■ 
 
 I I 
 
LIBRARY OF CONGRESS. 
 
 Tb/. f 5 '3 4- — 
 
 Hfysqu. .— -- iojtijrigirt If a. 
 
 Shelf AiflL 
 
 UNITED STATES OF AMERICA. 
 
(& 
 
 
 gapday-Setyool geiepee. 
 
 f 
 
 r3 
 
 BY 
 
 I^EY. I^IGHAI^D S. HOLMES, M.A. 
 
 »' yAV '■'/A\v- VAV VAV H^y '.^y --/AV -'.^y ; 'A\'' '/^y '/A'f v ^fc- v : r-XAy YAV' -/A\v Y-^y ''^-" 'S^y '.^y 
 
 ~/s. ■■■'■'■ .<xW*. ^W/,. ,-y^-,, , :: :;<^!., ,%-^-a .s-^-a .v-^-y. y^-, y^^ ,s-^>, .v-^-a a ^>. .<sW -s. y^>. . ,y^>. . . ^.. yy ^, .■•; ■■:■: :^^/, :::<^si 
 New York : HUNT & EATON. Cincinnati : CRANSTON & STOWE. 
 
por fill 5uT)day-$e\)oo\ \lfor\er$. 
 
 PORTHE 
 SUPERINTENDENT. 
 
 POR TEACHERS 
 
 AND 
 
 NORMAL CLASSES. 
 
 FOR THE 
 SCHOLARS. 
 
 OUK SUPERINTENDENT. By J. H. Vincent, io cents. 
 
 THE MODERN SUNDAY-SCHOOL. By J. H. Vincent. $i. 
 
 The first of these is an inspiring talk with the superintendent 
 upon the duties of his office and how to perform them. The 
 second is a thorough explanation of the best methods of con- 
 ducting a Sunday-school. 
 
 The Sunday-school experience of one hundred years has 
 proved that without well trained teachers success is only partial. 
 *^Our list of books, adapted both for private use and for normal 
 teaching, is unsurpassed : v, 
 
 SUNDAY-SCHOOL SCIENCE. By R. S. Holmes. 20 cents. 
 
 OUTLINE NORMAL LESSONS. By J. L. Hurlbut. 25 cents. 
 
 STUDIES IN THE FOUR GOSPELS. By J. L. Hurlbut. 
 25 cents. 
 
 OPEN LETTERS TO PRIMARY TEACHERS. By Mrs. W. F. 
 \ Crafts. 40 cents. 
 
 3MRMAL OUTLINE SERIES: 
 
 Bible History. By J. F. Hurst. 50 cents. 
 "•Christian Evidences. By Joseph Alden. 40 cents. 
 Church History. By John F. Hurst. 50 cents. 
 On Teaching. By Joseph Alden. 40 cents. 
 English Bible. By J. M. Freeman. 50 cents. 
 
 CHAUTAUQUA TEXT-BOOKS. Price, 10 cents each. 
 No. 2%. On Biblical Biology. 
 No. 28. Manners and Customs of Bible Times. 
 No. 36. Assembly Bible Outlines. 
 No. 37. Assembly Normal Outlines. 
 No. 39. The Normal Class. 
 No. 41. The Teacher Before his Class. 
 No. 42. Outlines of Methodism. 
 No. 49. Palestine. 
 
 For the many earnest teachers who desire to give their schol- 
 ars a more comprehensive course than that of the International 
 Lesson Series a series of Supplemental Lessons has been pre- 
 pared. These are not intended to displace the regular lesson, 
 but to fill out its deficiencies, to supplement it with other studies 
 with which young people should be acquainted : 
 
 SUPPLEMENTAL LESSONS. By J. L. Hurlbut. 25 cents. 
 
 GRADED LESSONS FOR THE SUNDAY-SCHOOL. By H. A. 
 
 Strong. (In press.) 
 
 ^PALESTINE CLASS. By J. H. Vincent. Four leaflets. 
 2 cents each ; 6 cents per set. 
 
 YOUNG TRAVELERS' CLASS. By Mrs. M. G. Kennedy. 
 Seven numbers. 2 cents each ; 6 cents per set. 
 
 YOUNG FOLKS' WALKS AND TALKS WITH JESUS. By 
 
 Mrs. M. G. Kennedy. Eight numbers. 2 cents each ; 10 
 cents per set. 
 
 New York: HUNT * EATON. 
 
 Cincinnati: CRANSTON * STOWE. 
 
TEN LESSONS 
 
 IN 
 
 Sunday-School Science 
 
 A MANUAL 
 
 FOR THE USE OF 
 
 NORMAL CLASSES 
 
 lL n /^SS^; 
 
 ("JUL 8 m 
 
 RICHARD S. HOLMES^^SHiifetc 
 
 it 
 
 a 
 
 NEW YORK: HUNT &> EA TON 
 
 CINCINNA TI: CRANSTON &» STOWE 
 
 iSgo 
 
■? 
 
 ,W fc 
 
 Copyright, 1890, by 
 
 HUNT & EATON, 
 
 New York. 
 
PRE FAC E. 
 
 This little book is designed to help Sunday-school 
 teachers who, feeling the need of aid along lines of 
 study lying outside of the text-book which they 
 teach, but which are no less necessary to be followed, 
 are willing to put forth definite and systematic efforts 
 in the direction whither they lead. Briefly these lines 
 of study lead to questions concerning the Sunday- 
 school itself as an institution, the scholar as an immor- 
 tal being with a destiny dependent upon character, the 
 teacher as circumscribed and limited by the nature 
 both of the school and of the scholar, and the work it- 
 self, as conditioned upon certain fixed laws, and aided 
 by certain necessary adjuncts. Most of the matter 
 which is here presented is doubtless not new. Its form, 
 however, is new, and is the result of many years of 
 teaching and of study in both secular and Sunday- 
 schools. For convenience' sake, the topics discussed 
 have been arranged in ten lessons, with the thought 
 that they would thus serve for ten consecutive morn- 
 ing or afternoon sessions at any of our Sunday-school 
 assemblies. A synopsis of each lesson precedes the 
 lesson itself. It is suggested that all students should 
 thoroughly master these synopses, if not by actual 
 memorizing, by some other equivalent process. In 
 
4 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 
 
 class use at assemblies it would be of great value if 
 the lessons could be thoroughly learned before coming 
 to the class-meeting room, that the exercise might as- 
 sume the form of discussion of principles with appli- 
 cation to particular cases, instead of being a simple 
 lecture by the teacher, or a drill with the class upon 
 the points contained in the outline. "With the hope 
 that this may be accomplished* we have styled our 
 book Ten Lessons in Sunday-school Science : a 
 Manual for the Use of Normal Classes, and to 
 our fellow-workers in this important field, the officers 
 and counselors of the Chautauqua Normal Union, we 
 dedicate it. R. S. Holmes. 
 
 Warren, Pa., January 10, 1890. 
 
CONTENTS. 
 
 LESSON I. 
 The School f 
 
 LESSON II. 
 The Scholar , 15 
 
 LESSON" III. 
 The Teacher — Qualifications 22 
 
 LESSON IV. 
 The Teacher — Preparation „ „ 28 
 
 LESSON V. 
 TH E WOKK-L.W, JWi—f...: 34 
 
 LESSON VI. 
 
 The Work-Laws. \ fcl I?m™™lity. ) 
 
 ( (d.) Concentration, j 
 
 LESSON VTI. 
 The "Work — Adjuncts. Illustration 48 
 
 LESSON VIII. 
 The Work — Adjuncts. Interrogation 55 
 
 LESSON IX. 
 The Work — Adjuncts. Imagination 62 
 
 LESSON X. 
 The Work — Adjuncts. Inspiration 68 
 
TEN LESSONS IN 
 
 SUNDAY-SCHOOL SCIENCE. * 
 
 LESSON I. 
 THE SCHOOL. 
 
 SYNOPSIS. 
 
 I. THE SCHOOL. An educational medium. Definition of 
 education. S. S. among educational media unique. 
 (1) Plan; (2) Purpose; (3) Method; (4) Constituency. 
 
 statutory regulation. 
 
 In plan a school, but without 
 
 individual anthority. 
 definite income, 
 regularly trained teachers. 
 In purpose limited. Aims not at culture in general lines, 
 
 etc., but at securing right relations 
 between the soul and Jesus Christ. 
 In method narrow : one text-book ; an irrresponsible super- 
 intendent ; teachers without training ; 
 library not suited for general read- 
 ing, etc. 
 In constituency theoretically broad, practically very narrow. 
 
 Theoretically : families of church, 
 
 etc. 
 Practically : only children, and even 
 then not all, etc. 
 H. ITS NEEDS. (1.) Close union with Organic life of 
 Church. 
 Its work, work of the church : should be promoted by pas- 
 tor, officers, and people. 
 
 I church service. 
 Does not take place of \ . 
 
 home training. 
 
 Divine order: Home, Church, School. 
 
8 TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 
 
 (2.) Practical aid from Organic life of Church. 
 
 ( Field for pastoral labor. 
 
 I Encourage by his com- 
 (a) Oversight by pastor I meildatiorl> 
 
 • and governing body ' ,_ , 
 
 ° Know members. 
 
 Know work. 
 
 (5) Wise superintendence. 
 
 (c) Good teaching. 
 
 Having such needs, there is another essential to the highest 
 
 welfare of the school, namely: 
 
 III. RECOGNITION. (1.) By notices from pulpit, etc. 
 
 (2.) By prominence to all S. S. meet- 
 ings, etc. 
 
 (3.) By superintendent being a mem- 
 ber of governing body. 
 
 (4.) By sermons at stated times to 
 school, etc. 
 
 That the whole purpose of the school may be accomplished 
 there should also be between church and school active 
 
 IV. CO-OPERATION. This may take many forms. 
 
 (1.) Prayer: in church, prnyer- 
 meeting, family devotions, and 
 private prayer of individual. 
 
 (2.) Support: personal — financial. 
 
 So much has been in the main theoretical. Look at one 
 more point that shall be practical. 
 
 V. OPERATION. Dependent on the character and qualifi- 
 
 cations of officers and teachers. There- 
 fore, 
 
 (1.) The Superintendent should be (a) Ambitious; (5) In- 
 ventive; (c) Studious; (d) Practical; 
 (e) Executive; (/) Teach-able; 
 (g) Teach-able. 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 9 
 
 (2.) There should be a School Spirit. (a) Enthusiasm; 
 
 (b) Belief in its officers; (c) Ambition 
 
 to make it best, etc. ; (d) Love for 
 school as a school, etc. 
 
 (3.) There should be thorough System. Secretary, Disci- 
 pline, etc. 
 
 (4.) There should be Teaching Power. See Less. III., IV. 
 
 THE LESSON. 
 I. The School. — The Sunday-school is among all 
 educational media unique. It is without question an 
 educational medium, since education is the process 
 which lits the soul to do and be what God meant it 
 to do and be. The God-ordained destiny of the soul 
 is oneness with him. It is for this the Sunday-school 
 aims. It is therefore a true educational medium, but 
 unique — unique in its plan, unique in its purpose, 
 unique in its method, and unique in its constituency. 
 
 (1.) In plan it is a school, but is regulated by no civil 
 statute ; the law in no form recognizes it ; back 
 of it there lies no individual authority to which 
 it is by any enactment compelled to yield alle- 
 giance ; it has no definite or reliable income on 
 which it may depend for support ; and though it 
 undertakes to accomplish its work by teachers, there 
 is no source of supply from which to draw them 
 that is adequate to the need, and no basis of quali- 
 fication in experience, but only in, profession. 
 
 (2.) In purpose it is limited, for it aims at but one 
 thing, which is to secure personal relations be- 
 tween the soul of the pupil and Jesus Christ. 
 General culture has here no place. Not even 
 1* 
 
10 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 scholarship is desired. If the soul be brought to 
 Chris*-, and upbuilt in Christ, the purpose of this 
 school is accomplished. 
 
 (3.) In method it is narrow ; since while it uses the 
 school method of text-books, superintendent, 
 teachers, and public library, it uses it in narrow 
 limits. For it employs but one text-book, and 
 that always the same, and for every age and grade 
 of scholars. Its superintendent is often a hap- 
 hazard officer, and without responsibility to any 
 organization. Its teachers are often poorly pre- 
 pared for their work, and are frequently with- 
 out previous training when appointed ; and its 
 library is not designed to instruct in general lit- 
 erature, but only to provide so-called suitable 
 reading for children for Sunday afternoon. 
 
 (4.) Li constituency it is theoretically broad ; for the 
 theory of the school is that it embraces the fam- 
 ilies of believers, and such as they may influence. 
 One writer says, " It is the church studying the 
 word of God." Practically it is but a fragment 
 of the adult portion of the church. Its scholars 
 are mainly children. In many cases the children 
 of the wealthier portion of the church are not in 
 the school. The younger the scholar, the more 
 punctual and interested the attendance. The needs 
 of such an institution become at once apparent. 
 
 II. Its Needs. — These are man} T , but we shall 
 
 specify but two : 
 
 (1.) Close union with the organic life of the church. 
 
