THEY have grown out of the idea of the Public-school Teachers' Institutes, which have been sustained for many years with interest and profit, the expenses being cheerfully met out of the State Treasury. Our Sabbath-school Institutes are modeled somewhat on the same plan. The object is, by means of practical essays, model lessons, lectures, and drill exercises, to train the teachers and officers for their work. Institutes differ from other conventions in calling out the audience in responses, recapitulations, and more detailed instruction. They will take their character very much from the character and course pursued by the conductor. No two persons, perhaps, would conduct them alike. For instance, one man would give more attention to superintending, addresses, public exercises, singing, etc. Another to the blackboard, object teaching, and sacred geography; while another still, would give more attention to methods of teaching, teachers' meetings, normal classes, model lessons, etc. We would prefer to combineALLthese things in theirdue proportion, in every Institute, and make as complete and clear work on every point as possible. The great object is to make themuseful. If this is secured, they will be all the more interesting. There are two great subjects which should always be before every Institute, as well as every convention, viz., 1. The extension of Sabbath-schools, so as to reach all of the neglected; 2. The elevation and improvement of existing schools; and they need improving, if not reforming, in every part.
The first idea of a Sabbath-school Institute that ever entered the mind of the writer was suggested to him by a pastor, Rev. W. A. Niles, in the State Sunday-school Convention at Buffalo, New York, in 1864. An experiment was soon successfully made, and since then they have become almost universally popular and useful. The same thought, we have since been informed, had been considered, and Institutes held by the Rev. J. H. Vincent, in the Western Methodist Conferences; and as long ago as 1827, the New York Sunday-school Union, in its Eleventh Annual Report, particularly recommended this plan "of a school for the training of Sabbath-school teachers."
The forms of these Institutes are various. Many are made up partly of convention and partly of Institute exercises. Ordinarily two or three days and evenings are entirely devoted to one, by a county, or district comprising a dozen counties. Another plan, when held in a city, is to devote all the evenings anda part of the afternoons of a week to it; as in New York city last year, and recently in Brooklyn; also, prefacing it with an elaborate sermon on the Sabbath evening previous. Another plan still is to devote the usual weekly Teachers' Meeting of a school to a regular normal class or training Institute. All these plans are useful in the hands of a good conductor.
for consideration in an Institute may be suggested as follows:
How to form new schools.How best to gather in the children.Their conversion and culture.Organization and classification.Superintendents' duties.Opening and closing exercises.The library and record books.The Bible classes.The intermediate classes.The infant-school.Anniversaries and concerts.Reviews and catechisms.Children's prayer-meetings.Training of converts.How to teach; with model lessons and examples of good modes.Illustrative teaching.Object teaching.Pictorial teaching.The use of the blackboard.The art of questioning.The art of securing attention.The preparation of the lesson.Teachers' meetings.Sunday-school music.Children's prayers and devotions.Map drawing.Bible geography, history, etc.Temperance meetings.
of an Institute may be—
1. Devotional exercises for specific objects.
2. Reports of superintendents and teachers as to how they do it, or reports of the destitution, wants, or difficulties.
3. Instruction by the conductor to meet the above specific wants and difficulties.
4. Questions by teachers and answers by the conductor to meet the points in the subject not fully explained.
5. Preparation lessons, practice lessons, and model lessons.
6. Explanatory and instructive addresses, lectures or essays.
7. Model Opening Exercises and Teachers' Meetings.
8. Drill exercises on activity, curiosity, inquisitiveness;or how to gain attention, how to instruct, how to impress, etc.
Every oneshould take some part in an Institute,i. e., take notes, ask or answer questions, or give information or lessons. Let none be mere spectators. Always have plenty of paper for taking notes, also pencils, and provide a good blackboard and crayons, and perhaps a map, together with a good warm, light and pleasant room to meet in.
Get up the Institute with care. Have it all well understood, and then talk about it, write and print about it, and get teachers and pastors pledged to attend. Pray much for the Institute, and select the best time, and do all that you undertake to do, thoroughly and well. Let one subject naturally glide into the succeeding one. Waste no time with outside men or topics, but adhere to your programme religiously. One or two good helpers from abroad are sufficient, and do not invite men out of compliment. Guard well all denominational interests and feelings. Draw together in harmony and conciliate. Never become opinionated or dogmatic, for the moment we cease to learn, our usefulness will decline. Give change, variety and life to all the exercises.
