be good and read the ,bible1 pray and join the ,church1 they will thereby go to heaven4 ,nothing but repentance toward ,god and faith in the ,lord ,jesus ,christ will secure that4 ,it is a great mistake for ,sabbath-school teachers ever to teach ,bible truth without being really in earnest--calmly1 cheerfully1 seriously in earnest4 ,,xxxiii4 ,,helps ,,for ,,teachers4 ,every thorough workman ought to have the best of tools to work with1 and the teacher should be furnished with all needful helps4 ,the indispensable books for a ,sabbath-school teacher are--#ast4 ,a complete reference ,bible--your own ,bible4 #b;d4 ,a ,concordance4 #c;d4 ,a good ,bible ,dictionary4 ,add to these1 accurate and careful observation to see in the opening flower1 the falling leaf1 the events of the day and the providence of ,god1 rich and apt lessons for youthful hearts4 ,on opening my library door ,i notice upon the shelves most of the following books1 which1 with others that are now out of print1 have accumulated to meet my real wants as a ,sabbath-school worker1 and none of which ,i would be willing to part with3 ,bibles4 ,family ,bible1 with ,notes and ,instructions4 ,annotated ,paragraph ,bible1 #b vols4 ,reference ,bible1 with ,index and ,maps4 ,dictionaries1 ,cyclopdias and ,commentaries4 ,dictionary of the ,bible4 #a or #c vols4--,smith4 ,dictionary of the ,holy ,bible4--,robinson4 ,biblical ,cyclopdia4 #c vols4--,kitto4 ,cyclopdia of ,biblical1 ,theological and ,ecclesiastical ,literature4--,mc,clintock and ,strong4 ,encyclopdia of ,religious ,knowledge4--,brown4 ,daily ,bible ,illustrations4 #h vols4--,kitto4 ,comprehensive ,commentary4 #f vols4--,jenks4 ,critical1 ,doctrinal and ,homiletical ,commentary4--,lange4 ,expository ,thoughts on the ,gospels4--,ryle4 ,studies in the ,gospels4--,trench4 ,notes on the ,new ,testament4 #aa vols4--,barnes4 ,the ,gospel ,treasury4--,mimpriss4 ,a ,year with ,st4 ,paul4--,knox4 ,the ,parables4--,guthrie4 ,notes on the ,miracles4--,trench4 ,introduction to the ,study of the ,holy ,scriptures4--,horne4 ,notes on the ,old ,testament4 #e vols4--,barnes4 ,notes on the ,bible4 #h vols4--,bush4 ,books of ,reference4 ,complete ,concordance4--,cruden4 ,the ,bible ,hand-,book4--,angus4 ,the ,treasury of ,bible ,knowledge4--,ayre4 ,bible ,months4--,groser4 ,introduction to the ,study of the ,scriptures4--,nicholls4 ,biblical ,antiquities4--,nevin4 ,scripture ,text-,book and ,treasury4 ,english ,synonyms4--,crabbe4 ,works of ,flavius ,josephus4 ,the ,steps of ,jesus4--,mimpriss4 ,a ,theological ,dictionary4--,buck4 ,bible ,geography and ,travel4 ,historical ,text-,book and ,atlas4--,coleman4 ,biblical ,researches in ,palestine4 #c vols4--,robinson4 ,the ,land and the ,book4 #b vols4--,thomson4 ,geography of ,palestine4--,groser4 ,life-,scenes from the ,four ,gospels4--,jones4 ,little ,foot-,prints in ,bible ,lands4--,vincent4 ,bible ,atlas and ,gazetteer4 ,hand-,books of ,instruction4 ,the ,american ,sunday-,school and its ,adjuncts4--,alexander4 ,forty ,years' ,experience in ,sunday ,schools4--,tyng4 ,thoughts on ,sabbath-,schools4--,hart4 ,the ,good ,teacher4--,henderson4 ,the ,sabbath-,school4--,inglis4 ,the ,christian ,teacher in ,sunday-,schools4--,steel4 ,rise and ,progress of ,sunday-,schools4--,power4 ,the ,teacher ,taught4--,packard4 ,the ,sabbath-,school ,teacher4--,todd4 ,our ,sunday-,school4--,abbot4 ,sunday-,school ,photographs4--,taylor4 ,the ,teacher ,teaching4--,packard4 ,nature's ,normal ,school4--,gall4 ,the ,infant ,class4--,reed4 ,the ,young ,men's ,class4--,blacket4 ,end and ,essence of ,sabbath-,school ,teaching4--,gall4 ,the ,sabbath-,school ,concert4--,trumbull4 ,hours with the ,youngest4 #b vols4--,gill4 ,helpful ,hints for the ,sunday-,school ,teacher4--,vincent4 ,our ,work4--,groser4 ,teacher's ,model and ,model ,teacher4--,groser4 ,the ,use of ,illustration4--,freeman4 ,art of ,questioning4--,fitch4 ,illustrative ,teaching4--,groser4 ,model ,sabbath-,school ,lesson4--,wells4 ,art of ,attention4--,fitch4 ,introductory ,class4--,groser4 ,diamonds in the ,dust4--,reed4 ,on ,memory4--,fitch4 ,training-,classes4--,groser4 ,sunday-,school ,teaching4--,whately4 ,teacher's ,keys4--,reed4 ,pictorial ,teaching4--,hartley4 ,bible ,training4--,stow4 ,how to ,teach4--,groser4 ,senior ,classes4--,watson4 ,early and ,infant-,school ,education4--,currie4 ,the ,child and the ,man4--,greenwood4 ,our ,material4--,groser4 ,sabbaths with ,my ,class4--,green4 ,anecdote and ,illustration4 ,the ,biblical ,treasury4 ,illustrative ,gatherings4 #b vols4--,bowes4 ,pilgrim's ,progress4--,bunyan4 ,the ,power of ,illustration4--,dowling4 ,illustrations of the ,commandments4--,cross4 ,the ,young ,christian4--,abbott4 ,anecdotes on the ,old and ,new ,testaments4 ,moral ,lessons4--,cowdery4 ,bible ,blessings4--,newton4 ,bible ,jewels4--,newton4 ,lectures to ,children1 #b vols4--,todd4 ,great ,pilot4--,newton4 ,grapes from the ,great ,vine4--,breed4 ,safe ,compass4--,newton4 ,truth made ,simple4--,todd4 ,rills from the ,fountain of ,life4--,newton4 ,addresses to ,children4--,green4 ,the ,child's ,bible ,stories4 #d vols4--,kelly4 ,children and ,jesus4--,hammond4 ,peep of ,day4 ,line upon ,line4 ,precept upon ,precept4 ,little ,crowns1 and ,how to ,win ,them4--,collier4 ,general ,education4 ,theory and ,practice of ,teaching4--,page4 ,methods of ,instruction4--,wickersham4 ,outlines of ,object-,teaching4--,hailman4 ,the ,student's ,manual4--,todd4 ,home ,education4--,isaac ,taylor4 ,primary ,object ,lessons4--,calkins4 ,the ,elements of ,moral ,science4--,wayland4 ,the ,observing ,faculties4--,burton4 ,the ,teacher4--,abbott4 ,periodicals for ,teachers4 ,the ,sunday-,school ,times4--,weekly4--,philadelphia4 ,the ,sunday-,school ,teacher4--,monthly4--,chicago4 ,the ,sunday-,school ,teachers' ,journal4--,monthly4--,new ,york4 ,the ,sunday-,school ,world4--,monthly4--,philadelphia4 ,the ,sunday ,teachers' ,treasury4--,monthly4--,london4 ,the ,sunday-,school ,teacher4--,monthly4--,london4 ,scottish ,teachers' ,magazine4--,monthly4--,edinburgh4 ,periodicals for ,youth4 ,the ,wellspring4--,weekly4--,boston4 ,the ,youth's ,evangelist4--,semi-,monthly4--,philadel phia4 ,sunday-,school ,advocate4--,semi-,monthly4--,new ,york4 ,the ,sabbath-,school ,visitor4--,semi-,monthly4--,philadelphi a4 ,the ,child's ,world4--,semi-,monthly4--,philadelphia4 ,the ,young ,reaper4--,semi-,monthly4--,philadelphia 4 ,the ,child's ,paper4--,monthly4--,new ,york4 ,the ,child at ,home4--,monthly4--,boston4 ,the ,children's ,hour4--,monthly4--,philadelphia4 ,the ,carrier ,dove4--,monthly4--,new ,york4 ,the ,child's ,treasury4--,monthly4--,philadelphia4 ,the ,youth's ,temperance ,banner4--,monthly4--,new ,york4 ,kind ,words4--,monthly4--,greenville1 ,south ,carolina4 ,the ,teacher's ,covenant4 ,impressed with the serious nature of the charge1 will the faithful ,sabbath-school teacher enter into a written engagement with his ,saviour1 in words somewhat like the following8-- #a4 ,i promise to be in my place punctually every ,sabbath1 at the time appointed1 unless prevented by sickness1 or some other cause so urgent that it would in like manner keep me from important worldly business4 #b4 ,i promise1 in every such case of unnecessary absence1 that ,i will use my utmost diligence to secure a suitable substitute1 whom ,i will instruct in the character of the class and the nature of the duties to be performed4 #c4 ,i promise to study carefully beforehand the lesson to be recited by the scholars1 and to have the subject in my mind during the week1 so that ,i shall be likely to lay hold of1 and lay up for use1 anything that ,i may meet with in my reading or experience that will illustrate or enforce the lesson of the approaching ,sabbath4 #d4 ,i promise to be diligent in informing myself about the books in the library1 so that ,i can guide my scholars in selecting such books as will interest and profit them2 also in becoming acquainted with other good books and tracts1 so that ,i can always be prepared1 as opportunities may occur1 to lead their minds into right channels of thought4 #e4 ,i promise1 whenever a scholar is absent from the class on the ,sabbath1 that ,i will visit that scholar before the next ,sabbath1 unless prevented by sickness1 or by some other hindrance so grave that it would1 under like circumstances1 keep me from attending to important worldly interests4 #f4 ,i promise to visit statedly all my scholars1 that ,i may become acquainted with their families1 their occupations1 and modes of living and thinking1 their temptations1 their difficulties1 and the various means of reaching their hearts and consciences4 #g4 ,i promise1 if any of my scholars or their parents do not attend statedly any place of worship1 that ,i will make the case known to the superintendent and pastor1 and that ,i will use continued efforts to induce such children and their parents to go to church regularly4 #h4 ,i promise that every day1 in my hour of secret prayer1 ,i will pray distinctly1 by name1 for each one of my scholars1 for their conversion1 if they are still out of ,christ2 for their sanctification and growth in grace1 if they are already converted4 #i4 ,i promise that ,i will seek an early opportunity of praying with each scholar privately1 either at his house or mine1 or in some other convenient place that may be found1 and of asking him in a serious and affectionate manner to become a ,christian4 #aj4 ,i promise1 when ,i have thus prayed and conversed with each scholar once1 that ,i will begin and go through the class again1 not omitting any1 and not discontinuing my attempts1 but going on faithfully1 week by week1 month by month1 and year by year4 ,signed1 4 ,,the ,,end4