 Its work is the work of the church. The only 
 
 difference between school-work and church- 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 11 
 
 work is in range. It is not in kind. This work 
 should be promoted by the pastor, by the church 
 officers, and by the people. Responsibility for the 
 usefulness of the school rests upon the whole 
 church. Accordingly it should be borne in 
 mind that the school cannot take the place of 
 any church services. Children should be taught 
 and trained in church-going: as the first external 
 religious service. We use the word "external" 
 with reference to the home. For neither church 
 nor school should come between the child and its 
 home, if in that home there is a proper religious 
 training. The divine order is, home first ; then 
 the church; then the school. Let the child be 
 taught to regard these three as related parts of 
 one organic whole. 
 (2.J Practical aid from the organic life of t/te 
 church. This practical aid can express itself in 
 ways without number. We name some of the 
 most natural forms for it to take : 
 (a.) Oversight by the pastor and his official 
 associates. The school needs its pastor, and 
 the pastor needs his school. He needs it as 
 afield for pastoral labor; he can learn much 
 of his pastoral duty by acquaintance with his 
 school. The school needs the pastor's com- 
 mendation ; officers and teachers and scholars 
 also would by it be often greatly encouraged. 
 The pastor should know every member of the 
 school by name ; in no other way can he aid it 
 so well. Above all, the pastor should know 
 what is being done from week to week. Let 
 him preacli never so well, unless the school- 
 
12 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 
 
 work supplements liis, and is in perfect har- 
 mony with his, church and school will 
 languish. 
 (b.) Wise superintendence. This will be 
 treated under the head of Operation, which 
 is the last division of this lesson. That the 
 chnrch should provide it is almost axiomatic. 
 (<?.) Good teaching. Of course it is due to the 
 school that the church should assume tlie 
 burden and responsibility of providing 
 for this most important work the best teach- 
 ing possible. In secular education the State 
 recognizes the need and meets it. Having 
 such needs, there is another essential to the 
 highest welfare of the school, and that is, 
 III. Recognition. — The school should be by all 
 regarded as an integral part of the church. When 
 the church is spoken of, the school should always be 
 equally in mind. Moreover, public expression of this 
 estimate of the nature of the school should be fre- 
 quent, and this would constitute a recognition. It 
 would take various forms, such, for example, as 
 (1.) Notices from time to time from the pulpit of 
 
 the time and place of the school sessions. 
 (2.) Giving the same prominence to its various 
 meetings as is given to similar meetings of the 
 church ; for example, meetings of mission-bands, 
 the young people's society, annual meetings for 
 election, etc. 
 (3.) Making the superintendent, by virtue of his 
 office, a member of the governing body of the 
 church. Tiie reasons are too obvious to need a 
 statement. 
 
TEX LESSON'S IN SUNDAY-SCHOOL SCIENCE. 13 
 
 (4.) Preaching at regular stated times, for the 
 school, about the school, and to the school. 
 Preaching in regular form, and in dignified man- 
 ner, sermons to the Sunday-school. 
 
 That the whole purpose of the school may be ac- 
 complished, there should also be between church and 
 school an active 
 
 IV. Co-operation. — The Sunday-school must have 
 the co-operation of all functions of church life, that 
 its purpose may be accomplished for the good of the 
 church, and for God's glory. The most important 
 form which such co-operation can take is 
 
 (1.) Prayer, public and private, in church and 
 prayer-meeting, at family altar, and in the indi- 
 vidual closet. Remember that the purpose of the 
 school is the conversion to God, the upbuilding 
 in Christ, and the establishing of communion 
 with the Holy Spirit of and for those who are 
 taught in it. This is a spiritual work, and must 
 depend largely upon the right action of the spir- 
 itual engine, prayer. As faith and works must 
 go together, a second important form of co-opera- 
 tion is 
 
 (2.) Support. This should be personal and finan- 
 cial. There should never be a lack of persons to 
 officer and teach the school. It is, however, often 
 a serious question who shall be superintendent. 
 Support in this direction should be given by the 
 church, even at pecuniary cost, if necessary. The 
 usefulness of a Sunday-school is often impaired 
 by lack of funds, and this need should always be 
 supplied from the general treasury of the church. 
 
14 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 A large portion of that which has preceded has, to 
 a certain extent, been theoretical. What follows shall 
 be practical. We present it under the topic 
 
 V. Operation. — This will, of course, depend upon 
 the operators. As these are the officers and. teachers 
 of the school, our topic brings up the question of the 
 character and qualification of its officers and teachers. 
 
 (1.) The first essential to efficient work is a conse- 
 crated and. able executive officer, universally called 
 a superintendent. He should be what his name 
 signifies. Pie should be (a) ambitious, (b) invent- 
 ive, (c) studious, (d) practical, (e) executive, and 
 both (f) teach-Me and (g) te&ch-able. 
 
 (2.) The second essential to efficient work is the 
 school spirit, the spirit which pervades the whole. 
 It will manifest itself and can be developed in 
 many ways. We name a few of these manifesta- 
 tions : (a) Enthusiasm for the school ; (b) belief 
 in its officers — our superintendent the best super- 
 intendent, etc. ; {c) ambition to make the school 
 of very high rank among schools ; (d) love for the 
 school as a school. 
 
 (3.) System. This is absolutely necessary to good 
 work. There must be a time for every thing. 
 There must be good classification. There must 
 be a good and ingenious secretary. There must 
 be rigid discipline. Order is heaven's first law. 
 
 (4.) Teaching power. Without this the work of 
 the school can never be done. How it may be 
 obtained and developed, or what are its charac- 
 teristics, will be treated in Lessons III and IV. 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 15 
 
 mjZEssonsr n. 
 
 TKE SCHOLAR. 
 
 SYNOPSIS. 
 
 I. THE SCHOLAR. " The noblest study of mankind is 
 
 man." 
 A being to be educated : namely, fitted to do, etc. 
 A being to be studied: a part of nature; therefore, 
 governed, etc. 
 
 f of nature. 
 Governing laws < of condition. 
 (_ of destiny. 
 
 H. LAWS OF SCHOLAR'S NATURE. A Human Being: 
 
 therefore, governed by the laws of animal life ; 
 
 by the laws distinguishing man 
 from animals. 
 
 j self-protection. 
 As an animal : notice tendency to < 
 
 self-gratification. 
 
 f appetites, 
 notice presence of < passions. 
 [_ instincts. 
 ( think practically. 
 
 As a man: notice power to \ think speculatively. 
 
 [_ reason, 
 power of self-elevation. 
 
 HI. LAWS OF THE SCHOLAR'S CONDITION. 
 
 (1.) A Child: therefore, subject to laws of right guidance: 
 
 ' Immature, 
 Active, 
 because \ Frivolous, 
 Curious, 
 Affectionate, 
 
16 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 
 
 (2.) A Developing Child: therefore, subject to psycho- 
 logic law: 
 
 Perception, 
 
 Memory, 
 
 Imagination, 
 
 Interrogation, 
 
 Application, 
 
 Thought, 
 
 Reason. 
 
 Notice the order in which 
 faculties appear in an 
 overlapping succession : 
 
 IV. LAWS OF THE SCHOLAR'S DESTINY. 
 
 An Immortal Being: therefore, governed by the laws of 
 the spiritual world. 
 
 f Immortality. 
 Notice the intuition of ... . < Twofold possibility 
 
 [_ of destiny. 
 Notice the revelation to consciousness of a future 
 
 , ( to be saved, 
 of woe or bliss: the soul { 
 
 to be lost. 
 
 Notice that destiny lies in choice on the field of 
 moral action. 
 
 THE LESSON. 
 
 I. The Scholar. — " The noblest study of mankind 
 is man," and the teacher who will make this noblest 
 study must begin with the " father of the man ; " that 
 is, the child. It is a composite creature that is before 
 the teacher in the class ; a crude and rudimentary 
 creature that is to be fitted to do the thing God meant 
 it should do ; that is, to be educated. And the teacher 
 who would have part in this educational process must 
 study this creature. 
 
 In such study the observing teacher will find three 
 sets of laws that govern the development of the 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 17 
 
 Sunday- school scholar. These are laws of nature, laws 
 of condition, and laws of destiny. 
 
 A knowledge of these laws will enable the teacher 
 wisely to adapt his own personality to that of the pu- 
 pil, and as wisely to adapt the matter which he offers 
 as mental and spiritual food, and also the manner in 
 which he offers it. 
 
 II. Laws of the Scholar's "Nature. — The Scholar 
 is a Human Being. Born of the earth, subject to 
 physical changes kindred to those occurring in all 
 organized life, he is at once from this relation weak 
 and strong. He is 
 
 (a.) An animal. The principles of self pro- 
 tection and self gratification are predomi- 
 nant. He grows like an animal ; has pas- 
 sions and appetites Whe the animal ; is keenly 
 alive to animal enjoyment ; and by animal 
 instincts tends to develop in lines which are 
 opposite to the lines in which the principle 
 of moral government w r ould lead. 
 (In teaching the teacher should illustrate each of the 
 italicized points, and fully elaborate.) 
 
 (b.) A man. That is, he can think on themes 
 above those belonging simply to self — on 
 practical themes, thereby producing the busi- 
 ness of the world ; on speculative themes, 
 which power gives rise to religion and phi- 
 losophy. He can reason in a realm above 
 that dominated by animal want. He can 
 elevate himself from animal dependence to 
 human independence by his special endow- 
 ment as man. 
 (Let the teacher illustrate here.) 
 
18 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 III. Laws of the Scholar's Condition. — 
 (1.) The scholar for the most part is a child, and 
 therefore in need of right guidance according to 
 the qualities of childhood which preponderate in 
 each particular scholar. Hence, each scholar 
 must be studied. 
 
 Here lies the Sunday-school teacher's greatest 
 difficulty. The text-book he is to teach is abstruse 
 and difficult. It deals with the mightiest ques- 
 tions that concern the soul of man ; and the soul 
 of man by reason of its human environment is 
 averse to the themes it presents. This child- 
 scholar is of every age just short of young man- 
 hood and young womanhood, and is characterized 
 by the following traits : 
 (a.) Immaturity. He is too young to grasp 
 the great truths of the Scriptures; to. appre- 
 ciate its literary beauties ; to apprehend its 
 spiritual depths. This fact alone the teacher 
 should ponder much, and pray over more. 
 (b.) "Activity. The child is restless, not will- 
 ing to sit long in one position, nor to think 
 long on one subject. To meet this trait 
 there must be variety in the plans of teach- 
 ing, and constant employment for the active 
 little bodies and minds. The wise teacher 
 will remember this trait of childhood and. 
 give it play by finding for it occupation." 
 (c.) Frivolity. The pupil is by " attention 
 and taste diverted from the serious and ear- 
 nest things of life." Religion is not spe- 
 cially attractive. "Worldly pleasures are fas- 
 cinating. Fun, frolic, and fashion are the 
 
TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 19 
 
 ruling impulses. Here is a field where the 
 teacher can exercise his greatest powers. 
 (d.) Curiosity. Tact and genius in a teacher 
 will take advantage of this trait to interest 
 the scholar in the surface of the lesson-word, 
 and then fervor and grace ought to carry the 
 thought below the surface to the hidden 
 truth. Curiosity wisely aroused and as wise- 
 ly gratified may be a great means of grace. 
 (<?.) Affection. This plant grows easily in the 
 heart's garden. It is a remnant of Eden. 
 The roughest nature is capable of it, and the 
 boys and girls for the most part in our Sun- 
 day-school classes are particularly easy to 
 reach through this heart trait. 
 (2.) A developing child. The law of human life 
 is "first the blade, then the ear, then the full 
 corn." As in organic nature below man, so in 
 man, system and order prevails. The order of 
 development is uniform somewhat as follows : 
 (a.) Perception. The power to observe or 
 perceive the external world appears first in 
 the soul. 
 
 (b.) Memory. The power to retain and on de- 
 mand recall or remember the things that 
 perception has seized comes next in the order 
 of time. 
 
 (<?.) Imagination. The power to dress in new 
 garb, or array in new, and often fantastic, 
 relations what perception has seized and 
 memory recalled, appears as the next serv- 
 ant of the soul. 
 
20 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 (d.) Interrogation. The power which by these 
 predecessors is awakened to ask about all these 
 facts of consciousness questions innumera- 
 ble and often unanswerable is the next mental 
 manifestation. 
 (e.) Application. The power which lays hold of 
 the accumulations which life has thus far 
 made, and begins to use them practically. It 
 is this which tills the soul with a desire to do, 
 and is manifest equally in each sex. It is a 
 power capable of wonderful utilization in 
 the work of the Sunday-school teacher. 
 (f) Thought and reason. The power which 
 takes the accumulated stores of knowledge 
 which these other servants have gathered, 
 and, pondering them, arrives at conclusions 
 of its own regarding them, we call the power 
 of thought, and is the next actor on the mental 
 scene. These five powers are characteristic, 
 for the most part, of five distinct ages in the 
 pupil, and the teacher who wisely works will 
 use the lever which knowledge of the pupil's 
 development gives. These powers are- not 
 isolated, but as they appear each continue in 
 operation until the fully developed man ap- 
 pears. 
 IY. Laws of the Scholar's Destiny. — The 
 scholar is an immortal being, and is, therefore, gov- 
 erned by the laws of the spiritual world. There 
 seem to be two great intuitions in man, one of immor- 
 tality, and one of the twofold possibility of destiny. 
 These point men forward to a future state, and 
 have made the question of every age to be, " If a 
 
TEN LESSON'S IN SUNDA Y-SGHOOL SCIENCE. 21 
 
 man die, shall lie live again ? " The nature of that 
 future state, whether one of happiness or misery, de- 
 pends upon the tendency of character in the physical 
 life. We must, therefore, realize that this immortal 
 being is to be saved, or to be lost. The sum of choices 
 in the realm of morals makes the saved or the lost 
 character; and our work is in the interest of the best 
 moral choice. This is but a brief outline of a great 
 subject, and should be supplemented by some more 
 extended psychological study like Hopkins's Outline 
 Study of Man. 
 