Finally, the spirituality of any Sunday-school gathering must be earnestly sustained, or all will be in vain. God alone can make a good superintendent, or a good Sabbath-school teacher. We are as nothing. The cause only is great. Therefore, with the Word of God in our hands, letall thingsbedone in a sense of real heartfelt dependence upon God, and with earnest, believing supplication for the Divine direction and blessing.
Many of our Sabbath-school Conventions and Institutes are now very properly assuming a mixed character, combining whatever is wanted of both, in every meeting. We need to arouse, instruct and train; and also to know the details of "how to do it." May the Master control all these gatherings to His glory and the good of man!
1. Draw out the people to explain their wants, experience, and difficulties.
2. Then supply their wants.
3. Get one conductor, pay his expenses, and assign him to a good, quiet, comfortable place of entertainment near the church.
4. Commence promptly, and keep strictly to the programme and to time.
The following programme of an Institute we think most useful. It should be sent out two to four weeks in advance of the time of meeting:
Tuesday Evening.7 to 7.30, Religious conference and prayer for the Institute—two or three minute exercises.7.30 to 7.40, Organization and miscellaneous business.7.40 to 8, Sketch of progress and present position of the Sabbath-schools.8 to 8.30, Brief reports from the counties or towns of their condition and destitution.8.30 to 9, Instruction how to reach the neglected with schools, importance of illustrations, etc.9 to 9.30, Review, with questions and answers.Wednesday Morning.9 to 9.20, Devotion—prayer for the schools.9.20 to 9.50, Teachers' meetings by the Institute; how conducted, etc.9.50 to 10.30, Review and instruction, by the conductor.10.30 to 11, Blackboard and its uses, by the Institute.11 to 12, Review and instruction, by the conductor.Wednesday Afternoon.2 to 2.20, Devotional: prayer for the scholars.2.20 to 2.40, Object-teaching, by the Institute.2.40 to 3.20, Review and instruction, by the conductor.3.20 to 3.40, Infant classes; how taught and difficulties.3.40 to 4.30, Review and instruction; examples, etc., by the conductor.4.30 to 5, Questions; box opened and answers given.Wednesday Evening.7 to 7.20, Conference and prayer for superintendents.7.20 to 8, Superintending, opening exercises, and the library by the Institute—four speakers, ten minutes each.8 to 9, Review and instruction, by the conductor.9 to 9.30, Questions and answers.Thursday Morning.9 to 9.20, Conference and prayer for teachers.9.20 to 10, How you teach; examples, modes, difficulties, etc., by the Institute.10 to 11, Review and instruction; systems and modes of teaching.11 to 12, Model-lessons, examples of teaching, etc.Thursday Afternoon.2 to 2.20, Conference and prayer for parents.2.20 to 3.20, Divide the Institute into six classes, to be taught half an hour by six teachers; then have reports from these teachers, and criticism by the Institute.3.20 to 3.35, Bible geography, maps, history, etc., by the Institute.3.35 to 4, Examples, instructions, etc., by the conductor.4 to 5, Questions and answers generally, on all subjects.Thursday Evening.7 to 7.30, Conference and prayer for conversions, the Church, etc.7.30 to 8.10, Enlisting the church in Sabbath-school work; conversion and training of children, by the conductor; four speeches, ten minutes each, to the point, "how to do it."8.10 to 9, Review of all by the conductor.9 to 9.30, Closing addresses of five minutes each.
7 to 7.30, Religious conference and prayer for the Institute—two or three minute exercises.
7.30 to 7.40, Organization and miscellaneous business.
7.40 to 8, Sketch of progress and present position of the Sabbath-schools.
8 to 8.30, Brief reports from the counties or towns of their condition and destitution.
8.30 to 9, Instruction how to reach the neglected with schools, importance of illustrations, etc.
9 to 9.30, Review, with questions and answers.
9 to 9.20, Devotion—prayer for the schools.
9.20 to 9.50, Teachers' meetings by the Institute; how conducted, etc.
9.50 to 10.30, Review and instruction, by the conductor.
10.30 to 11, Blackboard and its uses, by the Institute.
11 to 12, Review and instruction, by the conductor.
2 to 2.20, Devotional: prayer for the scholars.
2.20 to 2.40, Object-teaching, by the Institute.
2.40 to 3.20, Review and instruction, by the conductor.
3.20 to 3.40, Infant classes; how taught and difficulties.
3.40 to 4.30, Review and instruction; examples, etc., by the conductor.
4.30 to 5, Questions; box opened and answers given.
7 to 7.20, Conference and prayer for superintendents.
7.20 to 8, Superintending, opening exercises, and the library by the Institute—four speakers, ten minutes each.
8 to 9, Review and instruction, by the conductor.
