Angle No. 1—Approach.Give subject of last lesson, brief intervening history, time, place, and circumstances leading to this lesson.Let the lesson text be read at this point.Angle No. 2—The Lesson Story.Give the lesson story in your own words.Angle No. 3—Analysis.Give one or more simple working outlines for studying and teaching this lesson. Use the blackboard if convenient.Angle No. 4—Biography.Give the names of persons, classes, and nations mentioned or referred to in the lesson.Angle No. 5—Orientalisms.Give any Oriental customs or manners peculiar to this lesson.Angle No. 6—Central Truth.Give the central truth of the lesson and your reason for its choice.Angle No. 7—First Step.Give a good way to introduce this lesson so as to secure attention from the start.Angle No. 8—Primary.Give the features of this lesson which are best adapted to small children.Angle No. 9—Illustrations.Give a few incidents or facts that will serve as illustrations.Angle No. 10—Practical Lessons.Give the most practical lessons in personally applying the truths of this lesson.
Angle No. 1—Approach.
Give subject of last lesson, brief intervening history, time, place, and circumstances leading to this lesson.
Let the lesson text be read at this point.
Angle No. 2—The Lesson Story.
Give the lesson story in your own words.
Angle No. 3—Analysis.
Give one or more simple working outlines for studying and teaching this lesson. Use the blackboard if convenient.
Angle No. 4—Biography.
Give the names of persons, classes, and nations mentioned or referred to in the lesson.
Angle No. 5—Orientalisms.
Give any Oriental customs or manners peculiar to this lesson.
Angle No. 6—Central Truth.
Give the central truth of the lesson and your reason for its choice.
Angle No. 7—First Step.
Give a good way to introduce this lesson so as to secure attention from the start.
Angle No. 8—Primary.
Give the features of this lesson which are best adapted to small children.
Angle No. 9—Illustrations.
Give a few incidents or facts that will serve as illustrations.
Angle No. 10—Practical Lessons.
Give the most practical lessons in personally applying the truths of this lesson.
The leader should be prepared on all the "Angles," so that he can take the place of any one who is absent.
88. Program.—Begin with a bright, earnest, tender devotional service of ten minutes, remembering in prayer any who may be sick, and special cases of interest mentioned by those present. Then devote fifteen or twenty minutes, according to the need, to some feature of the school work previously decided upon. It may be a discussion of finances, led by the treasurer, or of the records, led by the secretary, or of grading, led by the superintendent of classification, or a consideration of a given department, led by the superintendent of that department. Follow this with thirty or thirty-five minutes in the consideration of the lesson. Then devote about ten minutes to messages or suggestions from the pastor or superintendent, or both, closing with a five-minute service of prayer and song. Theservice can be made to come within an hour, by shortening some of the items named above. At the close of the Workers' Meeting, spend a few minutes in social intercourse. A Workers' Meeting conducted after this manner will be a veritable dynamo of power for the Sunday-school, and none who can attend will willingly remain away.
1. State some of the gains in having a Workers' Meeting.
2. Who should lead that meeting?
3. What equipment is needed for it?
4. Who should attend it?
5. Describe the "Angle Method" of lesson study at the Workers' Meeting.
6. Outline a suggested program for such a meeting.
89. Christian giving is Christian worship.No test of Christian character is so accurate or severe as the motive and method of giving. Giving is a Christian grace, and the Sunday-school is the best place to cultivate it. The Sunday-school should be the "West Point" of the church, in this as in other things. Since the Sunday-school is a church service, the church is evidently responsible for its maintenance and support. It does not follow, however, that the church should pour into the Sunday-school all the money it needs, nor that the Sunday-school should give away all the money it raises.
90. The Financial Board.—There is in many a church, and should be in every one, a board having the special care of the finances of the Sunday-school. This board should be composed of certain officials in both the church and the Sunday-school, so that their action may be wise and intelligent. Certainly the pastor, superintendent, church treasurer, and school treasurer should be members of this board. They should be empowered to carry out the financial policy of the school, direct in all matters of financial detail, audit all bills, and see that these are promptly paid, so the good credit of the school may be maintained.
