Chapter XXXIII: HELPS FOR TEACHERS.--The Teacher's Covenant 251 (2)

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 time allotted to them is _theirs_, and even the superintendent has _no right_ to 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 school_ the 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 week_ he will remember that his duties as superintendent do not close with the Sabbath, or monthly 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 on _Monday morning_ on 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 calls for 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.

On _Wednesday evening_ he steps over to consult the pastor about the best way of turning the hearts of parents to their children, and to arouse the church in _sympathetic_ efforts on behalf of the lambs of the flock.

On _Thursday morning_ he 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, _Friday_ evening, 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 and _thinks_ it 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 is _only_ a 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--not _one_ but 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 an hour'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.

VI.

THE LIBRARY AND LIBRARIAN.

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 copies_ of 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 also comprise 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, with the 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, he _underscores_ it, 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 librarian keeps 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 the library. 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.

VII.

THE SECRETARY.

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.

VIII.

THE TEACHER.

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, thirdly _teachers_;" 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 like Arnold, 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 for _hard_, _earnest_ work, 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.

IX.

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 and _think_ and PRAY over 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 for _each_ pupil, 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 is _before_ him 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 the children. 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 careful NEVER 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 the _teacher_, I am here permitted by Mr. Ralph Wells to give the notes of his actual _superintendent's_ preparation 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:

"THE SUPERINTENDENT'S PREPARATION."

Subject--_Hypocrisy._

Time, 8 hours' _intense_ study.

Commenced Sabbath evening previous.

1. Prayer for light. Do you? 2. Go to the Bible to see what it says. 3. Texts found. _Write all out._ Job xx. 5; xxvii. 8-10; xxxvi. 13, 14. Prov. xxx. 12. Psalms lxv. 2-5. Ezek. xxxiii. 31, 32. Matt. vi. 2; xxiv. 51. Luke xii. 1. Mark xii. 15.

4. _Definition of Hypocrisy._

To seek to appear what I am not.

5. _Bible Examples._
_Causes._ _End._

Saul, 1 Sam. xv. 14. Love of gain. -- Gehazi, 2 Kings v. 26. " -- Judas, Matt. xxvi. 50. " -- Ananias, Acts v. 1-26. Gain and applause. -- Simon Magus, Acts viii. 26. Gain. -- Absalom, 2 Sam. xv. 1-12. Power. --

6. Look into the lesson and examples until I _feel_ it myself.

7. _Emblems._

_Bible._ | _Common._ Leaven. | The mask. Whited sepulchres. | Counterfeit money. Hidden graves. | Paste jewels. Spider's web. |

8. _Common ways for all ages._

The store, the bank, and the office. Profession of religion for credit. Political, on 'change, fashionable, flattering.

9. _Children's Dangers._

Don't tell mother. Boy getting my white-alley. Desire to please teachers or gain praise. The hypocrite lies with his hands, face, clothes, gifts.

10. _Illustrations._

Photograph--Absalom's monument. Friar--Nelly and love of Jesus. Picture of a hypocritical saint--London beggar.

11. _Absalom's double face to his father and to God._

Picture the scene. 2 Sam. xv. 1-13.

12. _Hypocrisy._

Its meaning. Its folly. Its causes. Its end.

The simple notes certainly give but a faint idea of how thoroughly hypocrisy is unmasked in this lesson. The teacher or scholar will never forget it. "_Intense_ study" should be contrasted with the _easy_-chair, lounging, intermitting study of many.

"The store, the bank," etc., refer to rum shops; so named that husbands and young men who return at late hours may say, I have just left "_the bank_," etc.

The "photograph of Absalom's monument" reminds us that, to this day, every Jew casts a stone at it, and curses the hypocrite's memory; and so on with the other illustrations.

The following brief notes were taken at one of our New York Association's meetings: Subject--How to prepare a Sabbath-school lesson. "Piety _alone_ is not what we want in Sabbath-school teaching any more than preaching." Take the lesson--Luke xviii. 35--"A certain blind man," etc. Take a good Reference Bible and a Bible Dictionary. I ask myself, What is in this passage? A miracle. Say something about miracles, but never lead a child into deep water. I can never make a thing plain to another that I cannot make plain to myself. You cannot teach more than you can put into words, etc.

Tell them about a particular part of the country: Jericho (Josh. ii., and 2 Kings xvi. 34), sixteen miles from Jerusalem, and about six from the river Jordan. I find here a beggar--_two_, but one is silent. "Jesus, thou Son of David"--the sublime epithet applied to the Messiah. His suit is for mercy. "Cried the _more_"--evidence of faith--plea for mercy--earnestness. Jesus is arrested in his progress by the prayer of the needy man. Prayer arrests all laws. Jesus stood and commanded. You have got to come to Jesus. Submission to Jesus absolutely essential. What wilt thou? We are to tell Christ just what we want. Prayer is absolutely necessary. Jesus made the blind man tell Him. Revive thy faith. Must believe. How apply. What last impressions to leave. Jesus was going up to Jerusalem for the last time. Only opportunity, or last opportunity. All go. This opportunity, dear boys, may be the last.

The superintendent, as well as the teachers, needs the most ample and careful preparation of the lesson, in order to suggest and aid and sympathize with the teachers and school, and to conduct the teachers' meeting.

