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 HOW WE CONDUCT IT. 
 
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 .WALDO^ABBOT. 
 
 WITH 
 
 A. N INTR,Or>XJOTIO W, 
 
 BY JOHN S. C. ABBOTT. 
 
 BOSTON: 
 
 HEISTRY HOYT, 
 
 NO. 9 CORNHILL. 
 
Entered according to Act of Congress, in the year 1863, by • 
 
 HENRY HOYT, 
 
 In the Clerk's OflQce of the District Court of Massachusetts. 
 

 INTRODUCTION. 
 
 "By Rev. Jolm S. C. Ab'bott. 
 
 'HE Sabbath School has proved itself 
 to be emphaticall}' the niirseiy of the 
 church. Wherever there is a well 
 conducted Sabbath School with its sys- 
 tem of Bible classes, there one invaria- 
 bly finds the organized church in a flourishing 
 condition. There seems to be here developed 
 almost as regular a progression of cause and 
 effect, as in any of the works of nature. 
 God shows himself as ready to co-operate, 
 with his divine blessing, in this sowing of 
 the seed and gathering in of the harvest of 
 spiritual husbandry, as in any of the more 
 material labors in which men may engage. 
 The skillful superintendence of a Sabbath 
 
IV INTRODUCTION. 
 
 School is an art of diificult attainment. It is 
 a gift rather than an art. As Horace said of 
 the poet, the superintendent is horn such, not 
 made. Some men have the innate capacity to 
 superintend affairs. With comprehensive grasp 
 they can embrace the totality of the • School, 
 with all its diversified interests, while, at the 
 same time, not the minutest details of duty can 
 escape their eagle glance. With tact, which 
 God has given, they move, amidst their mul- 
 tifarious duties, unembarrassed, instinctively de- 
 ciding, in every emergency, just what is to be 
 done. As Caesar chose his generals, always 
 getting the right man for the right place, so 
 they, by the unerring light of an inward con- 
 sciousness, decide who shall take the infant 
 class, who a class of refined and cultivated 
 young ladies, and who shall tame a set of 
 coarse, vulgar, unruly boys, and who shall 
 guide the mature and thoughtful minds of 
 Christian adults in the highest branches of 
 
INTRODUCTION. 
 
 theology. They know how to classify the pu- 
 pils, so that congenial and harmonious charac- 
 ters shall be together. 
 
 Not a ragged boy can peep in at the door 
 of such a school but he finds himself lured to 
 the very class to which he naturally belongs, 
 and to the care of a teacher who will not al- 
 low him to slip from his grasp. If there is 
 a teacher absent, the eye of such a superin- 
 tendent instantly discerns the fact, and the 
 defect is promptly rectified. Or rather, a 
 skillful superintendent inspires his corps of 
 teachers with such zeal, that almost never is 
 a teacher absent from his post without pro- 
 viding a suitable supply. 
 
 As the eflSciency of an anny depends main- 
 ly upon its general, so does the efficiency of 
 a Sabbath School depend almost entirely upon 
 its superintendent. The first thing to be done 
 in organizing a Sabbath School is to get a 
 good Superintendent, When Marshal Ney, in 
 
Vi INTRODUCTION, 
 
 9 
 
 the retreat from Moscow, performed a won- 
 derful feat of heroism, in which he rescued a 
 division of the army from apparently inevita- 
 ble destruction. Napoleon grasped him by the 
 iinnd, exclaiming, "An army of deer, led by 
 a lion, is better than an army of lions led by 
 a deer." 
 
 As an able general will inspire all his sub- 
 ordinate officers and soldiers with heroism, 
 throwing, as it were his own enthusiastic spirit 
 into their bosoms, so an efficient superinten- 
 dent, b}^ the energies of his own mind, can 
 inspire a whole school with that ardor which 
 fflows and burns in his own heart. Fortunate- 
 ly the free institutions of our land, our noble 
 system of common schools, and the elevating 
 influence of labor, as combined in our manu- 
 factories, has developed, in every village of 
 our country, men equal to these responsibili- 
 ties. Any man who would make a good gen- 
 eral, a good colonel of a regiment, a good 
 
INTRODUCTION vil 
 
 superintendent of a factory, a good merchant 
 having twenty clerks in his employ, possesses 
 the intellectual qualifications requisite for a 
 good superintendent. He needs only piety 
 and zeal to fit him fully for the oflSce. 
 
 "William Cowper, the poet, as superintendent 
 of the Lee Avenue Sabbath School, in Brook- 
 lyn, with its two thousand pupils, would run 
 that roagnificent institution into remediless 
 ruin in less than six weeks. But you might 
 search Christendom in vain for a more admir- 
 able teacher than he for a Bible Class of refined 
 and highly cultivated young ladies. The re- 
 formed and regenerated pugilist, fresh from 
 the ale house and the prize ring, who has 
 just learned to sing the songs of Zion, placed 
 over such a class of young ladies, would 
 drive them out of the chm-ch by the second 
 Sabbath. But it is doubtful if one could find 
 a more desirable teacher, lor an untamed class 
 of vagabond boys, from any of the streets of 
 our great cities. 
 
Vm INTRODUCTION. 
 
 Our Sabbath Schools are now attracting the 
 attention and enlisting the energies of our 
 ablest men. The futui-e hope of the nation 
 is greatly centering in these nurseries of pietj'-. 
 It is very important that the teachers, in 
 these Sabbath schools, should be familiar with 
 the plans adopted, and with the results of 
 experiments in other schools. The writer of 
 the following treatise has had facilities, such 
 as few have enjoyed, to visit schools widely 
 throughout our land, and particularly to study 
 the organization and the routine of the most 
 celebrated and successful Schools existing 
 among us. The suggestions contained in this 
 volume are so eminently practical, and have 
 proved so successful in actual operation, and 
 they cover so widely all the wants of the 
 Sabbath School, that it may safely be asserted 
 that the book will prove of gi-eat value 
 wherever read. The thoughts which are here 
 presented are not visionary theories. The 
 
INTRODUCTION. Jx 
 
 book is founded on the Baconian philosophy, 
 giving facts, and the results of actual exper- 
 iments. 
 
 All that is here suggested may not perhaps 
 wisely be introduced into any one school. Each 
 superintendent has his own peculiar characteris- 
 tics, his own modes of action, and he can- 
 not pursue any administrative policy in a line 
 antagonistic to his own nature. But he can- 
 not fail to find, in these pages, so rich in 
 the record of the results of the labors of others, 
 much to animate him, and to suggest to him 
 that variety of thoughts and plans essential 
 to the success of the Sabbath School. 
 
 The writer of this little treatise has, for 
 some time, been the superintendent of a Sab- 
 bath School in New Haven, composed mainly 
 of children from the most neglected classes in 
 the community. In this school the principles 
 contained in these pages, have been carried 
 into action, with a degree of success which is 
 
INTRODUCTION. 
 
 quite wonderful, and which effectually invests 
 this book with the character of a safe and 
 practical guide. 
 
 John S. C. Abbott. 
 New Haven,. Conn. ^ June, 1863. 
 
OiLL 
 
 OUR SUNDAY SCHOOLS. 
 
 CHAPTER I. 
 
 ON OKaANIZING A SCHOOI.. 
 
 T a Sunday School meeting a short dis- 
 tance from New Haven, a clergyman 
 lately addressed the children as fol- 
 lows : 
 
 "Look at nearly all the great and 
 good men for the last two or three hundred 
 years. They received their early religious cul- 
 ture in the Sunday School." 
 
 It is unfortunate that this excellent exam- 
 ple cannot be supported by facts. But as not 
 quite a hundred years have passed since the 
 first conception of a modern Sunday School, 
 the gentleman was unwittingly a false teacher. 
 
 9 
 
10 OUR SUNDAY SCHOOLS. 
 
 At the first organization of the Christian 
 church, it is supposed that a certain degree 
 of instruction was afforded to children, as a 
 work called " The Church and House Book," 
 composed by the early Christians, contained 
 directions for their culture. The children were 
 called " catechumens," and were, after a three 
 years course of religious instruction, baptized 
 and received into the church, as a matter of 
 course. These schools existed until the eighth 
 century, when they appear to have been dis- 
 continued. In 1527, Martin Luther organiz- 
 ed several schools in Germany, which were, 
 however, more secular, although they were 
 instituted that the children " might thereby 
 be better able to read the Holy Scriptures." 
 In the latter part of the sixteenth century, 
 Cardinal Borromeo organized a Sunday School 
 in the Cathedral at Milan, and about the 
 same time (1674,) one was established at Rox- 
 bur}^, MaGS. 
 
ON OROANIZING A SCHOOL. 11 
 
 In 1763, there was in Catterick, Yorkshire, 
 a good and pious curate, named T. Lindsey, 
 who was rather a fanatic, and thought that 
 children of the poor might be taught some- 
 thin sr. He therefore met them in the church 
 an houi* before afternoon service, and instruct- 
 ed them in morals, while his wife had two 
 classes which she taught reading and writing, 
 as well as virtue. About the same time, a 
 friend of theirs, a Miss Harrison, who had 
 seen the school, started one in her own kitchen 
 at Bedale. She proved so popular a teacher 
 that the room could not accommodate the 
 scholars, and she was obliged to have a suc- 
 cession of classes, lasting nearly the whole 
 day, save during church hours. She instruct- 
 ed them in Watts's shorter catechism, and 
 taught them hymns. Still these services were 
 more like lectures to the young than our 
 present school. 
 
 At the same time, Sunday Schools for the 
 
12 OUR SUNDAY SCHOOLS. 
 
 secular study of reading, writing, arithm^c, 
 drawing, &c., were established in Paris, Vienna 
 and Rome, for those whose occupations pre- 
 vented their attending week-day schools. In 
 these places, however, the Sunday School pro- 
 per, has never flourished. 
 
 The modern Sunday School is usually as- 
 cribed to Robert Raikes, of Gloucester, Eng- 
 land, an editor of some note. In 1781, he 
 was struck with the miserable appearance of 
 the children in the streets. Released from 
 work and day-school, they were the pest of 
 the neighborhood. He engaged several women 
 who kept schools near by, to receive such 
 children as he should send, and instruct them 
 in reading and the catechism, for which he paid 
 them a shilling a day. It was i:)retty much 
 as one of the teachers said, "It is but little 
 they pays me, and it's but little I teaches 
 them." He became interested in the children, 
 and his general manners made him a gi-eat 
 
ON ORGANIZING A SCHOOL 13 
 
 favorite with thorn. The good fruits were seen, 
 and other schools sprang up all over England, 
 the teachers of which were paid for their 
 services. An article on the subject by Mr. 
 Raikes, in 1783, in his Journal, brought the 
 matter before the world, and was the real 
 coinmencement of the Sunday School move- 
 ment. Among the most prominent followers 
 of Mr. Kaikes, was a Quaker by the name of 
 Joseph Lancaster, who, when eighteen years of 
 age, established a school, and had ninety 
 scholars whom he instructed himself. He de- 
 voted his life to educational objects, and was 
 the means of establishing the Lancasterian 
 schools still existing in England. In 1812, 
 he came to the United States, where he died 
 in 1838. In 1785, William Fox, merchant, of 
 London, organized the " Society for Promoting 
 Sunday Schools in the British Dominions," 
 and in 1786, it was estimated that there were 
 250,000 children of Great Britain in the Sun- 
 day Schools. 
 
14 OUR SUNDAY SCHOOLS. 
 
 In the same year, Bishop Asbmy, of Vir- 
 ginia, established a school on Mr. Raikes' plan, 
 and in 1791, the first school of any kind, was 
 established in Philadelphia. It is stated that 
 in 1793, a poor African woman, named Katy 
 Ferguson, Imowing nothing of Robert Raikes, 
 or Sunday Schools, started the first one in 
 New York City.* The first exclusively re- 
 ligious school in Massachusetts, was opened 
 by a young lady, afterwards Mrs. Ebenezer 
 Everett, at Beverly, in 1805. This lady was 
 for life an energetic and successful teacher, 
 and died a few years since in Brunswick, 
 Maine. 
 
 The first school in connection with any 
 church, was Pittsburg, Penn., in 1809. In 
 most of these schools the teachers were hired, 
 by which means a portion of their benefits t\ -^re 
 lost. Also the schools were merely for the 
 degraded and pauper children. The change 
 
 *Appleton's Enc. Art. Sunday Schools. 
 
ON ORGANIZING A SCUOOL. 15 
 
 from salaried to voluntary teachers was ef- 
 fected in the United States, in 1809. 
 
 In 181G, the New York Sunday School 
 Union was established, and in 1824, the Amer- 
 can Sunday School Union. In 1861, there were 
 in Great Britain and Ireland, 3,600,000 pupils, 
 and 340,000 teachers in the various schools. 
 In the same year it is estimated that there 
 were in the United States, 3,000,000 pupils. 
 At the present day, there are doubtless nearly 
 4,000,000 children in our Sunday Schools, 
 and 400,000 teachers. 
 
 In France the Sunday School has never 
 prospered. Many have been established, but 
 have failed or degenerated into the mere sec- 
 ular instruction of artisans and others, unable 
 to attend school on other days. 
 
 Our own beloved country, thanks to the ener- 
 gy of John Wesley and his followers, to whom 
 we are more indebted than to any others, is 
 now becoming well supplied with the little 
 Sunda}^ School. That noble, self-denjing band 
 
16 OUR SUNDAY SCHOOLS. 
 
 of pioneer Methodist ministers, are leaving the 
 traces of their labors at every frontier hut 
 and clearing. Religion and progress are walk- 
 ing hand in hand, and the Sunday School will 
 soon be, as the common school now is, our 
 pride strength and boast. 
 
 The Rev. Dr. William Adams, of Naw York, 
 in a recent sermon, made an allusion to the 
 death of his father. Rev. John L. Adams, 
 LL. D., who was for many years the principal 
 of Phillips Academ}', at Andover. When over 
 seventy years of age, after he had finished 
 what was regarded as his life-work, and having 
 settled down amidst the enjoyments and quiet 
 of domestic life, his strength was renewed by 
 a new form of Christian activity. By his own 
 personal exertions, he organized in the State 
 of Illinois, more than five hundred Sabbath 
 Schools, in connection with which numerous 
 Christian Churches now exist. 
 
 All know how wonderfully the Schools have 
 
ON ORGANIZING A SCHOOL. 17 
 
 Spread, and one can hardly walk any of the 
 streets of oiu* cities, without hearing some 
 dirty-faced, bare-footed child singing, " I want 
 to be an angel." Still the matter is in its in- 
 fancy, and requii'es the careful attention of able 
 men. A few years since, the writing of chil- 
 dren's books was deemed fit occupation for 
 very young ladies and weak-minded men. 
 Now, some of the ablest and most vigorous in- 
 tellects a?'e devoted to children. But lately a 
 man w1k> was good for nothing, was deemed 
 amply competent for a schoolmaster. Now, the 
 children demand the wisest and most learned. 
 Our Sunday School teachers are a little behind 
 the times, not in zeal, but in the knowledge 
 how to proceed, and a realization of the amount 
 of preparation necessary for success in their 
 undertaking. 
 
 The writer has visited schools from Canada 
 to Texas ; from the humble beginning in an 
 attic, cramped by want of means, to the gath- 
 
18 OUR SUNDAY SCHOOLS. 
 
 ering from the avenues, where the vast and 
 much-to-be-desired power of money has lent 
 her aid to form, as far as possible, a " royal 
 road to heaven." From what I have thus 
 gathered, I propose to offer some brief prac- 
 tical advice on organizing and sustaining a 
 Sunday School. 
 
 Each school must be distinctive in its gen- 
 eral mode of conduct, as the children differ 
 in age, intelligence, character, wealth, etc. In 
 establishing a school, it is necessar^'^ to de- 
 termine first, what class of children are like- 
 ly to attend, whether rich or poor, intelligent 
 or ignorant. If it be the regular school con- 
 nected with the church, the establishment is 
 comparatively simple, as the whole power of 
 the church can be drawn upon for teachers 
 and moral support. 
 
 After providing your room, obtain your 
 teachers. If possible, always have one more 
 teacher present than you have classes for. 
 
ON ORGA.^IZING A SCHOOL. 19 
 
 It always has a very bad effect to allow a 
 class to wait for a teacber. They will not 
 do nothing. Unless they can do something 
 good^ they will certainly learn a long lesson 
 in mischief. One or two paper balls thrown 
 by boys waiting for a teacher, will often breed 
 an insurrection, that several Sundays' bombard- 
 ment with the catechism will not quell. A 
 teacher by a single day's absence may do in- 
 calculable injury to his class. 
 
 An old story is told of two Irishmen who 
 went to fish a kettle from a river. Mike was 
 to lower himself and hold on to the bridge 
 with his hands, while Pat was to hang on to 
 his legs with one hand, and hook up the ket- 
 tle with a pole. Just as Pat had got his 
 pole into the water, Mike called out : 
 
 " Hould on, a bit, Pat, till I spit on me 
 hands ! " 
 
 The result can be demonstrated to any who 
 may not at once see it. 
 
20 OUR SUNDAY SCHOOLS. 
 
 There is often a moral to a joke, atfd not 
 a whit more wise than Mike is a teacher who 
 unnecessarily leaves his scholars for a session. 
 
 He has lost part of his hold on them. The 
 children are left to coin mischief, worry neigh- 
 boring classes, and to feel that their teacher 
 is tired of them. Or, if a substitute is pro- 
 vided, they dislike him, and are not bashful 
 about showing it ; or if they fancy him, it is 
 so much of the teacher's power over them 
 lost. 
 
 A superintendent must determine to give the 
 same energy, care, and labor in building up a 
 Sunday School, that he would in establishing 
 any new business. Two hours' work on Sun- 
 day will never accomplish it. He must think 
 of all sorts of novel plans for entertaining 
 the children and drawing them in. Religion 
 to most children is a pill, which thej^ will 
 not take unless it is sugar-coated. 
 
 For a Mission School, a room should be 
 
ON ORGANIZING A SCHOOL. 21 
 
 provided as pleasant and comfortable as pos- 
 sible. If I were to have a hundi'ed dollars 
 to fit up a room, or to pmxhase a library, I 
 would expend every dollar in painting the walls 
 a pleasant tint, in providing comfortable cush- 
 ions, and procuring such things as would make 
 the Sunday School pleasanter and more cheer- 
 ful than their homes. Make it a little heaven 
 for them. If possible, get some of the worse 
 boys in the neighborhood to help you fit up. 
 This will make them feel an ownership in the 
 property, and prevent their destroying it. They 
 will deem it " our school," and woe to the 
 fellow who touches their property. There are 
 no police-officers so vigilant as half-civilized 
 boys, who have had one good point cultivat- 
 ed. Thej^ can J:ell by the looks of a jack- 
 Imife whether it is intended to rip open a cush- 
 ion, or to carve a "Heenan" on the wall; 
 and are not diffident about requesting its pro- 
 prietor to give up the game or the knife. 
 
22 OU:i SUNDAY SCHOOLS. 
 
 In entertaining company, a luxui'iant easy 
 chair, by a glowing fire, in a cozy, pretty 
 room, will do wonders. Though you may 
 hardly open your lips, save to give welcome, 
 your guest pronounces yours a most delight- 
 ful place to visit. So a pleasant, comforta- 
 ble school -room will accomplish marvels in 
 drawing and keepiug scholars ; and what is 
 more, the threat of expulsion will give great 
 power in discipline. 
 
 Various methods are employed to draw in 
 scholars. The best way is to make the ex- 
 ercises entertaining, and there will usually be 
 no difficulty in filling the room. Pour out 
 the molasses, and the flies will find it. In 
 small places, or where there are strong influ- 
 ences to keep children away, such as in a 
 Roman Catholic neighborhood, it is well to 
 have recourse to extraneous inducements. The 
 most common is, to have a gingerbread sup- 
 per on some week-day evening — an attraction 
 
ON OaIGANIZING A SCHOOL. 23 
 
 SO powerful that the children will attend in 
 spite of a bull from the Pope himself. The 
 children are to have so good a time that they 
 will come to the school on Sunday from grat- 
 itude, or a desire for more good things. But 
 woe unto you, if the next Sunday School is 
 not a pleasant one. The childrens' imagina- 
 tions are strung up, and the reaction from a 
 dull season will be so great that you will 
 see them no more. 
 
 Some years ago, T was walking down one 
 of the avenues in New-York, in quest of a 
 new Sunday School. Hearing some singing, I 
 went up stairs and into a room beautifully fur- 
 nished as a chapel. In the pulpit was a gen- 
 tleman I had frequently seen wielding the auc- 
 tioneer's mallet, and who, to say the least, 
 was an exceedingly eccentric person. The 
 singing ceased, and he took a text, from which 
 he proceeded to preach a sermon, compensat- 
 ing in quantity for its lack in quality. His 
 
24 OUR SUNDAY SCHOOLS. 
 
 audience consisted merely of three boys and 
 myself. Occasionally he would pause to ejac- 
 ulate, 
 
 " You big boy, stop that now," or " you lit- 
 tle boy, with a blue jacket, move to the end 
 of the bench, and quit playing while I'm 
 preaching." 
 
 At the close of the service, I remained, 
 and congratulated him on his beautiful room, 
 expressing some surprise that it was not bel- 
 ter filled. It was the prettiest little Sunday 
 School room I have ever seen. The gentle- 
 man seemed quite disheartened at his ill suc- 
 cess, and wanted sympathy. I gave him what 
 I could, and he showed me about the premises. 
 
 " I furnished the room at my own expense," 
 said he, " and have worked hard to build up 
 a school, but it does not please the Lord to 
 grant me success." 
 
 " Well, sir, would it not be better to have 
 your exercises more adapted to children's minds ; 
 make them more entertaining, and — " 
 
ON ORGANIZING A SCHOOL. iiO 
 
 *'Ah, sir, there you have fallen into the 
 great error of the times. All mankind seem 
 to be mad on ' entertaining ' children. Preach- 
 ers preach 'entertaining' sermons. It is the' 
 infidelity of the age sir ; yes sir, the infidel- 
 ity of the age. It is doing vast injur}^ You 
 must preach and teach ' Christ and him cru- 
 cified," and that alone." 
 
 " True," said I, trying to recall sundry ed- 
 itorials I had read on the subject, " but we 
 mu.st present the subject in an interesting 
 manner, or people will not listen." 
 
 '' Sir, we must not interest people ; why, 
 they would come to Church and Sundaj^ School 
 merely to be interested. The Sabbath is too 
 holy a day, to occupy in ' interesting ' peo- 
 ple. Now here, every month or two, we have 
 a fine supper of good things for the children, , 
 with addresses, etc., and sometimes we have 
 three hundred children present," and his face 
 lighted up at the thought; "why, the room 
 
26 OUR SUNDAY SCHOOLS. 
 
 is crowded Ml. But then, it is true that 
 they do not turn out very well on Sunday. 
 I suspect it is the Central Park that keeps 
 them awa}^" 
 
 After some more such conversation, I left. 
 A few months after, I was passing, and took 
 a look in through a small crack in the door. 
 He was preaching "Christ and him crucified" 
 still, and his audience had increased to near- 
 ly a dozen. I went on my way rejoicing at 
 his success. 
 
 Children that run the streets will go where 
 they have the best time. If they do not en- 
 joy themselves at Sunday School, they will 
 go skating or robbing orchards. Of course, 
 where parental authority is exercised they will 
 attend, as they would go to a dentist's, and 
 if their hearts are not engaged, it is doubt- 
 ful which place would benefit them most. 
 
 I once heard of a gentleman who gave an 
 exhibition of a magic lantern, intending to 
 
ON oi;oAMZi:..-i A sciiojL. 27 
 
 have Scripture scenes, and give little moral 
 plums with each picture. 
 
 I am unwilling to use such an exhibition 
 on Sunday, as a Sabbath School lesson, l^ut 
 as a week-day amusement, find it one of the 
 most popular of entertainments. A school 
 must be under very perfect control, however, 
 to render it safe to darken the room. I have 
 seen such confusion occasioned by it, as to 
 counterbalance any good the exhibition might 
 do. 
 
 I have thought a good way would be to have 
 a room pleasantly furnished with some fine 
 • engravings, such as the exquisite series of the 
 "Voyage of Life," or the *' Cartoons of Eaph- 
 ael." Then begin by explaining the pictures 
 to the children. Show but one or two new 
 ones each time, giving a practical application 
 of the moral. As the number of pupils in- 
 creases, divide them into classes, and let the 
 teacher explain the pictures. By easy transi- 
 
28 OUR SUNDAY SCHOOLS. 
 
 tion from studying the picture of the " Trans- 
 figuration," the class can be led to read the 
 account of it from the Testament, and before 
 they know it, they are at the purgatory of 
 children — school. 
 
 It is well to present to the children, par- 
 ticularly the smaller ones, some little gift, 
 such as a picture or a verse card. It will 
 occasion more talk on the subject, and lead 
 others in to. obtain some for themselves. It 
 is surprising to notice how early the bump of 
 acquisitiveness is developed. 
 
 By all means avoid bribing the children to 
 attend, by promising any extra inducement ; 
 that is, by off'ering an individual any more 
 than all the pupils can have. I have known 
 of money being ofi'ered to attract children. 
 The gentleman who tried it realized his folly, 
 on being stopped in the street by a little fel- 
 low, who said : 
 
 " I say, Mr., if ye'll give me six cents, I'll 
 go to your Sunday School for a month." 
 
ON ORGAMZING A SCHOOL. 29 
 
 Even in having entertainments, allow only 
 the regular members of the school to be pres- 
 ent ; and then announce that at a certain 
 time in the future, j^ou will have another fes- 
 tival, to which all who join the school imme- 
 cliatel}', will be invited. Otherwise you will 
 have a large roll of pupils who will attend 
 merely for the loaves and fishes. Thus make 
 your gifts rewards for work done, rather than 
 bribes. Never pay in advance. It makes the 
 children think that they confer a favor on the 
 teachers by joining the school. 
 
 It is only by carefully watching the chil- 
 dren, and being ready with something new, 
 as soon as they are tired of the old, that a 
 Sabbath School can be successfully conducted. 
 There is a peculiar fascination in holding the 
 wheel of a vessel, and- feeling that our will 
 can compel the huge mass to visit Canton or 
 Liverpool, to bow to the ice-bergs, or nod to 
 the equator. It is the charm of influencing 
 
30 OUR SUNDAY SCHOOLS. 
 
 matter, of command, of seeing the result of 
 our own power. But there is a sweeter pleas- 
 ure in moulding the minds of unruly boj^s, of 
 seeing the slow but certain change from ani- 
 mals to men, guiding them so delicately that 
 they shall not feel the curb, and in feeling 
 not only that they are growing better, but 
 that they are better — and it is "our handi- 
 work.'* 
 
CHAPTER n. 
 
 THE MECHANICAL PART OF A SCHOOL. 
 
 N entering a large manufactory, one of 
 the noticeable features is the perfect 
 order and regularit}' which prevails. 
 cfjJ^ Everything rnns b}- system. Each op- 
 erator is but a part of the great ma- 
 chine. The huge driving-wheel of the engine 
 moves not more according to rule, than the 
 hundreds of workmen who throng the building. 
 The superintendent has apparently nothing to 
 do. The machine is " perpetual motion," and 
 has received its start. But let a cog in a 
 wheel be broken, and the superintendent knows 
 it. Quietly he sees that it is repaired — not 
 merely orders it done, but attends to it. The 
 ability of such an officer consists in so per- 
 
 3 1 
 
32 OUR SUNDAY SCHOOLS. 
 
 fecting details that his own services, to a cas- 
 ual observer, appear almost unnecessary. 
 A Sunday School requires the same perfect 
 
 mechanism as a factory. Without it no school 
 can be very prosperous or efficient. Many su- 
 perintendents have an indefinite idea that they 
 should be bustling about continuall}', to re- 
 mind all that there is such an officer. The 
 ^lore a school can be made to run smoothly 
 of itself the better. The superintendent should, 
 as it were, go quietly around, oiling the 
 joints, touching the springs, and learning the 
 characteristics of teachers and scholars ; will- 
 ing the while to be unnoticed. He who can 
 do this is in no danger of oblivion. If pos- 
 sible, call every one by name. It will give 
 a great power to be able thus to designate the 
 children. It pleases the good ones, and causes 
 the bad to imagine that you know all about 
 them. 
 
 In selecting a superintendent, great care 
 
THE MECUANICAL PART OF A SCHOOL. 
 
 should be exercised to obtain one of adminis- 
 trative ability, and who does not wear squeaky- 
 boots. It is not always wisest to select the 
 most cultivated, or the one usually deemed 
 the most devotional. Not that I would cast 
 the slightest slur on the importance of both 
 these qualities. But he who is quick, ready, 
 self-confident, with a clear head, and the abil- 
 ity to arrange and classify, with some imagin- 
 ation for devising novelties, — is the man for 
 the post. As between A, a foreman in a large 
 printing-oflSce, and B, a village physician, or 
 
 a retired minister, I would select A ; for the 
 reason that his regular business has accus- 
 tomed him to habits of command, in planning 
 the proper division of labor, and in working 
 through others. The physician's and minister!s 
 ordinary occupation has not been of such a 
 character as to develop these traits. Neither 
 is much of what is termed " book-learning " 
 necessary. The superintendent should never 
 
34 OUR SUNDAY SCHOOLS. 
 
 take a class, and therefore his defects in this 
 respect will not be noticed. Be sure and 
 select a successful man : one who takes hold 
 of an impossibility and creates a fact out of it. 
 Never appoint one of these real good, pleasant, in- 
 efficient men, who can help every one but them- 
 selves. They are not the men to drive. The}'' are 
 capital teachers, but poor directors. A good 
 superintendent is exceedingly difficult to find. 
 He requires a rare combination of energ}^, 
 good nature, and perseverance. To manage a 
 large school is work — hard, steady work — 
 requiring a man to do it, and one who doeS; 
 not talk too much. 
 