22 TEN LESSONS IN SUNDAY- SCHOOL SCIENCE. 
 
 LESSON III. 
 
 THE TEACHER— QUALIFICATIONS. 
 
 SYNOPSIS. 
 
 I. ASSUMED : a Christian : a Church Member : \ . ' 
 
 active. 
 
 II. MENTAL. Intelligence: Judgment: Observation: Tact: 
 
 Will. 
 
 Help. Willing to serve. 
 ILL SPIRITUAL. Philanthropy: <{ Friendliness. 
 
 Sympathy. 
 God. 
 Devotion ....<! Man. 
 Duty. 
 
 IV. PRACTICAL. 
 
 (1.) Should believe practically 
 
 (a) The Bible, God's word. 
 (?/) Jesus, the Christ of God. 
 Such belief necessary to earnestness. 
 (2.) Should have personal experience of religious 
 
 faith, 
 truth; because necessary J forgiveness, 
 to teach of penitence, 
 
 love, etc. 
 
 (3.) Should be a living example of piety toward 
 God: in order 
 
 (a) to influence toward right living: 
 
 (b) to convince of power of Christianity. 
 (4.) Should have careful knowledge 
 
 (a) of self: failures, tendencies, etc. 
 (jb) of scholar: see Lesson II. 
 
 (c) of subject: Bible, etc. 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 23 
 
 THE LESSON. 
 
 I. The qualifications of any teacher should be vari- 
 ous. Of the Sunday-school teacher they are all that 
 can be demanded of a secular teacher, with the addi- 
 tion of particular qualifications growing out of the 
 Christian system. It is assumed that a Sunday- 
 school teacher should be a Christian, because the one 
 purpose of the Sunday-school is to make and develop 
 Christians. It is further assumed that a Sunday- 
 school teacher should be a church member, because of 
 the advantages to be thereby enjoyed, and of the 
 obligations thereby devolved upon the Christian. 
 Sometimes there are Christians who are not church 
 members, and sometimes church members who are 
 not Christians ; but the Sunday-school teacher should 
 always be both ; and membership should be char- 
 acterized by loyalty to the church in every direction, 
 and by activity wherever there is a channel opened for 
 Christian activity. 
 
 II. There are peculiar mental qualifications which 
 should characterize the Sunday-school teacher. Of 
 these there is no space for elaborate treatment ; but the 
 student will notice : 
 
 (1.) Intelligence. Our work is complicated ; we 
 are between God and the soul ; the Spirit of God 
 is always active in the hearts of the young ; the 
 teacher needs the keen eye and the understand- 
 ing heart to know the signs of spiritual moving. 
 
 (2.) Judgment. Perhaps discrimination better con- 
 veys the idea. The sense that tells when to press 
 the claim of Christ personally; the power that 
 guides the word we speak, so that rebuke, en- 
 
24 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 treaty, reproof, advice, compulsion, will come 
 from the lip only in the fitting time. 
 
 (3.) Observation. Which is not only seeing, but 
 remembering ; the faculty which gathers from 
 daily life the things which can be applied in teach- 
 ing work, and helps to fit them to the hour of need. 
 
 (4.) Tact. The power of touch ; the faculty that 
 carries the teacher's bark between the Scylla and 
 Charybdis of the Sunday-school room. That skill 
 which interests and develops the scholar ; which 
 presents the lesson according to a thorough plan, 
 and yet so naturally that the teacher follows his 
 own plan, while the scholars seem to, and really 
 do, follow the laws of their own natural action. 
 
 (5.) Will. Or magnetic power, by which the 
 teacher forces his personality upon the person- 
 ality of the pupil, and carries the pupil with him 
 to the lesson-goal. It is what a noted preacher 
 of our day calls "psychic-energy." Ole Bull 
 once said, when he had melted a great audience 
 to tears, "Do you know that I do not produce 
 these effects by the mere sound of my violin ? I 
 produce them by the direct action of my mind 
 upon the mind of my audience ? " This the teacher 
 must have at all hazards. 
 III. There are spiritual qualifications also nec- 
 essary. Notice, among many which might be men- 
 tioned, two : 
 
 (1.) Philanthropy. This is the ground-work of all 
 success by the soul-winner. His example for it 
 is in John 3. 16. It is a purely spiritual quali- 
 fication wherever found, whether so recognized 
 or not. It takes form in many ways. 
 
TEN LESSONS IN SUNDA Y-SCIIOOL SCIENCE. 25 
 
 (a.) Heljyfulness. The Sunday-school teacher 
 must be willing to serve. " Ich Dien " 
 should be his motto ; and this should be a 
 service of help to the rich and poor alike, to 
 the worthy and unworthy, to the ignorant 
 and educated. (Illustrate this.) 
 
 (h.) friendliness. There is Gospel in a hand 
 grasp. Friends are life's best possession. 
 Many a scholar in Sunday-school does not 
 know what a good friend is. Friendship is 
 godlike. The Book of Proverbs has some- 
 what to say about this. Study it. 
 (c.) Sympathy. The power to suffer with and 
 to enjoy with another. It makes spiritual 
 loneliness impossible. It draws near to the 
 holy of holies of the heart, and where it is 
 consecrated to Christ it becomes a high-priest 
 and enters behind the veil, and by its power 
 there often comes to the heart thus visited 
 the meeting of God at the mercy-seat. 
 (2.) Devotion. A vowing of one's self utterly to 
 God. Read the story of the Roman custom of 
 vowing one's self to the God of the lower world, 
 and thereby saving an army in defeat. This devo- 
 tion takes form threefold : 
 
 (a.) To God. His work. His will. Read of 
 Jesus in temple at twelve years ; at Jordan 
 " fulfilling-- all righteousness." 
 
 (b.) To man. See above on philanthropy. 
 
 (<?.) To duty. Read, for illustration, of Jesus 
 in Gethsemane at prayer, and at his self-sur- 
 render. John 18. 11. 
 
26 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 IV. Practical. — There are practical qualifications 
 which are of great value. 
 (1.) Practical belief is essential to the teacher. 
 (a.) That the Bible is the word of God. That 
 it came by no private energy, but was the 
 result of the motion of the Holy Ghost upon 
 men of God. See 2 Pet. 1. 20, 21. The 
 teacher must be convinced of the inspiration 
 that made the Scriptures God's word. 
 (h.) That Jesus of Nazareth is the Christ of 
 God ; not a Son of God ; but though man, 
 and manly, yet Son of God and divine. For 
 this read his own wonderful answer to Cai- 
 aphas : Matt. 26. 62-64. 
 These two beliefs are absolutely essential to ear- 
 nestness of work as a Sunday-school teacher. 
 (2.) Personal experience of religious truth ; for 
 without that it is impossible to teach concerning 
 the essential matters of faith, forgiveness, peni- 
 tence, and love. One must have faith and know 
 it, and must know what it is, in order to teach of 
 it. The same may be said of these other expe- 
 riences of forgiveness, etc. 
 (3.) Pious example is necessary ; or, better, one 
 should be a living example of piety toward God. 
 The reasons are obvious. 
 (a.) The aim of the Sunday-school teacher is 
 for one thing : to produce right living ; there 
 is no right living without filial love for God. 
 A life which lives rightly is itself a many- 
 voiced teacher. Being is better than say- 
 ing, and influence comes from being, not 
 from saying. 
 
 •*»», 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 27 
 
 (b.) There is no evidence of Christianity like 
 a Christian. There is no need to prove that 
 there is such a thing as fragrance in the 
 presence of a Marechal Niel rose. The 
 teacher who would convince of the power of 
 Christian itj T to change life does not need ar- 
 gument, but piety. Once more, being is 
 better than saying. 
 (4.) Careful knowledge. Knowledge is power. 
 It cannot be said too often. Self-knowledge is 
 power over self ; knowledge of the pupil is power 
 to control and develop the pupil. See Lesson 
 II. Bible knowledge is Bible power. The 
 preacher who moves men most is the one who 
 knows the Bible best. This careful knowledge, 
 then, should take three directions : 
 (a.) Of self : of one's weaknesses, failures, 
 
 tendencies, abilities, environments, etc. 
 (b.) Of scholar : nature, condition, destiny, 
 
 etc. 
 (c.) Of subject : The Bible : its history, age, 
 authorship, contents, purpose, power, etc. 
 
28 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 LESSON I"V_ 
 THE TEACHER— PREPARATION. 
 
 SYNOPSIS. 
 
 I. NOT THE ONLY METHOD. Simply, a method. 
 
 II. TEN RULES. Teacher's Decalogue. 
 
 III. Rule 1. Pkayer. 
 
 Difference between prayer, and a J Heat. 
 Player '! Cold. 
 
 r Spirit. 
 
 Prayer < State. 
 
 (^ Atmosphere. 
 Formal, 
 
 A prayer may be 
 
 Forced, 
 
 Unnatural, 
 
 Lifeless. 
 
 Rule 2. Bead, etc. Value, etc. 
 
 Rule 3. Self-test. On facts of lesson. Anywhere. 
 
 Rule 4. Comparison. Work of self-test with Bible. 
 
 Rule 5. Catch- words. Write. Commit, etc. 
 
 Rule 6. Outline. Two or three headings. 
 
 Rule 7. Write Questions. Twenty, thirty — more, less. 
 Study when written. Strike out, etc. 
 
 Ride 8. Study Questions. In Question Books, etc. 
 
 Ride 9. Practical Lessons. Write many; select few; 
 fill quiver; shoot one, etc. 
 
 Rule 10. Use Helps. Preparation all your own ; plan 
 made ; consult now, etc. 
 
TEN LESSONS IN SUNDA Y-SCHO OL SCIENCE. 29 
 
 IV. WHY SUCH PREPARATION ? Threefold answer. 
 
 (1.) For the sake of the lesson. 
 (2.) For the sake of teacher. 
 (3.) For the sake of scholar. 
 
 V. A HINT AT OUTLINE-MAKING. See Mark 16. 1-11. 
 
 THE LESSON. 
 
 I. A Method of Preparation. — This lesson does 
 not claim to be the only method of preparation that is 
 possible. It has been tried successfully for many 
 years by one teacher, and is thus recommended. 
 
 II. There are ten rules in this scheme of prepara- 
 tion, and hence we style it the Teacher's Decalogue. 
 
 III. Rules. — It is assumed that the need and reasons 
 for preparation are well understood, and that the teacher 
 is willing to make any requisite effort to secure it. 
 
 (1.) The first step or law in our decalogue is that 
 of prayer. Not a prayer. Between prayer and 
 a prayer there is all the difference that there is 
 between heat and cold. A prayer may be formal, 
 forced, unnatural, without life. Prayer is a spirit 
 permeating the character. Prayer is a state ; an 
 atmosphere surrounding a life. A prayer may be 
 only a definite act for which there has been no 
 preparation and which is entirely without rela- 
 tions. Prayer is the exhalation of spirituality. 
 A right knowledge of a Sunday-school lesson is 
 possible only through help of the Spirit. Prayer 
 is the breath of the Spirit. 
 
 (2.) Read, read, read, read ! This continuous work 
 of reading should begin very early in the week. 
 There is no way to absorb the entire meaning 
 
30 TEN LESSONS IN SUNDA Y-SCIIOOL SCIENCE. 
 
 of Scripture truth equal to continued reading. 
 The lesson text should be read so many times 
 that it is fastened in memory without a definite 
 attempt at committing it to memory. It then by 
 its own power presents itself before the mind at 
 all times. The great lack of Sunday-school teach- 
 ers is familiarity with the text. 
 
 (3.) Self-test. Make sure that you know the lesson 
 and that you know that you know it. To do this 
 employ a method of self-test, such as would be 
 furnished by repeating the facts of the lesson in 
 their order aloud as you can find opportunity. 
 Do it on the street, as you walk, as you wait, in 
 your own room, anywhere, often. Abundant 
 opportunities will offer. 
 
 (4.) Compare the work done in self-test with Bible 
 text. Note carefully if you have failed to under- 
 stand any thing. If you have misarranged or 
 omitted any thing you will discover it. Make 
 this comparison very carefully. You will be 
 surprised to see how many things the Bible text 
 will, under this comparison, reveal to you that 
 you had not seen before. 
 
 (5.) Catch-words. Without Bible, write on paper 
 several prominent words which you can commit 
 to memory, and which will instantly suggest the 
 whole lesson. They will become nuclei around 
 which illustrations will gather as your week goes 
 by. They will be to your lesson-preparation what 
 ganglionic centers are in the nervous system. 
 
 (6.) Make outline. An outline for work is as 
 necessary to the lesson preparer as a plan is to a 
 builder. It should be of few points. Two good, 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 31 
 
 comprehensive outline headings, or at the most 
 three, will be of great practical service. It enables 
 the preparer to group all the work to be done 
 about a few easily remembered points. Let each 
 teacher practice faithfully on making independent 
 outlines. 
 
 (7.) Write questions. When one has gone as far 
 as this scheme suggests the facts of the lesson 
 will be well in mind. As interrogation is the 
 greatest accomplishment of the teacher, it de- 
 serves great study to become facile in it. There 
 is no better way than to practice in writing ques- 
 tions. Write on every lesson twenty or thirty 
 questions in accordance with the rules of interro- 
 gation. Study them when written to see how 
 they might be bettered, or to see what possible 
 answers might be given to them by others. Strike 
 out such as seem too hard or too easy, or obscure, 
 or foolish, or useless. 
 