X.

THE TEACHER TEACHING.

The teacher is the master and superior, and his character, attitude, bearing and words should be well calculated to govern and to guide. Teaching is not simply educating--namely, drawing out, nor simply instructing the pupil, but _training_ him. It is taking my thought and converting it to _his use_.

With this view great care should be taken to begin a lesson aright. The teacher should come from communion with God, and his spirit and manner should be at once thoughtful, earnest and cheerful, never cold, cheerless, indifferent, or severe. Let him give to each scholar a warm, quiet, but hearty salutation; be early, be calm, be gentle, be firm and seriously in earnest; never allow any scholar to take any undue liberties; and see that each one and everything is in its place.

With interest and reverence the teacher and his class will then enter upon the devotional opening exercises, joining in them. After which he will gather his class around him, and first place himself on terms of good-will with all, and find some _common ground_ for their minds to begin acting upon. A well-timed, easy, and awakening question about the former or present lesson will arrest attention, but it must be well adapted, and readily answered. The first questions must never perplex or embarrass the pupil, for they are very important. From thence proceed and rapidly draw their minds up towards the great central thought of the lesson; awakening thought, arousing curiosity, and deepening impressions.

The teacher should question the lesson _out_ of the pupils, and then question it _into_ them. 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 words. Next the _lessons_ of instruction must be carefully drawn, and lastly, _applied_ to the heart and life of all.

A severe test comes upon the teacher in the recitation and catechising upon the lesson. He is to remember: 1. To draw all the information that he can from the class; 2. To induce the class to find out all they can for themselves; 3. To give such information as is best for the class, but before giving any information, be sure that no member of the class _can_ give it.

The true teacher starts from the _known_, and proceeds over short and easy stepping-stones to the faintly known, thence to the contrast, and then to the unknown. Some very learned men utterly fail as teachers. They take such tremendous strides that no pupil can follow them. It is like the father rushing up three steps at a time to the top of the staircase. If he would lead his child, he must be careful to take but one step at a time. Let the child's present knowledge be the starting-point for all future acquisitions. Reading, or even reciting, a lesson, may possibly teach nothing. "'Tis in vain that you make them read the life and doctrines of the Saviour, if you do not explain to them that he lived for their example, that he died to redeem them, and that those doctrines are to govern them in thought, word and deed." Care should be taken, to select the best plan of arranging the lesson. "The _beginning_ should arrest attention, the _middle_ inform the mind, and the _end_ affect the heart." Let there be a natural order and method in all your teaching;--one thought gliding into and connecting with the next, and so on. In no department of life is system and method of more value, and a child is as much aided by it as a man. Robertson justly says: "Memory without method is useless. Detached facts are practically valueless." Method is the laying out of the lesson and proceeding in its natural order in conformity with the uniform laws of the human mind. It tells what shall come first and second, and puts everything in its right place, so that the mind can take a clearer grasp, and memory a more easy and a more retentive hold, of the truths presented.

We should not, however, bind ourselves to any _one_ method of teaching, for there is no standard mode alike adapted to different persons and lessons. The most of our good teachers have wrought out some way of teaching in a measure peculiar to themselves and adapted to them. Those who can do so, however, will be able to borrow much of value from "Gall's Lesson System," with its thorough analysis, numerous exercises, exhaustive doctrines and lessons of instruction, or from "Stow's Training System," with its sympathy of numbers, its picturing out into life and training which will aid others, and "Mimpriss's Gospel Harmony" will help many. Let us ride no hobbies, but gather the best suggestions from all for our Sabbath-school work.

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 forms.

A few years ago hymn-learning, catechism, and task-lessons formed the staple of even our Scripture-classes. Now there is a demand for good Bible-teaching, that will equal the teaching of our best academies and colleges. The Bible is so adapted and wonderful as to place us on great vantage ground. We want to know, How to use it? Mr. J. G. Fitch, of the Normal College, London, has given us an admirable synopsis of the few simple principles which underlie the great art, and which, as he justly observes, "require to be pondered and thoroughly grasped by every teacher:"

1. "Never to teach what you do not quite understand." Clear knowledge makes clear, pleasant teaching.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

_Examples of Teaching._

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

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

_Lesson No. 1._

_As taught by the "Gall Lesson System."_

(Matt. viii. 1-3.)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

_Explanation of Words to precede the Lessons._

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

_Lesson No. 2._

_As taught by the "Gall Lesson System."_

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

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

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

1. _Verbal and General Exercise._

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

_What kind of faith does God require?_

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

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

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

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

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

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

2. _Numerical Exercise._

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

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

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

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

3. _Doctrines Separated._

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

4. _Explanations and Illustrations._

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

5. _Doctrines Proved._

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

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

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

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

6. _Lessons from the Doctrines._

_From these doctrines we learn_,

(1.) That we should beware of unbelief.

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

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

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

7. _Application of the Lessons._

Of what should we beware? (1.)

What should we hate and forsake? (2.)

What should be cheerful and constant? (3.)

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

8. _Devotional Exercise_ (_from the Answer_.)

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

9. _Devotional Exercise_ (_from the Lessons_.)

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

10. _Paraphrase formed._

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

_Other Modes of Teaching._

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

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

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

XI.

ILLUSTRATIVE TEACHING.