9 to 9.30, Questions and answers.
9 to 9.20, Conference and prayer for teachers.
9.20 to 10, How you teach; examples, modes, difficulties, etc., by the Institute.
10 to 11, Review and instruction; systems and modes of teaching.
11 to 12, Model-lessons, examples of teaching, etc.
2 to 2.20, Conference and prayer for parents.
2.20 to 3.20, Divide the Institute into six classes, to be taught half an hour by six teachers; then have reports from these teachers, and criticism by the Institute.
3.20 to 3.35, Bible geography, maps, history, etc., by the Institute.
3.35 to 4, Examples, instructions, etc., by the conductor.
4 to 5, Questions and answers generally, on all subjects.
7 to 7.30, Conference and prayer for conversions, the Church, etc.
7.30 to 8.10, Enlisting the church in Sabbath-school work; conversion and training of children, by the conductor; four speeches, ten minutes each, to the point, "how to do it."
8.10 to 9, Review of all by the conductor.
9 to 9.30, Closing addresses of five minutes each.
If no meeting is held on Tuesday evening, then drop out Thursday afternoon's exercises, and close up with the others. It is of the utmost importance that the pastors, superintendents, and teachers attendall the exercises. The Institute has an opportunity on every topic. Perhaps some pastor will favor with a model-lesson or drill-exercises on the subjects presented.
We need "line upon line" on some very important points, and, therefore, it is hoped that therepetitionof some of these subjects in these articles will prove useful to many.
THE whole character and influence of a Sabbath-school will depend largely upon the character and adaptedness of the superintendent. What the superintendent of a railroad, or the superintendent of a factory, or the commander of an army is, each in his place, so is the superintendent to his Sabbath-school. It is not every truly good and pious man, nor even every talented or eloquent man, who will make a good superintendent of a Sabbath-school. Sometimes the modest and retiring person, who shrinks from the acceptance of so holy an office, makes the best superintendent. Neither is it always the wisest or most influential man whom the office wants, but the one who can the most readily command the confidence and co-operation of the pastor, parents and church members, as well as the teachers and the children. Of course, thebestman in the church, next to the pastor, should always be prayerfully called to the office, for it is difficult toraise a Sabbath-school higher than its superintendent.
The superintendent should have good executive, business talents; energy; perseverance; self-control; tact to govern; a love for children; devotion to the cause; a warm, sympathetic heart; a life-like, serious, yet cheerful manner; and, superadded to humble, ardent piety, an ability to think, and to set others to thinking; and withal, he should be able to express himself clearly, briefly, and forcibly. He should never allow the least harsh or irritable expression to escape from him, and he should repress every symptom of lightness, stiffness, or discouragement, remembering that his look and manner will give tone to the whole school.
He should know personally, and by name, and as far as may be, the particular character of every teacher and pupil in the school; speak to them, and always treat them with confidence and respect—neither too coldly, nor too familiarly—and assure them each of hispersonalinterest in them, and respect for them all.
He should be wise to discern, select, and adjust proper teachers to their places, classify and arrange the scholars, and in these things he should not be overborne in his judgment. He is usually chosen by the teachers annually, and will do well to take them for his counsellors, and often consult them, collectively and individually; for while he is the superintendent, the head of the school, and as such a cheerful obedience should be tendered to him by all, yet,he isnot the sovereign. His authority is not magisterial nor parental, but he is aconstitutionalruler, governed himself by the rules of the school; and he should so rule that no one should ever question his right to govern. He should never even speak of his "rights."
He should bespiritually qualifiedfor his work, and should become a holier man of God from the hour in which he first receives the "call." He should be in daily communion with God about the work, talking freely with Him on all that concerns the school, about every teacher, and about every scholar, and humbly watching for answers to his prayers.
He should also engage in the work with a good measure of scripturalenthusiasm. We do well to be very earnest and full of life, to be glowing and animated in our looks, words, and actions, if we would effectually reach the children, who are so full of life. Perhaps the word unction would more worthily express the idea. The superintendent's interest should rise to this high point.
He should maintain gooddiscipline and order, both for himself and his school. Sometimes the most disorderly man in the whole school is the superintendent. The two elements of good order are self-control and good temper. Let no man think he can control others unless he can control himself. It will be in vain for him to insist on order, punctuality, and regard to all the rules of the school, unless he himselfis a living example of strict conformity to them all. When he calls the school to order, let him always wait patiently, in silence, until every teacher, every scholar, officer and visitor, is inperfectorder, before he names a hymn or proceeds to do the least thing.