91. The Budget.—At the beginning of each year a carefully prepared budget should be presented by the Financial Board, indicating how much money the school will be asked to raise, and what proportion of it should be used for benevolences, church support, school expenses, etc. A liberal allowance should be made for unexpected expenditures that cannot be foreseen. The budget should be printed, so that each member may have a copy. If satisfactory, the budget may be accepted by the school, by vote, as an indication of its loyalty to the board and to the church.
92. Right Motives in Giving.—All giving should be "as unto the Lord." The scholars should be taught that we are all stewards, and that everything we have belongs to God. Sunday-schools properly imbued with right motives in giving to-day mean churches aflame with financial and spiritual power to-morrow. When the motive is right, giving is a means of Christian growth. Love is the only worthy motive; giving is the test of love. You can give without loving, but you cannot love without giving; Godso lovedthe World that hegavehis only son. Without love, there is no joy in giving. Without joy in giving, we cannot please him; "God loveth a cheerful giver." No deeper joy ever comes to the Christian heart than the joy of right giving. Jesus said, "It is more blessed to give than to receive." Every Sunday-school should be taught this truth, and taught why it is truth.
93. Right Methods in Giving.—Every member of the school should be asked to contribute a certain amount regularly each Sunday, making up the same in cases of absence. This amount should be decided upon by the scholar in conference with his parents or the teacher, unless the scholar earns his own money. Avoid spasmodic efforts in raising money. In the end, the effect on the school is not good, and the results are not satisfactory. Every member should be urged to give something, no matter how small. The sum given should be in proportion to the ability to give, and not gauged by what others do. One of the safest foundations that can be laid for the development of Christian character and a happy life is to fix in youth the habit of regular, systematic, intelligent giving. Small, dated envelopes for each scholar, one for each Sunday, stating the purpose for which the money is used, generally insure larger offerings and greater satisfaction to the givers. Do not gather the offering during the singing or during any other feature of the service. Dignify it by giving it a place and time. Offer a prayer over it before passing it to the treasury.
94. How to Use the Money.—The larger share of the money contributed by a Sunday-school ought, if possible, to be devoted to missionary work and benevolences. A certain proportion of the money should be passed over to the church treasury, so that every member of the school may know that he is helping to support the church, and feel that the church's pastor is his pastor. A certain portion of the money should be used for the expensesof the school. This will teach economy and independence. The proper division of these funds will not be the same in all cases, but should be determined by the Financial Board, in view of the local conditions and needs.
95. Records and Reports.—No account should be kept of the money given by any member, but only of the fact of giving. Thus may be avoided the appeal to the pride of the well-to-do, and the envy of the very poor. The report for each Sunday should show how many givers and how many omitters there are in each department or class and in the whole school. Mentioning the departments or classes having no omitters will stimulate other departments and classes to seek that distinction. A blackboard properly ruled so that nothing need be done but put in the figures, can be made to show this in a manner that will not be forgotten, and it will be a good object-lesson to the whole school. Frequent reports should be made to the entire school as to the use that is made of the money. Printed statements should be issued, if possible, with full, detailed report of all funds received and expended, which the scholars may take home to their parents. The more thoroughly the school and the home are kept informed as to these financial operations, the more generous and intelligent will be the giving.
1. How should the Financial Board be made up, and what are its duties?
2. What is the true motive for giving?
3. Name some right methods in giving.
4. What use should be made of Sunday-school contributions?
5. What facts should the Treasurer's weekly report include?
96."It is the whole business of the church, and it is the business of the whole church, to carry the whole Gospel to the whole world as speedily as possible." Missionary work is notoneof the features of church activity; it istheone all-important work of every church, every Sunday-school, every Christian. Without intelligent missionary interest there can be little spiritual power. Every Sunday-school should be, in fact, a missionary organization, and set itself to definite, far-reaching missionary tasks.
97. Missionary Secretary.—Every Sunday-school should have a Missionary Secretary. He should be deeply interested in missions, and as thoroughly informed as possible. He should bring to the school from time to time the latest missionary intelligence, especially from those fields in which the denomination, the church, and the school are most interested. He will select the missionary books for the scholars' and the teachers' library. He should co-operate with the other officers and teachers in creating and maintaining a missionary atmosphere in the school.