 I thinli it is seldom or never the duty of 
 the pastor to take charge of the school. A 
 faithful minister has enough to perform in the 
 proper care of his church. What more he does 
 is at the expense of these primary duties. 
 
 Invidious comparisons are sometimes drawn 
 between the sermons of the clergy, and the 
 
THE MECHANICAL PART OF A SCHOOL. 35 
 
 literary productions of the lecturer, or the 
 elaborate appeals of the advocate. It should 
 be remembered, however, that the lawyer may 
 occupy a mouth in preparing an eloquent and 
 convincing address which renders him famous. 
 The Ij^eum lecture is usually the fruit of 
 half a year's thought, while the clergjTnan has 
 to prepare two or three sermons a week. His 
 mind has to exhale in driblets. He has no 
 time for that mature elaborating and revising 
 of his addresses which usually give them vi- 
 tality. He must visit the sick, burj^ the dead, 
 prepare for the prayer meeting, comfort the 
 sorrowing, and above all, worry his life long^ 
 how to make both sides of his ledger balance. 
 A man who can do these, and jet prepare 
 two fresh, instructive, living sermons a week, 
 cannot be deemed mediocre. He is doing well, 
 a great man's work. I am not a clergyman, 
 and therefore I can say that I know of no 
 profession where the standard of ability is so 
 
36 OUR SUNDAY SCHOOLS. 
 
 high, or where, considermg these impediments, 
 there are so many examples of transcendent 
 genius. 
 
 Do not, therefore, lay another burden up- 
 on your pastor's shoulders, or allow him to 
 assume it. What interest he can manifest by 
 his occasional presence, his influence, and his 
 kindly word, he should, and he will always 
 do. If you ask more, jon are weakening his 
 sermons — skimming the milk which 5^ou desire 
 and need, for your own nutrition. 
 
 I speak earnestly, for I read many articles 
 calling on ministers to lead the teachers' 
 meetings, conduct Bible classes, and even to 
 superintend the school. If you want him to 
 perform merely the pastoral duties of a mis- 
 sionary, this maj?- do. If j^ou desire a preacher, 
 with a mind to guide and instruct you ; to 
 enable you to be useful in the Sunday School, 
 then allow him leisure to replenish a brain 
 already far too often drawn upon. 
 
THE MIXIIANICAL TAUT OF A SCHOOL. 37 
 
 Probabl}^ the best government, were all men 
 honest, would be a large legislative power, 
 and a one man administrative power. Cer- 
 tainly in a Sunday school this is indispensa- 
 ble. 
 
 I was once connected with a large school, 
 where a noble man was spoiled into a poor 
 superintendent. He was so kind-hearted that 
 I believe he would have deemed it cruel to 
 kick a football. He was so careful of the 
 feelings of others, that it was difficult to learn 
 what he desired the teachers to do. It was 
 a five minutes' labor for him to persuade and 
 coax the children into semi-silence. He would 
 jingle his bell and talk to them imploringly, 
 and finally, in a voice intended to be terri- 
 ble, threaten to '' attend to those boys who 
 were kicking their feet on the benches." At 
 this all laughed, until it became too stale even 
 for a joke. 
 
 Boys like promptness and military precision. 
 
38 OUR SUNDAY SCH0DL3. 
 
 Give a boy an order in a pleasant, but prompt, 
 distinct, curt manner, and he is twice as like- 
 ly to obey, as when it is given in a slip- 
 shod, half-beseeching air. A horse will at 
 once tell who is afraid of him. Surely a boy 
 has more intelligence. Often the form of a 
 command will betray the conviction that it will 
 be disobeyed. 
 
 Not long since I was in a mission-school 
 where usually there was excellent order. The 
 superintendent was away, and the assistant 
 took his place. Chaos reigned supreme, and 
 the bell was continually jingling. At the close 
 of school, the acting superintendent said: 
 " Now, boys, I want you to go out in your 
 usual orderly manner. Your superintendent 
 will be pleased to hear you have done so well 
 to-day. Now go quietly, girls first." Habit 
 restrained the boys for a moment, but when 
 the girls got fairly into the aisles, they broke, 
 and leaping over benches in perfect confusion, 
 
THE MECHANICAL PART OF A SCHOOL. 39 
 
 made for the door. A few got out, when a 
 stranger, a small, light-built j'ouug man, step- 
 ped before the door, and gently laid his hands 
 on two of the nearest boj^s. He merely call- 
 ed out '' boys," loud enough to attract at- 
 tention, and shook his head slightly. They 
 knew what he meant, and instantly order was 
 restored. The girls passed out, and the boys 
 followed quietly. There is much in the strange 
 magnetic influence, which some persons pos- 
 sess. 
 
 A horse that has once run away with j^ou 
 cannot be depended on. Never allow a school 
 to break. You cannot regain jour power. 
 The children must be trained to obey quickly 
 and perfectly. The lesson of obedience is one 
 of the most important that children can be 
 taught anywhere. It can be easily done — if 
 j-ou onl}^ know how. It is as simple as to 
 set up Columbus' egg. 
 
 In calling the attention of the school, ring 
 
40 OUR SUNDAY SCHOOLS. 
 
 the bell loud enough for all to hear, but on 
 no account ring it more than once. If you 
 do, the next time the children will anticipate 
 a second bell, and continue their conversation 
 accordingly. If a scholar persists in conver- 
 sation or noise, call his name, or so designate 
 him as to attract attention to him. Rarely 
 
 will one require to be thus reproved twice. 
 
 The superintendent should seldom address the 
 children, excej^t on matters connected with the 
 business of the school. They must know that 
 when he speaks, it is to give orders which are 
 to be obeyed. Moreover, his turn of mind be- 
 comes too familiar to the children, and they 
 desire a change. Unless he can devote more 
 attention to preparing his remarks than most 
 men do, under the same circumstances, they 
 will become stale, and encourage among the 
 children habits of inattention to his voice, pre- 
 judicial to his influence. 
 
 I place most of the government on the su- 
 
THE MECHANICAL PART OF A SCHOOL. 41 
 
 perintendent, for the number of persons who 
 are disciplinarians are extremely few. In most 
 Sunday schools, not more than three or four 
 have this ability. It is so rare in the world, 
 that it is a wonder, not that so many chil- 
 dren are ruined, but that so many blunder 
 into the right path. A superintendent who 
 expects each teacher to enforce order in his 
 class, will have a noisy school. All teachers 
 who ca7i keep order should do so, but they 
 are few. Many who can impart knowledge ad- 
 mirably, hardly know how to compel a boy to 
 remove his cap. 
 
 Where the school is large, it is well to call 
 the roll of the teachers. The assistant su- 
 perintendent will call it, and the superinten- 
 dent will answer for the lady teachers, who 
 may dislike to repl}^ in a sutficiently loud voice 
 to be heard across the room. This custom will 
 prove a gTcat check upon tardiness and ab- 
 sence. If a teacher is away and has provided 
 
42 OUR SUNDAY SCHOOLS. 
 
 a substitute, it is well to say, " Miss Jones, 
 absent ; has provided a substitute." If a teach- 
 er is detained by illness, it is wise to state it. 
 
 The superintendent should, if possible, let 
 others lead in prayer, that his attention may 
 still be dn-ected to keeping perfect order. It 
 is seldom or never that a school is so well 
 drilled that some will not be in mischief when 
 the superintendent's and teachers' eyes are 
 closed. He should let all know that his eyes 
 are open and upon them. 
 
 At prayer all the teachers and scholars 
 should take some uniform position, either in- 
 clining forward, or rising and folding the 
 hands. For small children the latter is pre- 
 ferable, as it keeps their hands out of mis- 
 chief. In any case the teachers should take 
 the same position as the scholars, to show 
 that the posture is not inconsistent with the 
 dignity of a gentleman or lady. The teachers 
 should be prompt to observe all such general 
 
TUE MECHANICAL PART 01-' A SCHOOL. 43 
 
 forms. It is, I believe, a maxim even of 
 our theology, that men are more easily taught 
 by example than by precept. The teachers can 
 induce their pupils to do almost anything, if 
 they will only do it first. 
 
 In the class, the teacher should be left as 
 nearly supreme as the general interests of the 
 school will allow. If he much prefer, let him 
 select his own lessons, and manage in his own 
 wa3\ The superintendent should carefiill}" re 
 frain from worr3'ing a teacher, and from giving 
 any orders to the class save through him. 
 For instance, if he wants two boys to take 
 part in the Sunday School Concert, instead of 
 speaking to them personally, request the teach- 
 er to do so. It weakens a teacher's influence 
 to have any one appear to be above him in 
 authority over his own class. The teacher, 
 also, should be very careful alwaj's to support 
 the authority of the superintendent. If the boys 
 are inclined to laugh at any little weakness 
 
44 
 
 OUR SUNDAY SCHOOLS. 
 
 he may have, stop it at once, and, if possible, 
 present his foibles in a light to make them 
 virtues. These are little matters, but they 
 constitute the smooth finish of a school's me- 
 chanism. 
 
 After the opening exercises, the first duty 
 of the superintendent will be, to suppl}^ un- 
 provided classes with teachers. Usually he has 
 to take any one who happens to be present. 
 Where there is any choice, give the best teach- 
 er to the worse class. Where no teacher can 
 be obtained, if the children of the class are 
 reliable, let them hear each other's lessons, 
 and then read part of a certain chapter in 
 the Bible. Frequently a class of girls can be 
 so managed for some time, pleasantly to tliem- 
 selves, and cau se no trouble to au}^ one. If the 
 class be of boys, rather boiling over with fun 
 and spirits, separate them. If you think of 
 nothing better, tell them you want their help. 
 Send two to the librarian, who will manage 
 
THE MECHANICAL PART OF A SCHOOL. /*•'> 
 
 to keep them employed. Tell the others you 
 want to know how many are present. Give 
 each a pencil and paper, and let them walk- 
 very quietly down the aisles — each taking one 
 — counting the teachers and scholars. Have 
 them write the result neatly on paper, in as 
 formal a manner as possible. This will effec- 
 tually separate the class, and be a great de- 
 light to the boys, who always like to " help' 
 when it is a little public in manner If the}' 
 finish too soon, tell them you wish it very 
 accurate, and they had better go over it again 
 to verif}'- it. They will give great assurance 
 of its correc:t::ess, but the next count will 
 proJuce such a different result, that they will 
 have sufficient employment for the hour. Ke- 
 ceive the report with many thanks, and osten- 
 tatiously put it in a very secure place. Boys 
 ; re in the main i^ood, only they must have 
 something to do. They prefer to be useful, 
 but if they cannot have a chance, the}' will 
 take up mischief. 
 
46 OUR SUNDAY SCHOOLS. 
 
 Some care should be exercised in arrange- 
 ing the classes. Usually the only system is 
 in having the girls on one side of the room, 
 and the boys on the other. A capital method 
 of making trouble. I never could understand 
 why it is so proper for ladies and gentlemen 
 to mingle at home, in companj^, at public 
 meetings, and at church, yet so often in the 
 prayer -meeting and Sunday School the}' are 
 separated, like the sheep and the goats, be- 
 fore their time. Being among the goats, it 
 has always suggested unpleasant emotions. 
 
 The classes should be so arranged as to 
 bring those most troublesome, near the super- 
 intendent, where he can easily see them. Place 
 the Bible Classes, and those with efficient teach- 
 ers, farthest away. Do not have two classes 
 of boj^s about the same age within spealiir.g 
 distance. Neither would I advise having a 
 class of young ^ young ladies, side by side, with 
 one of juvenile young men, lest the}'^ might agree 
 
THE MECHANICAL PART OF A SCHOOL. 47 
 
 with Mr. Pope, that " the proper study of 
 mankind is man," and pursue that study to 
 the detriment of others. 
 
 Unless necessary, do not have more than 
 six pupils to one teacher. It is as many as 
 most can manage and instruct. In the Bible 
 classes there can be as many as can easily 
 hear the teacher's voice. 
 
 Every class should be numbered, for ease in 
 reference. In mau}' schools the children are 
 numbered also, for purposes hereafter explained. 
 
 Each teacher should keep a class-book, well 
 and punctually written up. It is a somewhat 
 difficult matter to have attended to, and there- 
 fore most superintendent's let it go. Never 
 let anything be done in a slip-shod manner. 
 Either abolish the rule, or enforce it. When 
 the books are well kept, they are of great 
 assistance, and will repay the slight trouble of 
 looking after them. 
 
 The most important duty of the superintend- 
 
48 OUR SUNDAY SCHOOLS. 
 
 ent is, in smoothing the path for the teach- 
 ers, and encouraging them when disheartened. 
 All teachers will at times become discouraged, 
 and feel inclined to abandon their labors. It 
 is truly hard to work month after month, with 
 no apparent fruits ; to feel that they are ac- 
 • complishing nothing, and perhaps are only do- 
 ing an injury. A superintendent should care- 
 fully watch for these sj^mptoms, and be ready 
 with a kind and inspiriting word ; notice their 
 classes frequently, with a word of commenda- 
 tion ; refer to any good points they exhibit, 
 either in order or recitation ; keep their spir- 
 its up, and show himself willing to be a per- 
 sonal friend, yet with great care to avoid in- 
 truding himself. Here all the delicacy and 
 Christian refinement he possesses should be 
 brought into action, influenced by the divinest 
 attribute given to man — Love. 
 
CHAPTER in. 
 
 THE FORMAL EXERCISES OF A SCHOOL. 
 
 T is a great blessing to the Sunday School 
 that the old strong feeling of denomi- 
 f^ nationalism has so gi-eatly diminished — 
 a feeling TVhich but lately caused one 
 sect to believe that a custom introduc- 
 ed by another, from that very fact, must be 
 the device of the devil. The better the cus- 
 tom, the more sure were its opponents that 
 none but Satan could contiive such a cunnins; 
 invention to tempt the unwary from the true 
 church. Unfortunately, however, we are not 
 all saints yet, and a little of this " original 
 sin" remains hidden, to come out on especial 
 occasions. Some one has said : 
 
 "It is well that we are not all perfect ; if 
 
 49 
 
50 OUR SUNDAY SCHOOLS. 
 
 we were, we should be so intolerably proud 
 of it, that there would be no getting along 
 with us." 
 
 A short time since, I was on a Committee 
 for decorating our church at Christmas. As it 
 was a Congregational Society, it occasioned a 
 little talk, as to its orthodoxy. It would have 
 been perfectly correct to have sent artists to 
 paint the wreaths and festoons in fresco ; but 
 being too poor for that, we were obliged to 
 supply the handiwork of God, prepared by 
 willing hands, to ornament the house of their 
 Maker. 
 
 "We designed to have a moss-covered cross 
 back of the pulpit, with a stuffed dove de- 
 scending on it. Around the walls were to be 
 evergreen stars, etc. Of course, the congi-ega- 
 tion dropped in during the week, to see how 
 the work progressed. One good man, a retir- 
 ed minister, earnestly remonstrated against hav- 
 ing the cross. " It will not do, sir. It is 
 
THE FORMAL EXERCISES OF A SCHOOL. 51 
 
 imitating Popery." Anotlier brother button- 
 holed me, to protest against having the dove. 
 It was an insult to the Holy Spirit. A third 
 liked the design all but the stars, which were 
 " out of place just now, reminding one of the 
 * Star Spangled Banner,' and all that sort of 
 thing." To the credit of both the chui'ch and 
 the gentlemen, a little pleasant conversation 
 caused them to waive their objections, and ac- 
 quiesce in the arrangements. 
 
 The i^lans suggested in this chapter will 
 doubtless be exceedingly disapproved of by 
 many. They are the best I have jxt thought 
 of, and objectors can easily disregard them. I 
 ask, however, that we take any form, ceremo- 
 mj^, sermon, hymn, or tune, which is lilvcly 
 to assist in the saving of souls, from any sect 
 or source, and appropriate it to our use, with- 
 out any regard to its origin. An infidel, Vol- 
 taire, originated the fii'st Tract Society. Sure- 
 ly, we should not object to draw forms and 
 
52 OUR SUNDAY SCHOOLS, 
 
 ceremonies from Christian denominations mere- 
 ly because we prefer our own creed. 
 
 ** Seek truth where'er it may be found, 
 Among thy friends, among thy foes; 
 On Christian or on heathen ground, 
 The flower 's divine, where'er it blows." 
 
 In the formal exercises of a school, children 
 can only be kept interested by taking an ac- 
 tive part themselves. It is not children only 
 who prefer talking to listening to the discourse 
 of others. I think a very short service, adapted 
 to children's minds, and somewhat after the Epis- 
 copal form, if really ably prepared, would be a 
 desideratum. Let there be a plenty of move- 
 ment and singing. I know many think that 
 such a course would tend to make mere form- 
 alists of them. I see no reason for such a sup- 
 position ; but if the exercise will interest the 
 children more, bring them into the Sunday 
 School, and tend to their conversion, is it 
 not better to run some risk of this in making 
 
THE FORMAL EXERCISES OF A SCHOOL. 53 
 
 the more Christitius? We must have some 
 form, and why not a pleasant one, interest- 
 ing and instructive to the children? 
 
 A Quaker met an acquaintance in whose 
 church had recently been placed a superior or- 
 gan. The Quaker congratulated him on its 
 fine quality. His acquaintance expressed sur- 
 prise that he could congratulate him for an 
 act that he deemed wrong. 
 
 *' Why, friend, if thou dost worship thy God 
 by machiner}', it is well that thou dost have 
 a fine instrument." 
 
 If we are to have any machinery, any 
 forms, any ceremony, in our schools, let us 
 have them all of first class. Children require 
 difi*erent things to interest and afi'ect them 
 from men, just as they require difi'erent clothes. 
 A very short but diversified formula, with liv- 
 ing, breathing prayers, is the best. For my- 
 self, I prefer the simple, dignified, unpretend- 
 ing service of the " meeting-house." For chil- 
 
54 OUR SUNDAY SCHOOLS. 
 
 dren, I prefer a certain degree of pomp and 
 ceremony. 
 
 Pending the production of such a service, a 
 programme as follows, is good : 
 
 1st. Call the roll of teachers. 
 
 2d. Sing. Singing should be frequent, and 
 only one or two verses — seldom more than 
 two at a time. The children should always 
 rise and stand in singing. 
 
 3d. Let the superintendent read a portion 
 from the Scriptures, the children reading the al- 
 ternate verses, led by the assistant, who should 
 stand at the further end of the room. Though 
 this may injure the effect of some of the pas- 
 sages, yet it will keep the attention of the 
 school, which is more important. Care should 
 be taken in selecting the passages to have them 
 adapted to their comprehension — such as the 
 history of the creation, the lives of Daniel, 
 Noah, Joseph, the parables of Christ, etc. The 
 same subject can be continued from Sabbath to 
 
THE FORMAL EXERCISES OF A SCHOOL. OO 
 
 Sabbath, when too long for one reading. A 
 story that inculcates virtue is more likely to 
 produce an impression than a mere command 
 to be virtuous. From fifteen to twenty verses 
 should be read at a time, which will occupy 
 about two minutes. 
 
 4th. Sing. 
 
 5th. A prayer of not more than three min- 
 utes, concluding with the Lord's Prayer, repeat- 
 ed by the school in concert. When a strang- 
 er leads in praj-er, if he omit the Lord's 
 Prayer at his conclusion, the assistant should 
 instantly commence it. The children antici- 
 pating it, there will be no confusion after the 
 first time. They should have some uniform 
 position. If old enough, let them incline their 
 heads forward. If not, let them stand. 
 
 6th. Sing. 
 
 7. Repeat the ten commandments in con- 
 cert, all standing. K the exercises are car- 
 ried off promptly, this introductorj^ service will 
 occupy about twenty minutes. 
 
56 OUR SUNDAY SCHOOLS. 
 
 8th. The study of the lessons. About three 
 minutes before time to close, strike the bell 
 as a warning, that the teachers ^may have 
 time to conclude their remarks. At the mo- 
 ment for closing, strike the bell again, and 
 conversation must instantly cease. A teacher 
 should stop even in the middle of a sentence. 
 
 9th. Sing two verses. 
 
 10th. Close with one or two choice texts, 
 repeated in concert, all standing. It is well 
 to have the same daily, that they may be 
 learned and recited by all, whether they can 
 read or not. Such passages as the following 
 are good : 
 
 " Let the words of my mouth, and the med- 
 itation of my heart, be acceptable in thy sight, 
 O Lord, m}^ strength and my Redeemer." — 
 Psalm xix. 
 
 " The Lord watch between me and thee 
 when we are absent one from another." — 
 Gen. xxxi. 49. ^ 
 
thjb! formal exercises of a school. 57 
 
 Tliere should be a moment's perfect silence, 
 and then the school, at the tap of the bell, 
 
 can be dismissed. 
 
 » 
 
 Unless many of the children are unable to ' 
 read, do not read more than the first two lines 
 of the hymn. In fact, at any time, it is a 
 useless custom which it would be wise to 
 abolish in the Sunday School, as only famil- 
 iar hj'mns are sung. It is comparatively sel- 
 dom that a hymn is so read as to be of any 
 pleasure or profit. These exercises can be 
 varied so as to occupy what time may be 
 
 desired. 
 
 There should be a door-keeper, to prevent 
 children running in during the exercises, in- 
 terrupting the prayers and music. It is sin 
 gular that no service can be made so inter- 
 esting that people will not tm'n around to see 
 
 who comes in late. 
 
 One Sunday in February, I was sitting on 
 the piazza of an hotel in Texas, and amused 
 
58 OUR SUNDAY SCHOOLS. 
 
 myself telling stories to the children I had 
 gathered around me. I told them that where 
 I came from, there were one or two feet of 
 snow on the gTound, and that the rivers were 
 all frozen so that men and horses could walk 
 over on the ice. 
 
 " "Well, I reckon ye can't come none of j'^e'r 
 yankee stories over us," exclaimed the oldest, 
 a boy of fourteen, with his hands perpetually 
 in his pockets. All my efforts could not over- 
 come their incredulity. They had not seen 
 the wonder, and would not believe it. 
 
 But after all, most of us are as sceptical. 
 Few will believe what personal experience has 
 not proven. I ask you, however, to make a 
 trial of this plan before you entirely condemn 
 its working. 
 
CHAPTER IV. 
 
 ON LESSONS AND CLASSES. 
 
 ^^^'EACHERS are often perplexed about 
 the best mode of instructing and in- 
 ^^teresting their classes ; what question 
 ^^^ book, if an}', should be used ; and 
 how to occupy the time after hearing 
 the lesson. 
 
 The burden of this book is, " Make the 
 Sunday School interesting." So the lessons 
 must be made interesting, or the children will 
 derive but little benefit. 
 
 A story is told of a boy who said that on 
 Sundaj' his grandmother used to tie him to 
 the bed-post, to keep him out of mischief 
 while she was at church, and set him learn- 
 ing the hymn, " Thine carthl}' Sabbaths, Lord, 
 
 5 9 
 
60 OUR SUNDAY SCUOOLS. 
 
 I love." This mode of stimulating love can- 
 not be commended as popular. 
 
 The mode of entertaining a class must, of 
 course, differ according to circumstances. One 
 class is of sober, thoughtful, intelligent chil- 
 dren, who can be interested in the solemn 
 truths of the Bible. They can appreciate, to 
 a certain extent, the love of Christ, the beauty 
 of his life, the grandeur of the plan of sal- 
 vation. These facts move them. Their hearts 
 are warm with love to men and to God — 
 only they do not know it. They merely want 
 the love of Christ brought before them ; his 
 merc}^ and sufferings. These feed their souls 
 and supply the cravings of their hearts. They 
 want no amusing stories told them — a tear 
 over Calvary is sweeter than all the jokes of 
 Hood. There are some few who seem born 
 v/ith so little "original sin," that it is invisi- 
 ble to the naked eye. 
 
 But here is a class of rough, brutalized 
 
ON LESSONS AND CLASSES. Gl 
 
 boys, picked up from the dens of New York, 
 dirty and foul of soul as of shirt. What can 
 they understand about the •' beauty of holi- 
 ness," the teachings of Chi'ist's life. Their ed- 
 ucation is such that they would despise him 
 for surrendering himself without showing fight. 
 They cannot appreciate the gTandeur of the 
 sacrifice. How will they be benefitted or in- 
 terested in learning " What is the chief end 
 of man ? " Theirs is a life of action ; the}' 
 cannot think. . The art of thinldng has to 
 be learned as much as the art of talkinof. 
 They find it impossible to follow a finished 
 essay on ''justification by faith," and hardly 
 can the Christian virtues be made comprehen- 
 sible to them. 
 
 Of com'se these two classes must be treat- 
 ed difi'erently, yet we find one person advo- 
 cating having a good, jolly time in Sunday 
 Schools, and another arguing that not a smile 
 should be allowed in the room. 
 
6ll OUR SL^'DAY SCHOOLS. 
 
 Each teacher must study his class. If the 
 scholars are low in the moral scale, he must 
 appeal to and instruct their lower natures. A 
 missionary on going to a heathen land, would 
 probably preach in favor of wearing pantaloons 
 before he explained the distinction between 
 Calvinism and Arminianism, or even the ad- 
 vantages of Old or New-Schoolism. So a 
 teacher should at first work away at the grosser 
 sins, to try to stimulate the healthy action of 
 the moral system. 
 
 The old mode of resuscitating, — or rather 
 of killing — a half-drowned man, was by the 
 counter-irritant method of hanging him up by 
 the heels to let the water run out of him. 
 Now, however, to the joy of all patients, the 
 treatment is to lay the body flat and rub the 
 extremities briskly, warming them well with 
 hot bricks and blankets. What is this for? 
 To stimulate the circulation. 
 
 Now these rough boys are " dead in sin." 
 
ox LESSONS AND CLASSES. 63 
 
 "We cMimot pour it out of them. We must 
 stimulate the moral circulation, and get them 
 in a healthy state. Begin by rubbing the ex- 
 tremities, viz., preach temperance, virtue, and 
 truth, appealing not only to the Bible to prove 
 the necessity of these qualities, — for they vir- 
 tuall}^ do not believe the Bible, — -but to facts 
 which they know, and to the teacher's own 
 experience, which at first thej'^ will believe 
 before the Bible. This is but teaching moral- 
 ity, it is true, but morality is better than 
 vice. 
 
 Some say, " Why stop to lop off the branch- 
 es one by one. Cut down the whole tree of 
 sin at once. Teach them to ' love the Lord 
 their God,' and it is done." 
 
 True, but often there is a dense underbrush 
 to be cleared away before you can swing youi- 
 ax at the trunk. In breaking a colt, it would 
 be shorter to break him at once in a car- 
 riage, so as to have the whole thing quickly 
 
64 OUR SUNDAY SCHOOLS. 
 
 finished. The only trouble is, that it can't be 
 done. You have first to break to halter, then 
 to harness, then under the saddle, and, last 
 of all, to the carriage. So with boj^s : break 
 olT their evil habits, and then there is a chance 
 of making them Christians. 
 
 ''An absence of sin is no more religion 
 than an absence of weeds is harvest." 
 
 The teacher must work his way into the 
 hearts of these boys, and a long, hard, sicken- 
 ing work it is. He must teach them who 
 God is, and what he requires, before asking 
 them to accept him. He meets the masked 
 batteries of ignorance, selfishness, and pride, 
 all well manned, at every step. It will not do 
 to meet them with " glittering generalities," 
 telling them to be good, and to do good. 
 The boys wont stand it. He must address 
 them with force, bring up facts to prove, and 
 interesting stories to illustrate. His diamonds 
 need not be polished, but they must be gen- 
 
ON LESSONS AND CLASSES. 65 
 
 uine. Keep their attention fixed by good re- 
 ligious instruction, if possible : but if not, tell 
 them anj^thing which will accustom their minds 
 to concentration on any one subject. 
 
 I once told my class the story of Aladin's 
 Lamp as a Sunday School lesson, imitating 
 the original narrator and the popular story- 
 paper in breaking off at exciting points and 
 promising to continue. I mentioned the fact 
 at the teachers' meeting, and noticed some 
 sober faces, expressive of dislike of radical 
 fanatics ; but the result has confirmed my 
 opinion that in this case it was the best course 
 / 7c7ieiv lioio to pursue. It cemented the class, 
 which was on the point of disbanding, and 
 got them in the habit of regular attendance. 
 At fii'st it was merely to hear the story, but 
 soon I was enabled to advance a step higher, 
 and get them interested in Bible stories. Such 
 boys must be interested. It is better to gath- 
 er them together to read Punchy than to let 
 them hang around grog-shops, 
 
60 OUR SUNDAY SCHOOLS. 
 
 I do not advise bringing fun into the Sun- 
 day School. Eveiy teacher must take that 
 course which he believes right and best. 
 
 "'Tis "with our judgment as our watches, 
 none go just alike, yet each believes his own." 
 
 If possible, the exercises should be solemn 
 and impressive • yet there are probably only 
 about a dozen people in the country who can 
 so conduct them, and interest the whole s«hool. 
 Most people have not this power, and must 
 resort to poorer methods to accomplish their 
 ends. I therefore say, interest your class and 
 keep their attention by a direct teaching of 
 the Gospel of Christ if you can : but with no 
 fear of doing wrong if you have to cause a 
 religious smile, or even a genuine honest 
 laugh. It is something to teach a boy to laugh 
 honestly. 
 
 The teacher should prepare his lesson care- 
 fully. He who is unwilling to take this trouble 
 in his Master's service is unfit for the post. 
 
ON LESSONS AND CLASSES. 67 
 
 He should plan his lesson, arrange his illus- 
 trations, and thinlv over attentively what he 
 will say. Let him select some one in his class, 
 and arrange his lesson so that it shall be a 
 personal appeal to him to repent of his sins. 
 He should resolve to try to convert them that 
 day — not next month or year, but that day, 
 and strive with the energy that a belief of 
 success inspires. He may not have success, 
 but it may be that he will have planted 
 the seed which will grow long after he has 
 forgotten it. We never see the sprouting of 
 a seed. He should thi'ow himself into the 
 spirit of the lesson, and let his whole soul 
 strive for the end. It is hardly necessary to 
 add, that no lesson is properly prepared with- 
 out a fervent praj^er for a divine blessing up- 
 on it. Yet how seldom it receives this in- 
 dispensable attention. Haydn wrote, " When 
 I was occupied on the ' Creation,* always be- 
 fore I sat down to the piano, I prayed to God 
 
68 OUR SUNDAY SCHOOLS. 
 
 with earnestness that he would enable me to 
 praise him worthily." 
 
 *I believe that the reason why female teach- 
 ers are, as a general rule, the most success- 
 ful, and that girls are more frequently con- 
 Verted than boys, is to be attributed to the 
 fact that they are more devotional than men. 
 A lady teacher seldom forgets to ask a blessing 
 on her labors, and she receives corresponding 
 fruit. 
 
 It is no small task to prepare a lesson 
 properly, to plan ever3rthing so that it will 
 pass off smoothly. It will not do to have 
 poor, stupid religious truisms. " Pious trash 
 is demoralizing." 
 
 A few weeks since, I heard a very superior 
 teacher talking to her class. She was sudden- 
 ly seized with a desire to make some re- 
 marks on commencing the new year ; but not 
 having bestowed upon the subject her customary 
 attention, the boys were restless, and thinking 
 
ON LESSONS AND CLASSES. 69 
 
 of other matters. She was reminded of her 
 failui'e in one of her most impressive periods 
 by Jimmy's exclaiming ; 
 
 " Oh, Miss Laura, if you cut your nails on 
 Friday, you wont have the toothache." 
 
 Certainly her exhortation was wasted, unless 
 the remedy it suggested should prove infallible. 
 If the teacher expects to accomplish anything, 
 he must expect to work. Usually, in the 
 same proportion as we sow, will be the har- 
 vest. 
 
 It is the general opinion that question-books 
 are a great assistance to the teacher. In learn- 
 ing directly from the Bible, children are apt 
 to commit the words by rote, and have but 
 little conception of the sentiment. One can 
 easily ascertain this by requesting a boy to 
 give the ideas of a verse in his own language. 
 It will usuall}'' prove an effectual mode of 
 procuring silence. Some, however, prefer' to 
 originate the questions to suit their class. For 
 
70 OUR SUNDAY SCHOOLS. 
 
 an able teacher, who will devote sufficient time 
 to the subject, this may be better. The book 
 is a great aid to those of limited time, and 
 as these questions are prepared for different 
 grades of children, almost any class can be 
 suited. 
 
 When a class can learn more than the regu- 
 lar lesson, it is well to vary the exercise by 
 letting them commit to memory some hymn ap- 
 propriate to the subject, or some brief sentiment 
 worth knowing, such as : 
 
 " Little attentions, a minute consultation of 
 the wants and wishes, tastes and tempers, of 
 others, — these are the little thiugs that out- 
 shine a thousand acts of showy heroism." 
 
 By having all commit the same piece, they 
 can recite in concert, and thus occupy but lit- 
 tle time. I know a teacher who writes a short 
 story nearly every Sunday- to read to her class. 
 This shows the children that their teacher 
 thinks of them during the week, and it pleases 
 
ON LESSONS AND CLASSES. 71 
 
 them. Every regular lesson should be perfect- 
 ly learned and recited before any other ex- 
 ercises are taken up. This is essential. Habits 
 of accuracy are important, and after a few 
 trials it will be as easy for the majority to 
 have a perfect as an imperfect recitation. 
 
 If possible have the exercises such that all 
 are kept employed, as it secures their atten- 
 tion and keeps them out of mischief. 
 
 Do not try to teach too much. It is un- 
 necessary to convert the class into a theologi- 
 cal seminary. The great object is the con- 
 version of their souls, not the cultivation of 
 their intellects. The culture is the means, not 
 the end. It is on the practical Christianity 
 of everyday life that they want instruction — 
 to knov,' how to act when a boy steals their 
 sled or pulls their hair, and in all the minor 
 mosquito annoj^ances of life, which cause even 
 children of a larger growth to forget them- 
 selves. As Mr. Beecher remarked : 
 
72 OUR SUNDAY SCHOOLS. 
 
 " There are many men who would make ad- 
 mirable martyrs at the stake, who fall very 
 low over a cup of cold coffee for breakfast." 
 
 It is against the everyday sins that the 
 teacher must try to shield his pupils. The 
 chance of their being called on to refute infidel 
 arguments is exceedingly small, but they cer- 
 tainly will be tempted with anger, intempe- 
 rance, lying and stealing. Guard them against 
 these, and you will do well. After they grow 
 to manhood, living up to these teachings, their 
 lives alone will be argument sufficient for them- 
 selves in favor of a God. 
 
 " The most convincing argument in favor of 
 Christianity, is the life of a meek and humble 
 disciple of Jesus." 
 
 A teacher should not admit any one to 
 his class without the knowledge of the super- 
 intendent. The classes must be so arranged 
 as to have those of the same capabilities and 
 tone of mind togctli^'r. tlint nil may be inter- 
 ested in the same things. 
 
ON LESSONS AND CLASSES. 73 
 
 Habits of punctuality must be inculcated, 
 the teacher setting the example. It is veiy an- 
 noj'ing to have teachers and scholars dropping 
 in during the devotional exercises. The teach- 
 er's class-book should be kept written up, mark- 
 ing the children exactly what they deserve, 
 and not through mistaken kindness, marking an 
 imperfect recitation with the highest number. 
 Children soon see the injustice, and despise it. 
 I have frequently heard children sneering at 
 teachers for this. They know that on that 
 system a perfect mark means nothing, save 
 that the scholar succeeded in teasing the teach- 
 er to write a lie. 
 
 The teacher must see that all sing. The 
 effect of Sabbath School music depends much 
 upon the volume of sound. Chidlren are at 
 times a little bashful about singing, and re- 
 quire encouragement. It should be impressed 
 upon them that it is as much theu' dutj^ to 
 assist in this exercise as to recite their les- 
 
74 OUR SUNDAY SCHOOLS. 
 
 son. It is a duty as well as a pleasure. The 
 teacher must see that all the exercises are at- 
 tended to and rules are complied with. 
 
 There is one duty of the teacher, which, 
 though not exactly coming under the subject of 
 lessons and classes, may yet be made a valua- 
 ble auxiliary to his instructions. Each teacher 
 should occasionally visit his pupils, especially 
 the poorer ones. It will repay a hundred-fold 
 all the trouble it causes. No paymaster is so 
 liberal as God. A very little done for Him or 
 His, He rewards abundantly. Many are the 
 touching .stories told of visits upon the poor 
 children. The delight with which the little ones 
 receive their own especial caller ; the dignity with 
 which he is introduced to mamma and sisters ; 
 the rapidity with which the good woman's apron 
 dusts a chair ; the voluminous apologies for, 
 and wonders whj^, on this particular day the 
 dirt of years has mj^steriously appeared in the 
 loom, just because "the master" was coming; 
 
D\ Li::<HONS AND CLASSES. 75 
 
 the smoothing of the place where once there 
 was a collar — all show how his visit is ap- 
 preciated. The poor and the lonely know how 
 to appreciate sj^mpathy. Be bright and cheer- 
 Jpal. Tuck in a sunbeam here and there, and 
 raise a hearty laugh, where laughter seldom 
 sounds, to cause momentary forgetfulness of the 
 wearjdng, worrying, sickening poverty around 
 them. Do not tell them they are lost sinners, 
 or even put the question, " What is the state 
 of your soul ? " but put a little life and hght 
 into the darkened room and sorrow-stricken oc- 
 cupants. Stii' them up and encourage them. 
 Eemind them of the blessings of life and 
 health which they still enjoy, and show them 
 in what respects they are getting the best 
 in the fight for life. Do not let them stagnate. 
 Don't let them tell their ti'oubles. Listen to 
 their hopes and joys, but do not talk of hard 
 times and rheiunatism, and, above all, don't 
 whine. Leave something for them -to think of, 
 
76 OUR SUNDAY SCHOOLS. 
 
 if it be only a tract — but let it be a cheerful 
 one on the joys of heaven, not on the horrors 
 of hell. Make the visit so bright that they will 
 almost believe that God sent an angel to re- 
 juvenate them. When you return home think it 
 over, balance the account, and see who received 
 the most benefit. See if you have been well 
 paid, and forget it not. 
 
 1 
 
CHAPTER V. 
 
 ON MUSIC. 
 
 FEW words as to the music, that apple 
 of contention, which in some churches 
 seems to be productive of more dis- 
 cord than harmony. Like a thistle, it 
 is rather a delicate subject to handle. 
 One trembles at the thought of meddling, with 
 this theme, yet it is one of the most impor- 
 tant instrumentalities of the Sabbath School. 
 Many Sunday School tunes are mere trash. 
 From a very laudable desire to avoid the 
 ponderous solemnity of Windham and Balerma, 
 we have baptized Trankadillo and Old Dog 
 Tray, and received them into the Sunday 
 
 School. 
 
 Music, to be sprightly and cheerful, need 
 not be flippant. Neither is it indispensable 
 
 77 
 
78 OUR SUNDAY SCHOOLS. 
 
 that children's songs should be so very simple. 
 Boys will learn to whistle Dixie about as 
 quickly and correctly as Greenville. Children 
 can learn to sing anything in the way of a 
 psalm tune, and it is unfortunate that so 
 much rubbish is inflicted upon them. The 
 most popular tunes are not the simplest in the 
 collection. There are some good tunes in all 
 the books, but sulBcient attention has not yet 
 been given to the subject. Children's music 
 is in about the same stage of advancement 
 that children's story books were seventj^ years 
 ago. I do not mean to condemn any particular 
 books, for all are good in their wa}^, and of 
 very gxeat assistance. They are pioneers in 
 the right direction, and are constantly im- 
 proving. I wish but to call the attention of 
 our able and popular composers to the field 
 open for a really superior work. 
 
 I do not think it necessarily wrong to use 
 secular tunes re-arranged, but if equally good 
 
ON MUSIC. 79 
 
 ones can be obtained, without such associa- 
 tions, it will be preferable. Select first our 
 good tunes already tested, and then, if better 
 cannot l5e written, apply to the ballads. 
 
 Every school should have an able precentor, 
 a good musician, with a strong, decided voice. 
 If possible, have a good melodeon, or if the 
 school is held in the church where there is 
 an organ, use that. Do not feel that it is 
 too much bother. Do not let the children 
 see that j^ou are getting along with as little 
 trouble as possible, but let them feel that ev- 
 ery exertion is made for them. If the or- 
 ganist is unable to attend, some one in the 
 congregation will be found able to play the 
 simple tunes. Some think that childi'en can- 
 not sing with the organ, but the introduction 
 of congregational music has settled that they 
 can. If the organ is used, the precentor 
 should stand before the children and lead their 
 voices in a brisk, decided way. Considerable 
 
80 OUR SUNDAY SCHOOLS. 
 
 instruction can be imparted at odd times — 
 for instance, occasionally show them the dif- 
 ference between a musical sound and a scream ; 
 tell them how to sing with expression, and 
 how to avoid the nasal twang, etc. If the 
 precentor is a thorough musician, however, he 
 will require no directions on this point. Mu- 
 sic is one of the most powerful aids to the 
 Sunday School, and a good precentor is sec- 
 ond only to the superintendent. 
 
 It is unnecessary to have a very large vari- 
 ety of tunes. If the children sing five each 
 Sabbath, it will be two hundred and sixty a 
 year. They can sing the same as often as 
 once a month, if they are good ones, thus re- 
 quiring but about twenty-two tunes for the yesLV. 
 Children prefer to sing often the pretty tunes 
 that they knovf ivelJ, to having a variety of 
 half learned pieces. Twent3^-five are about as 
 many as most schools can remember, for as 
 new ones are added, old ones are lost. 
 
ON MUSIC. 81 
 
 It is well for the precentor to select a dozen 
 or fifteen of the best voices, and meet them 
 occasionally to give them instruction. Let them 
 be the choir, and on festal occasions have a 
 prominent seat to lead the music. Teach new 
 pieces to them first, and it will aid the school 
 greatly in learning them. At the Sunday School 
 concerts let them sit in the choir-seats, and 
 sing the solos, while the school joins in the 
 chorus, which will form a pretty effect, and 
 give a variety. 
 
 The whole school should occasionally meet to 
 practice new tunes, at which times some ser- 
 viceable instruction should be given them, 
 principally in the management of their voices, 
 rather than in the science of music. 
 
 I think children prefer to sing two or three 
 verses often^ rather than to sing a less num- 
 ber of tunes with an increase of stanzas. It 
 is also well to practice singing before the 
 opening of school, that the children may come 
 
82 OUR SUNDAY SCHOOLS. 
 
 early, and may find employment as soon as 
 they arrive. The best way to keep them out 
 of mischief is, to give them something to do. 
 "It is good enough for children," is a com- 
 mon saying. But think not so of them — the 
 very elect of God ; naturally so loving and 
 loveable, so pure and simple, that art can find 
 no better model for the angels ; who are al- 
 most holy imtil contaminated by men. Think 
 not so to treat those whom Christ has espec- 
 ially welcomed near him, taken upon his knee, 
 and set as an example for all men. Think 
 rather that nothing is too good for children, 
 no labor too great to shield them, no sacri- 
 fice too costly to save them. Let choicest 
 music, penned by the ablest of masters, lend 
 her refinement to purify the heart ; let art 
 wield her pencil and brush with enthusiasm, 
 to cultivate a pure and delicate taste. Let 
 gold be lavished upon the noblest work that 
 gold knows how to perform, and men and 
 
ON MUSIC. 83 
 
 women bring their experience, culture and 
 time, to guide and direct the neglected and 
 
 forgotten children. 
 
CHAPTEK VI. 
 
 ON LIBRARIES. 
 
 R. BELLAMY is said once to have 
 spoken as follows : 
 ^^^~^ ^ "When men go fishing for trout, 
 they take a light tapering pole, with a 
 fine silken line attached, and a sharp 
 hook with a sweet morsel of worm on the 
 end. They noiselessly drop the line on the 
 water, and let it float to the fish, who nibbles, 
 and by a slight twitch is landed safely on the 
 bank. 
 
 " But when some men go fishing for souls, 
 they tie a cable on to a stick of timber, and 
 an anchor is the hook. On it a great junk of 
 bait is stuck, and with this pondrous machine 
 grasped in both hands, they walk up and 
 
 84 
 
ON LIBllAUIES. 85 
 
 down, thi'ashing the water, and bellowing at 
 the top of their voices, 'Bite, or be damn- 
 ed.' " 
 
 There is much of truth in the idea that 
 more skill might be employed in enticing peo- 
 ple to accept salvation. Both in the church 
 and the Sunda}^ School, lie is usually the most 
 succes3ful angler who pays the most attention 
 to the minutiae of his tackle, and exercises the 
 greatest skill in throwing his hook. To continue 
 the metaphor, the library is the bait in most 
 schools to draw in the scholars, and, as in 
 angling, much depends on the natm-e of the 
 attraction. The books must be interesting and 
 entertaining. The more instruction, both re- 
 ligious and general, that can be introduced in 
 them the better. They must difier in character 
 according to the class of pupils. 
 
 Some statistics have recently been given 
 concerning the factory operatives in Manches- 
 ter, England. Among those who had been 
 
86 OUR SUNDAY SCHOOLS. 
 
 placed in the poor house and various asylums, 
 fifty-five per cent, were familiar with the his- 
 tories of Jack Ketch, Dick Turpin, and that 
 class of notorities, while about the same num- 
 ber were utterly ignorant of the name of our 
 Saviour. While we can ])]'oudly say that no 
 such statistics could be oiven by any institu- 
 tion in our country, yet there is a degree 
 of popular ignorance fnv beyond what most 
 people imagine. 
 
 Of course it is often no use to present a 
 volume of " Religious Tracts " to such persons. 
 They will prefer to read the Sunday papers. 
 For them, books of a lively, exciting nature, 
 with some moral, inculcating temperance, vir- 
 tue, honesty, etc., should be proA^ded, as they 
 will be more likely to read them, and therefore 
 to receive benefit. It is useless to put in or- 
 dinary Sunday School libraries such works as 
 Dodridge's Rise and Progress, and Baxter's 
 Saint's Rest. I have frequentl}'- seen them, 
 
ON LIBRARIES. 87 
 
 and always they were in an excellent state of 
 preservation, and invariably to be found in 
 their place. Some Schools provide them for 
 the teachers, but generally teachers desire more 
 entertaining works as well as the children. 
 Occasionally a few individuals may be found 
 who will read such books, but as they can 
 be obtained elsewhere, it is probably not wise 
 to invest much monej^ in them for the school. 
 Tlic Sunday School must have the books of 
 the age, ar.d not old musty works, valuable 
 in their time, and not to be despised now, 
 but without the necessary sparkle for children's 
 palates. There are many such " standard '* 
 works, which every one praises, many own, 
 and few read.* We treat them as Sterne 
 
 *I would not be understood as attempting to cast odium on 
 t'lese works. There are still found a few young people who 
 read them with delight and profit. One of our most eminent 
 living authoresses remarked that there were no books she more 
 eagerly devoured, when a child. Such cases, however, are 
 exceptional, and it is hardly worth while to provide for them . 
 
88 OUR SUNDAY SCHOOLS. 
 
 says we do great men, "learn their titles and 
 then brag of their acquaintance." 
 
 The question is often raised as to whether 
 any books should be placed in the library 
 which are not usually deemed devotional in 
 their character. My experience has led me to 
 advise gi*eat liberality in the selection of libra- 
 ries, particularly^ those for ordinarj^ city schools. 
 One object of the library is to provide whole- 
 some enjoyment for the children during the 
 week, to keep them out of the streets, and 
 at the same time to convey some useful in- 
 formation. If a book will accomplish this, and 
 is of a high moral character, even though it 
 may not be strictly devotional in its teachings, 
 I would admit it. The good it will do during 
 the week in raising the standard of honor and 
 morality, will more than counterbalance the 
 possibilit}^ of any Jiarm its reading on Sunday 
 may occasion. 
 
 Some years ago, m}' father was the pastor of 
 
ON LIBRARIES. 89 
 
 the Congregational Cliurch on the island of 
 Nantucket. It was customary for the church 
 to place on every whale-ship lea^dng the island? 
 a library for the use of the crew. " The 
 Evangelical Family Library," published by the 
 American Tract Society, was selected, and it 
 looked finety in the annual report of the Society 
 to state, " We have placed fifty set? of the 
 Evangelical Family Librar}^ on whale- ships dur- 
 ing the past 3^ear," and a nice little speech 
 could be made about the old fathers of the 
 church preaching to the sailors when tossed 
 upon the mighty deep, etc., etc. 
 
 The captain on the first Sunday out would 
 bring the books on deck and tell the sailors 
 to help themselves. With awkward hands thej^ 
 would open a volume to " The Call to the Un- 
 converted," and slowly spell out a page, and 
 then, laying down the book for a fresh quid 
 of tobacco, would forget to resume it. The 
 books would return almost untouched, glued 
 
90 OUR SUNDAY SCHOOLS. 
 
 together with the damp and brine gathered by 
 a four years' cruise. 
 
 It was deemed best to cast aside these 
 books and send in their place " Sargent's 
 Temperance Tales/' They were read and re- 
 read, until leaves and covers obtained a di- 
 vorce. None ever reached Nantucket again. 
 Captains have stated that two ships meeting 
 in the cold fishing regions of the North, a 
 boat from one would board the other, and al- 
 most the first question would be, " Have you 
 any of Sargent's books to spare?" They 
 would circulate from ship to ship as long as 
 a story could be found complete. 
 
 The popular newspapers of the present 
 day. containing the exciting stories of "The 
 Blood}^ Tomahawk, a tale of love, beauty, and 
 daring," are accessible to the poorest. ChiL 
 dren find such trash under their ej^es contin- 
 ually, and will read it unless something as 
 entertaining is provided. The Sunday School 
 
ON LIBRARIES. 91 
 
 has to compete with it, and it mil not answer 
 to furnish old sermons, flavored with a cen- 
 tury's bottling. The Sunday School Societies 
 have noticed and acted on this. They have 
 generally given a good set of books, without 
 which it would be diflScult to furnish a Sun- 
 day school library. Still, many of the books 
 are but little novelettes with morals dropped 
 iu here and there — which the children always 
 : kip. They are very good and highly moral, 
 only they convey scared}^ any useful informa- 
 lion. I deem a good child's history, giving 
 real practical instruction, in a readable manner, 
 of higher moral and religious tendency^ than a 
 sentimental memou- of a good little girl who 
 never did any thing wrong, and who conse- 
 quently, was cut off from her sinful fellow- 
 creatures at the early age of ten. We want 
 more books to teach us how to live in a strong, 
 health}^, moral manner as a preparation to 
 learning how to die. 
 
92 OUR SUNDAY SCHOOLS. 
 
 I would have all of Harpers' story books, 
 maii}^ of Miss Edgewcrtli's works, some of 
 Peter Parley's, Harpers' Abbott's Histories, and 
 many such works not utiially deemed entirely 
 religious. This v.ould be an expensive library, 
 as the books would be read, and consequent- 
 ly would not hi.'it so long. It would, how- 
 ever, be a icorling library, and accomplish its 
 purpose. 
 
 But do not hold me responsible for these 
 opinions unless 3"ou link with them the fol- 
 lowing : Each teacher should glance at every 
 book he gives to his pupils that he may 
 know its character. A book that would be 
 well for one scholar to read, would be unad- 
 visible for another. One child dislikes reading, 
 and is full of fire and steam, and is playing and 
 lighting continually. Give him almost anything 
 to create an interest in books. Lend him a 
 Robinson Crusoe kind of book. Another has 
 had his head turned by sentimental love stories. 
 
ON LIBRARIES. 93 
 
 Try to turn him back with an exciting his- 
 tory which will teach him something manly and 
 noble. Another is in such a state of mind 
 that, with careful management he may be led 
 to the Saviour. Give him books tending di- 
 rectlj^ that way ; of a devotional character, 
 yet interesting and full of life. A girl will 
 often require a different book from a hoy. In 
 the present organization of society the one is 
 the passive and the other the active. The 
 girl must be taught to endure, the boy to 
 act. Age will vary the requirements, and a 
 teacher must not feel that every book in the 
 librar}^ is suitable for every scholar. It is 
 putting an undue responsibility on the library 
 committee. It is well frequently to question 
 the pupils on the books they have read, to 
 judge of the influence on their minds. 
 
 It has usually been deemed unprofitable to 
 have libraries for the lower class of Mission 
 Schools, as the transient members will take 
 
94 OUR SUNDAY SCHOOLS. 
 
 books, and when they disappear the books will 
 accompany them. In my own school, (one 
 of this character) I had opposed a library* 
 until a teacher suggested that merely the mem- 
 bers of the " Legion of Honor,"* should have 
 access to the library. They being regular 
 attendants, the loss of books would not be 
 very serious, and the privileges of the library 
 would be an additional stimulant for the chil- 
 dren to join the " Legion." The plan works 
 well, and exerts a great power over the pu- 
 pils. If they misbehave, they lose their books 
 for the month. ' 
 
 The best method of preserving the books 
 has puzzled the librarians exceedingly. The 
 Sunday School has been a very efficient col- 
 porter in circulating books of a good class 
 throughout the country. It is impossible to 
 devise any plan which will prevent all loss. 
 
 *The "Legion of Honor" is described in chapter 8. Disci- 
 pline and Incentives. 
 
ON LIBRARIES. 
 
 95 
 
 TLc follo\\iiig is an economical method for a 
 large school, and -on the whole works the best 
 that I have yet seen. 
 
 In the first place have two hoards painted 
 as follows : 
 
 To 100. 
 
 To 200. 
 
 1 
 
 2 
 
 1 
 
 2 
 
 3 
 
 4 
 
 3 
 
 4 
 
 and 
 
 so on 
 
 and 
 
 60 on 
 
 to 
 
 100 
 
 to 
 
 200 
 
 There should be as man}' columns of one 
 hundred numbers each as may be required. In 
 the centre of each number there should be a 
 hook or brad. One board should have as 
 many numbers as there are pupils in the school, 
 and the other as many as there are books 
 in the library. On the hooks of the library 
 hoards there should be round pieces of tin, with 
 a hole punched in them to hang by, These 
 tins must have numbers stamped on them coiv 
 responding with their numbers on the board. 
 
96 OUR SUNDAY SCHOOLS. 
 
 Each scholar has a number by which he is 
 designated instead of a name. For instance, 
 James Fox is numbered ^>6. He desires book 
 No. 48, which is given him, and the librarian 
 removes the tin check from No. 48 on the li- 
 brary board, and places it on No. 36 on the 
 scholars' board. This shows that boy No. 86 
 has volume No. 48. The next Sunday No. 36 
 desires another book, but forgets to return the 
 one he already has. The librarian glances at 
 his number, and seeing it covered, refuses to 
 supply the volume until No. 48 is returned. 
 By this method the librarian keeps the whole 
 record and the teacher has no trouble. 
 
 The numbers on the board should be ar- 
 ranged in double columns of one hundred, as 
 in the diagram, with the odd numbers on 
 the left, and even on the right, for ease in 
 finding a given number. B}' having them in 
 columns of one hundred, it is unneccesary to 
 repeat the third figure, and therefore larger 
 
ON LIBRARIES. 97 
 
 figures can be painted in the same space. 
 The boards might be made cheaply, by cut- 
 ting the numbers from paper and pasting 
 them on, afterwards varnishing the whole to 
 render them secure, or by writing them on a 
 painted board, with a coarse pen. 
 
 In calling for the books, the teachers will 
 TVTite on a small strip of paper as follows : 
 
 Class No. 16. 
 
 36 I 48, 210, 8, 5, 12. 
 214 I 24, 19, 27, 153, 440. 
 
 The left hand figures tell what scholar to 
 charge the books to, and those on the right 
 show that he desires one of the five volumes 
 selected. Several are designated, so that if 
 some are out, one can pretty surely be found 
 in. 
 
 In returaing the books, a similar paper 
 should be sent, only instead of the five num- 
 bers to the right, there should be onty the 
 number of the book returned. The librarian 
 will compare the returned books and the state- 
 
98 
 
 OUR SUNDAY SCHOOLS. 
 
 ment, and if correct, remove the check from 
 ."No. 36, scholars' board, and replace it on 48' 
 library board. 
 
 For very small schools all this machinery is 
 unnecessary, but where there are over a hun- 
 dred and fifty pupils, this method is the easiest, 
 safest, and best. 
 
 The Sunday school Union have prepared 
 another plan as follows ; A large card is 
 printed in blank, thus ; 
 
 Teacher's Name.— John 3S 
 Pupil's Name. 
 
 OELE. 
 
 Date, 
 
 Feb. 
 
 9. 
 
 Date. 
 
 Date, 
 
 < 
 
 Date. 
 
 Dlass N 
 Date. 
 
 0,6. 
 Date. 
 
 J. Fox.. 
 
 36 
 14 
 
 48 
 
 
 
 
 
 
 
 W. True 
 
 28 
 19 
 13 
 
 
 
 
 
 
 
 Etc. 
 
 
 
 
 
 
 
 Tlie scholars select three or four numbers 
 of the books they desire, and write them on 
 
ox LIBIIAUIES. 99 
 
 the card as in the diagram. The librarian 
 selects the first one that is in, and draws his 
 pencil through the other figures, so the one 
 left untouched is the one charged to the 
 scholar. The theory is, that the teacher will 
 copy this number into the class-book and see 
 that it is returned, but the practice is to take 
 no further notice of it. The card soon be- 
 comes thoroughly covered with pencil marks, 
 and the record is lost in the mass of carbon. 
 In the board plan the check can hang on the 
 scholars' number as many months as the book 
 ma}^ be out. 
 
 A third plan shown me by a librarian, which 
 is successful in small schools, is for the li- 
 brarian to have the names of the scholars ar- 
 ranged in classes, and written on a large stifi 
 card, as follows; 
 
100 
 
 OUR SUNDAY SCHOOLS. 
 
 
 JANUARY. 
 
 
 4 
 
 11 
 
 18 
 
 25 
 
 Class 1. — John Bagshaw, . . 
 
 33 
 
 36 
 
 
 
 Andrew Clark, &c. 
 
 m 
 
 90 
 
 
 
 Class 2.— William Mack, . . 
 
 ^ 
 
 18 
 
 
 
 Michael Dorsey, &c. 
 
 n 
 
 17 
 
 
 
 As the books are distributed, they can be 
 charged on the card, and crossed when return- 
 ed. A glance will show whether the last 
 book is restored. The card should be large, 
 to allow a plenty of room for figures, and to 
 enable the librarian to hold it while marking 
 the numbers. A fresh card should be prepar- 
 ed monthly, and the outstanding books trans- 
 ferred. If the card is retained long, the pen- 
 cil marks will become rubbed and confused. 
 Where there are more than ten classes, there 
 should be two cards, so that an assistant li- 
 brarian can be emplo^^ed. 
 
ON LIBRARIES. 101 
 
 There should be a printed catalogue of the 
 books, with their numbers, from which the chil- 
 dren, under the guidance of their teacher, can 
 select. Of course, frequently, they will be 
 dissatisfied with their choice, but it must be 
 a rule that no book can be exchanged, or 
 the hour will be occupied in suiting them. 
 If the book is morally unsuitable, the teacher 
 must manage to have it changed, even break- 
 ing the rule, though if he has an appropriate 
 one at his own house, it would be better to 
 lend it to the scholar in place of the library 
 book. 
 
 When the Sunday School is held in the body 
 of the church, the library can be placed at 
 the end of one of the galleries. There it is 
 out of the way, and the movements of the 
 librarians will not attract the attention of the 
 scholars from their lessons. 
 
 In following the plans suggested in this chap- 
 ter, some money will be required, which al- 
 
102 OUll SUNDAY SCHOOLS. 
 
 most always seems to be grudged the Sunday 
 School. Usually the unnecessary loss of books 
 in an ill-regulated library is muxih. more than 
 will serve to provide the necessary safeguards, 
 yet we often find churches possessed of such 
 " great hunks of wisdom," that they often ap- 
 prove of this mode of economizing. 
 
 When boys do not fancy a book, in order 
 to persuade the teacher to change it, they 
 will often falsel}^ profess to have read it. It 
 is so common a lie that they hardly deem it 
 wrong. It is like the ladies' " not at home." 
 Boys who are commonly truthful will commit 
 this sin. 
 
 If a book has been out three weeks, the libra- 
 rian should write the fact on a slip of paper 
 and hand it to the teacher, who should see 
 that it is returned. If the book is lost, or 
 the pupil sick, he should report the fact to the 
 librarian. It will also be stated in the teach- 
 er's monthly report to the superintendent, as. 
 explained in Chapter IX. 
 
ON LIBRARIES. 103 
 
 The library must be under the charge of a 
 s;iiart, active, business man. Considerable abil- 
 ity and labor is required to keep the books 
 <)■;* a large school in proper order. The books 
 f.' mild all be covered with heavy brown paper, 
 iiiid the Sunday School label pasted on the 
 outside cover as well as the inside, or many 
 books will creep into other libraries. The li- 
 brarian must be a man of good nature, and 
 patience, for both will be considerably taxed. 
 A Sunday School to be successful, should have 
 three enterprising, energetic, hard-working men 
 — a superintendent, a precentor, and a librarian. 
 With these, any school can be made to run 
 smoothly and efficiently. Not a little of its 
 success depends upon the good arrangement 
 and management of the librarian. 
 
CHAPTER VII. 
 
 MISSIONARY SUNDAYS AND MONTHLY CONCERTS. 
 
 T is customary in many Sunday Schools 
 ^ to observe the first Sunda}^ in the 
 
 month as " Missionary Sunday." In 
 the wealthier schools, the children con- 
 tribute some money for the support of 
 a missionar3^ who usually writes a letter to 
 them every month in return. This letter is 
 read to the school, from which circumstance 
 the name of Missionary Sunday is acquired. 
 A contribution is taken up for missionary pur- 
 poses, and speeches, singing, etc., occupy the 
 time usually devoted to the lessons. 
 
 Many schools have also, on the evening of 
 the second Sabbath in the month, a special 
 
 104 
 
MISSIONARY SUNDAYS, ETC. 105 
 
 service, usually held in the church, where the 
 parents and friends are present with the chil- 
 dren. The exercises are similar to those of 
 the Missionary Sunday, onl}^ no particular ref- 
 erence is made to the missionary field. 
 
 I think it is unwise to have both these 
 services. Where the evening service can be 
 held, the usual lessons should proceed in the 
 day-school regularly from Sabbath to Sabbath. 
 Any interruption to the ordinary course of in- 
 struction has an injurious influence. If the 
 services are not entertaining, the time is lost. 
 If they are, the children on the next Sunday 
 will be restless, and comparing the two ses- 
 sions. 
 
 If the evening service is held, it is an ex- 
 tra aflTair, and will be regarded as such. The 
 children's services should be much earlier than 
 those for adults, so as not to keep them up 
 late. If they commence at half past six, and 
 continue an hour and a half, it will not in- 
 
106 OUR SUNDAY SCHOOLS. 
 
 jure the health of the children, coming as they 
 do but once a month. Therefore, I very much 
 prefer merging the Missionary Sunday into the 
 Sunday School Concert, and bringing the whole 
 force to bear on making it a grand occasion. 
 
 It is a considerable tax to secure first-class 
 speakers for two consecutive Sunda3's. There 
 must be several, as the children demand a 
 variety. • Also the children prefer the evening, 
 service, if for nothing else, the novelty of sit- 
 ting up late. There are many children who 
 would agree with Sammy, when he complain- 
 ed that — 
 
 " My mother always makes me go to bed 
 before I get tired, and get up before I am 
 rested." 
 
 The brightly-lighted, crowded house ; the or 
 gan playing just the same as for " grown folks," 
 and the presence of friends and relatives, all 
 give them enthusiastic delight, and put them 
 in a humor to be pleased with anji^hing. They 
 
MISSIONARY SUNDAYS, ETC. 107 
 
 will take part with gi-eat earnestness and zeal. 
 I have often kno^vn boys who were too prond 
 to take SLJiy active part in the Missionaiy 
 meeting, to be so roused by the enthusiasm 
 of the evening concert, as to place themselves 
 in prominent positions to show that they were 
 connected with the school. 
 
 The missionary news can be as well com- 
 municated then as at any time, and many 
 adults being present, the collection is some- 
 what increased. Not the least advantage, is 
 the fact that this plan keeps the school more 
 directly in the notice of the church. The 
 progi*ess, state, and requirements of the school 
 are seen, and more interest in its prosperity, 
 is inspu'ed. 
 
 In a Mission, School it is peculiarly advis- 
 able to especially invite parents and friends of 
 the pupils to be present at these general meet- 
 ings. Many will attend them who would not 
 enter a church, and much good may be done. 
 
108 OUIl SUNDAY fXTIOOLS. 
 
 Attention shonld be given to the subject of 
 the charities of children. It is very useful 
 to collect the little offerings from hundreds of 
 8unday Schools for the support of some mis- 
 sionary cause. But is tliis course, on the whole, 
 the most beneficial to the pupils, and, in the 
 end, to the cause of missions? The primary 
 object of the children's contributions is to fos- 
 ter benevolence, and that course should be 
 pursued which will most clearly teach them the 
 nature and habit of true charity. Giving is 
 not always charity. 
 
 " His lavished stores speak not the generous mind. 
 But the disease of giving." 
 
 The contribution is taken, and sent off in a 
 manner utterly incomprehensible to the young- 
 er children. After a while, in some cases, a 
 letter is received from a missionary, who, in 
 language totall}?- beyond children's intellect, tells 
 what good the cash has accomplished. It 
 
MISSION All Y SLfNDAYS, ETC. 109 
 
 seems to me that pains should bo takon to 
 let the children see more clearly the relation 
 between the act of giving and the consequent 
 benefit to the giver. The benelit may be 
 merely the satisfaction derived from a con- 
 sciousness of having done good, but still it 
 is a direct and consequent result of the char- 
 ity. AVe must cultivate in them a taste for 
 charity, and let them see that they can de- 
 rive more personal gratification by doing good 
 with their pennies, than bj^ spending them for 
 
 cand3^ 
 
 A iioble Sunday School in Brooklyn was 
 having a new chapel erected for its use. It 
 is stated that the superintendent ( also the 
 chief contributor of the funds,) made a calcu- 
 lation of what each brick would cost, and an- 
 nounced that each scholar might present a 
 brick to the building b}^ pa3'ing two cents. 
 Those who gave a certain immber received a 
 certificate. Almost every child gave a brick, 
 
110 OUR SUNDAY SCHOOLS. 
 
 and many gave a cart-load each. Thus they 
 saw in the chapel the direct result of their 
 generosity, and tasted the pleasure of giving. 
 By purchasing the brick, they saw exactly 
 how their coppers were invested, and the walls 
 were a standing monument to them. They 
 possessed an ownership in the building which 
 prevented their defacing it, and increased their 
 interest in the school. 
 
 All schools should be Mission Schools, ad- 
 mitting the rich and poor alike to their ben- 
 efits. There are many who are unable to at- 
 tend for want of proper clothing. Boys, v/ith 
 a very commendable spirit of self-respect, will 
 not go into a school of well-dressed children 
 in their shirt-sleeves. The chihh-en of the 
 school should be formed into a "Benevolent 
 Association," and their contributions be used 
 to supply such articles as may be required 
 by the destitute children in the neighborhood, 
 to enable them to attend. This must be 
 
MISSIONARY SUNDAYS, ETC. Ill 
 
 managed with care, that the}^ may not be 
 taunted as " charity children." 
 
 The Lee- Avenue school, in Brooklyn, which 
 is under the direction of Jeremiah Johnson, jr., 
 a name that thousands of children will bless 
 for his liberality and care, and who has es- 
 tablished probabty the very best working school 
 in America, has provided a lot in the Ceme- 
 tery of the Evergreens, for those of the school 
 who may die otherwise unprovided with a 
 pleasant resting-place. There it is' proposed 
 to erect a suitable monument, which will be a 
 perpetual sermon to the children. 
 
 These plans will bring the subject of char- 
 ity directly home to the children, so that they 
 will understand it, and see its practical work- 
 ing. I have frequently known of gentlemen 
 trjdng to ascertain from children what they 
 understood by giving to the missionaries. In- 
 variably their onty idea was, that they sent 
 the money to the heathen ; but whj'', or for 
 what, was a mj^stery. 
 
112 OUIl SUNDAY SCHOOLS. 
 
 Let the children purchase the music-books, 
 and they will be more carefully handled. Let 
 them purchase something for the school, and 
 if it is only a picture that can be afforded, 
 it will teach a more direct lesson of charity 
 than the ordinary method. Nor Avill the pub- 
 lic charities suffer, for the children will be 
 trained to those habits of giving which will 
 last them during li;>. Tims the idtimate re- 
 sult will be benelicicil in every rC'^pect. 
 
 Whether this last statement is true or not, 
 every school should first take good care of 
 itself, and keep in good running order. Money 
 is a power not to be despised in doing good. 
 Few schools have too much expended on 
 them, and all that can be raised within them- 
 selves, can usually be wisely expended in im. 
 proving their own means of usefulness. Men 
 are apt to think that they must go out of their 
 wsiy to do good. Many a minister has neglect- 
 ed his own children to preach the Gospel "^o 
 
MISSIONARY SUNDAYS, ETC. 113 
 
 Strangers. So frequently money is given away 
 by schools to missions which had much bet- 
 ter be devoted to their o^vn improvement. 
 
 The exercises of the monthly concert should 
 be planned exclusively for the pleasm-e and 
 benefit of the children. No one should be in- 
 vited to address the meeting merely out of 
 compliment. If a speaker cannot interest the 
 children, he should not address them. Speeches 
 should seldom be over ten minutes in length, 
 and five minntes will be better. This is about 
 as Ions: a time as the children can be in- 
 duced to listen to any one. Let the singing 
 be frequent, and only two verses at a time. 
 
 One very good and common exercise is 
 to have a subject announced to the school : 
 " love," for instance. Then have all, or a 
 certain part, of 1^ae children find some text in 
 the Bible relating to love ; and at the concert, 
 on being called on by the superintendent, one 
 by one rise and recite the texts they have se- 
 
114 OUR SUNDAY SCHOOLS. 
 
 lected. As a little improvement, the super- 
 intendent sometimes prepares a series of writ- 
 ten questions and answers. A duplicate of 
 each one he gives to the children, who learn 
 the answers. He then reads the question, 
 
 "What is God?" A little girl in class 10, 
 who has received that question and prepared 
 
 the answer, rises and recites, " God is love." 
 "How does God love this world?" Boy in 
 class 4 responds, " God so loved the world 
 that he gave his only begotten Son, etc." 
 This plan incites the children to learn some 
 texts, and many of them are much interested 
 in reciting. Little hymns and dialogues may 
 be learped and repeated by classes and in- 
 dividuals. 
 
 Passages of Scripture may be learned by 
 several classes, and repeated in concert. 
 
 The proceedings n>ust be conducted briskly. 
 Not a moment's interval should be allowed 
 between one exercise and the next, that the 
 
MISSIONARY SUNDAYS, ETC. 
 
 115 
 
 cliildren's attention may not be diverted. Make 
 all the exercises animated, that the children 
 may enjoy them. Haydn was once asked how 
 it was that his music was all so bright and 
 cheerful. He replied : 
 
 " I cannot make it otherwise. I wiite ac- 
 cording to the thoughts I feel. When I think 
 upon God, my heart is so full of joy that 
 the notes dance and leap from my pen." 
 
 So shouUl all religious exercises, particular- 
 ly for young persons, be sparkling, that their 
 thoughts of religious matters may be joj-ous. 
 
 The following progTamme for a concert will 
 explain what I would suggest ; 
 
 Ist. Singing by the school . . occupying 4 minutes 
 2d. Prayer, concluding with the Lord's 
 
 Prayer, by the school 
 Sd. Singing by the School 
 4th. Eepeating the Ten Commandments in 
 
 concert .... 
 5th. Reciting Scripture questions 
 6th. Opening address by a large boy 
 7th. Singing solo by a little girl 
 8th. Address by an invited guest 
 
 
 (t 
 
 4 
 
 
 t( 
 
 4 
 
 in 
 
 
 
 
 (( 
 
 4 
 
 
 (( 
 
 5 
 
 
 (( 
 
 4 
 
 
 (( 
 
 8 
 
 
 {( 
 
 8 
 
116 OUR SUNDAY SCHOOLS. 
 
 9th. Singing ; a duet by two girls . . occupying 4 minutes. 
 10th. Keciting Scripture questions . . " 5 " . 
 nth. Poetry recited by a very small boy •' 2 •' 
 12th. Poetry recited by a very small girl " 2 " 
 13th. Singing by the School ..." 4 " . 
 14th. Eeciting Scripture questions . . " 5 •' 
 15th. Eeciting Psalm by two classes in con- 
 cert '^ 6 « 
 
 16th. Address by a gentleman . . . '* 8 *' 
 17th. Singing solo by choir; chorus by the 
 
 School " 5 " 
 
 18th. Address by a gentleman ..." 8 " 
 
 19th Singing by the School ..." 4 " 
 
 20th. Closing exercises, as in article on the 
 
 formal exercises of a school. . '• 2 " 
 
 Total " 90 " 
 
 This is as long a time as it is well to 
 continue the exercises. They must be con- 
 tinually altered, that the children may not tire 
 of them. It will be found much easier to get 
 the children into school than to keep them 
 there regularly. The novelty often attracts 
 children, who will certainly leave when the 
 novelty wears off. You must keep your eyes 
 open for new and popular speakers. If you 
 can make no other change, hang up a large 
 
MI33I0XART SUNDAYS, ETC. 117 
 
 map or picture where it can be plainl}' seen, 
 and have some one tell a storN' of a certain 
 place which he points oat on the map. A 
 very slight , change and oddit}- gives freshness 
 and life to the exercises. Most of the chil- 
 dren understand and are interested more in 
 what they see than in what they hear. 
 
 A few weeks since I heard a most admira- 
 ble Sunday School speech. On the whole it 
 was better adapted to children than an}^ other 
 I have listened to. It was fresh, entertaining, 
 healthy, and to the point. The speaker at 
 one time was alluding to persons shutting 
 their ears, and as a gesture, put his fingers 
 up to his own ears. As I left the church I 
 met a very bright, intelligent little girl of 
 six years. 
 
 "Well, Lottie, how did you like the meet- 
 ing?" 
 
 " First-rate, sir ; it was real nice." 
 
 "Whose speech did you like best?** 
 
118 OUR SUNDAY SCHOOLS. 
 
 " Mr. M.'s, sir ; it was the best / think." 
 
 " What part of the speech did you like 
 best?" 
 
 " Oh, I liked it where he put. his fingers 
 up to his ears. It was so funny I laughed 
 right out. Oh, Mr. M. is so nice." 
 
 She had forgotten nearly all the moral, 
 most of the illustrations she could not recall 
 definitelj'', and only some such significant ac- 
 tions were particularly impressed upon her 
 mind. 
 
 I refer to this to show the necessity of 
 having all the exercises extremely simple, and 
 have such a variety that the youngest, who 
 cannot by any possibility comprehend the most 
 of the remarks, may enjoy as it were, the 
 panoramic eff"ect* of the scene. 
 
 We must remember that while the Sabbath 
 School aims high, and all the exercises are 
 designed to secure the salvation of each child, 
 yet this cannot always be successful. Some 
 
MISSIONARY SUNDAYS, ETC. 119 
 
 persoiis seem to believe iu* salvation or nothing 
 — either make the children Chi-istians, or aban- 
 don them. But we must strive to make them 
 moralists if nothing more. This is a good 
 work, and even this is hard enough. At first 
 we go to work with zeal, determined to, and 
 believing we can convert them. Soon we be- 
 gin to feel that we should be satisfied could 
 we see some moral improvement, and finally, 
 losing all confidence in our own power, we 
 despair, and crj^ to God to take our classes. 
 Then, sometimes, we begin to see a litttle im- 
 provement. But the true, humble, Christian 
 teacher will have little success compared with 
 the numbers in school, even though God is 
 working with him. It may be that he will 
 grant us success in inspmng morality, when we 
 cannot lead them to Christ. Therefore I would 
 have this point not lost sight of. Strive to 
 make all the exercises and meetings pleasing, 
 not only to those interested in religious truth, 
 
120 ^ OUR SUNDAY SCHOOLS. 
 
 but also to those who are utterly careless. 
 Let them be entertained to cultivate in them 
 a taste for higher and more improving pleasures 
 than street rowdyism. 
 
 I cannot conclude this article better than 
 by using the words of the " Country Parson,'* 
 whose healthy, manly, touching article on the 
 *' Sorrows of Childhood" adorns the pages of 
 the March Atlantic Monthly. 
 
 " Let me say to ever}^ reader who has it 
 in his power, directlv or indirectly, to do so. 
 Oh I do what you can to make children hap- 
 py ; oh, seek to give them that great en 
 during blessing of a happy youth. Whatever 
 after life may prove, let there be something 
 bright to look back upon in the horizon of 
 their early time. Let us try to make every 
 little child happy." 
 
CHAPTER Vin. 
 
 TO TEACHERS. 
 
 (1 E usually like to do those things that 
 we can do well. Men are able to 
 
 A. 
 
 accomplish a man^ellous amount of 
 labor, if they can only feel that they 
 are 'doing it satisfactorily to themselves ; 
 and the consciousness of doing it well, increas- 
 es its accuracy. But if we are struggling 
 along, not exactly sure whether we are doing 
 right or wrong, it is wearing and dishearten- 
 in 2: in the extreme. It is not work that kills 
 a man, but worry. Such a one is likened by 
 Mr. Beecher, to "a candle in a hot candle- 
 stick, which burns up at one end, and melts 
 down at the other." 
 
 Sunday School work will be extremely ii*k. 
 
 121 
 
122 OUR SUNDAY SCHOOLS. 
 
 some and tedious, unloFs you learn just how 
 to do it. Ko matter how monotonous or sim- 
 pie is an occupation, those who can do it better 
 than any one elrje, usually enjoy it. A sin- 
 gular illustration occurred recently. A lady, 
 who for many 3 cars had been in humble cir- 
 cumstances, remarked that she could hardly be 
 happ3^ in heaven, unless she could do her 
 sweeping and dusting. She had become so 
 accustomed to it, and could do it so easily 
 and well, that she enjoyed it. , 
 
 I knew of a man that could drive nails ex- 
 quisitly — this is the right w^ord — and appear- 
 ed to enjoj^ the practice as keenly as Morphy 
 does his game of chess. One would suppose 
 this to be as monotonous an employment as 
 any, j^et his skill in performing it, made it 
 pleasant. 
 
 I never Imew a teacher who came to his class 
 without suitable preparation, to enjoy teach- 
 ing ; and I never knew one who was always 
 
TO TEACHERS. 123 
 
 prepared, to dislike it. It is unnecessary to 
 talk about the dignit}- of the employment, all 
 know it. But whether dignified or not, if 
 you wis-li to enjo}' your labor, do it well. Do 
 not shrink from the work. You are " soldiers 
 of the cross," officers in God's army, and have 
 a hea\y responsibility upon j^ou. Make all 
 the preparation 3'ou can ; do 5'our work as well 
 as you can, and then your responsibility is at 
 an end. 
 
 It is unwise to tease a teacher into the 
 school. If he does not come cheerfally, and 
 with a desire for the work, he will accom- 
 plish nothing. Some may be of a retiring 
 disposition, distrustful of their own powers, 
 and may need encouragement, but one must 
 enter with his whole heart into anj'thing in 
 which he would prosper. 
 
 There are some little matters, the knowledge 
 of which may save you some annoyance. In 
 pleasing children, some almost ludicrous triv- 
 
124 OUR SUNDAY SCHOOLS. 
 
 ialities may turn the balance for or against 
 you. I remember that a teacher in a Mission 
 School found her class growing very large, 
 and finally it became necessary to place some 
 of the children in another class. When the 
 superintendent came to ask them to make the 
 change, they all stoutly refused. At last one 
 secret of her popularity was revealed in one 
 of the little girl's saying : 
 
 "Well, our teacher's got the prettiest bonnet 
 in school, and if I can't stay in her class, 
 I'll go home." 
 
 Frequently it is thought kinder not to appear 
 among the poor in handsome dresses ; but the 
 poor like to see beauty, even though they can- 
 not possess it. When we go to see the 
 Queen of England, we desire to see her in full 
 dress, though we should not attempt to imitate 
 the crown-jewels on our own person. Let your 
 class see that you take as mucli care in pre- 
 paring for them as for " groT\ai folks," and it 
 will soothe their pride. 
 
TO TEACHERS. 125 
 
 Do not find fault, with any of the school 
 an-angements before your pupils. They will 
 grumble at the library ; show them that it is 
 large and good enough for their use. They 
 will insist that the prayers are two long; quiet 
 them if possible. They will dislike the tunes ; 
 remind them that as they run in their heads 
 all the week, they cannot be very bad. In 
 short, point out the silver lining to every 
 cloud that may arise. Make the best of cir- 
 cumstances as they are, yet keep on the watch 
 to improve them if you can. 
 
 Teach with animation and spirit, though be 
 careful not to speak louder than necessary, as 
 so many talking makes very much noise. Show 
 the children that you are thoroughly awake. 
 
 There is a contagion in enthusiasm which can 
 easily be extended to children. They dislike 
 ponderous solemnity in manner and praii'ie-like 
 sameness in matter. 
 
 A boy who had visited an exhibition of 
 statuary, was asked how he fancied it. 
 
126 OUR SUNDAY SCHOOLS. 
 
 " Not much," said he, " I never did like 
 stone gals." 
 
 Do not be " stone gals," cold and chilling, 
 wrapped up in formality and stiffness, but 
 " condescend to men of low estate." Listen 
 occasionally to the children's stories, and take 
 an interest in their concerns. 
 
 Teach by illustration. There is a little work 
 entitled, " Illustrative Teaching," by W. H. 
 Groser, of the London Sunday School Union, 
 which is republished by Randolph, of New- York. 
 It contains many useful hints on this subject 
 worth knowing. 
 
 A truth in a mere didactic form is almost 
 sure to be forgotten : but if linked to a fa- 
 ble, a picture, or a good story, the illustra- 
 tion being remembered, the sentiment has to 
 go with it. The skill with which preachers 
 and lecturers introduce appropriate illustrations, 
 often determines their relative success and 
 populant3\ llxcn oiir Lord, in his addresses, 
 
TO TEACHERS. 127 
 
 made great use of illustration to fix his truths 
 in the minds of his hearers, by linking them 
 to parables ; so the evangelist says, " Without 
 a parable spake he not unto them." The state 
 of societ}'", the mental ignorance of the disci- 
 ples concerning the mission of Christ, made 
 the relation of our Saviour toward them very 
 much like that of the teacher toward his 
 class. 
 
 Illustration is not merely a decorative art. 
 It is a useful, working, an active agent. It 
 will often render clear, passages and truths, 
 which no simplicity of language could other- 
 wise explain to the children. Tupper wrote : 
 
 " Precepts and rules are repulsive to a child, 
 but happy illustration winneth him. In vain 
 shalt thou preach of industry and prudence, 
 till he learn of the bee and the ant. Dimly 
 will he think of his soul, till the acorn an^i 
 chrysalis have taught him. He will fear God 
 in thunder, and worship his loveliness in flow- 
 
128 OUR SUNDAY SCHOOLS. 
 
 ers. And parables shall charm his heart, 
 while doctrines seem dead mystery." 
 
 But illustration, to be useful, must be prac- 
 tical and to the point : teaching something in 
 itself. A teacher should not promise the re- 
 T^ard of a story if the children will listen to 
 some stale, stupid sermonizing — a lump of 
 sugar after a pill. This disconnects relig- 
 ion from enjoyment, whereas they should be 
 
 ft 
 
 synonymous. The illustrations should be min- 
 gled with the truths of the lesson, to give 
 force to them, and to act as chariots to carry 
 away the sentiments. The}^ must all be brought 
 to bear on the one point of the lesson, as the 
 solar system, revolves around one common sun 
 — receiving their heat and brilliancy from the 
 one grand truth. 
 
 In illustrating to young children the stories 
 may be fuller and fewer, as they delight in 
 details, and their minds act slowly in receiv- 
 ing the point. For older children less detail 
 
TO TEACHERS. 129 
 
 is required, as they will sooner catch at the 
 conclusion. 
 
 Let the illustrations be of a high order, beau- 
 tiful in themselves, if possible, and worth re- 
 membering. 
 
 "Always encourage the beautiful, for the 
 useful will encourage itself." 
 
 An3'thing that will tend to raise the stand- 
 ard of thought is a direct step in the direc- 
 tion of godliness. The illustrations should be 
 judiciously distributed throughout the lesson, 
 to keep a uniform interest and attention. 
 
 It is well to have the illustrations drawn 
 from the scenes around them, or so connected 
 with familiar things as to have the moral con- 
 stantly suggested by the sight of them. For 
 instance, in speaking of truthfulness, you tell 
 your class of the boy in INIilwaukee, who was 
 flogged to death by a brutal father, because he 
 would not confess an act which he had not com- 
 mited ; • who preferred to die rather than tell a 
 
180 OUR SUNDAY SCHOOLS. 
 
 falsehood. You speak of the marble monu" 
 ment which the Sunday School children have 
 reared above his remains, and tell them how 
 it resembles a certain monument in the neigh- 
 boring church-yard. Thus, whenever they see 
 it, they will remember the story and the sen- 
 timent it illustrated. Strive to make the rocks 
 and the trees, the common, everyday things 
 of life, all preach to them of virtue and the 
 love of Christ. Teach them to find — 
 
 "Sermons in stones, and books in running brooks." 
 
 Practice will enable you to secure any num- 
 ber of illustrations. The little incidents of 
 daily occurrence are of interest, if rightly in- 
 troduced. You find your class restless and 
 inclined to play. You say : 
 
 " Why, children, you remind me of some- 
 thing my little black pussy cat did yester- 
 day." 
 
 " At the words, " pussy cat," every eye is 
 on yours, and the children cluster around to 
 
TO TEACHERS. 131 
 
 hear the anecdote. It is unnecessary to make 
 a long stor3\ You merely add : 
 
 " Pussy had been asleep all the morning ; 
 but just as I sat down to knit some stockings 
 for the soldiers, she woke and jumped up 
 in my lap. I would have let her stay there 
 for I am never cross to my pussy, and never 
 tease her, so that she is very tame. But she 
 wanted to play, and so rolled my ball of 
 3^arn out of the basket on to the floor, and 
 then jumped down to play that it was a great 
 big rat which she had caught. Now, how do 
 you think you are like the pussy cat?" 
 
 Charley says, " I guess it's cos we bother 
 you." 
 
 " I rather think it must be so ; for while I 
 am finding the place for the lesson, }'0U com- 
 mence to frolic like pussy, which distm'bs me. 
 Now, while I am finding the lesson, I want you 
 to imagine 3'ou are all pussies, and that I am 
 a mouse which you are watching. You must 
 
132 OUR SUNDAY SCHOOLS. 
 
 keep very still or mouse will run away. Some 
 time you can come to my house, and then I 
 will play mouse again, and you can try to 
 catch me." 
 
 This will attract their attention, put them 
 in good humor, and keep them quiet for a few 
 moments. It is not necessary to have a well 
 planned story, with its introduction, plot, and 
 deducement. Many persons think it is a very 
 serious and laborious work to tell a story, 
 but nothing is more simple. Begin anywhere. 
 For instance : 
 
 '' Children, I broke the nose off my tea-pot 
 last night." 
 
 "Did you! What kind of a tea-pot was 
 it?" says one. 
 
 " Was it smashed bad ? " says another, and 
 so on. You can interest a class of small chil- 
 dren for half an hour, by telling about that 
 broken tea-pot nose. This is the lowest class 
 of illustration, but one can soon improve so 
 
TO TEACHERS. 133 
 
 as to make the incidents beautiful and instruc- 
 tive. 
 
 You will find great assistance by associating 
 with the other teachers, in the teachers' meet- 
 ings, which shall be held weekly. This is 
 especially necessary in small villages, where 
 there is not much life and novelty. These 
 meetings should be opened with prayer, and 
 any questions relating to the school discussed. 
 Such questions as the following will arise : 
 *' The best mode of interesting the chursh in 
 the Sunday School ; " " The best mode of dis- 
 cipline;" "Shall teachers be employed who 
 are not church members?" Let each teacher 
 who has any such question present it, and 
 then the meeting can decide which one to dis- 
 cuss first. Let all present, young and old 
 gentlemen and ladies, express their opinions 
 on the subject. These should be perfectly 
 free, and unbiased by the wishes of others. 
 Many useful hints will thus be acquired, as 
 
134 OUR SUNDAY SCHOOLS. 
 
 each question secures the result of the thought 
 and experience of all the meeting. 
 
 When there are no questions to discuss, 
 the lesson for the next Sabbath can be look- 
 ed over, or an especial Bible-class instituted. 
 But the most important element is the social 
 reunion. All should mingle as equals. As far 
 as possible, the forms ami stiffening etiquette 
 of society should be susp*>nded. 
 
 It is stated that once upon a time a wo- 
 man's-rights meeting was> held, at which no 
 men were admitted. A reporter for a daily 
 paper concealed himself in the hall, in order 
 to present the speeches in the morning edi- 
 tion. But finally the proceeding became too 
 funny even for his professional dignity, and the 
 representative of the press was discovered by 
 his loud peal of laughter. Mrs. Pres»ide'ites9 
 said : 
 
 " Sister Stubbs, will you turn that wan 
 out?" 
 
TO TEACHERS. 135 
 
 " No, I wont," responded the sister, ener- 
 getically, " He's never been introduced." 
 
 In the teachers' meetings this rigidity of in- 
 troductions may be modified. For the evening, 
 all should be acquainted, though no one should 
 presume on it to press the acquaintance fur- 
 ther, unless it is exj^ressly intimated that it 
 will be agreeable. 
 
 In a previous chapter I have referred to the 
 teacher's duty of visiting his scholars. Your 
 influence out of school may be considerable. If 
 the Sunday School lesson is on humility, do 
 not illustrate j'our precepts during the week 
 by being too proud to notice your pupils in 
 their working dress, even though they are 
 taking home a bundle. Rev. Mr. Cecil says : 
 " My people look at me six days in the 
 week to see what I mean on the Sabbath." 
 
 Be particular to greet new comers cordially, 
 and make the first Sunday in the class pleas- 
 sant. Much will depend on theii' first im- 
 pressians. 
 
136 OUR SUNDAY SCHOOLS. 
 
 In one of the lake cities of New York re- 
 sides a Rev. Dr. L., whose cordial, genial 
 manner has won the heart of every child 
 who has seen him. Pie never passes one in 
 the street without a bright, kind word. One 
 day a little girl came dancing in high glee 
 to her mother, and exclaimed, 
 
 " Oh, mother, what do you think ! / almost 
 met Dr. L!" 
 
 This is the kind of affection you must in- 
 spire, if you expect to have much influence. 
 You must be the children's idol. 
 
 You must be careful not to teach anything 
 which a conscientious parent disapproves. For 
 instance, since these articles were commenced, 
 I received a letter from a strong temperance 
 lady, who stated that the teacher of her lit- 
 tle daughter took her home one Sunday and 
 gave her cake and wine. Such an act can 
 hardly be too severely censured. Respect a 
 parent's scruples highh'. Nothing can be taught 
 
TO TEACHEKS. 137 
 
 SO valuable as to compensate for a child's 
 contempt for the parent's strict ideas of right 
 and wrong. 
 
 In schools which are not sectarian, it is, in 
 my judgment, unwise to teach controverted 
 
 doctrinal points. There are enough general 
 truths on w^hich all evangelical Christians agree, 
 to afford ample scope for the teachers. Par- 
 ticularly in Mission Schools is it unwise. In 
 Germany and Prussia, the technicalities of 
 Christian sects are prohibited by a special 
 statute from being taught in Sunday Schools. 
 
 You must be prepared for a long, hard 
 work, with but little apparent success to en- 
 courage you. Often your labors will appear 
 useless, yet do not be discouraged. Not sel- 
 dom the child j^ou expect least from, and Avho 
 seems utterly untouched bj all j^our appeals, 
 will unexpectedly show that your labors have 
 not been in vain. Since these articles were 
 commenced, a lady told me that she was utter* 
 
138 OUll SUNDAY SCHOOLS. 
 
 ly discouraged because she could see no good 
 result from her teaching. The very next Sun- 
 day her most troublesome boy stopped her 
 after school, and told her m boyish language, 
 that he was an orphan, and in the spring 
 would be bound out to a farmer, and he should 
 like to have Jesus go with him as a friend, 
 just as she had said he would. How should 
 he get him? He is now attending all the 
 religious meetings, and it is to be hoped that 
 he has experienced a change of heart. 
 
 The saving of a soul is worth a life-time 
 of labor. Many a faithful missionary and 
 minister has worked during a long life and 
 seen not one gathered in as the fruits of his 
 teaching. I remember a noble and interesting 
 minister, who told a friend that in twenty- 
 eiglit years' preaching, God had not let him 
 see one redeemed soul that should bless him. 
 Not a week after, he told this friend that he 
 was satisfied and happy, for since the conver* 
 
TO TKAfllERS. 139 
 
 Biition one young man had written to him 
 and called him his earthly saviour. He was 
 content. His life was a success, for he had 
 saved one soul, 
 
 I have just heard the following passage from 
 the letter of a young minister, which, without 
 permission, I transcribe, as it exactly expresses 
 the feelings which should actuate the faithful 
 teacher. 
 
 " Within the last few weeks my feelings have 
 entirely changed in reference to my duties as 
 a minister. There is more of the Spirit in 
 my heart, and I feel great pleasure in my 
 labors from the thought that I w^ork, not for 
 self, for fame, or for my people, but for Jesus, 
 my Lord and Saviour. I am His minister, not 
 the church's." 
 
 "With this spirit, and with energy, what 
 teacher could but succeed. We are far too 
 apt to deem it our duty to convert the class. 
 It is a mistake. It is only our duty to try^ 
 to save them. 
 
140 OUR SUNDAY SCHOOLS. 
 
 Teachers are often like bo3"s who plant 
 peach-stones, and then sit down to see them 
 sprout up. The man that buries an acorn sel- 
 dom sits under the branches of the oak, yet 
 the tree is planted and grows. Teachers must 
 " learn to labor and to wait." 
 
 It is obvious that a teacher should have a 
 care not to neglect the spiritual culture of 
 his own children, in his zeal for his class 
 Yet it is by no means a rare error. I know 
 of some earnest teachers, who entrust the cul- 
 ture of their own children almost entirely to 
 others, while they labor patiently for the chil- 
 dren of strangers. Indeed the adage that 
 " the minister's son and deacon's daughter, are 
 the worst children in town," too often has 
 proved true. 
 
 Act with gentleness and forbearance *with 
 the children, and you surely must do good. 
 Converse with each in private on the subject 
 of religion with a spirit of kindness and love. 
 
TO tj:aciiers. 141 
 
 Kindness opens the heart as the sun does the 
 flower. The flower bathes in the warmth, and 
 the sun dances for joy at the beauty it has 
 caused. So the recipient of sympathy blesses 
 the friend, and the giver is warmed by th© 
 fire he has kindled. 
 
CHAPTER IX. 
 
 # 
 
 ON DISCIPLINE AND INCENTIVES. 
 
 ^ T is said that so Ions: as one can face 
 a wild beast, and keep his eye fixed 
 Qg^^ upon his, the animal will not venture 
 to attack him. Whether true or not, 
 the will of a person able to stare a 
 growling lion out of countenance, must have 
 great power. To a greater or less degree, 
 all animals have the ability to distinguish in- 
 stinctively between their master and their ser- 
 vant. Children know whether it Is father or 
 mother that is to be obeyed, even before 
 they can call them by name. Discipline is- 
 not enforcing order by punishment, but in se- 
 curing obedience imthout it. He is. the better 
 
 142 
 
ON DISCIPLINE AND INCENTIVES. 143 
 
 disciplinarian who can accomplish his end sole- 
 ly b}' force of character and will. 
 
 A person may, perhaps, deter a ch Id from 
 committing a specific act, by the threat of a 
 flogging, but this is not at all the principle 
 of discipline. It is to educate a child to 
 avoid doing wrong, first because it is displeas- 
 ing to its friend, and afterwards from the 
 nobler motive of disliking the sin of the act. 
 Hogging never stimulated the working of this 
 higher nature. A dog is careful not to bite 
 his master, less because he is afraid of a 
 whipping, than because he loves him. Whip- 
 ping has done incalculable mischief in teach- 
 ing children to tell falsehoods. It has made 
 ten liars and hj^pocrites where it has cured 
 one. There is something so barbaric and dis- 
 gusting in a whipping, that few children have 
 the moral courage to confess a fault which 
 they believe will be so punished. 
 
 A proverbial liar was discussing the propri- 
 
144 ^ OUR SUNDAY SCHOOLS. 
 
 ety of corporeal punishment as a means of dis- 
 cipline. " I can remember being whipped only 
 once, and that was for telling the truth," 
 said he. 
 
 "It cured you of it, didn't it?" observed a 
 listener. 
 
 Corporeal punishment may be A^ery necessa- 
 ry in some few cases, being a kind of den- 
 tist's turnkey, to extract sins that every other 
 instrument fails to move ; and one should be 
 used about as often as the other. As the 
 world progresses in civilization, the severity 
 of punishment is being changed to a milder 
 yet more even and certain discipline. Even 
 animals are treated better. Rarej^ enforces as 
 strict and prompt obedience as the old cow- 
 hide flourishers ever attained, and all humani- 
 ty rejoices. The arm}' and navy found that 
 abolishing the lash was almost the abolishing 
 of the cause for its use. South Carolina still 
 retains the " cat," as a State punishment for 
 
ON DISCIPLINE AND INCENTIVES. 145 
 
 male and female malcftictors of all colors, and 
 we see what the barbarism which has allowed 
 her to retain this savage custom has brought 
 her to. But the world is slowly learning to 
 rule by kindness, to imitate Christ's example, 
 and lead by love, more than by fear. 
 
 Not a little has the Sunday School, quietly 
 and unnoticed, contributed to this reform. A 
 few years since, not a district school was without 
 its birch rod and fool's-cap ostentatiously exhib- 
 ited. Now they are abolished, or put out of 
 sight, to be used on very rare occasions. It 
 was formerly one of the first lessons for a 
 country schoolmaster to learn how to pummel 
 the big boys. To a certain extent this was 
 necessary, as they were accustomed to the 
 same inhuman treatment at home, and would 
 respect only a physical master. Old Samuel 
 Johnson said, " The only way to get Latin 
 into a boy is by flogging it in." Every true 
 man should hate him with a righteous indig- 
 
146 OUR SUNDAY SCHOOLS. 
 
 nation, for the degradation he would inflict on 
 one, " created in the image of God, but little 
 lower than the angels." I remember how my 
 face flushed at the thought, and how my fists 
 would clench as I neglected my Latin verbs 
 to plan a campaign of school-boys against the 
 crusty old great man. I hated him then, and 
 I despise the sentiment now. 
 
 A Sunday School teacher asked Tommy who 
 made him, but he could not tell. She asked 
 Willie, who gave the correct answer. She re- 
 proved Tommy for his ignorance, and was 
 surprised that he should allow Willie, who 
 was three years j'^ounger, to outstrip him in 
 knowledge. 
 
 "Pooh!" exclaimed Tommy, "Bill hasn't 
 been made near so long as I, and of course 
 ought to remember better." 
 
 So, I have not been so long made a man 
 as to forget how I was influenced as a boy ; 
 what boys liked and disliked ; how they were 
 / 
 
ON DISCIPLINE AND INCENTIVES. 147 
 
 influenced by cliflferent treatment ; and how a 
 pleasant man, with a kind word for all, could 
 manage us as a potter his clay. 
 
 The Sunday School is a living example of 
 the power of kindness and love. Without 
 any formal authority over the children, they 
 obey well. Not even able to compel attend- 
 ance, children are as punctual as it is their 
 natures to be — full as much so, as at day- 
 school. The schools are often established in 
 the most degraded neighborhoods, where the 
 vicious and ignorant are gathered in by hun- 
 dreds. Very soon they learn the new and 
 wonderful means of discipline, and instinctive- 
 ly obey it. The Mission School enforces as 
 good order as any school, and the children 
 love instead of hate it. The building is as 
 little injured by vandalism as the school-house ; 
 and in every respect the obedience is equally 
 good. Certainly, the children learn as much 
 during the hour as during any hour at the" 
 
148 OUR SUNDAY SCHOOLS. 
 
 day-school. I know not where we can find 
 a more striking example of the beneficial work- 
 ing of Christ's law of love. 
 
 I am a firm believer in strict discipline ; 
 in securing prompt obedience. No class can 
 be successful which is not under the perfect 
 control of the teacher. But obedience can be 
 secured in a way to let the boys feel that 
 are forced to it by fear of punishment, or 
 they can, by pleasant, good-natured firmness, 
 imagine they have no desire to do wrong. 
 Have a care to avoid all fretfulness, impa- 
 tience and anger. An exhibition of either, 
 will seriously damage your moral power. Scold- 
 ing is seldom advisable, as it is rare that 
 telling a boy he is bad will cause him to 
 resolve to be good. Prove to him that he is 
 wrong, and persuade him to admit it, and 
 then there is a chance. Keep the boys good- 
 natured if possible, even when punished, and 
 after punishment, do not leave them until you 
 
ON DISCIPLINE AND INCENTIVES. • 149 
 
 have talked to them, or romped them into 
 good-nature again. If necessary, take them 
 home, and do almost anything to make them 
 leave you with friendly feelings. Three quar- 
 ters of the benefit of punishment is lost, if 
 it is allowed to rankle in the heart of the 
 offender. Make the child submit, whatever 
 effort may be required, and then pet and caress 
 it into loving you better than ever. Put down 
 the fii'st indications of a rebellion before it 
 has faii'ly broken out. At all hazards main- 
 tain youi* authority, even though it may be 
 necessary to call in an officer and arrest the 
 offender. 
 
 The ground-work of a teacher's power must 
 be in making his class the pleasantest place for 
 the children. He can usually punish them only 
 by a deprivation of enjoyment. Therefore, all 
 sorts of expedients must be devised for giv- 
 ing the class pleasures, so that expulsion will 
 be a real privation. Let him occasionally in- 
 
150 OUR SUNDAY SCHOOLS. 
 
 vite the children to his house, and entertain 
 them with a romp. A cheap excursion now 
 and then will be serviceable, and a visit to 
 a panorama would bind them securely. Con- 
 tinue your authority over them at such times, 
 that they may acquire the habit of obedience. 
 Never let your orders be disobeyed wilfully, 
 in the slightest matter, and having thus to 
 stand up to your directions, be careful that 
 they are exactly right before you give them. 
 
 A few weeks since I witnessed a very good 
 example of what I mean. A ladj^ requested 
 her class to repeat a lesson in concert. For 
 some reason one of the boys refused. As this 
 was the first insurrection, it was necessary to 
 make an example of it. After trying in vain 
 to persuade him to do his dut}?", she told all to 
 lay aside their books and keep perfect silence. 
 She informed the offender that he had publicly 
 insulted her, and that he must make public 
 reparation. It was necessary that all should 
 
ON DISCIPLINE AND INCENTIVES. 151 
 
 obey her, and he must either recite the les- 
 son or leave the class. He was to have three 
 minutes to decide whether he would obey or 
 have the superintendent called to place him 
 in another class. Watch in hand, she waited 
 in perfect silence, and at the time asked his 
 decision. He hesitated an instant, and then 
 replied that he would obey. The lesson was 
 recited, and the exercises went on as usual. 
 
 The trouble was instantly over, and no other 
 boy would dare to question her authority. At 
 home, he would probably have received a 
 flogging for the same offence, which would 
 have rankled in his breast, and led him to 
 vow that he would thi'ash his father as soon 
 as he was big enough. Here the punishment 
 was much more severe in some respects, yet 
 not so ii'ritating. The severity of the punish- 
 ment usually has less influence in deterring 
 from evil than the certainty of its infliction. 
 
 One of the best modes of securing obedience, 
 
152 OCR SUNDAY SCHOOLS. 
 
 is by example. A teacher should at once 
 obey all the directions of the superintendent. 
 That is, when the school is told to rise, the 
 teachers should be the first to start. When 
 order is called, a teacher should drop her 
 story or remark immediately, and give atten- 
 tion. Thus your scholars will see that it is 
 not degrading to obey, and insensibly follow 
 the example. I deem this very important. 
 
 Do not demand too much. Discretion and 
 order are the fruits of much patient care. Do 
 not attempt to draw the rein too tight at first. 
 Keep it firm, and gradually cli'aw in. After 
 all, boys have to be managed much as trout. 
 If you do not let them run a little now and 
 then, they will snap their lines. Don't let 
 them have any slacks but you must let them 
 run. 
 
 An admirable and successflil superintendent 
 told me that in his Mission School there was 
 as Irish boy, about fourteen years old, whom 
 
ON DISCIPLINE AND INCENTIVES. 153 
 
 no one could manage. He was full of fun 
 and steam, and could not possibly resist the 
 temptation to perpetrate a joke, which was sure 
 to upset the gravity of the class, and not " 
 unfrequently that of the teachers. The super- 
 intendent therefore told him, confidentially, 
 that he had considerable ability, and by study, 
 might make a first-rate teacher. He gave him 
 a class of small boj^s, and showed him how 
 to conduct it. Pat put all his soul and ener- 
 gy into the work. He would prowl the streets 
 after boys who did not attend any school, and 
 almost di'ag them in, until he had a large 
 class. He ruled them with a rod of iron, and 
 exacted military obedience, making the little 
 fellows toe the mark exactly. But he was so 
 full of enthusiasm, quaint humor, and tact, 
 that he made them like him, and roused them 
 to work Avell. On the whole, as far as mere 
 discipline and management is concerned, it was 
 one of the most successful classes in school. 
 
154 OUR SUKTAY SCHOOLS. 
 
 The following pirn has received the ap- 
 proval of a teachers' n.eeting, but I have never 
 seen how it works ; yet I have confidence in 
 its operation. Let the, superintendent give a 
 notice, with a little flourish and considerable 
 enthusiasm, sor.iewhat as follows : 
 
 It is proposed to form a society composed 
 only of the noblest and best members of this 
 school. It vdll be called the " Legion of Hon- 
 or," and it will truly be an honor for any 
 one to belong to it. It is in the power 
 of any scholar to be appointed, by conform- 
 ing to these rules : 
 
 1. He must have been punctual at each Sun- 
 day School for the four weeks before Mission- 
 ary Sunday. 
 
 2. He must have preserved a good deport- 
 ment in his class, and whenever in church. 
 
 3. He must have returned all his library 
 books, save the one taken on Missionary Sun- 
 day. 
 
ON DISCIPLINE AND INCENTIVES. 155 
 
 Each teacher ^vill kcn-p a record of these 
 facts, and before the opening exercises on 
 Missionar}^ Simda}^, will give the superinten- 
 dent a list of all in his class who have com- 
 plied with these rules. 
 
 On each Missionary Sunday (or monthly 
 concert) the superintendent will make an hon- 
 orable mention of them, and as their names 
 are called they will gather around the su- 
 perintendent's desk. The superintendent, or 
 some one whom he will invite, will address 
 them a few words of congratulation, and declare 
 them for one month, members of the Legion 
 OF Honor. 
 
 The members being all faithful and trust- 
 worthy, not requiring watching by their teach- 
 ers, as a mark of confidence in them, tliey 
 will be ushered into the front seats reserved 
 for them. They will set an example of good 
 manners and polite deportment worth}' of the 
 high distinction thej^ have received. 
 
156 OUR SUNDAY SCHOOLS. 
 
 A list of the members will be posted in the 
 vestibule of the church. At all celebrations 
 and festivals the "Legion of Honor" will 
 receive with especial respect, the positions of 
 trust and distinction. They are to feel that 
 .they are honored for their virtues, and any 
 rudeness or unbecoming behavior will be 
 much worse, coming from them, than from 
 those who are not members, and will disgrace 
 not only the individuals but the school. 
 
 The success of this plan will depend en- 
 tirely upon how it is managed. It must be 
 treated as a grand affair, and carried through 
 with enthusiasm. At first the boys will laugh 
 at it, but after one or two speakers have re- 
 ferred to it in glowing terms, and all see the 
 ceremony, etc., they will conclude that it is 
 something after all. Teachers must be honest 
 in their reports, or it will kill the whole af- 
 fair. 
 
 It is well to have the membership last but 
 
ON DISCIPLINE AND INCENTIVES. 157 
 
 one month, so that the scholars can have the 
 pleasure of hearing the names frequently call- 
 ed. Otherwise they will become accustomed 
 to the society and backslide. 
 
 It will also be necessary to continually de- 
 vise novelties lor the Legion, to keep up the 
 interest. In my school I only invite these to 
 our festivals and little gatherings. If the 
 children find they obtain more privileges when 
 in the Legion, they are very zealous to join, 
 and soon nearl}' the whole school will be 
 members. I have known the plan to fail for 
 want of change. Children quickly tire of 
 sameness. 
 
 The exercises will occupy some time, but 
 
 probabl}' the children will be more interested 
 
 in them than in most of the speeches they 
 
 will listen to, and as the meeting is expressly 
 
 for their benefit, anything that pleases them is 
 
 best. 
 
 The superintendent of a large school should 
 
158 
 
 OUR SUNDAY SCHOOLS. 
 
 require from the teachers a monthly report, 
 that he may keep the run of affairs. The 
 attendance and character of each pupil comes 
 under his notice, and this fact being known 
 to the scholars, has a very beneficial effect. It 
 is well to have a little form prepared somewhat 
 as follows : 
 
 MONTHLY KEPOKT FOR FEBRUARY, 1863. 
 Teacher— James Smith. Present, 3 Sundays. Class, No. 64. 
 
 Pupils. 
 
 No. of Sundays 
 present. 
 
 Books 
 out. 
 
 Deport- 
 ment. 
 
 Eemaiks. 
 
 A. Brown... 
 C. Downs.. 
 
 Etc. 
 
 Four. 
 First and Third 
 
 None, 
 No. 361 
 
 Good. 
 
 Hard to 
 manage. 
 
 Should be changed 
 into a higher class. 
 Has lost book No. 
 361. 
 
 Directions,— If any pupil is sick, please state it. Also, mention 
 whether any one has called ; if so, who. 
 
 Henry Sims was sick for two weeks. My wife called. He expect^ 
 to be at school next Sunday. J. S. 
 
 In preparing any forms, have them as sim- 
 ple as possible, that they may occupy but lit- 
 tle of the teacher's time in filling up. In- 
 deed, some strips of paper, cut of a uniform 
 
ON MSCll'LlNE AND INCENTIVES. 159 
 
 size for convenience in handling, and distrib- 
 uted to the teachers, would accomplish the 
 purpose. Still, the printed form saves time 
 and secures accm-acy. Most of the informa- 
 tion is taken from the teacher's class-book, 
 and can be quickly written. 
 
 The superintendent should examine the re- 
 ports, and occasionally speak to the pupils 
 individually about their marks. Especially if 
 he can praise a scholar, let him do it. Some 
 people are exceedingly afraid about giving any 
 commendation ; but more children have been 
 injured by scolding than by flattery. 
 
 Sulkiness in a scholar is the most difficult 
 thing for a teacher to manage, and the most 
 trying to the patience. Scolding does not a 
 particle of good. Reasoning is utterly lost, 
 and if ever a whipping is of service, it is 
 here. But a teacher cannot apply that, and 
 therefore, good nature must cpme into play. 
 Tell the funniest stories you can think of, 
 
160 OUR SUNDAY SCHOOLS. 
 
 not directly at the patient, lest it attracts at- 
 tention and rouses his pride to hold out ; ap- 
 pear not to notice it, and, if possible, do not 
 do anything to bring it to a climax, where 
 your own dignity will require you to compel 
 the pupil's submission. Get him into a laugh, 
 and all is right. It is better even to sacri- 
 fice the whole lesson in telling stories, than 
 to get into a contest. It will spoil the hour 
 for yourself and the class at any rate. Al- 
 most always a good romp, with a little tick- 
 ling and merriment, will shake the sulks out 
 of any boy ; and it is vastly better to romp it 
 out than to flog it out. This cannot be con- 
 veniently done in the Sunday School, but try 
 a mental romp, with all the fun at your dis- 
 posal. Don't lecture him while the fit is on, 
 but when it is all over ; the next day, per- 
 haps, give him a serious talk. Ten to one, 
 he will expresg his regrets. 
 
 The teacher must work into the affections 
 
ON DISCIPLINE AND INCENTIVES. 161 
 
 of his scholars, that they may rely on him 
 as a friend. Always notice them in the street 
 with a polite cordial bow. Not with a nod, as 
 one would hail an omnibus, but with a pleasant 
 smile, to show you are pleased to see them. 
 Don't be afraid to touch your hat occasionally. 
 Our nation is not particularly noted for its po- 
 liteness, and this act of courtesy is fast becom- 
 ing resigned to the " gentlemen of the old 
 school." Our modern contemptuous nods would 
 make the ghost of Chesterfield shudder. A 
 young man in a New-England village, who 
 happens to have habits of refined politeness, is 
 branded with that intensely Yankeefied sobri- 
 quet, " stuck up." But politeness is a power 
 as well as an accomplishment. Be polite 
 to your class, and they will be so to you. 
 If the boys are large, call them " Mr." ; if 
 from twelve to fifteen, call them "Master" 
 John or James. They will laugh at first, but 
 it will please them. Some of these little 
 
1G2 OUR SUNDAY SCHOOLS. 
 
 formalities will enable you to be more familiar 
 in other matters without their presuming on 
 it. In short, practice that politeness "which 
 is a natural, genial, manly deference ; with a 
 natural delicacy in dealing with the feelings 
 of others, and without hypocricy, sycophancy, 
 or obtrusion ; " a politeness which is alwaj'-s 
 acquired by following the precepts of the 
 Golden Rule. 
 
CHAPTER X. 
 
 ON SPEAKING TO CHILDREN. 
 
 HE superintendent of a Sunday School 
 was questioning his pupils concerning 
 the addresses made to them during the 
 previous session. 
 
 " Children, what did Mr. Phonny tell 
 you this morning?" 
 No answer was made. 
 
 "Can't any one tell me what he said? Su- 
 sie, can't you remember?" 
 
 Susie, a bright little one of seven years, 
 arose, and with one finger in her mouth, bash- 
 fully lisped out : 
 
 " Pleathe, thu', he talked and he talked, and 
 he thed ath how he loved uth, and he talked 
 — and — and — we all thought he wath a-goin' 
 to thay thumthing, but he din't thay nothing." 
 
 163 
 
164 OUR SUNDAY SCHOOLS. 
 
 This would be a very correct criticism of 
 very many a Sunday School speech — and pos- 
 sibly of some others. There seems to be an 
 idea prevalent that anything will do for chil- 
 dren. Speeches are too often vague, indefi- 
 nite remarks, about being unprepared, little to 
 say, loving children, happy to see them, and 
 then — nothing. This mode of address has 
 become rather old to the children. It is like 
 presenting a Bible to your pastor — a very 
 pretty gift, and appropriate, though another 
 might be more acceptable, as probably he al- 
 ready possesses a copy of the Scriptures. 
 
 There is hardly any kind of speaking which 
 demands more originality, and a certain Idnd 
 of knowledge of human nature, than effective 
 Sunday School addresses. There are compar- 
 atively few really telling Sunday School speak- 
 ers. One reason is, that men often try to 
 speak for effect. They are ashamed to bring 
 themselves dov^n to children's level, forget- 
 
ON SPEAKING TO CHILDREN. 165 
 
 ting that it is not an inferior character, but 
 merely a different one. We instinctively de- 
 sire that our friends should be pleased with 
 our remarks, and speak of ours as a fine ^ 
 speech. Many carry this perfectly proper am- 
 bition to the extent of speaJdng for fame, 
 rather than to do good. They therefore try 
 to adapt their remarks to both children and 
 adults, consequently sharing the usual fate 
 of compromisers, displeasing both. A speaker 
 must adapt his remarks entirely to the small- 
 er children, and if successful in interesting 
 them, he will pretty surely entertain the older 
 ones. It is a singular, though a well-known 
 fact, that a first-class speech or book which 
 interests children, will please adults. The Pil- 
 grim's Progress is the usual example cited for 
 this. Interesting to youth, age has read and 
 re-read it with delight. So let the speaker 
 devote his efforts to making a capital chil- 
 dren's speech, and if he succeeds, he will be 
 
166 OUR SUNDAY SCHOOLS. 
 
 appreciated by adults. He who works mere 
 ly for fame, seldom secures more than noto- 
 riety. He who presses forward in the path 
 of duty, to do good, is very apt to wake up 
 and find himself famous. 
 
 Always have one direct practical truth to 
 enforce, and only one. Children can receive 
 but a single idea at a time. All the illus- 
 trations must point to it. In the words of 
 another, " illustrate and repeat, simplify and 
 illustrate." The story that strikes the atten^ 
 tion of some will not bring the point home 
 to others. Therefore much repetition of the 
 illustrations is necessary, until the subject is 
 made clear and impressed upon the minds of 
 all. 
 
 If possible, speak of some special sins which 
 you know the scholars are guilty of. Be defi- 
 nite and practical. Do not merely, tell the 
 children to be good, but show them how to 
 be good. Take some common fault and show 
 
ON SPEAKING TO CHILDREN. 167 
 
 its evil, degradation, and contemptibleness. 
 Use simple language that all can understand. 
 
 It is said that a certain theological profes- 
 sor in New-York, whose studies among the 
 dead past, had rather unfitted him for attract- 
 ing the new, fresh minds of youth, commenc- 
 ed a Sunday School speech as follows : 
 
 " My dear little children, I want to give 
 you a summary of the Bible. But, perhaps, 
 my dear little children, you do not know ex- 
 actl}^ what a summary means. I will tell you. 
 Summary is a — a synonym of synopsis." 
 
 Many persons cause their own failure by^ 
 attempting an argumentative disquisition, with 
 its points, sequences and conclusions. They 
 instinctively feel that if the subject is simple 
 and the words eas}', the process of demon- 
 stration may be somewhat complicated. Others 
 again, to avoid this fault, fall into stupid tru- 
 isms expressed very simpl3^ Their remarks 
 are all, *' I am glad to see you ; I love you : 
 
168 OUR SUNDAY SCHOOLS. 
 
 you must be good children; obey your teach- 
 ers, and love God." 
 
 Children can grasp one grand idea, which 
 can be made clear by illustration, while they 
 cannot comprehend a syllogism. Thus very 
 young children can acquire a definite idea of 
 the power and grandeur of God, while they 
 could not at all comprehend the mystery of 
 the Triune Godhead, (though perhaps this in- 
 ability is not entirely confined to children. 
 Most of us believe while we do not understand.) 
 Children not only can take the one grand 
 ^ea, but they require one, and a good strong 
 one at that, but it must be of such a char- 
 acter as to be illustrated by word-pictures 
 rather than demonstrated by algebraical prob- 
 lems. It must be exhibited, rather than proven 
 to them. 
 
 Therefore, do not make assertions at first, 
 which are to be proven and applied at last. 
 They cannot remember the premises. Let the 
 
ON SPEAKING TO CHILDREN. 169 
 
 address be a narrative, rather than a syllo- 
 gism. Children are naturally credulous, and 
 will believe the speaker as readily as they will 
 demonstrative proof. It is unwise, therefore, 
 to attempt to prove a faft to the children 
 except through illustration. If you confuse 
 then- minds, all is lost. 
 
 Speak in an animated manner, to excite 
 them, and keep them wide awake. Children 
 cannot endure a slow, sleepy, sing-song man- 
 ner. They want brisk, active life. They are 
 all fire, and must be fought with fire. 
 
 A speech must be adapted to the class of 
 scholars you address. If they are from edu- 
 cated families, the remarks may be well pol- 
 ished, and what is termed refined. This class 
 will notice errors of style quicker than those 
 of stiitement. They are accustomed to believe 
 what is told them, and are therefore more 
 credulous. In the mission gatherings of news- 
 boys and the like, the speech must possess 
 
170 OUR SUNDAY SCHOOLS. 
 
 more originality and force, though less polish 
 is necessary. These children are sharp and 
 keen, accustomed to doubt everything, and 
 ever on their guard against fraud. They will 
 detect a weak spof in your statements more 
 readily than the children of luxury, though 
 defects in manner and diction will be disre- 
 garded. City and country children will not 
 always imderstand the same illustrations. 
 
 A gentleman informed me that he one day 
 took a class of seven girls in a Mission 
 School in New York city. They were of Ger- 
 man parentage, and their ages ranged from 
 fourteen to eighteen years. They were re- 
 spectably dressed, could read pretty well, and 
 were tolerably intelligent for their station in 
 life. Yet not one in the class knew what a 
 mountain or a wave was. They had lived all 
 their lives in the city, and, though they had 
 read the words frequently, and pronounced 
 them perfectly, they were ignorant of their 
 
ON SPEAKING TO CHILDREN. 171 
 
 significations. They had not seen the moun- 
 tain and wave, and therefore the knoweledge 
 of them had not been acquired. The words 
 being so * simple, no teacher had explained 
 them. Sea-side children will often be ignorant 
 concerning backwoods life, and inland children 
 will have no definite idea of a ship. It is 
 well to remember this in adapting illustrations 
 to the understanding of the audience. 
 
 In relation to the use of illustrations, I 
 would refer to the chapter entitled " To Teach- 
 ers." 
 
 Speeches should be brief. Length is not 
 strength. Few persons can hold th« attention 
 of children for more than ten minutes. Mere 
 attention on their part, or even their assertion 
 that they understand a subject, is not at all 
 reliable. They will often stupidly listen, with- 
 out interest or not grasping a smgle idea. 
 Ask them if they comprehend what is said, 
 and they will say "Yes." Question them, and 
 you will say " No." 
 
172 OUR SUNDAY SCHOOLS. 
 
 It is very common to ask children questions 
 during the remarks, to keep their attention. 
 This is a good plan, though in some respects 
 dangerous, unless you are familiaf with the 
 school. You may sometimes receive answers 
 not anticipated, which will probably alter the 
 effect you were intending to produce. 
 
 A gentleman was addressing the children of 
 a Mission School, in a very solemn manner, 
 and asked them what God first made. A ragged 
 urchin, who had not a due regard for pro- 
 priety, shouted out, " Cats." Whether the re- 
 mainder of the address was impressive or not, 
 it is certain that it required serious effort to 
 preserve proper sobriety. 
 
 This is not quite so unfortunate as the ex- 
 periences of a clergyman in Maine, who was 
 opposed to having any mirth in Sunday School. 
 He thought it injurious to all, and unnecessary 
 for the entertainment of the children. He of- 
 fered to address the school, and show that 
 
 i 
 
ON SPEAKING TO CHILDREN. 173 
 
 they could be well entertained seriously. I 
 am credibly assured that the following dialogue 
 ensued : • 
 
 *' Childi-en, I am going to tell you about 
 Peter. Who knows who Peter was?" 
 
 No answer was made. 
 
 '' Cannot any one^— those large girls — tell me 
 who Peter was?" 
 
 Still no reply. 
 
 " Can any little boy or girl in the school 
 tell me who Peter was?" 
 
 " I can," said a little fellow in the further 
 comer. 
 
 " Ah, that's a good boy. Now you come 
 up on the platform by my side, and stand 
 up in this chair, and tell those large girls 
 who Peter was." 
 
 Jimmy did as he was bid, and in the shrill 
 voice of childhood repeated: 
 
 "Peter, Peter pumpkin eater, 
 Had a wife and couldn't keep her — '* 
 
174 OUR SUNDAY SCHOOLS. 
 
 At this stage he was stopped, but not before 
 the full point was taken by the school, and 
 Mother Goose's poem appreciated. 
 
 It is dangerous asking questions of children. 
 They are what we Yankees call " cute," and 
 will often throw an inexperienced speaker into 
 confusion. Still, if one is sui-e of his audience, 
 or is so ready as to be able easily to turn 
 any mal a propos remark to account, it some- 
 times helps keep their attention to let them 
 do part of the talking. 
 
 No person has a right to make a stupid 
 address to childi'en, if he can, by preparation 
 make a good one. Whether it be humorous 
 or solemn, it must be good. " A solemn 
 nothing is as wicked as a witty nothing." 
 Every dry address is a positive injury to them, 
 for mankind are but too ready to connect 
 stupidity with religion. There is usuallj^ but 
 little excuse for not interesting children, for, 
 while it maj^ require superior and varied pow- 
 
ON SPEAKING TO CHILDREN. 175 
 
 ers to blend instruction with entertainment, 
 to move on children's hearts so as to produce 
 a lasting effect, it is comparatively easy to 
 merely interest them. Almost any one who 
 has read or heard a good story, can retail 
 it to the children so as to please them. If 
 amateur .speakers would be willing to be more 
 simple and attempt a less grand affair, they 
 would oftener succeed in interesting the audi- 
 ence. Whenever you see an appropriate story 
 in a paper, cut it out, and put it away for 
 future use. If you hear an anecdote, write 
 down enough to recall it to you. If you will 
 merely tell two or three stories, tending to 
 one moral, and tell them well, your speech 
 will be voted a success, and be very likely 
 to do good. One who would draw from a 
 cask, must fill it. He who would present an 
 effective address, must first prepare it. It can 
 easily be done at odd times otherwise lost — 
 during those spare moments which " are the 
 gold-dust of time." 
 
176 OUR SUNDAY SCHOOLS. 
 
 Uusually it is unwise to have the regular 
 lessons of the Sabbath School interfered with 
 by speeches. It is particularly dangerous to 
 allow gentlemen to address the school whose 
 abilities you are unacquainted with. It breaks 
 into and effects the influence of the lesson- 
 Regularity is all-important in dealing with 
 numbers. The superintendent's own judgment 
 must determine when this rule shall be sus- 
 pended. 
 
 Speakers must not count too much on doing 
 a vast deal of good all at once. They must 
 not be disgusted if they cannot move the 
 audience to tears. It is not likely that they 
 will have many dating their conversion from 
 the day of the speaker's maiden effort. Sun- 
 day School workers must be willing to labor 
 without any present reward. This is their 
 honor ; it is for this that they deserve their 
 credit. They will see but little success, and 
 will often be discouraged. 
 
I 
 
 ON SPEAKING TO CHILDREN. 17 
 
 We have read calculations of the number of 
 pounds weight of lead and iron in battle ex- 
 pended to kill each man, and have been as- 
 tonished at the quantity wasted — utterly lost. 
 If it takes so much labor to kill a man, what 
 must be required to save him ! Think of the 
 number of sermons preached, and the few con- 
 versions. What a list of apparently wasted ser- 
 mons would be exhibited in a calculation of the 
 number delivered to each convert. We must 
 not count on doing much — that is, influencing 
 many. One of our shots ma}'- tell, and pene- 
 trating some iron-clad heart, compensate for 
 all the useless ones. But our guns are not 
 of heavy calibre, and we are inexperienced 
 artillerists. We will keep up the fire, how- 
 ever, as long we have a round of ammunition 
 left and can reach the enemy. But we must 
 not be disappointed if we merely check his 
 advance. There are many "Merrimac" hearts 
 and but few "Monitors" to meet them. We 
 
178 OUR SUNDAY SCHOOLS. 
 
 are to do our work, trusting to Providence 
 for its effect. " We are put here, not to date 
 God's works, but to prepare for their forth- 
 coming." 
 
CHAPTER XI. 
 
 THE INFANT CLASS. 
 
 HE infant class should be to the Sun- 
 day School what the Sunday School 
 is to the church — a preparation for 
 something higher. It is the nursery 
 where gentle encouragement and moral 
 pastime inspire a fondness for religion. But 
 little, save the most simple and general ideas 
 of right and wrong, can be taught. The great 
 ends to be attained are to instil habits of at- 
 tention, attendance at school, and to provide 
 suitable Sunday entertainment with a very lit- 
 tle instruction. I sometimes think the less 
 instruction by means of study, the better — 
 for children's brains are enough stimulated 
 during the week without the pressure of Sun- 
 
 179 
 
180 OUR SUNDAY SCHOOLS. 
 
 day School. I have never fancied infant phe- 
 nomenons, as they are apt to ripen into adult 
 imbeciles. Therefore, the class should be but 
 as a Sunday play-room with Sunday amusements. 
 The^e is a Scotch proverb, that " an ounce 
 of mother is worth a pound of preacher." The 
 teacher must aim to assume the familiar nur- 
 sery conversation and instruction of a faithful 
 parent. The nearer he can come to this, the 
 more decided will be the success. 
 
 The scholars in this department should be 
 from three to six years old, or even older if 
 they cannot read. No one who reads with 
 any degree of fluency should be retained. 
 
 First and foremost, make the little ones 
 comfortable. Don't perch them up on high 
 seats where their little legs and feet will 
 stick out straight like a yard-stick across a 
 counter. 
 
 If possible, have a separate room for this 
 class, where the seats can be adapted espe- 
 
THE INFANT CLASS. 181 
 
 cially for them. The seats should be so in- 
 clined that all may be distinctly seen by the 
 teacher, and each pupil have the same seat 
 from week to week. By having them arran- 
 ged to suit the children, a large number can 
 be accommodated in a very small space. A 
 room sixteen 'by twenty-four feej, will seat 150 
 children. Further directions for the arrange- 
 ment of the Infant Class room, will be found 
 in the chapter on " Sunday School Seats." 
 
 We all talk about the importance of ventila- 
 tion, scold at the universal negligence, and 
 then take but little trouble to remedj" the 
 evil. I have been into schools where the air 
 was so foul, that, though I refrained from the 
 expression of my feelings, I fear that I was 
 like the Dutch boy who was whipped because, 
 as his father said, " You tink vun swear joost 
 so loud as you can holler." It is about as 
 hard to inculcate purity in such an atmos- 
 phere, as to " do up " laces in Mississippi 
 
182 OUR SUNDAY SCHOOLS. 
 
 river water ; the more they are soaked, the 
 dirtier they become. 
 
 Having made their bodies comfortable, set 
 their minds at ease. Receive every new scholar 
 pleasantly and cordially, and make them feel 
 at home. I had the misfortune once to over- 
 do my suavity* A little girl came in, and I 
 put on my blandest smile to receive her, when 
 she began to cry. I was astonished, and was 
 astounded when she exclaimed to her mother, 
 who brought her : 
 
 " Ma ! that old ugly man is laughing at 
 me." 
 
 I could never make friends with her, and 
 cannot say that her criticism added to my 
 regret when a few weeks after she left the 
 school. This shows the importance of first 
 impressions. 
 
 There should be both a gentleman and lady 
 superintendent for a large infant school. The 
 children will require almost the constant per- 
 
THE INFANT CLASS. 183 
 
 sonal attention of one, while the other is con- 
 ducting the exercises. A gentleman and wife, 
 or brother and sister, will work well together. 
 Where it is feasible, it is pleasanter to 
 have all the school meet in the general room 
 for the opening exercises, as the music is im- 
 proved by the greater volume of sound. The 
 infant class can sit together, and march out 
 to their own room as soon as the school is 
 opened. Where this cannot be, and there is 
 merely a lad}^ superintendent, some gentleman 
 should be present to conduct' the opening de- 
 votions. Adults are often present as \isitors, 
 and it is extremely disconcerting for a sensi- 
 tive lady to offer a prayer before them. I 
 have always been opposed to any such pub- 
 licity of conduct which tends to mar that ex- 
 quisite modesty and refinement which is the 
 peculiar charm of woman. I have known la- 
 dies to refuse to take the infant class, lest 
 they should be subject to this embarrassment. 
 
184 OUR SUNDAY SCHOOLS. 
 
 Where no gentleman can conveniently be spar- 
 ed, let the class with folded hands and bowed 
 heads, repeat the Lord's prayer. 
 
 A few verses should be read, and so ex- 
 plained as to convey a distinct and clear idea 
 of their meaning — not necessarily all their 
 meaning, but one clear idea. 
 
 A story is told of a worthy but uneducated 
 brother, who was conducting a prayer-meeting. 
 Not having previously prepared himself, he 
 opened the Bible at random and commenced 
 to read. Unfortunately, the chapter contained 
 many hard words, which he blundered over, 
 until finally he was stopped by a huge poly- 
 syllable. With perspiration upon his brow, he 
 hastily turned to another place, and said, 
 
 " Brethren, we will turn to an easier chap- 
 ter." 
 
 Have a care that the passages you read 
 may be so simple that the children will not 
 be inclined to repeat this brother's remark. 
 
THE INFANT CLASS. 185 
 
 The wisest course of instruction is difficult 
 to determine. Almost any mode becomes stale 
 in time, and it is perplexing to devise a suf- 
 ficient variety in the programme to keep the 
 exercise.5 fresh. One thing should be remem- 
 bered — the class is to be considered a Sun- 
 day play-room rather than a school. Ameri- 
 can children have enough stimulus six days 
 of the week. Sunday must be a day of rest. 
 Au}'^ study or instruction which can be pur- 
 sued without violating this theory is allowa- 
 ble, but do not excite the little ones so as 
 to puti their brains into a ferment. 
 
 The greater part of the exercises will be 
 composed of music, to aid in which a small 
 melodeon will be a great acquisition. The 
 children require no books, as they sing only 
 familiar tunes. Sing one or two verses ev- 
 ery five or ten minutes, and have the words 
 so simple that all can understand them. They 
 need not be especially devotional in their char- 
 
186 OUR Sri^LAY SCHOOLS. 
 
 acter, if they only inculcate the great com' 
 mandraents on which "hang the law and the 
 
 prophets." 
 
 f 
 
 One of the most successful infant class 
 teachers in Kew-York, puts almost everything 
 into rh^ane, and sings it, composing the words 
 on the spot, adapting them to some familiar 
 tune. For instance, a boy is restless, and 
 finally manages to tumble off the seat, dis- 
 turbing the whole school. Instead of admin- 
 istering a scolding, or applying the popular 
 punishment of sitting the culprit doimi hard, 
 he scribbles off the following: , 
 
 Johnny, keep upon the seat, 
 And do not tumble oif. 
 For if you do, most truly you ' 
 Will make the children laugh. 
 
 (The reader is informed that this is the 
 author's first and only poem in print, there- 
 fore there is no danger of a new volume of 
 fugitive pieces.) 
 
THE INFANT (LASS. 187 
 
 The childreu sing it over two or three times, 
 laugh at it, aucl are careful for the rest of 
 the day. 
 
 The teacher must remember such young 
 children cannot sit still for an hour. If the 
 benches are sd that the little ones can seat 
 themselves, and the aisles are conveniently 
 arranged, it is well to let them march around 
 once or twice during the session, to rest them, 
 they singing some lively tune. A 'little practice 
 in this way will have a good effect in teaching 
 them to move out of meetings without crowd- 
 ing and confusion. All these little things are 
 
 worth knowing, and they are not, for them, 
 improper Sunday employments. 
 
 It is well to let the children learn verses 
 of Scriptui'e . during the week, to recite in 
 school. Care should be exercised not to stim- 
 ulate those whose brains are already over-ex- 
 cited, but to repress those, while spurring on 
 the indolent. Have each child who recites 
 
188 OUR SUNDAY SCHOOLS. 
 
 rise and speak in a distinct voice. Insist 
 upon this. Have a word of commendation for 
 those who do well, or try to do well, while 
 those who will not exert themselves pass over 
 in silence. The thirst for praise will soon 
 lead them to reform. After ev%ry few answers 
 make some very brief remarks, to keep the 
 attenl-ton of the school, or ask them all to 
 repeat a good text in concert, or ask some 
 qviestion yoii are sure they can answer, or 
 tell a stor}^ which the text suggests. These 
 remarks must be very brief, but a word or 
 two will keep the attention. For instance, 
 Eddie Kellogg says, "little children love one 
 another." You say: 
 
 "Children, do you hear that? Christ says, 
 ' love one another.' I knew a boy once who 
 recited his verses in Sunday School, and as 
 soon as he got into the street he pulled off 
 a boy's cap and threw it over the fence. 
 Was this ' loving one another ? ' No, of course 
 
THE INFANT CLASS. 1^13 
 
 not. Now it is just these teasing things that 
 Chiist Jesus tells you not to do. Will you 
 remember this? Now, Willie, what good thing 
 have you to tell us ? " 
 
 " Remember the Sahbath day to keep it 
 holy.'' 
 
 " Oh yes ! that's very good. I am going to 
 talk to you about that some day. Johnny, 
 have you as good a text as Willie?" 
 
 Thus, for the sake of hearing what you 
 have to say, they will listen to the recitations. 
 Generall}^ children prefer to recite themselves 
 rather than to hear others, but they are always 
 ready to listen to stories from an adult. 
 
 It is unnecessary to have every child recite 
 its verse every Sunday. Go as far as you 
 can, and begin next week where you left off. 
 When the time to close arrives, tell them you 
 are very sorry that more could not recite, 
 but if they will all come early next Sunday 
 you will try to commence sooner, so that more 
 can repeat their verses. 
 
190 OUR SUNDAY SCHOOLS. 
 
 Picture teaching will also be found exeed- 
 ingly effective. The pictures should be large 
 and well defined, so that all can easily see 
 them. Show not more than one each session, 
 lest the scholars become satiated. Explain 
 the scene elaborately^ with as much detail and 
 incidental anecdote as possible. So successful 
 is this course of instruction, that the Sundaj'' 
 School Union have issued a sort of panorama 
 of pictures, so contrived that they can be 
 unrolled one at a time. It is an excellent 
 contrivance. 
 
 At a recent lecture, Mr. E. G-. Pardee, of 
 New- York, gave some very good advice in 
 regard to teaching the infant class. Healthy 
 children abhor quietude. Perpetual motion is 
 their normal state. All instruction should be 
 conducted in accordance with this law, and 
 suitable exercise should accompany all study, 
 or it will be irksome to them. 
 
 For instance, in reading the Bible, it will 
 be well to select such passages as Psalm cxv., 
 
THE INFANT CLASS. 191 
 
 verse 4 : " Their idols are silver and gold, 
 tiie work of men's hands. They have mouths, 
 but they speak not ; eyes have they but they 
 see not ; they have ears but they hear not ; 
 noses have they, but they smell not," etc. 
 
 At the word eyes, let the children all touch 
 their eyes ; at the word ears, touch their own ; 
 at the word God, point above, and so on. 
 This will entertain them, keep their attention, 
 and they will learn the passage very quickly. 
 
 There are some little books published with 
 acting songs, which are very useful. As long 
 as you can keep up a variety of action among 
 the children, so long the exercises will not 
 become irksome to them. I mean, of course, 
 during a reasonable time. 
 
 Mr. Pardee thinks that nearly all that is 
 told very small children is utterly lost. We 
 can hardly realize how few words they under- 
 stand. The first few years they learn almost 
 entirely by sight, and therefore we must work 
 
192 OUR SUNDAY SCHOOLS. 
 
 through this faculty. He mentioned a school 
 where they had a number of plaster casts, of 
 various subjects. Among others there was one 
 of a dog. He inquired its use. 
 
 " Why," said the superintendent, " that is 
 one of my most useful sermons. That is Fido, 
 or the faithful. I illustrate the whole nature 
 of obedience, fidelity, love to his master, etc., 
 by Fido's character. He preaches such ser- 
 mons to their young minds, as I am unable 
 to. The children will often understand a story 
 about this dog, which they can see, when 
 they would hardly grasp a single idea with- 
 out having the tangible object before them* 
 There j^ou see a pair of doves, with their 
 bills touching each other — not very beautiful 
 or natural, but very useful. 1 have stopped 
 all pushing and punching among the scholars, 
 with those doves. Their object is to teach 
 love and kindness to each other." 
 
 I am not in favor of giving out library 
 
THE INFANT CLASS. 193 
 
 books to children who cannot read. Many 
 will be lost. Those which are preserved will 
 cause parents the trouble of looking after 
 them. The parents, not the children, will re- 
 turn them. The children will be obliged to 
 have some one read to them, if the books are 
 used at all, and parents or friends who will 
 take this trouble, will, in this day of cheap 
 publications, obtain books in other waj^s. As 
 a general rule, I have found parents opposed to 
 their young children taking books. When 
 any parent especially desires a book, it can 
 be supplied from the general library. Much 
 time will be spent in supplying the books, 
 and, in vulgar parlance, they are " more bother 
 than they are worth." 
 
 If the school can afford it, it wall be well 
 to give the children picture-cards or papers. 
 One pretty card or paper a month, as a gift, 
 will be more prized than a volume loaned. 
 
 There is no position in the Sunday School 
 
104 OUR SUNDAY SCHOOLS. 
 
 more pleasant than the superintendence of 
 the infant class, for one who is successful. 
 The children are at just the age when they 
 are easily managed, and full of childish origin- 
 ality. A volume might be filled with touch- 
 ing and amusing incidents of such children. 
 
 Last winter, a little boy who was deaf, and 
 talked only as he did when he was three 
 years old, with the peculiar devotional charac- 
 ter so frequently found in such unfortunates, 
 had been praying every night for snow. At 
 last it came. As soon as he saw it, he rush- 
 ed into his sister's room, shouting; 
 
 "I so very happy indeed. All up in the 
 sky work so very hard. Papa in the sky, 
 (his name for God) brother John, little sis- 
 ter, all work so very hard indeed all night, 
 making snow for Gorham," and he fell on 
 his knees exclaiming, "Thank you, Papa in 
 the sky, thank you for snow." 
 
CHAPTER Xn. 
 
 THE BIBLE CLASS. 
 
 OLERIDGE once remarked that of all 
 J vices, ad-vice was the worse. Cer- 
 
 ^Py-}^ tainly it is easier to proffer advice 
 cTeiJ^ than to profit by ; to tell how to act, 
 ^ than to accomplish one's own plans. 
 It is not with a spirit of fault-finding that I 
 speak of the room for improvement in the 
 Bible-Classes. They are generally well con- 
 ducted. I merely detail the hints I have 
 gathered in \isiting many schools, and sug- 
 gesting such additional things as may tend 
 to make the duties of the Bible-class teacher 
 easier and more successful. A teacher, how- 
 ever, who merely follows the plans "laid down 
 in the books," will be as often defeated as 
 would a general of like liabiLs. Those are 
 
 186 
 
196 OUR SUNDAY SCHOOLS. 
 
 successful who can originate new manoeuvres 
 for new exigencies, who have, what we term, 
 " genius," to step out of the beaten track, 
 where a new is tetter, and lead their class 
 through fresh scenes. Yet a care must be 
 exercised not to carry novelty so far as to 
 forget the grand object of the labors, viz. : to 
 save souls. 
 
 That many of our Sunday Schools are sad- 
 ly lacking in adult Bible-classes, is not the 
 result of neglect deserving censure. Probably 
 no subject connected with the school has re- 
 ceived more thought or has been surrounded 
 with more difficulties. It is exceedingly im- 
 portant that persons from fourteen to twenty 
 years of age, should be retained in school, 
 yet how to keep a hold on them is perplex- 
 ing. Just at the most critical portion of their 
 lives, a feeling of pride leads them to deem 
 the school a mere children's affair, unsuitable 
 for young men and young ladies. It is of no 
 
THE BIBLE CLASS. 197 
 
 use openly to combat this pride, for opposi- 
 tion only develops it. 
 
 " He who wrestles with us, strengthens our 
 muscles." 
 
 We can only ignore it, work around it, and 
 undermine it. Frequently where a person has 
 one set, determined prejudice, he is so intent on 
 watching for a direct attack on his hobby, 
 that he will not notice an attempt to outflank 
 him, and maj^ be bound hand and foot by an 
 approach in any direction save over that par- 
 ticular rampart of pride. 
 
 Dr. Todd, in his most admirable work, enti- 
 tled the " Sabbath School Teacher," proposes 
 to have every scholar, who leaves the school, 
 given a certificate of honorable dismission. By 
 this means the superintendent can usually learn 
 who are intending to leave, and why. Some 
 management and care, will ordinarily induce 
 those to remain, who only leave on account 
 of age. I think this plan feasible. 
 
198 OUll SUNDAY SCHOOLS. 
 
 Sometimes adults can be induced to join a 
 Bible class if it is held separate from the 
 Sunday School ; where no one can confound 
 them with the " children." It is better to go 
 directly forward without this circumlocution 
 where we can ; but he who attempts, under all 
 circumstances, to " walk straight onward, turn- 
 ing neither to the right nor the left," will be 
 likely to experience an unpleasant collision. 
 We must manoeuvre to win souls if we can- 
 not save them otherwise. 
 
 A friend was trout-fishing on the sides of 
 " Old Saddleback," a mountain in the interior 
 of Maine, a hundred miles from the coast. 
 Supposing himself ten miles from any village, 
 and half as far from a house, he was surprised 
 by hearing the blows of an ax. Soon he came 
 to a small clearing, where the proprietor of 
 the ax surveyed him with some curiosity. 
 
 " Hallo, stranger ! " said he. 
 
 "How are you, sir?" 
 
TUE BIBLE CLASS. 199 
 
 "Well, uow, stranger, where be ye from?" 
 
 "I'm from New- York." 
 
 " From New- York ! Why, I should think 
 you'd hate to live so fur off." 
 
 Now, even though we may not believe that 
 we live directly on the universal hub, still we 
 all have our pet prejudices and foolish pride, 
 which no argument can reason out of us. 
 There is no use of telling a boy how foolish 
 it is to be ashamed to go to Sunday School. 
 Humor his pride for a while, and let him at- 
 tend what you call a "Bible History Circle." 
 As soon as he becomes interested, his pride 
 on that point will evaporate. 
 
 In selecting a teacher, not always are the 
 most learned the best adapted to impart knowl- 
 edge to the class. I sometimes think that a 
 person but a few degrees above the class in 
 culture — if a growing man — is about as Uke- 
 ly to be successful as any, for the reason 
 that, being near their own standard, he is 
 
200 OUR SUNDAY SCHOOLS. 
 
 interested in about the same things as his 
 pupils, and understands their calibre. He 
 must have some tact in managing to avoid 
 the appearance of a school-master's authority, 
 so as not to frighten them away by the fan- 
 cy that they are treated like children. He 
 must understand what the "Country Parson" 
 calls the "Art of putting things." 
 
 In gathering a Bible Class, be careful, as 
 far as possible, to have all of the same general 
 turn of mind together — that is, those who can 
 all be interested in the same subject. Some 
 are mathematical and precise, wishing the doc- 
 trines of the Gospels demonstrated. They are 
 lovers of creeds and denominational ism, plac- 
 ing much importance on the literal observance 
 of a literal translation. They delight, so to 
 speak, in the exquisite mechanism of the Gos- 
 pel. They admke the symmetrical order of 
 the " plan of salvation," and are never tired 
 of examining and discussing its completeness. 
 
THE BIBLE CLASS. 201 
 
 Others go to the opposite extreme, and while 
 they admit that some attention to creeds and 
 doctrines is necessary, yet they are not to 
 them pleasing studies. They are as dry husks. 
 The life and character of Christ, his promises 
 of love and assurances of care, supply food 
 for ^their minds. The}'' are emotional, and de- 
 sire to be affected through the heart rather 
 than the intellect. Perhaps these exhibitions 
 of truth produce similar effects in minds dif- 
 ferently constituted : the one influenced by de- 
 monstration, and the other by illustration. 
 
 AVhether the ultimate effect in the two dis- 
 positions is or is not the same, the modes of 
 operating are so antagonistic that they can- 
 not be blended. It would ^not be well to 
 unite in a select social circle of Hoods and 
 Jerrolds a certain lady who could not appre- 
 ciate a facetious remark. Her husband once 
 remarked to her with some vexation : 
 
 " Why, wife, I don't believe you'd take a 
 
202 OUR SUNDAY SCHOOLS. 
 
 joke if it was pitched at you fi'om a fifteen- 
 inch Dahlofren ! " 
 
 " Now, John, how foolish," said she, with 
 charming sir.iplicitj^, "you know they can't fire 
 jokes from a gun." 
 
 I do not object to a certain degrcQ of di- 
 versity of opinion in regard to facts and con- 
 clusions. It is necessary to give spice to the 
 exercises. I would not repress them, except 
 when they are of such a character as to pre- 
 vent a common interest. I would not have 
 the mathematical, cold and calculating, united 
 with the poetic, warm, emotional. Both would 
 be dissatisfied, and unable to blend. I have 
 known of classes being wrecked on this rock 
 of internal discord. They could not agree in 
 au}^ course of study. There must be harmo- 
 ny in all important chords, though there may 
 be accidentals and musical discords introduced 
 for effect. 
 
 I have in my mind now a class that con- 
 
TUE BIBLE CLASS. 203 
 
 tains eight young men from fifteen to eighteen 
 years of age. Three of them are wild as un- 
 broken colts, and care about as much for re- 
 ligion. They just tolerate the school, but will 
 not listen to any serious conversation. They 
 will not study the lesson or make any prepar- 
 tion. Two are indifierent but respectful. They 
 could, possibly, be interested by a competent 
 teacher in the pure Bible stud3^ Three are 
 serious, studious, and longing to learn more 
 of the Bible — one almost persuaded to become 
 a Christian, ripe, waiting onl}^ to be picked. 
 This class rs paralyzed. A teacher — that 
 is, nine hundred and ninet3'-nine out of a thou- 
 sand — cannot interest all by the same course 
 of instruction. * For the wild ones, he has to 
 deal in anecdote and j)leasing illustration to 
 keep their attention, while the three furthest 
 advanced receive comparatively little benefit — 
 they have grown bej'ond that stage. If he 
 attempts to satisfy the cravings of the advanc- 
 
204 OUR SUNDAY SCHOOLS. 
 
 ed ones, the others are restless and dissatis- 
 fied. It is like feeding a new-born babe with 
 roast-beef and plum-pudding. They can't bear 
 it. It is impossible for any ordinary teacher 
 to benefit in any great degree either portion 
 of the class when united. He merely enter- 
 tains the advanced, or drives away the back- 
 ward. This is entirely owing to the want of 
 classification, and ten minutes attention of the 
 superintendent in removing one or the other 
 portion of the class, would probably result in 
 the conversion of one and moral improvement 
 of the others. Classification is one of the 
 most important duties of the superintendent. 
 
 Where a class starts uninterested and care- 
 less, attending merely because they are sent 
 by their parents, I would advise that, for a 
 time at least, they should not be required 
 to commit any lesson ; perhaps it would be 
 well merely to request that the lesson be 
 read over during the week. Ask each pupil 
 
'fllE BIBLE CLASS. 205 
 
 individually every Sabbath, if be has done 
 this, as the personal question has great in- 
 fluence. I would make the lesson somewhat of 
 a moral lecture, illustrated with anecdotes and 
 incidents — which any good weekly religious 
 paper will supply. Strive, however, in every 
 possible way to induce the pupils to express 
 their own views in their own lanOTacre. One 
 has a clearer idea of a subject when he has 
 expressed that idea to another. Ask questions, 
 start objections — often so simple that the 
 least cultured can detect their fallacy — and 
 thus inspire discussion. Evade giving 3^ our 
 own opinion until you can obtain the senti- 
 ment of all in the class. Never tell a pupil 
 what you can induce the pupil to tell yon. 
 
 Perhaps a real example will best show my 
 meaning on this point. At a very skilfully 
 conducted Bible class, the subject of Christ* 
 driving the money changers out of the temple 
 came up. The teacher asked of each his 
 
206 OUR SUNDAY SCHOOLS. 
 
 opinion as to what the " scourge of small 
 cords " was , and how Christ obtained it, etc . 
 One thought literally that it was a kind of 
 whip or cat-o'-nine tails, which he had brought 
 on purpose. Another thought that it was 
 merely something that he had taken from the 
 ground to use as a sort of wand, and he did 
 not actually apply it to the backs of the flee 
 ing brokers. Another thought it a rope, 
 which he used veritably and with success. 
 Another amplified, b}^ stating that as the cat- 
 tle brought for burnt offerings were in the 
 temple, some pieces of rope used in fastening 
 them were lying around, one of which Jesus 
 picked up to give emphasis to his commands. 
 Thus they got inquiring into the matter, each 
 hunting up corroborative passages, discussing 
 the evidences of its being a miracle, etc., and 
 occupied profitably and entertainingly nearl}^ 
 the whole horn* over that one passage. 
 
 Sometimes it is well to illustrate the les- 
 
Till'] BIBLE CLASS. 207 
 
 son with any curiosities you may be able to 
 obtain relating to Bible matters, such as idols, 
 coins, papyrus rolls, relics from ancient cities, 
 etc. Do anything of this nature to make the 
 lesson interesting, for without interest nothing 
 can be accomplished. 
 
 As a general rule perhaps it is a better 
 plan not to require much to be committed to 
 memory, but to have the time spent in study- 
 ing into the meaning and teachings of the 
 lesson, its parallel statements, history, effects, 
 etc. I say perhaps^ for it is a mooted ques- 
 tion, upon which I am not at all satisfied. 
 There are many advantages in having the 
 mind stored with Scripture texts, and yet it 
 is more entertaining to study into the charac- 
 ter rather, than to commit the words. This 
 point, individual experience must decide. 
 
 When practicable, in cases where a class is 
 truly interested and desirous to learn, it is 
 well for each pupil to have a commentar3\ 
 
208 OUll SUNDAY SCHOOLS. 
 
 For instance, a class of eight have respective- 
 ly Clarke's, Scott's, and Olshausen's commen- 
 taries, Kitto's, Barnes's, Alexander's, and 
 Hodge's notes, and the Annotated Paragraph 
 Bible, by the London Religious Tract Society, 
 (rei)ublished by Sheldon & Co., New York.) It 
 will be even better to have two pupils to ex- 
 amine each volume, so that double the num- 
 ber of scholars can be supplied. Study the 
 lesson in the class, each number giving the 
 opinion of his commentator on the obscure 
 passages. This will prove a very entertaining 
 and instructive exercise, and affords ample 
 scope for the teacher's ability, in exjDlaining 
 many little things which no commentary will 
 treat of, and in summing up the testimony of 
 all. This will be a somewhat expensive plan, 
 as commentaries are costly. The " Notes " 
 and the '^ Annotated Bible " are cheap, how- 
 ever ; and those not thus supplied, could have 
 Bibles to turn to the reference passages. On 
 
THE BIBLE CLASS. 209 
 
 the whole, I think this to be the most sure 
 of success and easy of accomplishment of any 
 plan I know. 
 
 There was a class of ladies connected with 
 , the late church of Dr. Scott, in New Orleans, 
 on somewhat the same plan, which was con- 
 ducted by Mr. M., a lawyer of that city. 
 The lesson was usually the history of some 
 Bible personage, and its relations to the truths 
 and doctrines of the Bible. Each pupil would 
 study the lesson at home, with some com- 
 mentar}^ and at the class would be question- 
 ed as to the facts or teachings. These would, 
 of course, usually be answered according to 
 the t)pinion of their commentator. Those 
 having different views would suggest their 
 opinions, until the sentiment of the class was 
 obtained. The teacher, with adroit skill, would 
 draw out as much as possible the individual 
 thought and belief. The success of the plan 
 in interesting the class, is shown by the fact 
 
21 C OUR SUNDAY SCHOOLS. 
 
 that, while it commenced with nine ladies, it 
 increased during the season to ninety-three, 
 and contained all ages, from seventeen to 
 seventy. It was found inconvenient to hold 
 the class on Sunday, and it was transferred to, 
 and continued on Friday afternoons, the ses- 
 sion lasting two hours. 
 
 Occasionally it may be well to let the class 
 prepare written essays on certain subjects, 
 such as the Sunday question, use of wine, 
 theatre-going, etc., in which they can express 
 their views, and the reasons therefor. But en- 
 deavor to discourage all cant and meaningless 
 expressions, so often introduced by young peo- 
 ple, because they have heard others do so. 
 Lead them to debate religious matters in a 
 manly, direct, forcible way, as they would 
 political economy, mthout interspersing it with 
 pious sniffles, to conceal their lack of force. 
 Then, let the class discuss the essay, and 
 decide whether the views of the writer are 
 
THE BIBLE CLASS. 211 
 
 correct. The teacher should, at the close of 
 the session, state his own opinion, and strive 
 to impress it upon the hearts of the pupils. 
 No matter how much life and vivacity there 
 may be during the exercises — and there should 
 be much — the general tone and influence of 
 the lesson, particularly at the close, should 
 be impressive and subduing. «• 
 
 There is another little plan for interesting 
 the class. Have a place where any member 
 of the class can drop a written question. 
 For instance, each young man writes one, of 
 such a character as, " Do you think the ' lat- 
 ter days' are near at hand?" "Are the 
 present American troubles foretold in prophe- 
 cy?" "Is it ever right for a non-church 
 member to partake of the sacrament?" or 
 perhaps they may be of a personal character, 
 intended merely for the teacher's eye, speaking 
 of private doubts and trouble. Either the 
 pupils can each select a question — the author- 
 
212 OUR SUNDAY SCHOOLS. 
 
 ship unknown — to answer in a three-minute 
 essay, or the teacher may reply to such of 
 them as are worthj^ before the class or to the 
 writer privately, as may seem best. It is not 
 necessar}^ that the pupils should be competent 
 to write these replies If they are competent 
 to try^ it is sufficient. The object, is to induce 
 study, and inspire interest, not to prepare ar- 
 ticles for the press.* 
 
 I think many parents are not sufficiently in- 
 clined to urge the attendance of their older 
 children upon the Bible Class. They seldom 
 visit the school, usually speak of it as a very 
 nice children's affair, which saves them some 
 trouble in educating their boys and girls, and 
 in ever}^ possible way treat it as beneath the 
 
 ♦Since this plan was suggested in a religious paper, I 
 have learned of its having been adopted in several classes 
 ■with marked success. Ladies, particularly, who were 
 timid about arguing points, have been ready to defend 
 or assail theories, with their pen, and thus, finally, have 
 been led to express their views viva voce. 
 
THE BIBLE CLASS. 213 
 
 serious attention of adults. Of course, as the 
 children gi'ow into long dresses and frock 
 coats, they follow their parents' example. It 
 is difficult to secure cheerful obedience when 
 we say, "Go and do," but easy when we 
 beckon, " Come with me." 
 
 Parents, it is hard for the superintendent 
 and teachers to do all the work for your chil- 
 dren alone, when you, by your example, hold 
 them back. They ask not much from you. 
 They ask merely that you will lend your in- 
 fluence in their attempts to bring your family, 
 unbroken, safely to their home in heaven. They 
 ask of you, O father, merely that you will 
 help them restore to you in paradise, the 
 mischievous little curly head you are now 
 stroking. They ask of you, O, mother, mere- 
 ly that you will help them secure to you, 
 your manl}^, bright-eyed, youngest boy, that 
 vou love until tears almost rise at the intensi- 
 
214 OUR SUNDAY SCHOOLS. 
 
 ty of your affection. Do they ask too much.? 
 It is your children they would save. 
 
 *' A mother's love may prove a snare : 
 The child she loves so well 
 Her hand may lead with gentlest care» 
 Down the- steep road to Hell.'* 
 
CHAPTER Xin. 
 
 SUNDAY SCHOOL SEATS. 
 
 VERY important feature in the Sunday 
 School is a suitable form of seat. 
 Much of the restlessness of children 
 is occasioned by the uncomfortable 
 position in which they are placed. 
 Creature comfort is, after all, very desirable, 
 and it is impossible to expect the mind to be 
 at ease, while the body is suffering. 
 
 Where the school is held in the church, of 
 course no alteration of the seats can be made. 
 If it meets in the lecture-room, where there 
 are benches or pews, I would have broad, 
 heavy crickets running the whole length of 
 the pew, and forming as it were a false floor. 
 These should be graduated in height to ac- 
 
 216 
 
216 OUR SUNDAY SCHOOLS. 
 
 comm dilate the size of the pupils in each 
 class. Two of the larger boys will remove 
 them after school, so that they need not in- 
 terfere with the use of the room by adults. 
 Wfiere the lecture-room has not yet been fin- 
 ished, I would recommend that the seat, which, 
 not knowing any other name, I shall desig- 
 nate the " Booth seat," be introduced. By 
 these seats nearly as many can be seated as 
 by pews, and the room is admirably adapted 
 to the Sunday School. Full directions in re- 
 gard to this seat are given in a few pages 
 later. 
 
 One other, and common form for vestrys, 
 is to have the backs of the seats reversible, 
 like those of the railroad cars, so that in the 
 Sunday School two seats may be caused to 
 face each other. This accommodates the class 
 very well, although half of the school have to 
 sit with their backs to the superintendent, 
 which is, of course, undesirable. 
 
SUNDAY SCHOOL SEATS. 217 
 
 Many buildings, however, are now being erect- 
 ed for the exchisive use of the Sunday School, 
 and in these, regard can be paid to the pe- 
 culiar object to which it is devoted. There 
 seem to be three points to be considered : 
 
 1st. An economical seat. 2d. A seat which 
 shall accommodate the pupils with the utmost 
 saving of room, and, 3d. A seat which shall 
 enable all to see the superintendent, and yet 
 allow each class to face, and be within reach 
 of, the teacher. 
 
 The most common form, is the semi-circle. 
 These seats are made of various degrees of 
 the arch. They are being gradually lessened 
 in curve, to avoid causing the pupils to twist 
 their backs or necks, in facing the superin- 
 tendent. The Lee-Avenue school, of Brooklyn, 
 has probably succeeded, as near as is possible, 
 With these seats, in attaining the true por- 
 portions. 
 
 The engraving on page 223 shows ihe general 
 form. 
 
218 OUR SUNDAY SCHOOLS. 
 
 The inside circumference of the seat is ten 
 feet. Depth of arch from the chord, two feet 
 eight inches. Height of seat fifteen and a 
 half inches. Breadth of seat ten and a half 
 inches. Height of back fifteen inches, with 
 two back rails. These seats can probably 
 be packed more advantageously in saving 
 room than any others possessing similar advan- 
 tages. Mr. Johnson, the superintendent of 
 the Lee-Avenue school, has given considerable 
 attention to the subject, and prefers these to 
 any yet introduced. His seats are very ex- 
 pensively made of black walnut. Of course, 
 it is only the form of the seat which it will 
 he necessary to imitate. 
 
 There is another, comparatively new seat 
 which is growing very popular. It was de- 
 signed by Mr. Samuel Booth, superintendent 
 of the Hanson Place Methodist Sunday School, 
 Brooklyn, where it is introduced. This is one 
 of the largest and best appointed schools in 
 
SUNDAY SCHOOL SEATS. 
 
 2l5 
 
 our country, having a membership of over 
 eight hundred scholars. 
 
 THE BOOTH SEAT. 
 
 The above cut gives an accurate view of 
 the form of the seats. They have also been 
 introduced into the Plymouth Church Sunday 
 School, and its superintendent, Mr. George A. 
 Bell, speaks in the highest terms of them. 
 
 Their dimensions are as follows : Height 
 of seat sixteen and a half inches. (This 
 height is for the large class seats.) Height 
 of back fourteen inches, with only one rail 
 to the back. Breadth of seat twelve inches. 
 
220 OUll SUNDAY SCHOOL. 
 
 The seat is made of a two inch plank, with 
 half an inch hollowed out of the rear of the 
 seat, and gradually rising towards the front, 
 as in the diagram on page 228,which adds greatly 
 
 to its comfort. 
 
 These benches will accommodate seven boys, 
 and occupy a space six feet four inches by four 
 feet two inches ; one can calculate that he can 
 seat seven scholars in every thh'ty-one square 
 feet in his school. This estimate allows also 
 for the aisles. 
 
 The features of, — 1st. proximity of teachers 
 and pupils ; 2d. ability of all to face the su- 
 perintendent, and 3d. reasonable economy in 
 room, seem to be thoroughl}" met b}^ this bench. 
 Care must, however, be exercised in placing 
 the seats, not allowing two classes to sit back 
 to back, as thus all the advantages of this seat 
 will be lost. The superintendent's desk should 
 be the point of sight to which all should tend. 
 Usually it is well to have an aisle in the centre 
 of the room, and the seats radiate from it. 
 
SUXDAV riCIlOUL Si:ATS. 221 
 
 In both the Lee-Avenue, and the Booth 
 seats, under one end there is a neat little 
 locker, large enough to hold the Bibles and 
 hymn books, &c., of the class. It is well to 
 have a shelf divide the interior into an up- 
 per and lower apartment. In both these seats, 
 the teacher occupies a chair, facing the class, 
 in such a position that he can touch each 
 pupil without moving his position. 
 
 Mr. Booth strongly condemns tight board 
 backs to seats for small children, as the spinal 
 column, that position of the body most sensi- 
 tive to atmospheric changes, becomes heated. 
 It perspires, and when suddenlj* exposed to 
 the cool air out of doors, is apt to produce 
 serious consequences. The back should be a 
 single rail constructed as Jightly as is con- 
 sistent with strength, and if placed in exactly 
 the right position, will prove as comfortable 
 a support as any. In the arrangement of a 
 room, everything should be as light and open 
 
222 OUR SUNDAY SCHOOL. 
 
 as possible. In painting, a light graining is 
 preferable. Dark colors, and everything like 
 monastic gloom, should be avoided. 
 
 He thinks that two and a half feet in width 
 for the centre, and two feet for the side 
 aisles, is enough, where there is an aisle for 
 each tier of benches. This will allow sufficient 
 space for the children to pass out by single 
 file, and certainly it is better to have several 
 narrow, than one broad aisle. Of course, 
 where there is sufficient room, more space is 
 preferable. 
 
 For the teachers, some kind of a chair is 
 desirable. In the Lee- Avenue School the 
 chair is fastened to an iron pedestal secured 
 to the floor. The top, an arm chair, turns 
 on a pivot, so that the teacher can face the 
 superintendent, or the class. Where ordinary 
 chairs are used, and the floor of the room is 
 uncarpeted, it is well to glue a thin piece of 
 India rubber on to the bottom of the legs. 
 This will prevent much noise in moving them. 
 
223 
 
 SECTIONAL VIEW OF THE BOOTH SEAT. 
 
 THE SEMI-CIRCLE SEAT. 
 
224 
 
SUNDAY SCHOOL SEATS. 225 
 
 INFANT CLASS SEATS. 
 
 The only infant class room I have seen 
 which exactly suited me, is that of the Han- 
 son Place Methodist Sabbath School. In 
 beauty, arrangement, ventilation and yet sim- 
 plicity, it is apparently perfect. As I am un- 
 able to detect an inconvenience or suggest an 
 improvement, I shall merely give a plan and 
 description of it. 
 
 It will be seen that it is in the form of a 
 theatre. The first form is raised sixteen 
 inches from the floor, so that the children are 
 not required to tire their necks in looking up 
 at the teacher. From this each tier rises just 
 enough, (say six inches) to allow those in 
 the rear to see over the heads of those in 
 front. The following sectional view will give 
 the dimensions necessary for constructing them. 
 Where the theatre form cannot be used, the 
 same style and size of bench will be applicaole 
 to the straight line of seats. 
 
226 
 
 OUR SUNDAY SCHOOL. 
 
 r^ 
 
 SECqCIONAL VIEW OF INFANT CLASS SEATS. 
 
 The figures on the plan show the dimensions 
 in inches. 
 
 If the back of the seat is hollowed out, as 
 described in the Booth seat, it will very much 
 add to their comfort. Where a special room 
 cannot be devoted to the infant class, be sure 
 and have some arrangement of crickets like 
 that descibed in the first part of this chapter. 
 It is impossible to have a sucessful infant class 
 unless the children are made comfortable. 
 
CHAPTER XIV. 
 
 STRAY HINTS. 
 
 MAN has a locomotive engine which is 
 finely finished, and securely housed. 
 Now and then he oils it, and paints it, 
 and rubs up the brasses until they shine 
 again. Once or twice a year he takes 
 it from its shed, and lets it run for a few 
 miles. But the pistons have not worn smooth, 
 • while the axles are yet rough, and the inist, 
 in spite of all his attention, has formed in un- 
 noticed crevices, and the machine is rheumatic 
 and stifi". It does not run easily. 
 
 Supposing the owner comes to j^ou with 
 groans and sighs, asking what more he can do 
 to his engine to make it run? He has watched 
 
 227 
 
!2J8 OUll SUNDAY SCHOOL. 
 
 over it with tender solicitude ; never let it out 
 on a damp dsLj, and never after dark ; but still 
 it will not run as fast as the old, travel-stain- 
 ed public engines. You would tell him to run 
 his engine in fair weather and foul, and it will 
 work itself into good condition without further 
 trouble on his part. 
 
 Now many young Christians are like such 
 engines. They are stiff and rusty. They are 
 much prayed over — which is good, and at 
 which I do not cast a slur ; but they are not 
 worked enough to keep their moral joints in 
 order. There are more swords that rust out, 
 than are broken in the strife of battle. There 
 are many young converts who are stunted by 
 lack of healthy exercise. The Sunday school 
 is just the course for them to run on, to ac- 
 quire this moral strength. 
 
 The Sunday school should be used more as 
 a g3^mnasium for the development of moral 
 muscle among the young. One reason why in 
 
STRAY UINTS. 229 
 
 great revivals so many backslide, is that they 
 are received into the church with considerable 
 commotion, amidst many prayers, and some 
 excitement. Then, among the multitude, some 
 are forgotten. But little care or attention is 
 given them, and they suffer a relapse. The 
 physician's work is not over when he pronounc- 
 es his fever patient oat of danger. The hours 
 of convalescence are fraught with peril. An 
 unnoticed draught, or too long visit from a 
 friend, or a sudden excitement, may undo all 
 the good. So a 3'Oung convert must be care- 
 fully watched. He must have tender nursing, 
 nutritious food, and gentle' exercise, to acquire 
 health. He must do something, and in this way 
 " work out his own salvation." 
 
 The vndow's cruse is still in existence. No 
 one can try to benefit his fellow-men without 
 receiving tenfold more than he gave — though 
 not from man. A faithful teacher in the Sun- 
 day School learns more than he imparts. 
 
230 OUR SUNDAY SCHOOL. 
 
 The Sunday School, therefore, is exactly the 
 place m which to put people to work. Chris- 
 tians should see that its vast benefits in this 
 respect are secured for the improvement of the 
 church. Start the young men either as students 
 in Bible classes or as teachers. If as students, 
 let them occasionally lead in praj^er, or have 
 some active duties^ in visiting the scholars or 
 in gathering in pupils. If they are competent, 
 give them a class. Let them feel the re- 
 sponsibility of their position as teachers. Urge 
 them to attend all the meetings, that they may 
 be surrounded by a religious atmosphere. As 
 in spring-time tendor plants are started under 
 cover, surrounded by glass and warmth, until 
 they are strong enough to endure the chance 
 frosts of out-door existence ; so the young con- 
 vert should be encom-aged, shielded, and 
 strengthened by all the power of the church 
 until he can withstand the temptations of 
 daily life. This is the object of the church 
 organization. 
 
STRAY HINTS. 231 
 
 Thus the church and the school are one, 
 and should be more clearl}^ united in the 
 minds of the congregation. The school is not 
 a parasite, but an important member. The 
 church-members should be kept informed of the 
 condition of the school, and assume the re- 
 sponsibility of it. This is not a useless truism, 
 for it is seldom that the congregation visit the 
 school to see how it is conducted. Parents 
 frequently — even generally — send their chil- 
 dren year after year, without putting foot into 
 the school to see what or how they are taught. 
 
 A story went the rounds of the papers some 
 years ago, of a man who wils raising a pair of 
 colts. He boarded them at ^ farmer's, some 
 two miles distant, who was charged to take 
 the best of care of them, as they were of a 
 fine breed, and if properly trained would make 
 a valuable span. Every week the owner drove 
 around to see that they were well cared for, 
 and often took friends with him to show them 
 what a magnificent span he would soon have. 
 
2o2 OUR SUNDAY SCHOOL. 
 
 This gentleman was the father of two bright 
 boys, whom he sent to school for two years 
 within half a mile of his house. But he had 
 never sufficient time to call at the school, had 
 never conversed with the teacher concerning 
 them, and, indeed, was entirely ignorant of 
 his children's course of instruction. 
 
 How many readers have done better in re- 
 gard to their children at the Sunday School? 
 We all neglect our duties, but have a vague 
 >dea that others do better. Pastors should 
 force the Sunday School on the attention of the 
 church. Have parents and friends frequently 
 invited from the pulpit to attend as spectators. 
 Preach upon ^, use it in illustrations, and 
 show that it is not an inferior, but merely a 
 dift'erent branch of the church. 
 
 John Wesley, who established many Sunday 
 Schools in his day, wrote in his diary July 
 18, 1784, " I find these schools springing up 
 wherever I go. Perhaps God may have a 
 
STRAY HINTS. 
 
 deeper end therein than men nre aware of. 
 Who knows but some of these schools may be- 
 come nurseries for children?" 
 
 Thej'' have long outstripped Wesley's fondest 
 dreams, and are yet but in their infancy. 
 Those who have given their attention to tlie 
 subject are fast becoming convinced that God's 
 plans with them are far beyond what has been 
 conceived. They have already begun to be the 
 parents of churches, instead of the offspring. 
 If the salvation of the world is to be attained 
 chiefly by any one agency, the Sundaj^ School 
 is the strongest arm yet raised for, its accom- 
 plishment. 
 
 Hence, what are the duties of the church to 
 the Sunday School? What present difficulties 
 can she alleviate? 
 
 In the first place, there should be a more 
 systematic provision for the pecuniary wants 
 of the school. The minister's salarj^ is defin- 
 itely set, and, theoretically at least, properly 
 
234 OUR SUNDAY SCHOOL. 
 
 raised. Tlie music has a certain sum appropri- 
 ated for it, and the sexton knows what he is 
 to receive. But the Sunday Schoolis an un- 
 provided-for child, only too frequently cut off 
 with a shilling. Let it be treated as a dutiful 
 child should be, and in the amount to be rais- 
 ed for the year, let its necessities be consid- 
 ered. Appropriate what the school will re- 
 quire, or what the church can give. If it is 
 only one dollar that can be spared, appropri- 
 ate it, and let the superintendent and teach- 
 ers be allowed to decide how it shall be ex- 
 pended. Thus they will feel that they are not 
 forgotten. In most churches, after long wait- 
 ing, the teachers, with great humility, as 
 though asking a personal gift, sue for a collec- 
 tion. 
 
 " Touch a man's pocket, and you prick his heart." 
 
 Teachers know that the collection yields 
 about half enough to pay existing debts, and 
 they have to supply the deficiency. Teachers 
 
STRAY HINTS. 235 
 
 arc not usually from the wealthier part of 
 the congregation, yet they ordinarily have to 
 support the school. It is a shame that the 
 efficiency of our schools should so often be 
 cramped for want of means. Let the heathen 
 go barefooted a little longer, if necessarj^, 
 that the Christian heathen may be taught at 
 least morality. You who are piously praying 
 
 for the Sunday School, and the spread of the 
 Gospel, see to it that your right hand sec- 
 onds your prayers. We find in " Life-Thoughts" 
 that 
 
 *' It is not -well to pray cream, and live skim milk.'* 
 
 It is well to have a semi-annual Sunday 
 School meeting, at which a report fi'om the 
 school will be presented to the church. It 
 keeps up an interest in the school, inspires 
 anew the teachers, and shows the children 
 that the church really takes a thought for 
 their prosperity. 
 
236 OUR SUNDAY SCHOOL. 
 
 In larg_e and wealthy churches, I am in- 
 clined to think it would be wise to have the 
 entire services of a competent man as super- 
 intendent, or rather as children's pastor — 
 paying him, if necessary, a suitable salary. 
 The minister would find him a most useful 
 colleague, and the labors of an energetic man 
 could be well employed in attending to the du- 
 ties of a city school. 
 
 Last Sunday I visited a school in New 
 York, where the superintendent told me that 
 for seven years, at every communion Sabbath 
 but one, there had been members of the 
 school who united with the church. Once 
 there were * twenty-four, and frequently there 
 were seven and eight. How many ministers 
 have been as highly blessed? This glorious 
 result is due, under God, to the superinten- 
 dent. His piety, zeal, and ability in gather- 
 ing, interesting, and instructing the young, 
 and his skill in selecting teachers and in- 
 
STRAY UINTS. 337 
 
 spiring them to persevere, have made him 
 God's instrument in accomplishing the work. 
 He accepts no teachers who will not pledge 
 themselves to attend the teachers' meetings. 
 He inter<?sts the church in the school, and 
 makes them co-workers. Such a course re- 
 quires force of character, skill, labor, and 
 time. Few can devote so much attention to 
 the object gratuitously, and consequently the 
 fruits are proportionately less. This matter is 
 worthy of serious consideration. 
 
 In this connection a few words on the 
 tenure of the superintendent's oflQce may be 
 useful. It is not unfrequent that some very * 
 noble man, but inefficient administrator, holds 
 some responsible office in the school. He may 
 not realize his imperfections sufficient!}^ to re- 
 sign at the proper time ; for, as has been 
 observed, " resignation is not a common vir- 
 tue of office holders." It would break his 
 heart to be ejected, and probably lead to a 
 
238 OUll SUNDAY SCHOOL. 
 
 church quarrel of years duration. No one is 
 willing to incur the odium of opening hos- 
 tilities, and therefore the matter goes on, 
 the interest of the school suffering according- 
 ly. 
 
 The school should be an organized societj^, 
 
 with its constitution and by-laws. All the 
 offices should be filled for merely one year. 
 No officer should be elected for the same 
 post for a second term, on less than a two- 
 third vote, and should not be elected for more 
 than five successive terms. After one has 
 been in such an office for five years, he is 
 very apt to have constructed, as it were, a 
 railroad of conduct on which he runs with 
 unvarying sameness. A year's recess will 
 give time and opportunity to look up new 
 plans and improvements, and to see the 
 working of his successor's method. I thinli 
 this a very important matter, as it is often 
 only in some such way, that a faithful but 
 
STRAY UlNTS. 239 
 
 injudicious oflQcer, can be laid aside or trans- 
 ferre(> to a more appropriate position, and 
 only by this yearly ele<!l;ion, that a really 
 able officer can be assui'ed of his popularity. 
 
 All schools should be Mission Schools, 
 where the poor and rich meet together. A 
 celebrated New York school has the poor 
 childi'en meet in a separate room. It Ib so 
 skilfully managed that the school do not re- 
 alize it, but the system is bad. This is ob- 
 vious. It is not necessary for a mistress 
 and her maid to be in the same class, but 
 each should hold an equal position in the 
 school. 
 
 Sunday School duties do not cease with the 
 Sabbath any more than do the pastoral ob- 
 ligations. Keep a careful watch over the 
 scholars . during the week. I have known of 
 teachers who made their exercises so inter- 
 esting that they were able to draw together 
 the class on Wednesday evening. Sometimes 
 
240 OUR SUNDAY SCHOOL 
 
 one can collect a class on a week-day which 
 cannot be gathered on Sunday. K^ep a 
 watch for such opportunities. The harder you 
 work, the more interested jo\i will become, 
 and the easier will be the labor. 
 
 A visitor should at once be made to feel at 
 home, and urged to attend frequently. This, 
 however, is so universally done, that it does 
 not require enlarging upon. I have found that 
 in a Mission School, a good way to inculcate 
 habits of politeness, is to appoint one of the 
 larger boys as an usher, to escort visitors to 
 their seats, and supply them with singing- 
 books. The usher is considered and treated 
 as one of the officers of the school. It may 
 be well to observe the " rule of rotation in 
 office.'* 
 
 In these days of hurry and bustle, when 
 books of advice have to be written with al- 
 most telegraphic terseness, if they are to be 
 
 ! 
 
 i 
 
STRAY UINTS. 241 
 
 read, it is imi^ossible to devote much space 
 to discussing contested points of policy. In 
 this series of essaj^s I have given merely -what 
 has seemed to me, to be the best coui-se to 
 pursue. I have received many letters, some 
 opposing m}^ views. As I carefuU}^ reviewed 
 these pages for publication, I do not see the 
 necessity of any essential modifications. They 
 are but the guide which controls my own 
 course of conduct week after week in the man- 
 agement of my Mission School, and so far, 
 I have found them suflScient. Still, they are 
 but a single individual's opinion, from which 
 each reader can accept or reject what seems 
 best. 
 
 If I can but induce teachers to expend 
 more thought and labor in preparing for their 
 classes ; if I can remind them not to neglect 
 their pupils during the week ; if I can help 
 Hiem over a few rough places, or bestow a 
 little encoui'agement where before was despond- 
 ency, I shall be satisfied. 
 
242 OUR SUNDAY SCHOOLS. 
 
 And you, parents, who are retying so much 
 on the Sunday School for the moral culture 
 of your children, help Its prosperity by your 
 own exertions in influence, labor, and money, 
 and thus hasten that glad day when — 
 
 " They shall teach no more every man his 
 neighbor, and every man his brother, saying, 
 Know the Lord, for they shall all know me 
 from the least of them to the greatest of 
 them." 
 
INDEX. 
 
 Absence, Tnjurious results of, • 19 
 
 Adams, (Rev. J. L.) labors of, 16 
 
 Addresses, how long they should be, 113 
 
 character of, 117 
 
 criticism on, 164 
 
 directions for, 166 
 
 errors of, 167 
 
 adaptation of,... 169 
 
 brevity in, 171 
 
 asking questions in, 172 
 
 easy to acquire ability to make 174 
 
 injury of stupid, 174 
 
 Aisles, dimensions of the 222 
 
 Anecdotes, " culture of great men," 9 
 
 of Rev. J. L. Adams, 16 
 
 •♦Mike and his kettle,". 19 
 
 of a New York school 23 
 
 of mission school, 38 
 
 *' the quaker and the organ," 53 
 
 of Texas boys, 57 
 
244 INDEX. 
 
 Anecdote (continued) of the child's Sunday 59 
 
 " Dr. Bellamy on fishing," 84 
 
 of Haydn 115 
 
 of Mr. M.'s speech 117 
 
 "stone Gals," 126 
 
 ** the woman's rights meeting," < 134 
 
 of Rev. Dr. L, 136 
 
 " who made you " 146 
 
 "Susie's criticism" 163 
 
 ** synonym of synopsis," 167 
 
 of cats*. 172 
 
 "who was Peter?" 173 
 
 " the easier chapter," 184 
 
 "thank you for snow," 194 
 
 "Fur off," 199 
 
 "shooting jokes," 201 
 
 Attention, how to gain the, of the class 65 
 
 Attractions, various, 26 
 
 Benevolent Association, formation of, 110 
 
 Bible Classes, chapter on,.., 195 
 
 lack of adult 396 
 
 how to secure, 197 
 
 teachers for the, 199 
 
 classification of the 200 
 
 divers modes of instructing, 203 
 
 Books, See ''Libraries." 
 
 Catalogue of books 101 
 
 Catechumens, the 10 
 
 Charities, how to award 110 
 
INDEX. 245 
 
 Children, treatment of degraded 62 
 
 our duty towards, 82 
 
 on making them happy, 120 
 
 how to quiet small, .131 
 
 Choir, formation of the children's 81 
 
 Church, how to interest the, in the school, 107 
 
 duties of the, towards the school, 233 
 
 Class Books, use of, 47 
 
 Classes, arrangement of, 46 
 
 size of, 47 
 
 chapter on 59 
 
 two kinds of 60 
 
 use of question books in the 69 
 
 a mode of entertaining the 70 
 
 what to teach the 71 
 
 how to admit pupils to the 72 
 
 See ALSO "infajjt class." 
 
 Classification of the Bible class, 200 
 
 Commentaries, use of, in Bible clasees, 208 
 
 Contributions, those of the children 108 
 
 best mode of using the, ■> 109 
 
 how to stimulate, 109 
 
 vague idea of the children concerning, Ill 
 
 Discipline, requisite 40 
 
 the Superintendent's duty, 41 
 
 chapter on, 141 
 
 theory of, 142 
 
 corporial punishment, 144 
 
 power of love in, « 147 
 
246 INDEX. 
 
 Discipline, (continued) the " Legion of Honor," ., .154 
 
 how to cure the sulks, 159 
 
 the poetical, 186 
 
 Discouragement, concerning teacher's, 119 
 
 no necessity foi% , 137 
 
 Doctrinal Points, on teaching, 137 
 
 Doorkeeper, necessity of a, 57 
 
 Entertainment, when to attempt, 66 
 
 Essays, use of, in the Bible class, S.10 
 
 Example, power of, 135 
 
 power of, 213 
 
 Exercises, order of 54 
 
 in infant class 185 
 
 Exhibition, that of the magic lantern, - 26 
 
 Festival, the gingerbread, 22 
 
 Forms, for library boards, 95 
 
 for library cards, 98 
 
 for teachers' reports, 158 
 
 Germany, first schools in, .».: 10 
 
 Gifts, how to regulate, - 28 
 
 to the infant class, 193 
 
 Government — see "Discipline,"...., 
 
 Hints, chapter of, 227 
 
 History, of the rise of Sunday schools, 10 
 
 Hymns, how to give out, 57 
 
 Illinois, labors of Dr. Adams in, - 16 
 
 Illustrations, teach by, 126 
 
 how to use 128 
 
INDEX. 247 
 
 Illustrations, (continued) nature of the, 128 
 
 how to originate 130 
 
 use of models in, 190 
 
 Infant Class, chapter on, 179 
 
 character of the, 179 
 
 scholars in the, 180 
 
 room for the, 180 
 
 superintendent of, 182 
 
 opening exercises of 183 
 
 mode of instructing 185 
 
 restlessness in the, 187 
 
 use of models in the, 192 
 
 library book in the, 193 
 
 plan of, 224 
 
 Introduction, the 3 
 
 John Wesley, labors of, 15 
 
 Kindness, power of, 141 
 
 Lancaster, (Joseph) labors of, 13 
 
 Lee Avenue School, benevolent plans of the, Ill 
 
 Legion of Honor, to have books 94 
 
 formation of the, 154 
 
 Lessons, chapter on, 59 
 
 two modes of conducting, 60 
 
 preparation of the, 67 
 
 use of question books in the-, 69 
 
 have them thoroughly learned, 71 
 
 nature of, 71 
 
 the infant class, 187 
 
 LzBBABLiN, man required for a, 103 
 
248 • INDEX. 
 
 Libraries, chapter on, 84 
 
 use of, 85 
 
 nature of the books in the 86 
 
 how to use the, 92 
 
 how to preserve, 94 
 
 plans for keeping the account of, 95 
 
 catalogue of, 101 
 
 rules of the, 102 
 
 LiNDSEY, (T.) institutes schools in Catterick 11 
 
 Martin Luther, institutes a school 10 
 
 Massachusetts, first school in, 14 
 
 Mechanical Part of a School, 31 
 
 Methodists, activity of the 16 
 
 Mischief, how to prevent 44 
 
 Mission Schools, room for, 20 
 
 libraries for, 93 
 
 Missionary Sunday, chapter on 104 
 
 Models, use of in infant classes 192 
 
 Monthly Concert, chapter on, 104 
 
 advantages of, 105 
 
 evening sessions, 106 
 
 in mission schools, ... 107 
 
 exercises of the, 113 
 
 addresses at, 113 
 
 programme for, 115 
 
 length of, 116 
 
 Morality, when to teach, 63 
 
 Music, all must join in the, 73 
 
 chapter on, 77 
 
 character of Sunday school, 77 
 
INDEX. 249 
 
 Music Books, the children purchase 112 
 
 New York, first school in, 14 
 
 Obedience, the first lesson, 39 
 
 necessity of prompt, 148 
 
 how to secure, 149 ' 
 
 power of example in securing, 151 
 
 Orders, how they should be given 37 
 
 Paris, schools in, 12 
 
 Parents, duties of, toward the Bible class, 212 
 
 what is asked of, 213 
 
 Pastor, duties of the, towards the school, 34 
 
 general labors of the 35 
 
 a children's for the Sunday school, 236 
 
 Picture Teaching, remarks on, 190 
 
 Pittsburg, first school in, 41 
 
 Politeness, our modern, 161 
 
 our aim, 162 
 
 Prater, by whom to be offered, 42 
 
 at the opening of school, 95 
 
 duty of, C8 
 
 Precentor, duties of the, 79 
 
 Preparation of the lessons, 67 
 
 Punishment, the practical, 186 
 
 see "Discipline," 
 
 Punctuality, necessity of, 73 
 
 Question Books, the subjects of, 69 
 
 Questions, on asking 172 
 
 for the Bible Class 205 
 
 • 
 
 • 
 
250 INDEX. 
 
 Reports, on library books out, 102 
 
 form for monthly, 1^8 
 
 Restlessness, haw to prevent, 187 
 
 Rewauds, how to regulate, 23 
 
 Robert Raikes, originates a Sunday Bohool , 12 
 
 Roll, calling the, 41 
 
 Rome, schools in, — 12 
 
 RoxBURY, the first school at, 10 
 
 Scripture, how to read the in school , 54 
 
 selection of, 54 
 
 passages of, for closing school, 57 
 
 reciting, 114 
 
 selections of passages of, 184 
 
 Scholars, how low ones must be appealed to, 62 
 
 what to teach, 71 
 
 how to admit them to the class, 72 
 
 must be urged to sing 73 
 
 must be visited, 74 
 
 what books to provide them with, 93 
 
 how to receive, 182 
 
 honorable dismission of, .... • 197 
 
 Seats, chapter on, 215 
 
 false floors for 215 
 
 the rail road, 21G 
 
 desideratum in, 217 
 
 circular, 217 
 
 engraving of circular, 223 
 
 the Booth seat, 218 
 
 engraving of the Booth, 219 
 
 •• 
 
INDBX. 251 
 
 Seats, (continued) how to construct the backs of 221 
 
 noiseless chairs, 222 
 
 infant class, 225 
 
 plan of, 226 
 
 Service, form of, for children, f^2 
 
 Simplicity, necessity of, in teaching, 171 
 
 Society for promoting S. S. organization of, 13 
 
 Speaking to Children, chapter on, 163 
 
 see also "Addresses," 
 
 Stories, see *' Illustrations," 
 
 ?ULKiNESS, how to eradicate 159 
 
 Sunday Schools, origin of, 10 
 
 European, 10 
 
 numbers in the, 15 
 
 distinctive character of, , 18 
 
 how to prevent damage to the, 21 
 
 buildings of, 21 
 
 how to draw children to the, 22 
 
 necessity of making them entertaining, 26 
 
 variety required in the, 29 
 
 mechanism of the, 32 
 
 duties of the pastor towards the, 34 
 
 administrative power in the, 37 
 
 calling them to order - 49 
 
 formal exercises of the 40 
 
 general atmosphere of the 06 
 
 how to interest the church in the,... 112 
 
 money required for the, 112 
 
 their use as gymnasiums, 228 
 
 should be united to the church, 231 
 
252 INDEX. 
 
 Sunday Schools, (continued) pecuniary provisions for, 233 
 
 should be organized societies, 238 
 
 should be mission schools, 239 
 
 see also " Mission Schools." 
 
 Sunday School Union, organization of the American,. . . . 15 
 organization of the New York 15 
 
 Superintendent, labors of the, 20 
 
 regulating duties of the, 31 
 
 administrative ability in the, 33 
 
 his duties in discip ine, 41 
 
 how he supplies classes, 44 
 
 duties of the, towards teachers, 48 
 
 what may be accomplished by a, 236 
 
 tenure of his office 337 
 
 Tardiness of teachers, 41 
 
 Teachers, number of, required 18 
 
 effects of the absence of, 19 
 
 example of the, 42 
 
 rights of, in their classes, 43 
 
 must study their classes, 62 
 
 must gain the affection of their classes, 64 
 
 their preparation of the lesson 66 
 
 female, the most successful, 68 
 
 their duty to be punctual, 73 
 
 must see that all sing, 73 
 
 must visit their pupils, 74 
 
 chapter to, 121 
 
 should not be urged to join the school 123 
 
 one reason for popularity 124 
 
 manners of, 153 
 
INDEX. 263 
 
 Teacheus, how to teach 136 
 
 must regard a parent's scruples 136 
 
 must inspire affection, 136 
 
 must not expect much success, 137 
 
 feelings which should actuate, 139 
 
 must not neglect their own children • 146 
 
 notice the children in the streets, 101 
 
 duties of, not confined to Sunday, 239 
 
 Teachers' Meetings, use of, 133 
 
 rules at, 134 
 
 Todd, (Dr. ) his woi'k on Sunday schools, 197 
 
 Treatment, of degraded children, 62 
 
 Ushers, use of, 240 
 
 Visitors, reception of, 240 
 
 Visiting, manner of, 75 
 
 Vienna, schools in, 12 
 
 Ventilation, remarks on 181 
 
 Variety, necessity of, 29 
 
 remarks on, 116 
 
 Vandalism, how to prevent, 21 
 
 Wesley, his predictions about the Sunday school, 232 
 
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 Tale. 12mo. Illustrated... 80 
 
 CAPT. RUSSEL'S WATCHWORD. Combining rare 
 elements of interest and power. A book for boys. 
 Fully illustrated. 12mo SO 
 
 STRAIGHT FORWARD, or Walking in the Light. 
 By Lucy E. Guernsey, author of Irish Amy, Ready 
 Work, etc. Illustrated w,,, 80 
 
CATALOGUE OF BOOKS. 
 
 WORKING AND WINNING, or the Deaf Boy's 
 Triumph 80 
 
 CLIMBING THE MOUNTAIN, or how I rose in the 
 ■world. By the author of Old Red House, Capt. 
 Russel's Watchword, Ellen Dacre, etc. Illustrated. 80 
 
 ELLEN DACRE, or Life at Aunt Hester's. By the 
 author of Capt. Russel's Watchword. Fully illust. 80 
 
 SEQUEL TO TIM, THE SCISSORS-GRINDER. By 
 Mrs. Madeline Leslie. Beautifully illustrated 80 
 
 TALES FROM THE BIBLE. First Series. By Rev. 
 Wm. M. Thayer, author of Poor House to the Pul- 
 pit, Poor Boy and Merchant Prince. Beautifully 
 illustrated 80 
 
 THE LOST WILL. By Mrs. A. E. Porter. This work 
 had its origin in facts which took place in New 
 England. Illustrated 80 
 
 NOONDAY. By the author of Capt. Russel's Watch- 
 word, and the Old Red House 7j 
 
 TBI THE SCISSOR-GRINDER, or Loving Christ 
 
 and Serving Him. Illustrated 75 
 
 PIETY AND PRIDE. An historic tale. Illustrated. 75 
 WILL COLLINS, or the Way to the Pit. By Miss 
 H. B. McKeever, author of Edith's Ministry, Sun- 
 shine, etc. Illustrated 75 
 
 'the organ GRINDER, or -Struggles after Holi- 
 ness. By Mrs. Madeline Leslie, author of Tim the 
 Scissors-Grinder, Seqnel ta Tim, &C' Illustrated. 75 
 
CATALOGUE OF BOOKS. 
 
 THE SOLDIER'S RETURN. lUus 70 
 
 ANTOINETTE. The original of the Child Angel. 
 By the author of Opposite the Jail. Illustrated. . . 75 
 
 THE DRUNKARD'S DAUGHTER. By the author 
 of Ellen Dacre, Capt. Russel's Watchword, Old 
 Red House, Blind Ethan, etc. Illustrated 70 
 
 LELIA AMONG THE MOUNTAINS. A splendid 
 Juvenile, with ninety-four illustrations 65 
 
 DAISEY DEANE. By the author of Grace Hale. Il- 
 lustrated 65 
 
 GUYON'S LETTERS. Translated by Mrs. Prof. 
 Upham. 16rao. Illust 60 
 
 THE FLOUNCED ROBE AND WHAT IT COST. 
 By Miss H. B. McKeever, authoress of Will Col- 
 lins, etc. A book of surpassing interest and power. 
 12mo. 184 pp. Illust 60 
 
 THE LITTLE MOUNTAIN GUIDE, or How to be 
 Happy. 18mo. Illustrated 50 
 
 THE GOLDEN MUSHROOM. By the author of the 
 Watercress Sellers. Illustrated 50 
 
 THE SUNBEAM, and other Stories. Beautifully il- 
 lustrated 50 
 
 UNCLE JABEZ, or the History of a Man whose Boy- 
 hood was spent in the School of Adversity. Six 
 illustrations 50 
 
 HANNAH LEE, or Walking in the Light . Illust .... 50 
 
CATALOGUE OF BOOKS. 
 
 LIEUTENANT MESSINGER. Illus 50 
 
 LITTLE ONES IN THE FOLD. By Rev. Edward 
 Payson Hammond. 50 
 
 SimLITUDES. By Miss Lucy Larcom, a writer of 
 rare excellence. Illustrated 50 
 
 THE CONQUERED HEART. By the author of 
 Hemlock Ridge, Robert Walton, etc. Illustrated.. . 45 
 
 JOHNNY McKAY, or the Sovereign. 18mo. Illust. 45 
 
 SOPHIE DE BRENTZ, or the Sword of Truth. By 
 the author of Hillside Farm. Illust 45 
 
 LITTLE MAY, or of What Use am I? Illustrated. 45 
 
 ROBERT WALTON, or the Great Idea. Illustrated. 45 
 
 THE FACTORY GIRLS. A touching narrative. 
 Fully illustrated 45 
 
 MOORCROFT HATCH. By A. L. 0. E. , one of the 
 most gifted writers of the age 45 
 
 PETE, THE CUNNER BOY. By Grandmother Hope. 
 Illustrated 45 
 
 CHARLEY ADAMS, the Morning Laborer. Illus. . 40 
 
 THE BEGGAR'S CLOSET, and What it Contained. 
 Illustrated 40 
 
 ADDIE ANSLEY, or How to Make Others Happy. A 
 charming juvenile. Illust 40 
 
 HILLSIDE FARM, or Home Influences Illustrated. 
 A book for the family. Illus 40 
 
6 CATALOGUE OF BOOKS. 
 
 THE FAITHFUL PROMISER, in large type. A de- 
 votional work of great excellence 40 
 
 GRACE HALE. A book for girls. Fully illustrated 40 
 
 HEMLOCK RIDGE, or only Dan. White's Son. 18nio 
 Illustrated 40 
 
 MACKEREL WILL, The Thieving Fisher-boy. Illus. 40 
 
 THE BOUND BOY. By the author of Tim, Sequel 
 to Tim, Prairie Flower, etc. Illus 40 
 
 THE BOUND GIRL. By Mrs. Madeline Leslie, 
 author of Tim, etc. Illus 40 
 
 VIRGINIA, OR THE POWER OF GRACE. A touch- 
 ing narrative of a friendless orphan rescued from 
 the streets of New York. By the author of Tim. 
 Illus , 40 
 
 JOE CARTON, or the Lost Key. A book for boys. 
 Illus 35 
 
 ROSE COTTAGE. A beautiful juvenile. Illus.... 35 
 
 MILES LAWSON, or the Yews. Illus 35 
 
 ROSE DARLING, or the Path of Truth. By the 
 author of Joe Carton, Hop-Pickera, etc. Beauti- 
 fully illustrated 35 
 
 HENRY MINTURN, or my Dark Days. Beautifully 
 written and fully illustrated 35 
 
 MATTY FROST. A story for girls. By the author 
 of Grace Hale, Carrie Allison, Our Father's House, 
 etc. Illus 35 
 
CATALOGUE OF BOOKS. 
 
 LITTLE APPLE BLOSSOM. By the author of Car 
 rie Allison, &c. Illus 35 
 
 HENRY LANGDON. By Louisa Paj'son Hopkins. 
 Illus 35 
 
 THE PRAIRIE FLOWER. By the author of Tim, 
 the Scissors-Grinder. A narrative of the tenderest 
 interest. Illust 35 
 
 PLEASANT SURPRISES. A charming juvenile. 
 Illustrated 35 
 
 THE LITTLE DRUMMER BOY. The Child of the 
 Thirteenth Regiment N. Y. S. M. : his character as 
 a Christian boy, and untimely death. Illus 35 
 
 STELLA, OR THE PATHWAY HEAVENWARD. 
 By the author of Opposite the Jail, Young Sergeant, 
 etc. Illus 30 
 
 SUNDAY SCHOOL SPEAKER, or, Children's Con- 
 cert. Twelve numbers— one for every month. 
 Each 30 
 
 PAPA'S LITTLE SOLDIERS. By C. E. K., author 
 of Grace Hale, Conquered Heai't, Daisey Deane, etc. 
 Illus 30 
 
 CARRIE ALLISON, or in the Vineyard. By the 
 author of Grace Hale s 30 
 
 WHY THE MILL WAS STOPPED, or Overcoming 
 Evil with Good. Illus 30 
 
 FRANK TALBOT, or Unstable as Water. Illus 30 
 
 GEORGE ROWLAND, The Servant Boy. Illus.. 30 
 
8 
 
 CATALOGUE OF BOOKS. 
 
 THE PARISH HALL, and What Was Done There. 
 Fully illustrated . 30 
 
 GRANDMOTHER TRUE, or When I was a Little 
 Girl. lUus 30 
 
 TEDDY WHITE, or the little Orange Sellers. Illus.. 30 
 OUR DEAR EDDIE. A rare example of piety in a 
 Sabbath School Scholar. Illus 30 
 
 LOSS OF THE SHIP KENT, by Fire. A work of * 
 thrilling interest. Illus 30 
 
 THE YOUNG MILLINERS. A book for girls. Illus. 30 
 
 THE POWER OF FAITH. A narrative of Sarah 
 Jordan. Illus 30 
 
 THE YOUNG HOP-PICKERS. By the author of 
 Matty Gregg. Illus 30 
 
 TAKING A STAND. By Mrs. H. C. Knight, author 
 of Hugh Fisher, etc. A book for boys, and all 
 others who tamper with Strong Drink. Illus 30 
 
 OUR FATHER'S HOUSE. A sweet juvenile. Illus. 30 
 
 ANNIE LYON, or the Secret of a Happy Home. Illus 30 
 
 SOWING AND REAPING. A book for boys. Illus. 30 
 THE GOLD DIGGER. What he lost and what he 
 
 failed to realize. Illus 30 
 
 THE YOUNG SERGEANT, or the Triumphant 
 Soldier. By the author of Opposite the Jail, 
 Antoinette, etc 30 
 
CATALOGUE OP BOOKS. 
 
 ALICE HAVEN. A book for girls. By the author 
 of Grace Hale, Carrie Allison, etc. Illus 30 
 
 THE TELESCOPE. An Allegory. Filled with Bible 
 truth, and clothed in beautiful imagery. Illus 25 
 
 LEONARD DOBBIN, or the One Moss Rose. Illus.. 25 
 
 KITIY'S KNITTING-NEEDLES. A book for girls. 
 
 Illus 25 
 
 THE FOX HUNTER. A work of unspeakable ralue 
 
 to disciples. By Dr. Malan 25 
 
 NED, THE SHEPHERD BOY, changed to the Young 
 Christian. Illus 25 
 
 WILLIE AND CHARLIE, or the Way to be happy. 
 Illus 25 
 
 JANE THORNE, or the Head and the Heart. Illus.. 25 
 JENNIE CARTER, or Trust in God. By Catherine 
 D. BeU. Illus 25 
 
 PHILIP AND BESSIE, or Wisdom's Way. Illus.... 25 
 
 THE SABBATH SCHOOL CONCERT, or Children's 
 Meeting. Its History, Advantages, and Abuses, 
 ■with approved mode of conducting it 25 
 
 LEAVING HOME. By the author of Capt Russel's 
 Watchword, Ellen Dacre, Old Red House, Blind 
 Ethan, etc. Illus 25 
 
 LITTLE JERRY, The Ragged Urchin, and under 
 what Teachings he was Reclaimed from the Street, 
 lilos 25 
 
10 CATALOGUE OF BOOKS. 
 
 THE BELIEVING TRADESMAN, an authentic story, 
 and a wonderful illustration of the power of faith. 
 It has few parallels in history. Illus 25 
 
 THE SUNDAY EXCURSION, and what came of it. A 
 timely work. Illus 25 
 
 BLIND ETHAN. By the author of Capt. Russel's 
 Watchword. Illus 25 
 
 ROBERT RAIKES. the founder of Sabbath Schools. 
 By Rev. Dr. Cornell. An entirely new and original 
 
 work. Elegantly illustrated 25 
 
 SONGS FOR THE SUNDAY SCHOOL AND VES- 
 TRY ,.... 20 
 
 BENNY'S BIRDS. Illus ^ 25 
 
 STOLEN GOLD PIECE. Illus 25 
 
 ALICEFIELD. Illus 25 
 
 SEALING THE SPIRIT 20 
 
 THE REMEMBERED PRAYER. A charming juve- 
 nile. Illus 20 
 
 SHIPS IN THE mST. By the author of Similitudes, 
 etc. Illus 20 
 
 LAZY STEPHEN, and what made him a valuable 
 Man. Illus. 20 
 
 THE LOST HALF CROWN. A chaxming juvenile. 
 Fully illustrated 20 
 
 TOM MATHER AND THE LOST PURSE. Reveal- 
 ing the Workings of Conscience in a Little Boy'a 
 mind. Illus 20 
 
CATALOGUE OF BOOKS. 11 
 
 JESSIE AT THE SPRING, and Other Stories. De- 
 signed for children and youth 20 
 
 THE LIGHTHOUSE KEEPERS DAUGHTER. A 
 
 charming example of Christian faith in a child. Ill 20 
 WILLIE WILSON. A dear child was Willie. The 
 
 story and its associations speak for themselves. Ill 20 
 THE YOUNG RECRUITING SERGEANT. The mind 
 of a little child sometimes exercises a potential in- 
 fluence over that of an adult. Illus 20 
 
 YES AND NO. Two very hard words to speak in 
 the light of a temptation. Illus 20 
 
 TOM BRIAN IN TROUBLE. Much easier is it to 
 get out of it. This story is a practical commentary 
 on a great truth. Illus 20 
 
 DREAMING AND DOING, and Other Stories. Great 
 truths in life experiences. Illus 20 
 
 SANCTIFICATION. By Rev. J. Q. Adams 20 
 
 THE HANDCUFFS, or the Deserter. Illus 15 
 
 THE LUNATIC AND HIS KEEPER, and other narra- 
 tives. Illus 15 
 
 MUST I NOT STRIVE? or the Poor Man's Dinner. 
 Illus 15 
 
 THE LOST TICKET, or Is your Life Insured? Illus. 15 
 
 THE CHILD ANGEL. Illus 15 
 
 THE DREAM OF HEAVEN. A narrative work of 
 touching interest. Tenth thousand 15 
 
 SUNBEAMS FOR HUMAN HEARTS 15 
 
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