He should also bedisinterested, and never overshadow his teachers. They are the great workers, and his great work is to help the teachers in the teaching. He should notforestallorovershadowthe teacher's work by an exposition of the lesson at the opening of the school, so as to leave the teachers nothing to do but to glean after the superintendent. His remarks and reviews of the lesson should usually comeafterthe teachers have taught the lesson.
He should likewisesincerely respectall his teachers, and treat them accordingly. Especially should he respect the weakest and most inefficient of his teachers. He will have the more to do to aid them, and he must needs visit, counsel, suggest and instruct them often. I have always found it better to elevate and improve inefficient teachers than to dismiss them.
The superintendent should also be a man of goodexecutive ability; and this is a very rare possession. He needs much discerning power, as well as organizing and combining talent, so as to keep pastor and people, parents, teachers, and scholars, all harmoniously at work. As Dr. James W. Alexander used to say: "That man who can well superintenda Sabbath-school can command an army;" and a well-known bishop has said, that "the man who can organize a good mission-school can organize a diocese."
Again: The Sunday-school superintendent should always have aspiritandtempersuch as will be safe to diffuse throughout the school. Says the Rev. S. Martin: "If he stands at the desk like a cold, snow-capped mountain, or floats about the school like a majestic iceberg, the whole atmosphere of the school will be cold." If he is warm and genial, such will be the school. A cheerful superintendent spreads cheerfulness throughout the school. A light and trifling, or a gloomy and morose, superintendent infects teachers and scholars alike with the same spirit. Never should the superintendent allow the least impatience or harshness to manifest itself in his look, tone of voice, or manner in the school; for its effects will prove most disastrous. Ill-temper is a perfect barrier to religious improvement and usefulness.
He should also be a decided,positivecharacter; not fitful, obstinate, heady, but strong in purpose, strong in resolution, strong in the Lord. The boys in the streets never choose any but positive characters for leaders. A merely nominal superintendent is a curse to a school, as is a weak, foolish mother, or father, in the family.
Further, he should study to gather hints and suggestions to help the teachers not only in the school, but also in the teachers' meetings and everywhere.Particularly should he observe the teachers during the teaching hour, and never interrupt them, but be ready at any moment to come to their assistance. He should alwaysprotectthe teachers while teaching, and not allow the librarian, or secretary, or missionary collector, to appear on the floor at that time.
It will be seen from these points that the superintendent needs greatgeneral strength of character. Willow will do for a basket, but it requires oak and iron for a man-of-war. Never are the teachers called to a more important duty than when they prayerfully cast their votes for the election of superintendent. No personal favoritism or interest or prejudice should be allowed for a single moment to prevail.
If I am here asked, "Do you know of any such superintendents as are here described?" I must reply in the negative. 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 years. Nevertheless, the things which are here detailed have their counterparts in some of them. The standard is raised high, so that the true artist can copy after the great masters. Let none be discouraged. The best superintendents now living were very distrustful of their qualifications, and shrank from the responsibility at the first call. If God calls a man to a field of labor, he is abundantly competent to fit him for working in it. Then "not unto us, O Lord, not unto us, but unto thy name give glory."
Let us look now at some of thedutiesof the good Sabbath-school superintendent.
Before schoolhe will, of course, prepare his mind, by meditation and prayer, for his duties; he will faithfully study the lesson, select the hymns and Scripture lesson for the day, and carefully read them and study them, until he has imbibed so much of their spirit as to be able tofeelthem, and to express that feeling while reading them before the school. He will, also, prepare his notices, and arrange for all special duties. All the teachers, with the superintendent, ought to enjoy a twenty-minute prayer-meeting before the hour to open the school, with two-minute direct prayers, one or two verses of singing at a time, and then only one or two selections of warm, appropriate verses of Scripture truth. We would characterize the requirements of such a meeting by these words—Impressive,Interesting,Devout.
The Opening Exercises.—The good superintendent will always be punctual in opening, and at the precise minute calmly, but clearly and naturally, call the school to order. Having done this, he will never proceed farther until every teacher, scholar, secretary, librarian, or visitoris in order. He will remember that every eye is onhimfor an example, and he will take no liberty himself with the rules of the school. When perfect silence and complete attention aregained, he will deliberately read the hymn and see that all sing, about two or three verses; then read impressively the lesson for the day, if not more than from ten to fifteen verses, or alternate with the school in reading if preferable. Be careful to mind all the stops and read in clear, impressive tones, so that the reading of the Scriptures by the school will be almost as musical as singing. All will then unite in prayer with the superintendent, one of the teachers, the pastor, or a visitor present, who may be called upon; this prayer should be short and to the point, and in short sentences and in children's language. Have the children join in and repeat the prayer, broken up into sentences of four or five words each. Thus teach the children how to pray. The whole of the opening exercises should not usually exceed fifteen minutes. The school will then be given into the hands of the teachers, to proceed with the lesson.