98. Missionary Committee.—If the school is large, a Missionary Committee will be useful. It should be under the general direction of the Missionary Secretary, and should consist of one person from each department of the school. This will insure that all departments are brought into vital touch with the missionary activities of the school. Such a committee will be most helpful in arranging missionary programs, selecting members for the mission study classes, planning the entire missionary instruction of the school, and attending to the proper distribution of missionary periodicals and literature. This committee may also assist in securing a missionary training of the teachers in the teacher-training classes.
99. Missionary Libraries.—Some of the choice, bright, interesting missionary books which are now very abundantshould be in every Sunday-school library. If selections are properly made, the books will be sought for and eagerly read by the boys and girls. There should also be in the teachers' library some special missionary books dealing with methods (seeAppendix), and the teachers should be urged to read them.
100. Missionary Equipment.—Splendid missionary maps, charts, pictures, and curios are now abundant and inexpensive. They may be secured from denominational publishing houses. Every school should have a supply, and they should be in the care of the Missionary Secretary. Large charts and maps may be made by the scholars under the direction of the Missionary Committee. Secure, if possible, a missionary map of the world, and a map showing the missionary activities of the denomination. Charts showing the relative strength and growth of the Christian religion as compared with other religions in all parts of the world are effective. A cabinet of missionary curios is most desirable.
101. Mission Study Class.—There should be at least one mission study class in every school. It is usually possible. Such classes need not continue all the year. Ten meetings of one hour each, for ten successive weeks, will enable any class that applies itself to the work to complete one of the elementary text-books relating to missions. The meetings should be held on a week-night, and they should not be obliged to divide the evening with any other meeting. The available time in the Sunday-school session is not long enough unless double the number of lessons are used, and this is not always practicable. The class should be composed only of those young people who are deeply interested, or want to become interested, in missions. Five to ten members are enough for a good class. The leader should be an enthusiast who is not afraid to work. Such a class maintained for a few years will create a missionary interest in any school that will reveal itself in larger offerings, and probably in volunteers for the missionary field.
102. Missionary Room.—If there is an available room in the church, it would be well to set it apart as the Missionary Room. Here will be found the missionary library, periodicals, maps, charts, and curios, properly displayed and cared for. Itmay be a class-room, if no other room is to be had. The Missionary Secretary will have a table or desk here, and it will serve as his office. It will furnish a good place for the mission study class, and will be the center of all the missionary activities of the school.
103. Missionary Sunday.—Missionary instruction should be given in connection with every lesson that will permit of it. Once a month, however, there should be special missionary exercises, whether the particular lesson lends itself to missionary treatment or not. Five or ten minutes' time during the opening or closing exercises can be profitably arranged for by the Missionary Secretary with appropriate music, missionary selections, recent items from the field, map drill, and display of charts and curios. Or, some of the elementary outlines of missionary study now available may be taught from the platform or taken up in the classes.
104. Missionary Concerts.—A properly arranged missionary concert is interesting and instructive. Usually it is best to confine each concert to a given missionary field. Display a map of the field. Have participants dressed to represent the natives. Appropriate music, recitations, facts from the field, and a short missionary address by the pastor or by a returned missionary will make an excellent program. Secure from your denominational publishing house leaflets giving facts about the field under consideration, and distribute them to the audience. Once a quarter is none too often for a missionary concert.
105. Denominational Boards.—Every Sunday-school should contribute regularly and generously to its own denominational benevolences. Contribute to one benevolence at a time, and let this one be definitely explained, so that the giving may be intelligent. Every school ought to be familiar with the great missionary movements of the world, and especially of its own denomination.
106. Specific Objects.—More interest can be created and more money raised for a specific than for a general object, and done more quickly. Denominational boards, recognizing this, have provided to meet it by enabling churches, schools, and individuals to contribute to a specific purpose, under the generaldirection of a given board. Shares to the extent of the donor's contribution are assigned in a particular station, the donor thus having a share in the entire work of the station. This is known as the "Station Plan" of giving.