 (S.) Study questions. That is, questions in ques- 
 tion books made by others. Test them. Is the 
 question ambiguous ? Why was it asked ? To 
 wdiat does it lead ? Can a double answer be 
 given ? Does it open the way for unwise dis- 
 cussion ? All such tests should be rigorously 
 applied, that you may learn what is a good and 
 what a bad question. 
 
 (9.) Practical lessons. By this time you are full 
 of the lesson, and it has made you think of many 
 things. There have been plenty of suggestions 
 that bear on the human life, and you do not know 
 which to use. Write them all out in full. Ponder 
 and pray. Select from them the best. Have 
 
32 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 your quiver full ; you can use but two or three, 
 but be sure you know which are best fitted, and 
 then store them in mind where you can lay spirit- 
 ual hands on them when wanted. 
 (10.) Helps. You have found some difficulties, but 
 you have mastered the lesson spirit. Your prep- 
 aration so far is all your own. Now, in order to 
 have no weak point in }^our armor, consult all 
 such helps as you can obtain. Every teacher 
 should have some good help in lesson journal or 
 commentary. Also get such help as the teachers' 
 meeting will afford. And now another sugges- 
 tion. When all is done, and you feel prepared, 
 carry it all with a prayer that is born of the prayer 
 spirit which has characterized your study, and 
 lay it at the feet of your Lord Jesus Christ. 
 
 IY. Why is such Preparation Necessary ? — Well, 
 there are many reasons, but three must suffice here : 
 
 (1.) It is necessary because of the lesson itself. 
 Many Bible lessons are hard'to understand ; much 
 of the Bible is in language suggested by usages 
 and customs of that day which were well under- 
 stood, but are not now. The doctrines taught 
 are sometimes hard to comprehend ; the phrase- 
 ology is sometimes ambiguous ; and always we 
 are tempted to make the Bible support what we 
 think rather than to find what it says and believe 
 it. Hence, careful study of every lesson is 
 needed. 
 
 (2.) Because of the teacher. It is the great source 
 
 of sustenance for spiritual life. Man lives by 
 
 . " every word of God." The teacher is engaged 
 
 in attempting to vivify souls dead in sin. He must, 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. So 
 
 therefore, be himself revivified by each lesson. 
 
 His own wants must be first supplied from tin* 
 
 world's store-house. 
 (3.) Because of the scholar. The scholar has 
 
 spiritual needs. The teacher must not only know 
 
 them, but must know how to meet them. Each 
 
 pupil differs from every other ; all wants are 
 
 different. Therefore, careful study is needed that 
 
 each want may be adequately met. 
 V. A hint at outline-making is given here to help 
 t sellers and to show how different lessons yield to 
 the pressure of earnest study. Take Mark 16. 1-11 — 
 The Resurrection. Here are five suggestive outlines, 
 from any one of which the whole lesson could be 
 easily taught, as each suggests the whole story : 
 
 (1.) Submission, Sadness, Surprise, Service. 
 
 (2.) The Sepulcher, The Seekers,The Saviour. 
 
 (3.) The Sabbath, The Spices, The Sepulcher, 
 The Stone. 
 
 (4.) The Morning, The Marys, The Miracle. 
 
 (5.) The Messenger, The Message, The Man- 
 ifestation. 
 
 2* 
 
84 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 THE WORK— LAWS. 
 
 SYNOPSIS. 
 
 (a.) Attention. 
 (5.) Mutuality. 
 
 I. THE WORK: To Teach. Analytic Definition of 
 
 Teaching. 
 (a.) To arouse mind to its proper work. 
 (b.) To stimulate to effort in thought. 
 (c.) To guide the mind rightly in effort. 
 (d.) To prove the character of work done. 
 
 II. PROPER WORK OF MIND : Right Thinking. 
 
 End of teaching, therefore, right thinking. 
 
 Union between the mind guiding and the guided 
 
 mind necessary. 
 Hence, need for attention and mutuality. 
 
 III. DEFINITION AND LAW OF ATTENTION. 
 
 Def. "Voluntary fixing mind," etc. 
 Law. Right thinking as a result, etc. 
 " Voluntary fixing," etc., dependent on teacher. 
 
 C Preparation 
 ^ '' < Personal magnetism > essential. 
 
 (_ Knowledge of the soul 
 
 (2.) Power to transfer to truth. r TTT .,, 
 
 Depends on < . _, 
 
 Consecration. 
 
 To ventilation. 
 (3.) Attention to externalites .... ^ To temperature. 
 
 To discipline. 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 35 
 
 IV. DEFINITION AND LAW OF MUTUALITY. 
 
 Def. " Sympathetic union," etc. 
 Law. Right thinking, etc. 
 Sympathetic union, etc., dependent on activities in teacher: 
 (1.) Approach of teacher. 
 (2.) Knowledge of teacher. 
 (3.) Influence of teacher. 
 Teacher and pupil different: must become like. 
 Teacher and pupil unacquainted : must become acquainted. 
 Teacher and pupil socially separate : must become united. 
 
 THE LESSON. 
 
 (A.) ATTENTION. 
 
 I. The Work. — The work of the school is to teach. 
 It is not to entertain, harangue, divert, occupy, preach, 
 or any other thing. It is only to " teach the word of 
 Christ with the purpose of bringing souls to Christ." 
 Let us understand definitely what teaching is : 
 
 (a.) The human mind comes to us in Sunday- 
 school for the most part indifferent as to its no- 
 blest purpose. Our first work must be to arouse 
 it to a sense of what it ought to do. 
 (b.) Often when so aroused and conscious, sin in 
 the heart renders the mind inert on the themes 
 of life, death, sin, judgment, and immortality. 
 So that a second thought in our analysis of teach- 
 ing is that effort must be made to stimulate the 
 mind to think on these matters of eternal moment. 
 (<?.) A thinking mind is not always a balanced 
 mind, especially if it be a child's immature mind. 
 And so a third essential enters into the idea of 
 teaching : The mind must be rightly guided in 
 effort to think on eternal themes ; and, last, 
 
36 TEN LESSONS IN SUNDA Y-SCIIOOL SCIENCE. 
 
 (d.) It is necessary, in order to make both 
 teacher and pupil sure of what has been accom- 
 plished, to wisely prove the character of what has 
 been done by thorough examination. 
 
 II. Proper Work of Mind. — The proper work of 
 the mind is right thinking y and this becomes, therefore, 
 the true end of all teaching. To the Sunday-school 
 teacher comes the added responsibility of inducing 
 right thinking upon Scripture themes: unless the 
 mind of the pupil and the mind of the teacher shall 
 unite in this labor there can be no adequate result ; 
 hence we emphasize the two laws which are regulative 
 of this union ; namely, attention and mutuality. 
 
 III. Definition and Law of Attention. — Let us 
 first define attention. Attention is the voluntary 
 fixing of the mind upon a subject about which we de- 
 sire to have more knowledge. 
 
 It stands opposed to that rambling state of mind 
 in which the thoughts move continually from one 
 topic to another without dwelling upon any ; and also 
 to that apathetic and listless condition of the mind in 
 which it is without conscious thought, or in which 
 ideas, if they exist, leave no trace in the memory. . . . 
 There are two kinds of attention: (1.) Compelled at- 
 tention. (2.) Attracted attention. . . . Attention is 
 contagious. The real and earnest attention of the 
 teacher, shining in his eyes, speaking in his voice, 
 glowing in his whole manner and in every act, will 
 almost inevitably catch the attention of his class and 
 fasten it on the lesson. — Dr. Gregory. 
 
 We are now ready for the law of attention, which 
 we call the first law of the work of Sunday-school 
 teaching:. 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 37 
 
 First Law. Right thinking as a result of the 
 work of teaching can only come from fixed and intel- 
 ligent attention. It is plain that this voluntary fixing 
 of the mind will depend on the teacher, and will be in 
 proportion as the teacher has 
 (1.) Power to arrest the attention of the pupil and 
 fix it tipon himself. For this there are three 
 things essential : 
 (a.) Preparation. " The teacher who has mas- 
 tered his lesson at every point is at ease in 
 every question, and teaches from thorough 
 knowledge of his subject ; the first requisite 
 for securing attention; for knowledge is 
 power." 
 (b.) Personal magnetism is a second requisite. 
 This is the quality which makes a person's 
 presence felt, even though no act is per- 
 formed. It is the power which says to the 
 person with whom its possessor comes into 
 contact, my will is your master, surrender. 
 It holds the attracted mind in any position 
 or to any line of thought it desires. It is a 
 power which, like natural magnetism, can be 
 developed at the order of the will, and the 
 teacher should study to obtain it. 
 (c.) Knowledge of the soul is a third aid in se- 
 curing this sort of attention. For the quali- 
 ties of soul to be studied, see our second lesson. 
 The child is active, curious, imaginative, and 
 affectionate. Study all these traits in order 
 to center the child's thought upon yourself. 
 (2.) Power to transfer attention from self to truth. 
 This is the acme of teaching power. The teacher 
 
38 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 
 
 who can silently withdraw his personality and 
 leave the thought of the listener fixed on the im- 
 minent truth is the successful teacher. And this 
 is somewhat conditioned upon two things. 
 (a.) Will, which, asserting its power through 
 acquired personality, simply points the 
 pupil to something beyond and outside of 
 himself, and steadily and calmly insists that 
 the pupil shall look. 
 (b.) Consecration, which binds the soul so 
 firmly to Christ in love that personality and 
 will are lost in him. There are those whom 
 we meet that impress us that they have been 
 with Christ, and that their lives are simply 
 manifestations of his truth. This comes from 
 consecration, and this spirit will never let the 
 pupil's mind rest on it, but only on Christ. 
 (3.) Power to control or give careful attention to 
 externalities. Here a teacher's responsibility is 
 divided. The officers of the school are chargea- 
 ble with care for right ventilation and comfort- 
 able temperature, and such other needs as come 
 under the head of regulated appliances. But the 
 teacher should make these matters also a part of 
 personal duty and see that proper attention is 
 paid to such matters. But in the matter of disci- 
 pline it lies with the teacher. Good companies in 
 a regiment make a good regiment. A well- 
 ordered class is within the power of the teacher, 
 and to have it is the teacher's duty. A school 
 made up of well-governed classes needs no disci- 
 pline from the superintendent. And discipline 
 is essential to attention. 
 
TEN LESSONS IN SUNDAY-SCHOOL SCTENCE. 39 
 (B.) MUTUALITY. 
 
 TV. Definition and Law of Mutuality. — We will 
 define mutuality as a sympathetic union between 
 teacher and pupil in thought and activity during 
 the teaching process. 
 
 It is so evident, after a moment's thought, that this 
 mutual relation must exist between the parties to Sun- 
 day-school teaching, that we write the Second Law : 
 Might thinking as a result of the work of teaching can 
 only come from sympathetic union in thought and 
 activity, while the work of teaching is in process. To 
 effect this is the duty of the teacher. To effect this 
 will call for the putting forth of certain activities 
 which make the work arduous. Let us consider them : 
 (1.) The teacher and pupil must come together 
 physically; or, the teacher must approach the 
 pupil. The pupil will not approach the teacher. 
 There are differences between them of age, sur- 
 roundings, and conditions which separate them, 
 and the teacher must close the gap. There should 
 be no relaxing of this effort. The scholar must 
 . be sought and won to personal friendship, and 
 brought into possibility of enjoying up to the 
 measure of development the things which the 
 teacher enjoys. To effect this the teacher must 
 go to the scholar. 
 (2.) The teacher and pupil must have a common 
 platform of personal knowledge ; and this must 
 be determined by the teacher. What the pupil 
 knows is always different in some respect from 
 what the teacher knows. The opposite, or con- 
 verse, of this is true. What the teacher knows 
 
40 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 will widely differ from what the pupil knows. 
 Between these two a common basis must be 
 found ; and on ic the structure that the teacher 
 hopes to build must be reared. The pupil's 
 knowledge must be added to that of the teacher, 
 and vice versa. 
 (3.) The personal influence of the teacher will large- 
 ly determine the character of this common plat- 
 form of knowledge. The wide difference between 
 teacher and pupil must not be forgotten. Their 
 homes are different ; their social advantages or 
 disadvantages • their ideas / their moral stand- 
 ards and attainments / their religious opinions 
 and opportunities. Widely unlike, they must 
 come to be like each other with the likeness of 
 Christ. 
 The ignorance which necessarily exists in the 
 teacher's mind of the circumstances of each new- 
 coming pupil is always a quantity to be considered. 
 The range of thought of the pupil's life, its charms, 
 its influences, and its dangers, must all be learned by 
 the teacher. Thus only can there be hope of bring- 
 ing such separate social units into oneness of feeling. 
 There are many ways open to accomplish these three 
 things, and the faithful teacher will neglect none. 
 Personal visitation, receptions in the teacher's home, 
 occasional gatherings in the homes of the pupils, 
 provision of good literature, scrutiny of companion- 
 ship — all these are means that the law of mutuality 
 employs. Let each teacher pray, " Lord, have mercy 
 upon us, and incline our hearts to keep this law." 
 
TEN LESSONS IN SUNT) A Y-SCHOOL SCIENCE. 41 
 
 LESSON ■VI. 
 