During Teaching.—The superintendent will then quietly supply every vacant class with a teacher, or unite it with another class which has a teacher, so that every scholar may be placed at once, temporarily, at least, in charge of some one, and that no one may be suffered to be idle. Next, he will check off the names of teachers present on his roll-book; and then proceed to receive the new scholars, learn their names, residence, parents; gain their confidence; ascertain whether they do not now belong to some other good school; inform them of the character and order ofthe Sunday-school, and assign them a place, temporary or permanent, in a class. He will then pass quietly and discreetly around the room, recognizing the teachers and scholars as far as may be, without interrupting or embarrassing them, assisting any teacher who may need it to restore order and harmony, or to gain the attention of any volatile youth in the class. With the approval of the teacher, he will occasionally examine the class, notice all disturbing elements in the school, the adaptedness, or otherwise, of the teachers for the particular classes in their charge; occasionally recommending and handing an appropriate book from the library to a teacher or scholar, and calling especial attention to it for their profit. The Bible classes and infant classes will be timely noticed, and all strangers and visitors greeted with a courteous, Christian welcome. Suitable suggestions will be made to the secretary and librarian; any call for assistance or explanation will be given to any teacher; and thus, in every appropriate, unobtrusive way, he will do whatever he can to facilitate the work of all, while hindering none.
Superintendents should be very cautious whom they invite to address the school, and particularly strangers of whom they know but little, only that they are called very good men. Few persons can address a Sunday-school with profit; and certainly, without important reasons, the teachers should not be interrupted in their regular duties; for the timeallotted to them istheirs, and even the superintendent hasno rightto take it to oblige a friend.
Closing the School.—At the appointed moment the superintendent will call the school again to order, to sing over a verse of a hymn in harmony with the lesson; and then the superintendent may occupy not to exceed five or ten minutes in a clear, well-digested exposition of, or some pertinent remarks or questions upon, the prominent points or teachings of the lesson. Unless he can succeed in interesting and fixing the attention of both teachers and scholars with thoughts not ordinarily dwelt upon by the teachers, he had better not attempt this exercise; for few evils are greater in a school than a superintendent who talks too much. Many of our best and most successful and acceptable superintendents never attempt to address their schools, except to give their notices and necessary directions in a clear, orderly, business-like way, and then stop at once. An opportunity is then given, to distribute the library books and papers, give out the next week's lesson, sing a verse or two of the selected hymn, or with a prayer dismiss the school in regular order.
After the schoolthe superintendent will receive any suggestions or requests from teachers or scholars; see that everything is left in its place; review the events of the school, and note down all his plans for improvement, and begin to study his next lesson.
During the weekhe will remember that his duties as superintendent do not close with the Sabbath, ormonthly concert, or teachers' meeting. Every day he regards the Sabbath-school as his great field of labor in the moral vineyard. Let us follow him, and we shall see him onMonday morningon his way to his regular business, when as he meets little Johnny Smith, who, he remembers, was not in his place in school yesterday, he very pleasantly inquires the reason. On the corner of the next street he comes across an absent teacher, and similar inquiries ensue. On his return home at evening he sees in the distance, in company with a lot of street-girls, Mary Jones, and he hastens to her, takes her aside with him, and learns the reason of her leaving school some weeks before, together with other facts in her history, which call out kind words of caution for the wayward child, and he leaves her with the warm assurance of her return. In the evening he is at the monthly concert of prayer for Sabbath-schools, and drops a few earnest remarks about the children, 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 ones.
On the way,Tuesday, he stops in a few moments to see a teacher who appeared quite perplexed and disheartened on the Sabbath by the restlessness, inattention, or indifference of her class. He noticed last Sabbath that that teacher could only interest the class for a few minutes. On looking over the next week's lesson he is reminded of that teacher and one of her scholars. The next morning he callsfor a moment upon her on his way to business, and says: "Miss S——, there is one verse of the lesson that I think can be used with advantage with one of your scholars—Frank Jones." He explains it to the teacher, and gives her an illustration or two. What has he done? He has given that teacher the first real idea she ever had of teaching Bible truth aright, and she goes to her class the next Sabbath a new teacher, and never loses the influence in future life. He soon succeeds in dispelling the cloud, and causing a cheerful light to shine on her path of duty.