107. Reflex Influence.—No church, school, nor Christian can honor the Master by endeavoring to carry out his last command without receiving a great blessing. The power and effectiveness of a local school in its own work are usually in proportion to its interest in the world-wide Kingdom. If it will "make a little cake" for others first, it will have all it needs at home. This rule is without exception.
1. Repeat the quoted sentence at the beginning of paragraph 96.
2. What are the duties of the missionary secretary?
3. Of the missionary committee?
4. What missionary equipment is desirable?
5. State how a mission-study class may be conducted.
6. What plan may well be used for a Missionary Sunday?
7. For a Missionary concert?
8. What is usually the measure of the power of the local school?
108.Organized classes have existed in small numbers here and there for many years; not until recently, however, has the attention of the Sunday-school world been especially attracted to them. When once their value became recognized the idea spread rapidly, and the organized adult class is now one of the most prominent features of Sunday-school work almost everywhere.
109. Organization.—Elaborate organization will not be needed, except in very large classes. It is best to organize men's classes and women's classes separately. Call together by announcement and invitation those who are interested in forming a class, for conference. Furnish them with the leaflets on organized classes furnished by the denomination or by the International Sunday School Association. Explain the method and purpose of class organization. Endeavor to secure a definite number of charter members to begin with. Adopt the suggested International constitution, or some other if better suited to the needs of the class; or appoint a committee to draft the sort of a constitution desired. Secure the International Certificate of Recognition, which should be framed and hung upon the walls of the class-room. It will be well to make the organization conform to the standard set up by the International Sunday School Association, and outlined in their leaflets.
110. Purpose.—The real purpose of class organization is to make the class more effective in those things for which a Sunday-school class exists. Genuine, faithful Bible study for the purpose of leading men and women to Christ, developing Christian character, training for service, securing their membership in the church, and setting them to work, is the business of the class. Everything else must contribute to this. With this as the goal, any wisely conducted class will succeed; but if anything else overshadows this, true success is impossible. Thoroughly organized classes will solve the problem of holdingmen and women in the Sunday-school, and are doing it continually.
111. Officers and Their Duties.—Elect a president, vice-president, secretary, and treasurer, whose duties will be those usually performed by such officers. The president will preside, not only at all class meetings, but at the regular Sunday session of the class as well. The most important officer to choose is the teacher. Select the very best teacher obtainable, and one, if possible, who is well known and liked by the class. The teacher and president should be ex-officio members of all committees. Other officers may be chosen as they are needed.
112. Committees.—Appoint but few committees to start with, and others as the need arises.
The Executive Committee may consist of the general officers of the class and the chairmen of the various standing committees.
The Membership Committee will seek to secure new members, look up the absentees, and visit the sick. As the class grows in size, part of this work may be assigned to special committees.
The Devotional Committee will have in charge the devotional services of the class on Sundays and at other meetings.
The Social Committee will welcome and introduce new members and visitors; it will also seek to cultivate the social side of the class, providing such gatherings and entertainments as may be approved.
The growing needs of the class will suggest special committees from time to time.
113. Name.—There is inspiration in a good name. It may be the name of some prominent person in the denomination or community, but it is better not to use the name of any one still living. Or the name may have the charm of secrecy—a word or initials—with a significance known only to the class. Whatever name is adopted, make much of it. Let it be prominent on all the class printing. Many classes adopt "colors," and decorate their class-room with them; some choose a class flower, to be worn on special occasions. Class stationery and whatever else will tend to cultivate a class spirit is desirable.
114. Class Meetings.—There should be regular meetingsof the class, at least quarterly. The social committee will usually arrange for these meetings, but occasionally another committee should be in charge, as the literary or athletic committee. The great occasion of the year will be the annual meeting, when a special effort should be made to secure the presence of all members, past and present. The election of officers, a banquet, a fine program, and a glad reunion will be its customary features.
115. Relation to the School.—The organized class should be a part of the Sunday-school with which it is connected. It will be better if during the opening or closing service the members of the class can sit with the school. Their relation to the school should be the same as that of any other class. Class spirit is good, but school spirit is better. They should use the regular Bible lesson. Nearly all classes which have turned aside from the Bible lessons have gone down. They should contribute to the regular school fund, and comply with all the requirements of the school. The influence of large organized classes upon the boys and girls, thus emphasizing loyalty to the school, is very great.
116. Relation to the Community.—Organized classes are now combined in a regular department of the organized or International Sunday-school work. Each organized class should co-operate with others in extending and improving organized class work and methods. Delegates should be sent from the class to conventions and conferences, and make report to the class upon their return. The International emblem, a small red button or pin with a white center, will enable members of organized classes to recognize each other when they meet. Much helpful literature for organized classes is now in print, in the form of periodicals, lesson helps, and books for teachers, officers, and scholars.
117. Benefits.—A class spirit is fostered. The class becomes a working force and unit. The organized class has something definite to do. It sets every member to work. It helps to hold the big boys and girls in the school. It interests men and women in the study of the Bible and in the church. It furnishes workers for the church and Sunday-school, teachers for mission schools, speakers and singers for evangelistic meetings upon thestreet and elsewhere. It gives strength and dignity to the school. It adds largely to the school's financial resources. Organization carries many a class over the dead center of discouragement, or the weakening influence of being without a teacher. A well-organized class will grow, for a time at least, whether it has a teacher or not.
1. Explain a method for organizing an adult class.
2. What is the purpose of such organization?
3. What officers does an organized class need?
4. What committees?
5. What are the advantages of a name for the class?
6. What is the right relation of such a class to the school?
7. To the community?
8. State the benefits of an organized class.
1. What should be the most important feature of the Sunday-school session?
2. Who should be in a teacher-training class?
3. What may the teacher accomplish between Sundays?
4. What is a Workers' Meeting?
5. What is the "Angle Method" of study at that meeting?
6. What are the duties of the financial board?
7. How may a mission-study class be conducted?
8. What is usually the measure of a school's power?
9. How may an Adult Class be organized?
10. State the benefits of an organized class.Note.—This entire subject is fully and helpfully discussed by Mr. Lawrance in his book "How to Conduct a Sunday School."
Two years of timepreferably should be allowed for the completion of these lessons. The International Association will grant a diploma upon the completion of the First Standard Course, provided at least one study year has been spent in pursuing the fifty lessons.
If the book is studied by a normal class, meeting at the time of the regular lesson period on Sunday, only a half-hour will usually be available; and in this case at least one hundred half-hour periods, extending over two teaching years, should be used for the fifty lessons. If full hour periods are available, the course may be completed within one year of fifty lesson periods.
Although the numbered lessons begin with the story of Adam on page14, there are two chapters which may be used as preliminary material, if the leader chooses. One of these is "How the Bible Came to Us," by Professor Price, on page123. There are fifteen numbered paragraphs in this chapter; if there are at least fifteen members in the class, a profitable hour could be spent by assigning a paragraph to a member, several days ahead, with the understanding that each one was to read the entire chapter, but to be specially prepared in his assigned paragraph. At the time of the lesson hour pencil and paper could be supplied to each member of the class. Then beginning with paragraph 1, all books closed, the assigned member could state from memory the contents of the paragraph, while all the others silently write down wrong statements or omissions—these to be brought out later.
The chapter on the Bible, page11, should also precede the numbered lessons. The chart given is easily remembered and each member might reproduce this chart from memory and tell something of each of the several periods enumerated.
The Lessons on the Book.—It will be seen that each lesson is composed of several parts: (a) The historical outline, which is placed first; (b) the geographical work, in a statement ofplaces and an outline map; (c) a paragraph designated "Significance of Events"; (d) the story of the period briefly retold in simple language. Note the following suggestions:
(a)The Historical Outline.—These outlines, taken altogether, constitute a complete statement of the essentials of Bible history. They are the framework upon which may be built as elaborate a Bible story as one may wish. The outlines may well be used for memory work and in question drills and reviews.