 THE WORK— LAWS.— Continued. 
 
 SYNOPSIS. 
 
 (c.) Individuality. 
 (d.) Concentration. 
 
 I. PREVIOUS LAWS: both teacher and scholar. These, 
 
 teacher only. As before, aim, right thinking; for 
 soul grows by thinking. 
 
 Deformed if in wrong channels, 
 
 with wrong purposes, 
 
 by wrong methods ; and 
 
 Noble if in 1 f channels, 
 
 with > right < purposes, 
 
 by J [_ methods. 
 
 II. DEFINITION. Individuality in a Sunday-school teacher 
 
 means a complete understanding of self, etc. Ac- 
 cordingly, note the Third Law : Right thinking as 
 a result, etc. Under Law w r e remark : 
 
 (1.) Teacher have own appreciation, etc. 
 
 (a) His. (5) He to do it. (c) Appreciate worth. 
 Motto — "My class for Jesus." 
 Conviction — "I must know how." 
 
 (2.) Teacher have own method, etc. 
 
 (a) Own preparation. (5) Own plan, (c) Own per- 
 formance. 
 Requisites — Pray. Ponder. Persist. 
 
 (3.) Teacher have own acquaintance, etc. 
 (a) Not second-hand learned. 
 (V) " " imparted. 
 
 Truth from own heart; not head knowledge, but 
 heart knowledge. 
 
 (4.) Teacher have own armory, etc. 
 Own Bible. In head, hand, heart. 
 
42 TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 
 
 III. PRELIMINARY AS TO THINKING. Much desirable ;. 
 
 little done. Men prefer, etc. Lesson helps, etc. 
 Right thinking must be induced by example. No 
 definition needed. 
 
 IV. LAW. Right thinking as a result, etc. 
 
 (1.) In Study. Memorizing ideas, etc. Purpose to 
 know. Systematic method. Stated time. 
 Every power. 
 (2.) In Prayer. God hid in word. Spirit reveals. 
 Prayer reaches Spirit. Intense concentration. 
 Pray for: 
 
 (a) Knowledge of lesson, and God's pur- 
 pose in lesson. 
 (&) Personal spiritual enlightenment. 
 (c) Conversion of some one now. 
 
 (3.) In Teaching. Time short; perhaps only op- 
 portunity. 
 
 (4.) To Accomplishment. E very-day effort on 
 great themes, etc. 
 
 (5.) To Definiteness and System. Be clear in 
 
 (a) Statement of questions. 
 
 (b) " historical facts. ■ 
 
 (c) " doctrinal teachings. 
 
 (d) " practical duties. 
 Be orderly in arranging truth. 
 
 (a) Begin with possessed knowledge. 
 (I) Go step by step. 
 
 THE LESSON. 
 
 L The laws which we have heretofore considered 
 embrace in their operation both the teacher and the pu- 
 pil. The laws which we have next to inquire into per- 
 tain more particularly to the teacher. We should bear 
 in mind always that right thinking is the teacher's 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 43 
 
 aim ; both for himself and his pupil, for the soul grows 
 by thinking. Two growths are possible : a downward 
 one, by which, if the thinking power be exercised in 
 wrong channels, or for wrong purposes, or by wrong 
 methods, the soul will be deformed, or, if not, yet 
 still kept from realizing its best possibilities; and next 
 an upward one, by which nobility of sonl will ensue, 
 if the thinking power be exercised in right channels, 
 with right purposes, and by right methods. Having 
 premised thus much, we state the definition of indi- 
 viduality. 
 
 II. Definition. — Individuality in a Sunday-school 
 teacher means a complete understanding of self, an 
 hottest effort at self -development, and absolute truth to 
 one's self in practical work. To this add now the 
 law : Might thinking as a result of the teaching proc- 
 ess must always depend upon fidelity to individuality 
 by the teacher. 
 (1.) The teacher must have his own appreciation of 
 the work he is to do. That work should rest as 
 a burden on his soul. He only can bear it. He 
 only can feel it. No other teacher can feel it for 
 him. (a) It is an individual work — cannot be 
 delegated ; (b) if not done by him, will be undone ; 
 (e) the greatest work that was ever given to any 
 one to do. His soul will center on his own class 
 and no other ; his motto will be, " My class for 
 Jesus," and that the work demands the best effort 
 of his soul will settle upon him as a conviction. 
 " I must know how," will be his cry. 
 (2.) The teacher must have his own method of doing 
 his work. When the teacher has studied the ways 
 of all other teachers, it will be still his own that he 
 
44 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 
 
 must follow, (a) His preparation must be his own. 
 (b) His plan for work must be his own. (c) His 
 performance must be Ids own. It will cost en- 
 trance into the holy of holies of the teacher's soul ; 
 namely, the secret shrine where thinking is done. 
 Pray, ponder, and persist are the key-words for 
 success in individuality in method. 
 (3.) The teacher must have individual acquaint- 
 ance with the word of God. 
 (a.) God's truth is never learned second hand. 
 (b.) God's truth cannot be imparted at second 
 hand. The truth which the teacher carries 
 to a pupil must have come white hot from 
 the forge of his own heart. It is not head- 
 knowledge that we mean. It is heart -ac- 
 quaintance with spiritual truth, and this can 
 never come from the heart of another. One 
 lesson burning from. the teacher's own soul 
 is more effective than numbers taken from 
 the lip" or print of some other. 
 (4.) The teacher should have his own armory, with 
 its weapons always ready for use. That armory 
 is the Bible. The teacher should have his own 
 and have it always open. Jesus had his own Bible. 
 Its weapons are its own truths, and the teacher 
 should have them always in his hand, in his head, 
 in his heart. The teacher should stamp his indi- 
 viduality on every Scripture truth. Its words 
 should first have been God's words to him, and 
 no other. Then they should go from his lips as 
 God's word by him to the waiting soul. He 
 should have the Bible always at hand, almost as if 
 in his hand. He should have his Bible so familiar- 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 45 
 
 ly, should know it so thoroughly, that men will 
 say it is in his head. He should have his Bible 
 in his life as such a controlling force that he can 
 truly say, " Thy word have I hid in mine heart" 
 III. As a preliminary to considering the fourth 
 law, note that thinking is the thing most to be desired 
 and least done of all exercises in the Sunday-school. 
 It is true every-where. Men prefer to let others think 
 for them. The newspapers think for us in politics, 
 the preachers think for us in religion, the lesson helps 
 think for us in the work of the Sunday-school. This 
 ought not so to be. Right thinking on religious truth 
 on the part of our pupils must be induced by the ex- 
 ample of right thinking on the part of the teachers. 
 So without denning a thing well understood the 
 foueth law is given : Right thinking as the result 
 of the work of teaching must depend largely on a 
 wise and continual concentration of energy in thought 
 upon divine truth, both in the work of preparing and 
 in the work of teaching the Sunday school lesson. 
 (1.) Concentration is necessary in study. It should 
 take form in memorizing the lesson ; not neces- 
 sarily its words, but its ideas in all their relations. 
 There should be a fixed and stubborn purpose to 
 know the lesson and to know all that can be 
 known about it. There should be a systematic 
 method of study. There should be a stated time 
 for study, nothing should be allowed to interfere 
 with it, and during it the mind should concen- 
 trate every power upon it. 
 (2.) Concentration is necessary in prayer. Prayer 
 opens the word to the soul. God is hid in his 
 : word. The Spirit only can reveal him. Prayer 
 
46 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 is the means of securing the co-operation of the 
 Spirit, and intense concentration of mind and 
 of heart should characterize our prayer. The 
 teacher should pray, with every worldly thought 
 shut out, for three things : {a) Knowledge in the 
 lesson, and of God's purpose in the lesson as com- 
 mitted to him ; (b) personal spiritual enlighten- 
 ment ; (c) the conversion of some pupil, or the 
 spiritual uplift of some pupil, by the particular 
 lesson before him. 
 
 (3.) Concentration is necessary in teaching. The 
 lesson time at the best is short. Many things 
 call attention of the teacher away from the great 
 work of the hour. Earnest effort should be made 
 to bring every power of the soul into active 
 operation for one purpose only : to teach the truth 
 of Christ at the particular moment given. A 
 teacher should concentrate himself on each teach- 
 ing effort as if it were the only opportunity he 
 would ever possess to tell some soul of Christ. 
 
 (4.) Concentration is necessary to accomplishment 
 of purpose. Concentration can only come from 
 constant practice. Every day effort should be 
 made to concentrate the soul on some great gos- 
 pel truth. Take such subjects as regeneration, 
 faith, repentance, and hold the soul rigidly to 
 them. Put the thought that comes into words ; 
 arrange the thoughts in reference to each other ; 
 plan how these thoughts may be used in class ; 
 when before the class use them as you have 
 planned. So concentrate yourself on the accom- 
 plishment of your profound purpose, that nothing 
 shall prevent. Do not range over the whole field 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 47 
 opened by the lesson, bat concentrate, concentrate, 
 
 CONCENTRATE. 
 
 (5.) Concentration is necessary for definiteness and 
 for systematic method. Definiteness requires that 
 truth be stated with precision ; that there may 
 be no doubt in the mind of any pupil as to the 
 exact meaning of the thing. For this much 
 thought will be required, and constant practice 
 in putting into the most compact form the teach- 
 ing contemplated. 
 (a.) Especially is this needful in questioning ; 
 
 so often questions are ambiguous. 
 (b.) In mention of facts from history or litera- 
 ture by way of illustration. 
 (c.) In attempting to enforce the great doc- 
 trines of the New Testament, and 
 (d.) In exhorting to practical application of 
 the rules of Christian living. System is al- 
 ways valuable, nowhere more than in 
 the Sunday-school teacher's work. w Order 
 is heaven's first law," says the old proverb. 
 Hence, in teaching work along orderly lines. 
 {a.) Every pupil knows something, and from 
 the vantage ground which that affords the 
 . teacher should work on to the things which 
 are unknown. 
 (b.) It is also in the interest of system that such 
 work be deliberate and accurate. Take noth- 
 ing for granted. Skip no step as unimpor- 
 tant. Be logical, and lead the pupil step by 
 step from his known out into God's unknown 
 truth. 
 
48 TEN LESSON'S IN SUNDA Y-SCHOOL SCIENCE. 
 
 LESSON VII. 
 
 ADJUNCT S— I LLUSTRATION. 
 
 SYNOPSIS. 
 
 I. Certain things not laws, but aids 
 
 Illustration. 
 Interrogation. 
 Imagination. 
 Inspiration. 
 Illustration — Method of Jesus: "without a parable," 
 etc. 
 
 Two senses, double use : \ „° .' \ applied to both 
 
 I Hearing, J l L 
 
 External J , f Things, 
 
 , > worlds, see, also near, < „, 
 Internal j ' ' ' 1 Truth. 
 
 Word-pictures; never word -tastes, etc. 
 
 Let light in upon truth; never let sound, etc. Hear- 
 ing and light avenues to soul. Hence, any help 
 to see truth an adjunct of teaching. Any help 
 to see truth is an illustration. 
 H. VALUE OF ILLUSTRATION. Aid to every class: 
 
 (a) The Child ; (5) The Youth ; (c) The Man. 
 
 HI. PURPOSE OF ILLUSTRATION. 
 
 (a) To win attention. 
 (&) To anchor truth in memory, 
 (c) To quicken thought. 
 IV. HOW DOES ILLUSTRATION OPERATE ? 
 
 It m'akes use of faculties. 
 
 (a) Of sight : The eye. Maps, etc. 
 (&) Of memory : Things known, hinted, and memory 
 completes. 
 
 (c) Of touch : The hand. Measuring, etc. 
 
 (d) Of imagination: Parables, etc. 
 
 (e) Of reason: Comparisons, etc. 
 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 49 
 
 V. DANGER IN USING. 
 
 (a) Too much, (b) Too carelessly. 
 
 (c) Too broad, (d) For effect only. 
 
 VL ITS MASTERS. 
 
 (a) Socrates, (b) Spurgeon. (c) Moody. 
 Above all: Jesus of Nazareth. 
 
 VH ILLUSTRATION OF ILLUSTRATION. 
 
 Subject — The Resurrection. 
 
 (a) Prom Human Life. Sleep a picture of death and 
 
 resurrection. 
 
 (b) From Insect Life. Worm, chrysalis, butterfly. 
 (e) From Nature. Grain, seed cast into ground, 
 
 death, blade, ear, full corn. 
 
 (d) From Bible. The incomparable story of Christ's 
 resurrection. 
 
 THE LESSON. 
 
 I. There are certain things which are not laws of 
 the work of Sunday-school teaching since there may 
 be success without their use. But when actively 
 and skillfully used they become great aids. Hence, 
 they are called adjuncts of the work. They are four 
 in number, and will be treated in their order of impor- 
 tance : Illustration, Interrogation, Imagination, 
 and Inspiration. 
 
 The illustrative method characterized the teaching 
 of Jesus. "Without a parable spake he not unto 
 them." The illustrative method appeals to two senses, 
 the only senses that admit of double use for the phe- 
 nomena both of the external and the internal world. 
 These senses are sight and hearing / illustrations ap- 
 peal to both. We recognize truth by things seen 
 3 
 
50 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 and by things heard. We paint word-pictures ; we 
 never can construct word-tastes. We can let light in 
 upon the truth ; we can never let sound or touch in 
 upon truth. The avenues along which truth draws 
 near the soul are sight and hearing, and any help to 
 truth as it walks these avenues is an adjunct of teach- 
 ing ; and any help to see the truth as it approaches 
 the soul is an illustration. 
 