OnWednesday eveninghe steps over to consult the pastor about the best way of turning the hearts of parents to their children, and to arouse the church insympatheticefforts on behalf of the lambs of the flock.
OnThursday morninghe takes an hour before, or an interval of business, to explore a desperate neighborhood, and succeeds beyond his expectations in exciting interest and enlisting recruits for the Sunday-school from among the juvenile portion of the disorderly gang. He also takes occasion to call on little Pat Lawless's mother, 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 ruin. Pat is notoriously the ringleader in the worst gang of boys in the neighborhood, and every body was surprised to see little Harry Page leading him into the Sunday-school for the first time on the last Sabbath morning.
On his way back from business,Fridayevening, he calls for a few minutes on an intelligent young Christian who recently came into the place, in order to seek his Christian acquaintance, and invite him to look up for himself a class of scholars from the neglected neighborhood he visited the day before, and he succeeds in inducing him to bring into the school and teach a fine class of street-boys the way of life; he takes a hint from the conversation with his young friend, and concludes to get up a neat printed certificate of reward to the pupils for bringing in new scholars. In the weekly prayer-meeting he has a word about the school, just enough to enlist their sympathies and their prayers.
Saturday morning, on opening the daily paper or a book, he sees a striking providence, an interesting fact or incident of life, which, he remembers at once, will aptly illustrate or enforce an important truth in the lesson for the next Sabbath, and carefully notes it down andthinksit over, and in the evening we find him full of hope and interest at the teachers' meeting. Thus closes his labors for the week. It isonlya week! but how valuable is that life of which this is but a week!
Now, all this is no mere fancy sketch. We have had living superintendents—notonebut all together—sitting for the portrait here drawn, and whose lives have supplied all the illustrations, and who pursue a somewhat similar course every week, and on every returning Sabbath-day. Thus, without scarcely anhour's interference with his duties to his family, his business, or the public, the good superintendent has found time, and has been enabled every day during the week, to do something for the Sunday-school, simply because he loves it; his heart is on it, and he loves constantly to devise ways of doing good by it. He never expects to be, and he never will be, satisfied with the school as it is; but, however great the progress, he will keep his mind actively at work to plan improvements in the arrangement, the order, the discipline, the enterprise, or the teaching, and thus,Upward and Onward, will be his perpetual motto.
A stagnant business, he knows, will soon droop and die.
WE have a very high appreciation of the value of a good Sabbath-school library. It seems to me that no form of circulating sound religious reading is superior. The books, however, require to be selected and adapted with the greatest care. This is certainly a difficult matter, but the object to be attained is so great as to reward the effort. Many schools are now flooded with the most vicious, improper books. There is no justifiable excuse for this. Never were there so many good books for children and youth as now. Several hundreds that teach the soundest Christian morals and are true to life, and filled with the soundest evangelical Bible instruction, can now be selected. 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 laziness. Our children's minds should be as sacredly guarded from poisonous books as their bodies from poisonous drugs. There should be a judicious standing committee in every school to select library books,while the pastor should always carefully revise their selection.
The books of the Sabbath-school library must be attractive and interesting, or they will not be read by the young. They must be true to life and fact, or they will prove pernicious. They must be instructive, or they should find no place in the library. They should be adapted to awaken, convict and convert, to nourish in the religious life and morals, and throw light upon all the pathway of everyday practical life, or they will fall short of meeting the great want. They must strictly conform in all things to the Bible standard, or they should never be found in any of our Sabbath-school libraries.
Better have no books than to have unsound ones. Spare no pains to procure an abundance of good, sound, attractive, and useful reading, and we will soon drive away the flood of bad books which is now threatening to destroy our youth.Several copiesof superior books should be placed in the library at the same time. Select such as are adapted to all ages and conditions, from the children in the infant-school up to the wide-awake young men and women in our highest adult Bible classes, and to teachers. Let them also cover all stages of religious feeling and want. Books of narrative, history, biography, youthful Christian experience and training, on temperance, good morals, good habits and manners, should all be provided for the thorough religious instruction of our children and youth. The library should alsocomprise a good teacher's library with good reference Bibles, a Concordance and Dictionary. Then give the books the largest, freest and most active circulation.
Managing the Library.—In a great many Sabbath-schools the manner of distributing the books is a very bad one, and in consequence of this some schools have improperly discarded the library altogether. 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 hour. This should never be allowed. An interruption to the teacher while applying divine truth may peril souls for ever, and therefore should be carefully guarded. The only access to the teachers which the librarian ought to be allowed during school hours is to simply hand them the books, just at the close of school. There are several good systems for distributing the books that conform to this idea and protect the teachers. I would never ask the teachers to write the scholars' names or numbers for books, or do the work of selection, during the school hours.