(b)The Geographical Work.—In most of the chapters the maps are so simply drawn that they may be used for geography drill, each student being asked to draw (without tracing) the simple map connected with the lesson, and locate the places mentioned.
(c)Significance of Events.—These paragraphs, taken together, form a concise story of the progress of redemption and revelation, and state the spiritual teaching of each period. The essentials of these statements may be memorized, but students should be required to express the thought in their own language.
(d)The Retold Bible Story.—Emphasis upon the memorizing of the other three parts of the lesson should not prove an excuse for passing by the Bible narrative here given. Without this the other work may prove dry and uninteresting—a task. The student who reads and rereads the narrative with care will find his memory work in the other portions invested with a vitality that will otherwise be missing. The narrative section will furnish abundant material for brief debates, informal discussions, assigned papers on special topics, and many other helpful methods. Bible study of historical facts in rigid outline may be made as dry as dust. Bible study aglow with human interest and enthusiastically pursued by diversified methods may be made the most interesting study that can be undertaken.
Using the Blackboard.—The blackboard may be used with great profit as an aid in reviewing a lesson, either at the close of a teaching period, at the beginning of a period following a lesson assigned for home study, or at intervals in the course after covering several lessons. No special blackboard outlines are offered in this book; it is urged that each leader shall construct his own blackboard review from the historical outlines at the beginning of each lesson on the Bible. Such a blackboard reviewshould be accompanied by questions and answers. Here is an illustration of the blackboard use of the outlines ofLesson 1, The Book, page 14,after the entire lesson has been carefully studied and with all books closed.
Leader.—What are the great divisions of the Bible?
Answer.—Old Testament and New Testament.
(Here may follow a drill on the Books of the Old Testament in their order.)
Leader.—We will begin with the study ofThe Old Testament Division(write).
Leader.—How may this be divided?
Answer.—Into a prelude and five periods.
Leader.—What does the prelude tell about? (WritePrelude.)
Answer.—Story of creation(write).
Leader.—Where do we read about it?
Answer.—Genesis 1, 2(write).
Leader.—Where do all things have their origin?
Answer.—In God.
Leader.—What does the first period tell about? (WriteFirst Period.)
Answer.—The creation ofAdam(write).
Leader.—What "beginnings" do we see in this period?
Answer.—The beginning of the human race, sin, and redemption(write).
Leader.—Where is this told about?
Answer.—Genesis 3(write).
Leader.—Who is the leading person of the second period? (WriteSecond Period.)
Answer.—Noah(write).
Leader.—What event is chronicled in connection with Noah?
Answer.—The flood(write).
Leader.—What great structure was built in this period?
Answer.—The tower of Babel(write).
Leader.—What punishment came to the people for building this tower?
Answer.—Confusion of tongues(write)
Leader.—Where do we read about this period?
Answer.—Genesis 6-11(write).
This method may be followed in the case of each of the Bible lessons. The blackboard outline for the entire first lesson would appear about as follows, after being built up step by step:
Each leader will thus be enabled to use the blackboard in his own way, basing the drill on the outline material at the beginning of each chapter; this blackboard review will be brought to the students with a freshness not secured when suggested outlines are printed with each lesson.
Familiarity with mapsshould be encouraged at every point. The leader may accustom the class to the question, "Where is that place?" nearly every time a town or locality is named. The average beginner in Bible study is afraid of a map; the more familiar he becomes with these maps, the more confidence he will have in his own Bible knowledge.
The New Testament Section.—In the several chapters beginning on page71the historical outline consists of a harmony of the Gospels. It is not intended that the student shall memorize this harmony; but the ability to reproduce from memory the journey map published in connection with each section of the harmony would give the student a very helpful grasp on the order of events in the life of Christ. The use of a journey map as a basis for telling the story of a chosen period will fix events and geographical location in mind at the same time.
The lessons on The Pupil enter a field of study with which the average teacher is perhaps less familiar than with the Bible section. Hence the leader will do well to begin slowly and to allow plenty of time for discussion in the class. Professional teachers who have studied the science of psychology may be very helpful in occasional talks to the class, provided you are assured in advance that they will not confuse the students by the use of technical terms. Such talks from outsiders should be brief, and confined to one phase of the subject, and time should be allowed for questions by the students and informal discussion.