 II. What is the Yaltje of Illustration ? — Its 
 value is as an aid to mind, and this is a great value, 
 because it aids every class of mind. 
 
 (a.) It aids the child. Every teacher knows 
 that a thing told is not so good as a thing si 1 own 
 for imparting ideas. " Let me see " is the lan- 
 guage of childhood. The boy in the shop learns 
 how to run a machine, not by being told, no 
 matter how well, but by being shown. (Give 
 examples from personal experience.) 
 (h.) It helps the youth. It is the wisdom of the 
 day-school that it knows this. Object lessons 
 depend simply for their value on their power to 
 illustrate. In physics principles are made clear 
 by experimentation, which is only illustration. 
 The same is done in chemistry. Even the bi- 
 nomial-theorem receives its demonstration now 
 by means of blocks. So in the teaching of spir- 
 itual truth, the youth learns best who sees best 
 through wise illustration. 
 (c.) It helps the man. Preachers know it ; law- 
 yers know it ; teachers know it ; merchants 
 know it ; after-dinner orators know it. It is the 
 pointed story which has a truth in it which punct- 
 ures human insensibility, and leaves a thought 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 51 
 
 to work its way toward the soul. In proof read 
 any sermon of our great preachers, or speech of 
 our great orators. The popular lecture depends 
 for success wholly on its illustrations. 
 
 III. What is the Purpose of Illustration ? — 
 
 (a.) To win attention. As we saw in study of 
 our first law, attention is essential to success in 
 inducing right thinking. The teacher wishes at- 
 tention. Illustration will surely aid to obtain it. 
 A piece of chalk in the hand, a mark upon a 
 blackboard, an object exhibited — any such thing 
 is always effective to win attention. 
 
 (b.) To anchor truth in memory. Teachers 
 have all witnessed the power of illustration in 
 effecting this. The soul delights in the concrete, 
 not in the abstract. Memory works by laws of 
 association. A man says, " Some character is 
 easily influenced ; its resolutions broken etc. 
 Some character will bear the same influences and 
 never bend at all." When he takes two pieces of 
 wood, one pine and one hard white oak, and puts 
 them under a screw and breaks one and not the 
 other, he fastens in a child's memory, etc. 
 
 (<?.) To quicken thought. A teacher may by 
 wise use of illustration lead the mind into great 
 activity. Take three pieces of metal of nearly 
 same size: a silver dollar, a twenty-dollar gold 
 coin, and a piece of sheet-iron. Same size ; all 
 metal; all hard, etc. Why is iron worthless? 
 Obtain many answers. Next compare the silver, 
 " next the gold. Now apply to character. The 
 teacher can quicken so simply the thought of a 
 whole class to develop deep spiritual truth. 
 
52 TEN LESSONS IN SUM) A Y-SCHOOL SCIENCE. 
 
 TV. How does Illustration Operate ? — It makes 
 use of the various faculties of the soul, appealing to 
 them, stimulating them, and developing them. 
 
 (a.) Of sight. It appeals to the eye. It lays be- 
 fore it pictures, maps, objects, and causes it to see 
 in these things likenesses of truth, or evidences 
 of what has occurred, or the places where things 
 have occurred in their relations to the pupil's 
 own time and place. 
 
 (h.) Of memory. It appeals to the memory, and 
 asks it to reproduce from its store the full particu- 
 lars of something which it suggests in part. It 
 hints at a man on the house-top praying, and 
 challenges memory to tell the story of Peter and 
 Cornelius, etc. 
 
 (c.) Of touch. It comes to the hand, and asks it 
 to help in giving an idea of length, breadth, 
 height, etc., by serving itself as a measure. 
 
 (d.) Of imagination. And here it opens a won- 
 derful world. It is the world of illustrative fic- 
 tions ; not falsehoods, hut fictions, figments, 
 things made in this enchanted chamber of the 
 brain. Parables, metaphors, similes, etc., origi- 
 nate here. 
 
 (e.) Of reason. It lays hold on the logical facul- 
 ty, and makes it serve. Comparisons are made 
 between truth and natural objects. For example, 
 hear Jesus : "The wind bloweth where it list- 
 eth," etc.; " so is every one that is born," etc. 
 This is an appeal to the reason in its power as a 
 comparer. 
 
 Y. There is Danger in the Use of Illustra- 
 tion. — It is not proposed here to specify by illustra- 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 53 
 
 tions what these dangers are, but to name them, only, 
 and allow each teacher or student of this lesson to de- 
 velop individual examples. 
 
 (a.) Some persons use too much illustration. It 
 
 is as if a house were all decoration outside with 
 
 no furniture inside. 
 
 (b.) Sometimes illustration is used too carelessly. 
 Attention is not paid to fact ; exaggeration 
 attaches to them ; they are needlessly prolonged, 
 etc. 
 
 (c.) Sometimes illustrations are too broad. They 
 illustrate too much. They carry aid to some 
 thought far from their user's purpose. They 
 often defeat the end of their use. Of such 
 beware. 
 
 (d.) Some illustrations are used only for effect. 
 That is, for the purpose of telling a good story, 
 for the purpose of airing the user's knowledge, 
 for the purpose of making a fine appearance, for 
 the purpose of covering up deficient preparation. 
 Of this fault beware. 
 
 YI. The Masters of Illustration. — They are 
 many, but four are specially worthy of mention. 
 They should be studied by the teacher who would 
 succeed in illustrating. 
 
 (a.) Socrates. This first is an ancient. But he was 
 a master of this principle in its interrogative use. 
 Teachers should read much of his methods. 
 
 (b.) Spurgeon. He is a modern. His methods 
 are different from those of Socrates. The teach- 
 er ought to read John Ploughman *s Talk to 
 see the character of illustration which makes this 
 
54 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 great preacher's power. Homely, terse, rugged, 
 sharp, telling. This is Spurgeon. 
 
 (c.) Moody. Another modern. But his illustra- 
 tion is for every age and condition. Moody's 
 Bible stories are among the most wonderful ex- 
 amples of illustrative power to be found in the 
 language. Every teacher should own and read 
 one volume of Moody. 
 
 (d.) Jesus of Nazareth. The Son of man ; not 
 ancient or modern, cosmopolitan. The art of il- 
 lustration reached perfection in him. Better 
 than any treatise on this subject is Matthew's 
 gospel. Read the discourses of Jesus, and see 
 what wealth of illustration is in them. 
 
 VII. Illustration of Illustration. — To briefly 
 sum up the whole subject, consider the following il- 
 lustration. Subject, the Resurrection. 
 
 (a.) Human life illustrates it in sleep, and waking. 
 
 (b.) Insect life also. Worm ; chrysalis, or death ; 
 butterfly. 
 
 (c.) Nature illustrates. Grain, seed cast into the 
 ground dies; then comes quickening, blade, ear; 
 after that full corn in the ear. 
 
 (d.) The Bible tells it. See the incomparable 
 story of the resurrection of Christ, an object 
 lesson to the world. 
 
TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 55 
 
 LESSON VIII. 
 
 ADJUNCTS— INTERROGATION. 
 
 SYNOPSIS. 
 
 I. INTERROGATION AN ADJUNCT. A shuttle to weave 
 fabric. Jesus used it. Great means of information. 
 All classes interrogate. 
 
 H. VALUE OF INTERROGATION. It aids, etc. 
 (a.) The child's mind. Pickax and miner. 
 (5.) The youth's mind. Absolute necessity, 
 (c.) The man's mind. Relation to conversation. 
 
 m. PURPOSE OF INTERROGATION. 
 
 (a.) To win attention. 
 (p.) Test pupil's preparation. 
 (c.) Develop pupil's thought. 
 (d.) Test teacher's success. 
 
 IV. HOW PREPARE, etc. 
 
 (a.) Listening to children. 
 
 (Ik) Asking questions of others. 
 
 (c.) Writing questions. 
 
 (d.) Studying question books. 
 
 V. DANGER IN USING, etc. 
 
 (a.) Of ambiguity. 
 (&.) Of weakness, 
 (c.) Of folly. 
 (d.) Of formality. 
 
 VL SPIRITUALITY ESSENTIAL, etc. Everywhere in 
 work for Christ. Not always on lip — always in heart. 
 Sometimes personal questions, etc. 
 
56 TEN LESSONS IN SUNDA Y-SGHOOL SCIENCE. 
 
 THE LESSON. 
 
 I. Interrogation is the adjunct of the work of teach- 
 ing. It is the shuttle which flies back and forth 
 between teacher and pupil to weave the fabric which 
 the truth shall wear as she appears on the stage of 
 action of the pupil's life. Jesus gave his most effect- 
 ive lesson to the opposing enmity of Pharisees in his 
 one question, "What think ye of Christ? whose Son 
 is he?" Interrogation is well understood. It is the 
 great means of eliciting information for the world. 
 The child interrogates. So does the preacher, the 
 teacher, the lawyer, the merchant, the artisan, the 
 judge. Let us examine it. 
 
 II. What is the Value of Interrogation ? — Like 
 illustration, it aids every class of mind. 
 
 (a.) The child's mind. Interrogation to the 
 child is like the pickax to the miner. It 
 strikes into the body of knowledge and 
 loosens nuggets for individual possession. 
 The child employs it unconsciously, and at a 
 certain time in his developing employs it con- 
 tinually. It is the great confessor of igno- 
 rance, and the index of the desire to know. 
 
 (b.) The youth? s mind. Of every class this is 
 true ; of those in school, in shop, in trade, 
 poor or rich, with advantages or without. 
 To the youth the question is a necessity ; it 
 will not be, however, of his asking ; between 
 childhood and manhood there lies the diffi- 
 dent, semi-speechless age, when religious 
 truth is brought to the heart, and a question 
 is the only lever which can open the lips. 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 57 
 
 (c.) The man's mind. The spice of life is 
 good conversation, and the question is its 
 great promoter. The best results come from 
 free interchange of question and answer be- 
 tween men when religious truth is the sub- 
 ject. The lawyer cannot work his case with- 
 out his question. Men carry on life's greatest 
 enterprises, and arrive at their best conclu- 
 sions, by the aid of interrogation. The Sun- 
 day-school teacher, therefore, in contact with 
 these three classes of mind, must know its 
 value practically. 
 III. The Purpose or Interrogation. — It has many. 
 Chief are the following: 
 
 (a.) To win attention. A speaker held a book, 
 flexible, with leather covered edges, in his 
 hand before an audience, and asked, " What 
 book is this ? " Answer at once, " The 
 Bible." In the other hand a similar small 
 book. Same question ; same answer. 
 "Wrong," said he. The question did it. 
 Illustration and interrogation were com- 
 bined. He had the attention of every eye. 
 The wise, skilled teacher can arrest attention 
 and procure mutuality by interrogation. 
 
 (b.) To test a pup Ws preparation. Our 
 theory is that pupils prepare their lessons by 
 study before audience with teacher. The 
 question soon determines whether the theory 
 be correct. These questions should follow 
 the lesson facts. They should be short, 
 suggestive, and bright. They will soon show 
 the teacher the condition and need of the 
 3* 
 
58 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 
 
 various members of the class. This exercise 
 should be a regular part of each session ; not 
 too long, but complete. It ought, wisely 
 handled, to be also a stimulus to preparation. 
 (<?.) To develop the thought of the pupil. Here 
 the use of interrogation begins. The teacher 
 will be the inspiring force, but the pupils 
 should ask the questions. The teacher should 
 challenge the interrogative faculty, arouse 
 the members of the class to question-asking, 
 and use the questions asked as the basis for 
 developing others. Each pupil thinks some- 
 thing, and interrogation may be made to de- 
 velop it. Sometimes a question persistently 
 repeated by the teacher will awaken much 
 good mental effort by the class. 
 (d.) To test the teacher's success. A well-pre- 
 pared teacher has certain lessons that he de- 
 sires to inculcate. The effort of lesson time is 
 given to them. All the laws of the work are 
 used by him. All the adjuncts come to his aid. 
 Now, at close, rapid interrogation will review 
 the work of the hour, and test what has been 
 done. Will show where he has failed, and 
 what he should once more try to do. There- 
 fore, interrogate, interrogate, interrogate. 
 IT. How Prepare to Interrogate Wisely. — " An}' 
 fool can ask a question," says the proverb. But no 
 fool can with premeditation ask a wise one. To be a 
 good questioner is a great accomplishment. The law- 
 yer who questions best, gets best testimony for the 
 jury. How can one be sure to become a good ques- 
 tioner ? 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 59 
 
 (a.) By listening to the questions of children. 
 There can be no more profitable exercise. 
 Make opportunity. Talk with children 
 much ; arouse their question-asking faculty, 
 and watch it at its work. Then think how 
 you can apply what you learn to } 7 our own 
 questioning. 
 
 (h.) By asking questions often of others. Let 
 two teachers, or a company of teachers, as in 
 a teachers' meeting, ask questions for ten 
 minutes upon any impromptu subject. It 
 will be found as difficult as extempore speech. 
 But it will likewise prove of great service in 
 preparing to do the same work well in Sun- 
 day-school. 
 
 (c.) By writing questions on each lesson. There 
 is no more difficult and valuable exercise. 
 Write twenty questions on a lesson, after the 
 first study is done. When they have grown 
 cold examine them ; see if you can answer 
 them yourself ; test them whether they are 
 such as will effect your purpose. Ask your- 
 self twenty new extempore questions, and 
 vary this process between speaking and writ- 
 ing till question-making grows easy. Never 
 take a written list of questions to the class. 
 
 id.) By studying question books. This is a 
 most suggestive help to interrogation. There 
 are many question books or question lists 
 in various Sunday-school publications. A 
 teacher is wise who keeps all of them possi- 
 ble at hand, and studies the printed questions 
 carefully and honestly ; not to adopt or copy, 
 
60 TEN LESSON'S IN SUNDA Y-SCIIOOL SCIENCE. 
 
 or not necessarily to reject, but to use rightly 
 in learning how to ask questions. 
 Y. There is Danger in Using Questions. — Here, 
 as elsewhere, the teacher must he on guard. 
 
 (a.) Danger of ambiguity. It is easy to mis- 
 understand. Pupils sometimes know the 
 thing that you seek for, but fail to grasp the 
 meaning of the sentence that seeks it. Be 
 clear and simple. 
 
 (b.) Danger of weakness. Did Jesus speak to 
 the woman at the well ? Yes. Was it Jacob's 
 well ? Yes. Was it in Samaria ? Yes. Did 
 Jacob dig it ? Yes, etc. A million such ques- 
 tions do not teach or help to teach. They 
 weaken and destroy. Study to make your 
 questions noble and strong. 
 
 (c.) Danger of folly. A teacher once asked, 
 "Of what did Elisha die?" A pupil an- 
 swered, " Of the sickness, whereof P See 
 2 Kings 13, 14. Solomon's maxim, " An- 
 swer a fool according to his foil) 7 ," was thus 
 heeded. " Is the exact spot where Jonah 
 was cast ashore known ? " was asked of the 
 writer by another teacher. Pupils in this 
 day are keen. Beware. 
 
 id.) Danger of formality. Question-asking 
 is the thing to do ; it must be done ; I will 
 do it ; and forthwith one proceeds to do it. 
 Such interrogation is fatal. It creates con- 
 tempt and weariness. Form is necessary for 
 every thing, but the form must be made alive 
 by an indwelling spirit — and this suggests 
 the last point of our outline. 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 61 
 
 VI. Spirituality is Essential to Interrogation in 
 the Sunday-school. — Where in work for Christ is it 
 not necessary ? One does not need to he always ad- 
 vertising the fact of spiritual purpose, and many 
 things will, of course, be more or less formal and prac- 
 tical ; but the eternal Spirit must dwell in the heart 
 and be back of the thought that is to be carried home 
 to pupils' hearts if mark is to be made on them for 
 eternity with Christ. And sometimes, when the Spirit 
 of God directs, there must be direct personal spiritual 
 questions, addressed in the force and sweetness of love, 
 to the individual pupil. 
 
62 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 LESSON IZXl. 
 
 ADJUNCTS— IMAGINATION. 
 
 SYNOPSIS. 
 
 I. Imagination adjunct capable of great results. 
 DEFINITION. The faculty oi the mind, etc. 
 
 (a) Universal. Every child has it. 
 (7>) Develops early. Hand in hand with memory. 
 (c) Thought-creator. General Inference. Useful ad- 
 junct. 
 
 II. WHY APPEAL TO IMAGINATION? 
 
 (a) Without it teaching power not developed. 
 (7>) " " faculty of soul unused, or, etc. 
 
 Ill WHAT CAN IMAGINATION DO? 
 
 (a) Construct. 
 
 (b) Decorate. 
 
 (c) Illustrate. 
 
 (d) Create. 
 
 IV. WHAT PURPOSE IN VIEW ? 
 
 (a) Negatively. Not to amuse, etc. 
 
 (b) Positively. To stimulate, to arouse, to inspire. 
 
 V. RULES FOR USE OF IMAGINATION. 
 
 (a) Never to show power in such lines. 
 (&) Not so often as to create craving, etc. 
 
 (c) Not allow to run riot, etc. 
 
 (d) Only after careful preparation. 
 
 THE LESSON. 
 
 I. The imagination is an adjunct of tlie work of 
 teaching that is capable, under wise use, of securing 
 most admirable results in the impartation of knowl- 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 63 
 
 edge. It is especially true in the realm of Bible 
 
 knowledge. 
 
 Definition. " The faculty of the mind by which 
 
 it either bodies forth the forms of things unknown, or 
 
 produces original thoughts or new combinations of 
 
 ideas, from materials stored up in the memory^ — 
 
 Worcester. 
 Its value to the Sunday-school teacher at once, by 
 
 the definition, becomes apparent; for, 
 
 (a.) It is universal. The child that has no imagi- 
 nation has probably never been born. From the 
 peasant's hut to the home of the noble, where- 
 ever you find a child, you find this faculty, cut- 
 ting from newspaper or fashion-plate whole gener- 
 ations of paper fictions which it endows with life 
 and reality, and. makes them court and. wed, and 
 love and. hate, and smile and weep, and toil and 
 die, as the caprice of the hour may dictate. 
 (Let the student recall instances of this from ob- 
 servation.) 
 (ft.) It develops early. As soon as the soul begins 
 to observe and to remember it begins to imagine. 
 It seems to go hand in hand with memory, and 
 plays with the stores that memory has gathered, 
 combining and arranging, moving and separating, 
 building up and tearing down, with reckless dis- 
 regard of past, or present, or future relations. 
 Note its play in the child from two to six years of 
 age that has not been taught to repress its action. 
 (In teaching, give instances.) 
 (c.) It is a thought-creator. The great purpose of all 
 education is to teach the pupil to think. Thought 
 comes from combinations of ideas ; and no facul- 
 
64 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 ty is so active in combining ideas as is the imag- 
 ination. The kindergarten-table, with its little 
 squares, and bits of paper or pieces of straw, is 
 a constant appeal to the combining and grouping 
 power of the imagination. Out of it comes 
 thought, which takes form in constant new crea- 
 tions of form and figure. The sand-board, with 
 its possibilities of appeal to the imagination, is 
 the possible creator of thought as the wise teacher 
 makes miniature geography, with sand mountains 
 and ravines, and pencil outlines of river, lake, or 
 coast. 
 
 General Inference. It is, therefore, a useful ad- 
 junct in teaching, because Universal, Early, and 
 Creative. 
 
 II. Why Should the Teacher Appeal to the 
 Imagination ? — 
 
 (a.) Without it teaching power .cannot be most 
 fully developed. Bear in mind it is as necessary 
 to the teacher as it is common in the child. The 
 imagi nationless teacher is a fossil. Such a teacher 
 is cold, hard, logical, emotionless. Such a teacher 
 describes the Sea of Galilee, but it has no grassy 
 banks ; is overtowered by no lofty mountains ; 
 is lashed into billows by no wild sweeping 
 storms. The teacher who uses it rightly will de- 
 velop his power to fasten impressions until the 
 pupil's soul, under no matter what fierce after as- 
 sault of doubt, will never be able to divest itself of 
 the sight of Peter walking on the water, or of Moses 
 smiting the rock. It trebles the teacher's power. 
 
 (b.) Without it a God-given faculty is left unused, 
 or is in danger of a use which will produce wily 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 65 
 
 mischief. Imagination is like a piano in your 
 parlor. It is there ready to be played upon. 
 Touched by the expert, it yields noble harmony; 
 by the ignorant hand, only discord. Untouched, 
 it gives no sound. The imagination of the child, 
 left to run wild, or to be used by only its own un- 
 taught soul, may become a source of sore evil. 
 The imagination, unused at all, dooms the soul to 
 the drudgery of mere matter-of-fact toil. God gives 
 nothing without design. He gives this faculty to be 
 used in connection with memory and observation. 
 (Study the way of any mother with her child.) 
 III. What Can the Imagination Do ? — 
 (a.) It can construct. It can take the material which 
 a Sunday-school lesson will furnish and build up 
 a structure of the present day. It will let fancy 
 have its fair part in its work. When Cain and 
 Abel walk in the field, and Cain rises up against 
 Abel, it will tell the story of the quarrel, and 
 picture the smallest details. When Peter walks 
 on the water it will make him sit down on the 
 gunwale of the boat, grasp it with both hands, 
 put over one foot and try if the water will hold, 
 then the other, etc. The pupil will see the act 
 built up before Ids eyes. 
 (o.) It can decorate. Bible truth will gleam with 
 the light he sheds on it ; will glow with, the 
 warmth he kindles under it ; will entrance with 
 the beauty of the garnishing he gives it. Touches 
 of beauty from the life of to-day will show in it. 
 Lot will count his wealth in the gate of Sodom 
 as the miser counts his bonds. Mr. Moody makes 
 Lot say, " I shall be a richer man than my Uncle 
 
66 TEN LESSON'S IN SUNDA Y-SCHOOL SCIENCE. 
 
 Abraham in five years more." That is a decora- 
 tive rise of the imagination. (Let the student 
 seek illustration of this.) 
 
 (c.) It can illustrate. Let ns keep np the figure of 
 the house. When it is built he will decorate it ; 
 when it is decorated and settled he will hang pict- 
 ures in it. These lie w T ill gather wherever he 
 travels, in body or spirit. As the European tourist 
 will brin^ home the head of Anorelo from Flor- 
 ence, so he will bring pictures from each spot his 
 foot touches. A red thread in a rope running 
 through its center is a picture of the blood of 
 Christ running through the line of God's reve- 
 lation. (Let the teacher from his own observa- 
 tion continue this.) 
 (d.) It can create. Jesus is the teacher's model in 
 this use of the imagination as an adjunct of his 
 teaching. His parables were creations of the 
 imagination, and are specimens of the best teach- 
 ing ever done. He took them from the hill-side, 
 the vineyard, the Sea of Galilee, anywhere, every- 
 where, and they have illumined truth for all time. 
 The wise teacher will sometimes use allegory and 
 parable, or story, though caution is necessary not 
 to use so often as to create a craving for them as 
 against the other equally necessary processes in 
 teaching Scripture truth. 
 
 IV. What Purpose Should the Teacher Keep 
 in Yiew in Appealing to the Imagination ? — 
 
 (a.) Negatively. Not the -purpose of amusing, 
 diverting, entertaining, or creating sensation. 
 It could accomplish all these and be not an ad- 
 junct, but a hinderance, to the teacher's work. 
 
TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 67 
 
 (b.) Positively. Its purpose is to stimulate to effort, 
 to arouse to resolution, and to inspire to emula- 
 tion. Teachers who can should listen to Tal mage 
 or to Mood j, simply to see how eacli of these men 
 accomplish these purposes by their amazing use 
 of the imagination. 
 
 Y. Some Rules foe the Use of the Imagina- 
 tion. — 
 
 (a.) Never use simply for the sake of showing your 
 power in such lines. 
 
 (b.) Do not use so habitually, as to create a crav- 
 ing for that particular kind of mental pabulum. 
 If you do, you will make spiritual dyspeptics. 
 
 (c.) Do not let imagination run riot, and picture 
 scenes contrary to truth. You deal with minds 
 that receive impressions easily and tending toward 
 the fanciful in imagination, and wrong impres- 
 sions may thus be made that a life-time will not 
 efface. 
 
 (d.) Only use after careful preparation and 
 thorough study with a definite object in view. 
 For this purpose study the great masters of the 
 use of the imagination in teaching — Moody, 
 Talmage, Schauffler, and others — and see and 
 learn their methods. It will produce great results ; 
 it is worthy great efforts. 
 
68 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 Therefore \ 
 
 LESSOIM Z2£L_ 
 
 ADJUNCTS— INSPIRATION. 
 
 SYNOPSIS. 
 
 I. What is meant by Inspiration is not only power to inspire, etc. 
 DEFINITION. (1.) Inspiration is an indwelling, etc. 
 
 (2 . ) Inspiration is the po wer in the teacher, 
 etc. 
 
 f subjective. 
 j objective. 
 
 n. SUBJECTIVE INSPIRATION. Adjunct, since teacher 
 recipient, etc. 
 
 (a) Power of perceiving truth. Not natural, etc. 
 
 (b) Power of imparting truth. Spirit great teacher. 
 
 (c) Power of fructifying truth. Truth grows, etc. 
 
 (d) Power of living truth. 
 
 III. HOW SECURE, etc.? 
 
 (a) By knowledge of truth. 
 
 (b) By obedient waiting on God. Read Acts 1 and 2. 
 
 (c) By looking to Christ. A heart look. 
 
 IV. OBJECTIVE INSPIRATION. Adjunct, because it may 
 
 lead pupil by teacher's power to Christ. 
 For methods of securing, see Lesson III, and study 
 Jesus as the model Teacher. Of him notice : 
 
 (a) His knowledge. Old Testament ; traditions ; nature ; 
 
 men. 
 
 (b) His courage. Not bravado, etc. 
 
 (c) His spirit. Unselfish, persuasive, etc. 
 
 (d) His thoughtfulness. Calm, practical, simple. 
 
 V. PRACTICAL SUGGESTION. Practice daily; gain 
 
 knowledge ; strive for courage ; emulate Jesus ; think 
 much. 
 
TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 69 
 
 THE LESSON. 
 
 I. By inspiration as an adjunct of teaching is 
 meant not only power to inspire others to work, or 
 to love truth, but also inspiration from the great 
 Teacher himself, which shall control every impulse of 
 the sonl. 
 
 (1.) Definition". Inspiration is an indwelling in the 
 soul of the Holy Spirit and an indwelling of the 
 soul in the Holy Spirit, such as was promised by 
 Jesus Christ to his Church, and which is found 
 in the individual promise of Rev. 3. 20, "Be- 
 hold I stand," etc. 
 
 (2.) Inspiration is the power in the teacher of 
 arousing pupils to active search after truth, and 
 to intense love for Jesus Christ as the King of 
 truth. It is, therefore, subjective and objective. 
 
 II. Subjective inspiration is an adjunct of the 
 Sunday-school teacher's work ; since the teacher be- 
 comes, through the indwelling of the Spirit, the recip- 
 ient of the Spirit's powers ; these are as follows : 
 
 (a.) The power of perceiving truth. The heart of 
 man cannot naturally know the truth as it is in 
 Jesus. It was the promise of Jesus that the Spirit 
 should guide those who received him into all 
 truth. Paul gives the reason, " The Spirit 
 knoweth the deep things of God." 1 Cor. 2. 10. 
 This has been proved repeatedly in Christian ex- 
 perience. The. natural heart perceives not the 
 things of God, for God is a Spirit, and they are 
 spiritual things. But with the indwelling of the 
 Spirit comes the unction from the Holy One by 
 which we know all things. 1 John 2. 20. 
 
70 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 
 
 (b.) The power of imparting truth. It is the great 
 office of the Spirit to make truth known to others. 
 Jesus distinctly said, " He shall teach jou all things, 
 and bring all things to jour remembrance." The 
 great work of the Sunday-school teacher is to im- 
 part truth, and this can be surely done by one 
 who so waits on God as to secure the impartation 
 to himself of the Holy Spirit. 
 
 (c.) The power of fructify in g truth. That is, the 
 power of making truth grow in the life and bear 
 fruit. This is one of the secret powers of the Spirit, 
 and yet the secret is learned by many a teacher. 
 It comes through prayer and watchfulness and 
 heart yearning and tact in nurturing the truth 
 which the Spirit reveals. Sometimes a hand-shake 
 between pupil and teacher, sometimes a tear, some- 
 times a sigh, sometimes a look of love is the gentle 
 influence that fructifies the truth. 
 
 (d.) The power of living the truth. The Spirit lives 
 the truth, working out in man all good things, di- 
 viding severally as he will. 1 Cor. 12. 11. The 
 Sunday-school teacher should live the truth which 
 he teaches, and that he may should be his constant 
 prayer. 
 
 " There is a prayer of the later fathers which 
 has become so sacred to the Christian Church as 
 to stand but little below the prayers of David and 
 Paul : ' Cleanse the thoughts of our hearts by the 
 inspiration of thy Holy Spirit, that we may per- 
 fectly love thee, and worthily magnify thy holy 
 name.' 
 
 " That prayer is a beautiful gate to a temple, be- 
 fore which thousands of Christians have stood 
 

 TEN LESSONS IN SUNDA Y-SCROOL SCIENCE. 71 
 
 longing and hesitant, only to turn sadly to the 
 outer courts. Some have waited on the thresh- 
 old until they have felt a touch of baptismal fire, 
 and have entered in to dwell in the house of the 
 Lord forever. We all know one, at least, of those 
 who walk in the inner light. The beauty of the 
 Lord is in their faces ; the work of the Lord pros- 
 pers in their hands, so that, whether they stand 
 at the altar or serve in the lowest office of the 
 sanctuary, the ministration of the Spirit is glori- 
 ous/' — Mary A. Lathbury. 
 
 III. How May One Secure this Subjective In- 
 spiration ? — 
 
 (a.) By knowledge of the truth. There is no power 
 to convince of truth like the Scriptures them- 
 selves. Cornelius received the Holy Spirit by 
 devout listening to the simple story of Jesus as 
 told by Peter. He had been honest in his pre- 
 vious search for truth, devout in his attitude 
 toward truth, and the w r ord preached brought 
 knowledge which opened his heart to the en- 
 trance of the Holy Spirit. 
 
 (h.) By obedient wait'nig on, God. Read the story 
 of Acts 1 and 2. They w T aited for the promise 
 in prayer and received abundantly. The Sunday- 
 school teacher should follow this example until 
 he receives the indwelling Spirit. 
 
 (c.) By simple looking to Christ. A look with the 
 heart ; a look that puts self and sin entirely out 
 of the account. It is to have the child-like spirit 
 of which Christ spoke. And this any teacher can 
 have. It is not by " the fine address — the genial, 
 
72 TEN LESSONS IN SUNDA Y- SCHOOL SCIENC&. 
 
 magnetic manner — the tact and grace of lan- 
 guage ; not by the fund of scriptural knowledge ; 
 'not by might, nor by power,' does the teacher 
 gain his class for Christ, 'but by my Spirit, saith 
 the Lord.' The soul that has simplicity enough 
 to let God shine through it upon others may be 
 that of a sage or a servant-girl, and the touch of 
 the Spirit will be with power ; for ' it is the Spirit 
 that quickeneth ; the flesh proliteth nothing.'" 
 1Y. Objective inspiration is an adjunct of the 
 teacher's work, since by it the teacher is enabled to 
 bring the pupil up upon the plane of Christian living. 
 For the methods by which the teacher may secure 
 this inspiration in his pupils, study once, more the les- 
 son on qualifications of the teacher. Besides, study 
 the character of Jesus as the model Teacher of the 
 world. In that study notice 
 
 (a.) His knowledge. Not to look at him as divine, 
 consider his wonderful familiarity with the Old 
 Testament Scriptures, his knowledge of the tra- 
 ditions of his people, his knowlege of nature, and 
 of men in every avocation of his time. 
 (h.) His courage. Not bravado; not bully i sm ; not 
 recklessness ; not that nobler thing bravery. But 
 a courage which consisted in loyal devotion to 
 truth coupled with complete submission to God's 
 will. It made him take stand against his day and 
 generation and to cast aside all tradition as he 
 taught, " I say mito you" etc. 
 (c.) His spirit. Unselfish, and yet wholly absorbed 
 in his work ; tender and sympathetic as a child, 
 and yet unmerciful in his denunciations of hypoc- 
 risy ; persuasive to the last decree, he won multi- 
 
m LESSONS IN kIUND AY-SCHOOL SCIENCE. 73 
 
 tudes to follow him, and yet unyielding in tlie 
 great truths of sin and judgment and retribution. 
 (d.) His thoughff uZness. He was the calmest 
 thinker that the world has seen. His thinking 
 was the most practical. He thought simply along 
 the'lines of revealed truth. He left no written 
 system of philosophy. He made no ingenious 
 conversations, by which, through question and an- 
 swer, he entrapped the unwary. He simply taught 
 from his own meditation what God's great truths 
 meant. 
 V. In closing this series of studies, we make one 
 practical suggestion. The Sunday-school teacher 
 should practice daily the art which will enable him to 
 become adept in arousing others to effort. He should 
 gain all possible knowledge concerning Jesus, that he 
 may thus move his pupil's life toward Jesus. 
 
 He should strive for true courage that will enable 
 him to press the most vital truths home on individual 
 hearts. He should emulate the spirit of the man Jesus 
 that as a man he may be a living illustration of the life 
 of Jesus. 
 
 He should think, think, think, hour by hour, day 
 by day, week by week, month by month, year by year, 
 taking as the basis of his thinking the Scriptures as 
 God's revealed word. 
 
 THE END. 
 
lilllllllllllllllllllllllillllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllBIIIIIIII: 
 
 THE 
 
 Chautauqua. Boo^s for 1290-91. 
 
 FOR SYSTEMATIC HOME STUDY. 
 
 The 0. L. S. 0. Eeadings in English History, French Literature, 
 
 Science, Language, English Literature, and 
 
 American Church History. 
 
 The Chautauqua books for the ensuing year are now ready, as follows : 
 
 AN OUTLINE HISTORY OF ENGLAND. By James Richard Joy. mo, pp. 312. 
 
 With Maps and Charts. Price, $1. 
 
 This is a rapid sketch of English History in the readable style of the well- 
 known works on Greece and Rome by the same author. 
 
 WALKS AND TALKS IN THE GEOLOGICAL FIELD. By Alexander Winchell, 
 Professor of Geology in the University of Michigan. 12010. With Illustra- 
 tions. Price, $1. 
 Professor Winchell unites the charm of a story-teller with the accuracy of a 
 
 scientist. The volume is packed with information concerning the structure of 
 
 the earth. 
 
 OUR ENGLISH. By Adams S. Hill, A.M., Professor of Rhetoric in Harvard 
 
 University. i6mo. Price, 60 cents. 
 
 How to write, speak, and talk in pure English. A series of bright and in- 
 structive essays on the use and abuse of language. 
 
 CLASSIC FRENCH COURSE IN ENGLISH. By William Cleaver Wilkinson, 
 D.D. A new edition, revised and much enlarged. i2mo, pp. 312. Price, $1. 
 
 CHAUCER TO TENNYSON. By Henry A. Beers, Professor of English Litera- 
 ture in Yale University. i2mo. Price, $1. 
 
 A delightful sketch of English writers and their writings, with typical selec- 
 tions from their works. 
 
 HISTORY OF THE CHURCH IN AMERICA. By the Rev. Bishop John F. Hurst. 
 
 i6mo. Price, 40 cents. 
 
 This is the last in Bishop Hurst's popular series of hand-books of Church his- 
 tory. It is clear, impartial, correct. 
 
 t^~ THE COMPLETE SET OF SIX VOLUMES FOR FIVE DOLLARS, ^gf 
 
 Postage or express prepaid by the Publishers. 
 
 HUNT & EATON, 150 Fifth Ave., cor. 20th St., New York. 
 CRANSTON & STOWB, 190 West 4th Street, Cincinnati. 
 
 M 1 1 1 1 1 a 1 1 1 1 1 1 1 ii ■■ 1 1 1 ii 1 1 ■ 1 1 1 1 1 1 ill «b a 1 1 1 1 1 1 ■■ 1 1 1 1 ■ •• 1 1 1 1 1 1 1 11 1 ■ :• 
 
I BOOKS BY REV. JESSE L HURLBUT, D.D. I 
 
 m 
 
 m 
 
 M • ■ I 
 
 ^ American History. Chautauqua Text-book, No. 21 . . . . $0 10 ^. 
 
 ^ Life of Christ. Chautauqua Text-book, No. 38 10 ^ 
 
 ^ Lesson Commentary for 1890. On the International Sunday-school ^ 
 
 ^ Lessons in the Gospel of Luke. Cloth, 8vo 1 25 ^ 
 
 |^ for 1891. On the Lessons in the Old Testament and in John's ^ 
 
 |# Gospel. Cloth, 8vo. In press 1 25 ^ 
 
 ^ Gospel. Cloth, 8vo. In press 1 25 ^ 
 
 y^ Outline Normal Lessons. Paper, 25 cents. Cloth, flexible ... 40 ^ 
 
 ^ The Manual of Biblical Geography. A text-book of Bible History for ^ 
 
 ^ the use of Students and Teachers, containing maps, plans, review ^ 
 
 yt charts, and colored diagrams. Illustrated leatherette. 4to . . 2 50 M 
 
 ^ iniftTfl mn nini w* otiiiw sfc.<s 
 
 P BIBLE LESSOW LEAFLETS. ^ 
 
 ^ First Series. Seven numbers. The Books of the Bible, Bible History, ^ 
 
 ^ and The Holy Land. Per set, post-paid 03 t §|f 
 
 ,^| Second Series. Eight numbers. Old Testament Characters. Per set, % 
 
 !p postpaid . . 01 I 
 
 ^t Third Series. Seven numbers. Life of the Apostle Paul. Per set, ^ 
 
 §| P° st P ald . 03 ji 
 
 ^ IFALZESTiniTE: CLASS. ^ 
 
 P By Bishop J. H. Vincent. ^. 
 
 |jjf| No. 1. Pilgrim Grade. No. 2. Resident Grade. No. 3. Explorer Grade. ^ 
 
 ^ No. 4. Jerusalem Grade. ^ 
 
 ^ Each, 2 cents. The four numbers for 6 cents. ^ 
 
 fft -3TO-CTSTGI- TE^.VELERS' CLiiSS. |fe 
 
 P^ BY MRS. M. G. KENNEDY. P\| 
 
 %' No. 1. The Journey. No. 2. Land and Kingdom. No. 3. By Hills and ^ 
 
 ^ Waters. No. 4. Guided Through the Land. No. 5. In the City. No. 6. Young ^ 
 
 ^ Travelers by the Sea-side. No. 7 Footsteps in the Holy Land. ^ 
 
 ^ Each, 2 cents. The seven numbers for 8 cents. kd 
 
 ||j -Z-©"CT35T<3- POLES' "WALKS ^JUTJD TALKS 
 
 y -WITH JESITS. y 
 
 ^ BY MRS. M G. KENNEDY. ^ 
 
 |f| 1. Introductory, the Bible. 2. The Child and the Man. 3. The Chosen |f| 
 
 ^ Twelve. 4. The Spreading Gospel Light. 5. Teaching by Parables. 6. A ^ 
 
 ^ Little Talk with Jesus. 7. The Last Week. 8. Resurrection and Ascension. ^ 
 
 '^ Each, 2 cents. The eight numbers for 10 cents. lm 
 
 •^ — , ^. 
 
 y New York: Hunt & Eaton. ^ 
 
 #J Cincinnati: Cranston & Stowe. il 
 
■ 
 
w 
 
 <~$\ 
 
 "} 
 
■ 
 
 
 I 4 
 
 ^^=^pm