In the management of the library, what is called "The Check System" is considered one of the best. We cannot describe the various good plans, 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 with. It first provides a carefully-printed numerical catalogue of all the books, withthe number of pages. Give to each scholar one of these catalogues, and replace it when lost. If the school is a small district-school, a written catalogue will answer the purpose equally well. Then a "Library Card," four inches by two-and-a-half inches, is provided for each scholar on the first of each month. On this is written or printed—"Library Card," "Class No. 6," "John Smith." Each scholar takes his "Library Card" and catalogue home, and there, with aid from his parents or a friend, he selects from ten to fifteen books, either of which he will be satisfied with during the next four weeks. The "Library Card" is then placed in his book, and kept there as a marker, and is returned to the librarian on the next Sabbath with the book. Each scholar hands his book, with the card in it, as he enters the room, to the librarian, who is always to be found at the opening of the school at the outer door of the school-room, with a large basket ready to receive all the books from the pupils. When the school is opened the librarian carries these books to the library and assorts them, as he ascertains from each book-mark to whom and what class and name the book belongs. The book is then credited as returned, and the new one charged. If any scholar wants one book particularly that is on his list, heunderscoresit, and if it is in the library, it is given to him and charged. If any scholar is late, and the librarian has gone to the library, he loses his exchange of books on that Sabbath. The librariankeeps the account of all library-books, and charges them all to each name and class according to the book-mark, and credits them when returned, and the teacher has no care of it. After the teaching is closed, the lesson reviewed by the superintendent, remarks made, prayer, singing, etc., then the librarian, by a notice from the superintendent, passes down the aisle and hands each teacher his lot of books, and the teacher passes them to each pupil according to the library card, and then the school is dismissed. No scholar opens his library-book or paper in the school. The teachers have no care of the books or their numbers, unless the scholar loses his library-card; in which case his teacher, at the close of the school, accompanies him to the library and obtains for him a new library-card and book. The librarian and his assistant charge and credit all the books while the teachers are teaching. Each class has a column or place in the register. This plan satisfies the scholar, he has his own choice, and never interrupts the teachers or the school for a moment, or diverts the attention of the school, and no time is lost. It works admirably.
The Librarian.—The librarian's office is an important one. He should be one of the most considerate, watchful, careful young men in all the community, for his office gives him much prominence. He should open the library, arrange it in order, distribute hymn and class-books before the school opens, and allow no unauthorized person access to thelibrary. He will become acquainted with the general character of the books, as well as know the scholars, that he may intelligently aid them in their selections. He will, also, ascertain what class of books is most in demand.
THIS indispensable officer of the school is a sort of clerk or helper to the superintendent.
1. He should be a good accountant, prompt, watchful and attentive. He should keep a record of the attendance.
2. He should make a note of the opening exercises, with the names of those who participate, and any interesting circumstances connected with them.
3. He should record the names of all the scholars and teachers who have been or are now connected with the school, and note everything of their changes in life and history, especially their profession of religion, marriage, etc.—keeping up a correspondence with them. This record-book will become very valuable as the years roll on, since it includes parents' names, every removal and death, etc., etc.
4. He will also count the number of scholars and teachers present, enter it in the minute-book, and note the absentees.
5. He should write up the class-books, and deliver them to the teachers.
6. He should enter in the minute-book the names of visitors, especially if the pastor be one of them; note the addresses, what kind of weather, and all items affecting the school.
7. He should give certificates of dismissal to every teacher or scholar about removing to another place, recommending them to the Christian fellowship of those who love Christ's lambs.
8. He should know every scholar, so that he can check them off without asking the teacher the name, and should have a quick, vigilant eye, not only for his own duties, but, also, in order to communicate valuable suggestions respecting the school to the superintendent.
9. In the absence of the superintendent, he may sometimes take his place in the charge of the school, except in the case of very large schools, which may require an assistant to the superintendent.