Students should be encouraged to find their own illustrations for certain well-defined statements. Take, for instance, the paragraphImitationunder numbered paragraph 6, on page144. One or more students may be asked to bring illustrations of this statement from their own home or Sunday-school experience in a given week. One will tell how he saw a neighbor's boy try to keep step with his father while on a walk. Another will describe the actions of a little girl she saw dressed in her mother's skirt—actions plainly imitative of the mother herself. Illustrations like these observed and reported by the students themselves will greatly aid in the study of the section, and will be much more valuable than illustrations ordinarily furnished in the text. The leader is urged, however, to challenge any illustration which misses the point or gives a wrong impression.
Bringing the Teaching to a Focus.—In some cases the superintendent of the department which includes the age under discussion (as, for instance, The Beginners Department), whethera member of the class or not, may be invited to tell in from five to ten minutes how far he or she is able to meet theopportunities, supply theneeds, overcome thedifficulties, and realize theresultsso clearly stated by Mrs. Lamoreaux in the closing paragraphs of each chapter. This would give the whole lesson a local setting and application.
The remarks in the first paragraph of the section under The Pupil, just preceding, apply equally here. Outside help is desirable, but simplicity in treatment must be maintained. Profound knowledge of a subject does not insure ability to restate that knowledge in simple terms. Better not have the profound knowledge displayed if it is going to leave the students in confusion.
The principle of home-made illustrations referred to above applies equally well to the section on The Teacher.
It is safe to say that each adult student in the class will remember teachers who have excelled in the points enumerated by Dr. Brumbaugh. The student should be encouraged to take a statement like that found in paragraph 4, page182, and say to himself: "Which of my teachers was notably enthusiastic? How did this enthusiasm impress me? How did it help him in teaching great truths?" These observations may frequently need to be made quietly to the student's self. But they will greatly help him to master the laws of teaching.
Here is a section dealing with a concrete subject, and illustrations will be within the range of vision of every one who is associated with Sunday-school work. At the very outset there may be found those who will take exception to many of the suggestions made, because they are deemed to be impracticable in "our school." This attitude should be firmly but patiently overcome. If discussion proves that the thing suggested is undesirable, or that a better method may prevail, that is a point worth making. But the argument that a thing is desirable but"impossible" should have no footing in a teacher-training class. Let the motto be, "If it ought to be, it can be."
The teacher may be inclined to skip a paragraph like that on The Secretary. "Of what interest is that to me?" she may ask. The answer is simple: No one is equipped to be a teacher who doesn't know the school as a whole; and no one knows the school as a whole who doesn't know it in its several essential parts. Only when the teacher knows the secretary's duties, for instance, is that teacher prepared to see how careful he should be in meeting his obligations to the secretary in the line of the latter's official work. Each teacher should be encouraged to study executive problems, such as those relating to the superintendent and other officers, as if they were his own; and at least he should discover his part as a teacher in helping the executive officers to make the school a success.
In many localities sections of the class may visit other schools and report back to the class upon the features in which these schools excel. This offers a practical laboratory method for the concrete teaching of these lessons. Of course, such visits should be made with the knowledge and consent of the superintendent of the school visited; and at such times and in such manner that the work of the school will not be disturbed. Teachers of regular classes will greatly profit by an occasional trip to another school; it is time gained rather than lost.
Teacher-training superintendents find a marked tendency in some classes to discontinue the work after the section on The Bible has been covered. It is a false notion that a knowledge of the Bible is the only thing necessary for Sunday-school teachers. Leaders should enthusiastically carry their classes past this common "dead-point" over into the sections on The Pupil, The Teacher, and The School; this special effort to arouse enthusiastic interest in what is to come after the Bible course will often prevent students from dropping out of the class.
In all the work "make haste slowly." It is more important to get the work done well than it is to get it done in a given time.
Copyright, 1897,by John D. Wattles & Co.First Journey
Copyright, 1897,by John D. Wattles & Co.