THE true Sabbath-school teacher is one called and "sent of God;" for we read (1 Cor. xii. 28), "And God hath set some in the church, first apostles, secondarily prophets, thirdlyteachers;" and the same divine lips which said "Go preach," said also "Go teach." Whosoever receives this sacred call should devote himself to it by a holy consecration, remembering that he is truly an ambassador from the King of kings to a small circle of his rebellious subjects,—a ransomed sinner offering pardon to precious youth condemned to die. 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 Spirit. This is truly an angel's errand entrusted to redeemed sinners. Mr. Groser justly says: "The office of a Christian teacher transcends all others in interest and importance. No matter what his precise sphere of labor may be, whether that of a professor like Chalmers, a pastor like Oberlin, a schoolmaster likeArnold, or a Sunday-school teacher like the 300,000 men and women who on each returning Sabbath seek to instruct our youth in those truths which are able to make them wise unto salvation." He should, therefore, accept his mission thankfully, and enter upon it heartily, and attend to his duties punctually, faithfully, and earnestly.
He is to teach Bible truth. That is the divinely provided aliment for the human mind, and if rightly taught and received it will be attractive and satisfying to the soul, and all besides will be only supplementary. To be able to teach Bible truth thus faithfully and truly, calls forhard,earnestwork, for, says one of the English bishops, "It takes all we know to make things plain." The teacher, therefore, must needs be well furnished and thoroughly fitted for his high calling.
This brings us to the next article, on the teacher's preparation.
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 preparation. No teacher can impart more than he has prepared to teach, and he should therefore bring to his class only beaten oil, well-digested and well-adapted thoughts, something worthy of being taught, and that will command attention for their own sake. It is well for the teacher to have method and system, as well as a set time and place to begin that preparation. The time to commence, we think, should be on the afternoon or evening of the previous Sabbath, and the place in the quiet of the home circle or the study.
1. Pray and read, and read andthinkandPRAYover the lesson; the words and the spirit of it. Here look for the best thoughts to use.
2. Search the Scriptures with the aid of a Concordance, or good reference Bible, for the most pointed and practical parallel passages and references; they will wonderfully illuminate the lesson.
3. By aid of the Bible references, and a good dictionary, be careful to get the clear, exact meaning of the important words of the lesson, in words adapted to your class.
4. Next use your Teachers' Helps, Commentaries, Bible Geographies, Bible Dictionaries, Maps, Antiquities, etc.
5. Go out into the world and gather excellent things for illustration of the Bible truth from what you see, hear, read or do.
6. Visit your scholars' homes in the preparation of your lessons, and learn their peculiar trials and temptations. Study well your children, child-nature and child-language, "Peep of Day" and "Line upon Line" are pure specimens of child-language.
7. Get something foreachpupil, for Johnny is not at all like Willy, and Willy is not like Charlie, etc. Break up Bible truths into small pieces for the children and youth. Do not wander afar for simile, but remember "knowledge isbeforehim that understandeth, but the eyes of a fool are in the ends of the earth."
8. Make full notes, write out your facts and references, etc.: (a) Of your best thoughts. (b) Of your best plan of teaching. (c) The aim and object of the lesson illustrations. (d) Of the commencement and closing of the teaching lesson.
9. Think it all over so carefully and repeatedly that you will need scarcely to look at the notes to the end. Select just what to teach, and do not stuff thechildren. Memorize the lesson and you will have special unction in teaching.
10. Prepare more, far more, than you will want to use, that you may have ample material for selections; for no teacher can impart all that he is prepared to teach, and the teacher should be carefulNEVER TO EXHAUST HIMSELF.
Finally. Do not be tied down to any one plan or method of preparing a Sabbath lesson, but invent new and fresh modes. Never suffer any part of your preparation or teaching to relapse into a dull routine. Be fresh, warm, and earnest in manner and matter, and raise yourself above leaning upon any question-books or notes of lessons; use them if you please, but do not lean upon them. The weekly teachers'-meeting is an indispensable assistant to every faithful teacher. Never forget that the only sort of knowledge which can answer a Sabbath-school teacher's purpose "must be at once thorough, detailed, abundant, and exact."
It is of the first importance that the teacher of children should study well child-nature, child-language, and all the child's characteristics—such as activity, curiosity, inquisitiveness, etc.; what are its wants and cares; its dangers and its duties; its hopes and fears; its sympathies and feelings, likes and dislikes. All these must be candidly considered if we would prepare for the position of Christian counsellor and guide to the child. We must gain its confidence, draw out its sympathies, and win its heart,and all this will require the most diligent, earnest, prayerful study. In this process the teacher must needs often recall his own childhood, and live that over again—become as a little child again—if he would become a child's teacher. Do not ever fall into the error of supposing that your children are ever too young or too ignorant to appreciate a well-prepared lesson.
After these very full directions for theteacher, I am here permitted by Mr. Ralph Wells to give the notes of his actualsuperintendent'spreparation in the regular service of Grace Mission-school, only one week before the previous part of this article was written. The following are his exact notes: