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 9 
 
 NDAY SCHOOL PROBLEM 
 
 T. W. BERRY, 
 
 Bill
 
 E 
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 
 OF CALIFORNIA 
 
 LOS ANGELES 
 
 Ex Lihris 
 
 SIR MICHAEL SADLER 
 
 ACQUIRED I948 
 
 WITH THE HELP OF ALUMNI OF THE 
 
 SCHOOL OF EDUCATION 

 
 THE SUNDAY SCHOOL PROBLEM
 
 THE SUNDAY SCHOOL 
 PROBLEM 
 
 BY 
 
 T. W. BERRY 
 
 AUTHOR OF "THE PEDAGOGY OF HANDICRAFT," "PROFESSIONS FOR GIRLS,'' ETC., 
 
 DIRECTOR OF EDUCATION, RHONDDA, SOUTH WALES ; 
 
 AND LATE ASSISTANT DIRECTOR OF EDUCATION, MANCHESTER. 
 
 CARDIFF 
 THE EDUCATIONAL PUBLISHING CO., Ltd. 
 
 TRADE STREET 
 191 1
 
 CONTENTS 
 
 I. The Sunday School: A Review- 
 
 page 
 
 i 
 
 II. The Sunday School— Its Mission and Oppor- 
 tunities ...... 
 
 III. Conditions of Success 
 Attendance 
 Personality 
 Teaching 
 Discipline 
 Classification 
 Religious Atmosphere 
 Scheme of Lessons 
 Constructive Instinct 
 Pedagogy 
 Grading 
 
 Accessories — Registration, 
 Apparatus 
 School Government 
 The Superintendent 
 Singing 
 Caretaker 
 Subsidiary Aids 
 Secretary 
 
 IV. The Child 
 
 V. The Teacher and Training 
 
 VI. Inspection 
 
 VII. The Lesson— Story Telling 
 
 v 
 
 Prizes, 
 
 etc. 
 
 12 
 
 13 
 13 
 14 
 16 
 
 17 
 18 
 
 19 
 19 
 20 
 20 
 21 
 22 
 22 
 
 23 
 24 
 24 
 
 26 
 3i 
 39 
 42 
 
 wiwtxi
 
 VI 
 
 VIII. 
 
 CONTENTS 
 
 
 :cimen Lessons — 
 
 
 
 PAGE 
 
 A King's Sleepless Night . 
 
 . 52 
 
 Moral Scales and Weights (three lessons) 
 
 • 57 
 
 The Two Foundations 
 
 . 65 
 
 Own, Now, Won .... 
 
 . 69 
 
 Samson and the Foxes 
 
 • 73 
 
 The Little Captive Maid . 
 
 • 76 
 
 The Good Samaritan 
 
 . 80 
 
 St. Paul's First Missionary Journey 
 
 . 84 
 
 Laws ...... 
 
 . 88 
 
 Lessons in Outline (Bible Class) — 
 
 Education 
 
 Wealth .... 
 
 Temperance 
 
 93 
 94 
 95
 
 PREFACE 
 
 We live in an age of progress, and this spirit of progress 
 permeates every department of life. That which satisfied 
 the public demands half a century ago is almost useless 
 to-day, for it no longer meets the needs of the hour. Tins 
 we must realise if we are to economise our efforts ad- 
 vantageously, that is, get the maximum of benefits with 
 the minimum expenditure of force. 
 
 Our Sunday Schools are a national institution. They 
 have been an organised, effective branch of our educational 
 system for over a century, and have played an important 
 part — greater than is generally realised — in the uplifting 
 of the people. Yet, notwithstanding the great strides 
 education has made, and the adoption of reformed and more 
 scientific methods of instruction in our Day Schools, the 
 Sunday School has, generally speaking, advanced very 
 little from its early type. 
 
 The Sunday School is with us : the question is, are we 
 to keep it ? If so, then we must reform it. 
 
 This little book has been penned in the hope of drawing 
 the attention of the reader to the existence of a Sunday 
 School Problem, and to promote in some measure Sunday 
 School reform. We must first realise that our Sunday 
 Schools are lagging behind educationally. Then we must 
 find the causes for this, and, finally, endeavour to remove 
 them. 
 
 That there is need for reform is self-evident to all Sunday 
 School workers — reform in organisation and reform in 
 
 vii
 
 vm 
 
 PREFACE 
 
 teaching-methods. Both these points are fully dealt with 
 in the following pages. Commendable efforts, though on a 
 small scale, are being made in all parts of the country to 
 improve the teaching power of our schools. 
 
 Herein are set forth the various ways in which teachers 
 can be helped in securing training in Sunday School teaching 
 at a very little cost, and under the happiest conditions. 
 It is highly desirable that all teachers, especially amateur 
 teachers, should have opportunities of pursuing short 
 systematised courses under expert guidance in such subjects 
 as School Organisation, Child Life, Methods of Teaching, 
 the Evolution of a Lesson, Illustrations in Teaching, Art 
 of Questioning, Discipline, Tact in Class Management, 
 Criticism Lessons, and the giving of Model Lessons. 
 
 The personal element is emphasised because example is 
 stronger than precept, and it is very necessary that a 
 teacher should thoroughly appreciate this factor of suc- 
 cessful school management. 
 
 It is the hope of the writer that the educational usefulness 
 of Sunday Schools in developing our children on right lines 
 will grow in effectiveness and power. 
 
 T. W. B.
 
 THE SUNDAY SCHOOL PROBLEM 
 
 THE SUNDAY SCHOOL: A REVIEW 
 
 There has been a great awakening with respect to the 
 future development of the Sunday School, and this in- 
 creased interest is not being manifested one whit too 
 soon if we are to preserve this useful institution. 
 
 We may assert two propositions without fear of con- 
 tention, viz. that the Sunday School holds an incalculably 
 important place in the organisation of the Church, and 
 secondly, that ils work is not as effective at present as its 
 well-wishers desire. 
 
 Whenever a machine fails to satisfy the demands re- 
 quired of it, we at once overhaul it to find out its defects 
 with a view to remedying them. If a human being breaks 
 down, we at once seek a doctor to diagnose the disease 
 which is the cause of failure, and to prescribe accordingly, 
 and further, he enquires into the habits of the sufferer 
 with a view to regulating diet, exercise, and the conditions 
 of life. This is exactly what is wanted with regard to the 
 Sunday School. We are conscious of some defects, and we 
 must diagnose the cause of these defects, and then find a 
 remedy so as to restore and furthermore to increase its 
 vitality. 
 
 Anyone acquainted with the actual work of the Sunday 
 School feels that as regards equipment, buildings, teachers, 
 educational work, and as a means of supplying members 
 for the Churches, the Sunday School could and ought to be 
 a greater instrument for progress and development. The 
 Sunday School as at present conducted is in a great 
 measure out of date, and therefore it has largely lost its 
 hold on the young people, and to a greater degree on the 
 young men and women of our day. 
 
 B
 
 2 THE SUNDAY SCHOOL PROBLEM 
 
 That the importance of moulding the characters of the 
 youth and the developing of their spirituality has been 
 realised is proved by the fact that in 1833 one-ninth of the 
 population was found in the Sunday Schools, while in 1906 
 it is estimated at one-fifth, showing the advance in the 
 public estimation of the value of Sunday School work. 
 
 Professor Sadler, in his Continuation Schools in England 
 and Elsewhere* when dealing with the historical aspect of 
 " Certain Agencies for Further Education in England," 
 says of Sunday Schools, in treating of their growth as a 
 modern movement from 1780, that " there was great 
 educational activity on the part of earnest Nonconformists 
 (notably William Allen and other members of the Society 
 of Friends), and on a larger scale on the part of the Church 
 of England. The educational labours of the latter call for 
 special recognition. Though partly of a self-protective 
 nature, they drew their power from religious convictions 
 and benevolent regard for the poor." Further, he states 
 that " the Sunday Schools were the first to offer oppor- 
 tunities of continued or elementary education to adults and 
 to young people whose schooldays were over. I Historically 
 they developed from the ancient practice of catechising 
 in church. From the first, adolescents and even adults, 
 as well as children, came to be catechised. The Fifty- 
 ninth Canon of the Church of England, agreed upon in 1603, 
 requires every parson, vicar or curate, upon every Sunday 
 or holy-day, before Evening Prayer, for half an hour or 
 more to examine and instruct the youth and ignorant 
 persons of his parish in the Ten Commandments, the 
 Articles of Belief, and in the Lord's Prayer, and diligently 
 to hear, instruct, and teach them the Catechism set forth 
 in the Book of Common Prayer. Moreover, it is not only 
 required that fathers and mothers should cause their 
 children to come to the Church at the time appointed, 
 obediently to hear and to be ordered by the minister until 
 they have learned the Catechism, ' but all masters and 
 mistresses are laid under a similar obligation in regard to 
 their apprentices.' " 
 
 * Continuation Schools in England and Elsewhere, Sherratt and 
 Hughes, Manchester, 8s. 6d.
 
 THE SUNDAY SCHOOL: A REVIEW 3 
 
 Dean Gregory, in his Elementary Education — its Rise 
 and Progress in England, points out that, " Duringthe reign 
 of William III there was a remarkable religious revival, from 
 which sprang schools still in existence. The great instru- 
 ment in carrying out this work was the Society for Pro- 
 moting Christian Knowledge, which was founded in 1698, 
 and had for its first object the creation and support of 
 schools in which children of the poorest class might receive 
 sound religious and secular education." 
 
 " The Welsh Charity or Circulating Schools, which were 
 established by Griffith Jones of Llanddowror in 1730, 
 and which bore so great a part in the education of the 
 Welsh people, form the next link in the chain. Jones 
 had been admitted a corresponding member of the S.P.C.K. 
 in 1 713, and his connection with that society had great 
 influence upon his education plans. To his Welsh Cir- 
 culating Schools, as previously to his catechising upon the 
 Saturdays before the monthly Sacrament Sundays, 
 Griffith Jones admitted parents as well as children. The 
 object of these schools was to enable the people to read the 
 Bible in Welsh. They were called Circulating Schools 
 because the plan was for a master to stay at a place until a 
 number of people had been taught to read, then to pass on 
 for similar work elsewhere. The S.P.C.K. helped the 
 schools by donations of Bibles and other books. Griffith 
 Jones died in 1761. During the last thirty years of his 
 life he had been instrumental in establishing 3495 of these 
 schools, in which more than 158,000 scholars had learned 
 to read."* The distinctive teaching of children in Sunday 
 schools received a powerful impetus in 1780, when Robert 
 Raikes and Thomas Stock established their Sunday Schools 
 in Gloucester. 
 
 The Bible Society was founded in 1804, and the dis- 
 covery that many poor people could not read the Bible 
 which was offered to them, led to a great increase in the 
 number of Sunday Schools. In some districts of Wales 
 nearly the whole population was enrolled in them. Thomas 
 Charles of Bala was the great organiser of Sunday Schools 
 in Wales ; and one of the characteristics which distinguish 
 
 * Sec Sunday Schools of Wales, by David Evans, published by 
 the Sunday School Union.
 
 4 THE SUNDAY SCHOOL PROBLEM 
 
 the Welsh from the English Sunday Schools, has always 
 been the large proportion of adult students attending them. 
 
 In Wales to-day we have probably the most healthy 
 and vital system of Sunday School work to be found in the 
 kingdom. There is no lack of zeal and enthusiasm, and the 
 attendance is good, but no one will deny that much energy 
 runs to waste, partly due to the lax system of discipline, 
 to the want of skilled teachers, and to the need of reformed 
 methods of teaching. 
 
 The Sunday School L'nion is a very potent agency for 
 the reform of Sunday Schools. By its organisation, by the 
 lectures which it promotes throughout the country ; 
 by systematic training of teachers ; by model lessons given 
 to teachers ; by examinations ; by the work of organising 
 secretaries and branch associations, and by disseminating 
 good literature, this society is aiming at producing a 
 revival of interests in Sunday School administration. 
 
 Professor Sadler goes on to say in optimistic tones that 
 " There is reason for thinking that the importance of 
 Sunday Schools in English education will increase ; and 
 during recent years much has been done through the en- 
 couragement of the Sunday School Union (established 
 1803), the Church of England Sunday School Institute 
 (1844), the Sunday School Association, and the Society 
 of Friends' First-Day Schools Association, so to improve 
 the methods of teaching and organisation as to increase the 
 hold of the Sunday Schools upon young people during the 
 years following the close of the Day School course. Of 
 all the agencies engaged in the further education of young 
 people, none is numerically and otherwise more important 
 than the Sunday School movement in its various develop- 
 ments." 
 
 Words of encouragement such as these coming from our 
 most eminent educationist ought to stimulate all well- 
 wishers and active workers in the Sunday School movement 
 to greater effort, so that the immense development of the 
 past century and a half may be even surpassed by the 
 growth of the Sunday School in the immediate future, 
 both as regards its numbers and its influence as a spiritual 
 force.
 
 II 
 
 THE SUNDAY SCHOOL— ITS MISSION AND 
 OPPORTUNITIES 
 
 "Train up a child in the way he should go." — Prov. xxii. 6. 
 
 The Sunday School Problem is one of wide-spreading and 
 pressing interest, as immense issues hang on the careful 
 consideration of the importance of questions affecting 
 Sunday School Organisation and Teaching Reform. 
 
 This country owes more to the efforts of Sunday School 
 teachers than it realises. Religion's sturdy development, 
 its glorious past, and its future potency, are inseparably 
 associated with the success of our Sunday Schools. There 
 are, of course, many critics ready to decry their influence, 
 to minimise their educational value, to depreciate their 
 spirituality, to question their social worth, and, in short, 
 ready to rob them of every vestige of credit to which they 
 are entitled from their healthy, beneficent, refining and 
 Christian influence of the past one hundred and thirty 
 years of their potential existence. 
 
 Those who have eschewed Sunday School work because it 
 has meant a sacrifice of time and of energy, as well as 
 making demands on a teacher's forbearance and self-denial, 
 such as are inseparably associated with the noisy, badly 
 organised, and poorly disciplined institutions as Sunday 
 Schools unfortunately often prove to be, are often the 
 first to criticise their utility and to question their success. 
 Adverse criticism, however, is easy but useful, whilst con- 
 structive reform is not so easily put forth, though sadly 
 needed. 
 
 That Sunday Schools of the past and the present have 
 been far from perfect no one will deny, and the chief 
 workers are most conscious of existing defects ; but such 
 
 5
 
 6 THE SUNDAY SCHOOL PROBLEM 
 
 criticisms are frequently nullified because of the antagonism 
 of the critic — such antagonism being the outcome of 
 ignorance of the aims and true efforts of the Sunday 
 School. They see the surface only ; they gauge the work 
 by the noise, and misjudge the value by looking only for 
 secular results. 
 
 How often, however, has the prisoner when in gaol, 
 in an atmosphere affording opportunities for self-ex- 
 amination and reflection, thought of the lessons of the 
 Sunday School ! It is then that he recalls the kindly smile 
 of a faithful teacher ; it is then that he remembers the face 
 of a bright, godly fellow Sunday School scholar — the mind 
 dwelling on the past while the precepts of former lessons 
 are brought home to him — and he is led to a healthier 
 frame of mind by the remembrance of the earnestness 
 of his Sunday School Superintendent in the days of his 
 boyhood. Such cases as the one here depicted are by no 
 means uncommon, and many a life given over to sin has 
 thus been reclaimed and placed on the honest and virtuous 
 road of rectitude. Cases of less extremity abound, and 
 thousands of men and women who have long ceased to be 
 connected with the Sunday School bear testimony to the 
 restraining influence of their early training, to the stimu- 
 lating and encouraging effects of the lessons they have 
 received, and to the life-long desirable friendships formed 
 within its pale ! 
 
 It must further be remembered that whatever the Sunday 
 School has achieved has been performed under very diffi- 
 cult circumstances, and in spite of great difficulties. Often 
 the building has been very inadequate, and in the light of 
 our present ideas of what a good school should be, the 
 rooms were badly equipped. The lack of class-room 
 accommodation naturally militated against success, for, 
 if the class-room system is necessary for the Day School, 
 where we have trained, experienced teachers, how much 
 more is it desirable that Sunday Schools should be well 
 equipped by the provision of convenient class-rooms ! 
 
 Sunday Schools have very limited opportunities, for 
 their sessions are short, especially so that of the morning 
 school, and attendance at Sunday School is voluntary, and 
 therefore does not reach that standard of regularity and
 
 MISSION AND OPPORTUNITIES 7 
 
 punctuality attained in the Day School. This failure is 
 particularly noticeable in that section of the community 
 most in need of the Sunday School influence. 
 
 Notwithstanding all its drawbacks and disadvantages, 
 in addition to the spiritual benefits to which brief reference 
 has been made, the Sunday School has been in some cases 
 the forerunner of the modern Day Schools, while in other 
 instances (and these are numerous), it has been largely 
 supplemental to the Day School in the secular work, 
 especially in the teaching of reading, and in all its educa- 
 tional work it has always been an adjunct to our school 
 system. 
 
 Prior to 1870 the Sunday School often provided the 
 only means of instruction, especially in the villages and 
 small towns, and even in larger centres it provided, if not 
 the only, the main opportunities of education. Although, as 
 has been said, viewed from the present day standpoint of 
 the educational critic, the early Sunday School left much 
 to be desired, yet it filled a gap and proved itself to be a 
 most useful institution. Its work was the beginning of 
 educational progress. Its efforts were very well appreciated, 
 and it was as advanced as was necessary to make it an 
 instrument of good in those days. Highly skilled teachers 
 were not necessary then, because the general tone of 
 education amongst the masses was so rudimentary that a 
 school conducted on modern lines would have soared 
 above the heads of the people, and its results would have 
 been disappointing. 
 
 The Sunday School from its inception has had a definite 
 place and a fixed mission, and even in its early days it was 
 pre-eminently successful when considered from these two 
 aspects. Its greatest characteristic was its spirituality. 
 There was a distinctly religious atmosphere ; and the per- 
 sonality of the teacher, the living interest of the Superin- 
 tendent, and the fostering care of the Ministers all made 
 lasting impressions on the plastic minds which they had 
 to shape, to mould, to expand, and to individualise. 
 
 To-day we have progress on every side. The conditions 
 of life have altered. The increased intercourse between 
 man and man, the influence of the Press ; the influence of 
 mind on mind either in the living being with whom we
 
 8 THE SUNDAY SCHOOL PROBLEM 
 
 come in contact, or through the writings and sayings of 
 those who have ]eft ' footprints on the sands of time ' — all 
 these tend to make modern life very different from the 
 simple days of the early Sunday School. 
 
 In these days of cheap travelling and quick methods 
 of locomotion, our environments are extended, the ex- 
 tension of the term ' our neighbour ' towards whom our 
 conduct is directed is increased, our temptations are greater 
 and more subtle, and unfortunately our failure in respect 
 thereto is often more easily condoned, so that our spiritual 
 and ethical life is quite altered from the conditions pre- 
 vailing a century ago. 
 
 The standard of education is higher. Compulsory 
 instruction is improving the tone and intelligence of the 
 people generally (there are, of course, exceptions). Facili- 
 ties for higher education are provided by Evening Schools, 
 Technical Schools, Secondary Schools, Colleges, and by 
 means of Libraries and Literary Societies. The pulpit has 
 become more scholarly, and thus the influence of the 
 ministry has grown in power and favour with the people. 
 Progress has been further aided by a general advance in the 
 taste of the public for the aesthetic. All these act and react 
 for the benefit of our children. For these reasons, then, 
 when progress is the order of the day, our Sunday Schools 
 too must progress, but we must be careful that we aim at 
 true progress, consistent with the aims and mission of real 
 Sunday School work. When reforming any institution 
 it is always so easy to go astray, to aim at the large shadow, 
 forgetting the smaller substance ! 
 
 We live in an age when ocular demonstration is much 
 appreciated, and this is an inducement to bring our Sunday 
 Schools into line with the modern conception of educa- 
 tional progress. In this, however, we must be very careful, 
 studying the all-round effect of such methods on the 
 spiritual welfare of our Sunday Schools, and seeing how far 
 such methods are consistent with and likely to aid in the 
 furtherance of the aims for which the Sunday School exists. 
 
 In reforming our methods, and in our desire to copy and 
 imitate the Day Schools whilst endeavouring to compete 
 with them, we must be careful not to secularise our Sunday 
 Schools. There is always a danger of making the Sunday
 
 MISSION AND OPPORTUNITIES 9 
 
 School an appendage of the Day School. By adopting too 
 largely the methods of the latter we run the risk of making 
 the Sunday School an extension of the Day School, and 
 then the refreshing influence of change and freedom from 
 
 the Day School arc lost, and the child feels that the Sunday 
 School is only an ' extra day's ' work, and for him the 
 sanctity of the Sabbath, if not lost, is minimised. This 
 must not be misconstrued. All educational work should 
 have a religious trend, and, therefore, when speaking of 
 the secular system of the Day School reference is made to 
 the main purpose for which they exist — the only purpose 
 recognised by the Board of Education. 
 
 There is, however, much that we can learn from the Day 
 School, especially in infusing interest in the work so that in 
 this respect teaching shall be as effective and as attractive 
 in the Sunday School as in the Day School, and there is 
 much that we can imitate, copy, and adapt in the modern 
 methods of teaching. Our Sunday Schools must grow in 
 usefulness ; they must extend their influence for good, 
 covering a larger sphere than they do now, over a con- 
 siderably longer period of life than that covered by the 
 Day School, the latter generally ending at about thirteen or 
 fourteen years of age. The social influence must be de- 
 veloped, and the spirit of brotherhood fostered and 
 strengthened. 
 
 A time may unfortunately come when the Bible may be 
 driven out of the Day School — such would be the greatest 
 national calamity we have experienced — and if ever that 
 evil day comes, our Sunday School will then be the only 
 means of instruction in religious subjects which could reach 
 the child outside the home influence, for the limited oppor- 
 tunities of the Churches would make it difficult to do much 
 for children in this way. Everything then must be done to 
 keep the Sunday School vigorous, popular, useful and, above 
 all, spiritual. 
 
 Those who glibly regard the Sunday School as an easy 
 substitute for the daily religious instruction of the Day 
 School, must remember that a very small percentage of 
 children go to Sunday School. To prove this statement 
 let anyone add up all the Sunday School scholars as 
 given in the returns of the various Churches, and compare
 
 io THE SUNDAY SCHOOL PROBLEM 
 
 the total with that of over five million scholars in the Day 
 Schools. The discrepancy is enormous, and would be 
 greater if we could deduct from the Sunday School returns 
 all those over fourteen years of age, so as to make the 
 comparison with the Day Schools more accurate. 
 
 What has become of the millions of children of Day 
 School age who are not in the Sunday School ? Where are 
 the youths of fourteen and upwards who have just left the 
 Day School ? If we could have reliable information iden- 
 tifying each of those who do not attend Sunday School, 
 we should find that they were mainly children from the 
 poorest type of homes : children of parents who never had 
 any interest in the spiritual education of their children, and 
 who, as parents, are living examples of everything the 
 child should not be. Alas, these are the children over 
 whom the best influences have ceased to be exerted, for 
 these children never come within the Churches, they have 
 no Sunday School guidance, but are brought into daily 
 contact with shameful vice and sin. They are the products 
 of negligence, which baneful influence is only too often 
 felt, and its effects seen, in a perusal of the criminal columns 
 of the daily papers. 
 
 To destroy the Day School Biblical training would be to 
 leave these children like a rudderless craft on the tem- 
 pestuous sea of life, destitute of the restraining power of 
 religion, denying them of its elevating and sanctifying 
 influence, and the spiritual strength to help them to live 
 clean lives.
 
 Ill 
 
 CONDITIONS OF SUCCESS 
 
 " O'er wayward childhood would'st thou hold firm rule, 
 And sun thee in the light of happy faces, 
 Love, Hope and Patiem e, these must be thy graces, 
 And in thine own lit art let them fust keep school." 
 
 Coleridge. 
 
 The successful management of a Sunday School is de- 
 pendent upon many circumstances which should be care- 
 fully studied and gauged. The central feature of every 
 Sunday School is, of course, ' The Child ' — a fact often lost 
 sight of. The main object of the existence of the school, its 
 very raison d'etre, is the religious training and spiritual 
 development of the child. This education — not merely 
 teaching — must be carried on in association with some 
 Church : the tenets of this Church are one of the chief 
 means whereby the spiritual end is to be achieved, and the 
 child, as a result of this training under the guidance of a 
 Church, ultimately becomes a member of that Church, 
 accepting its dogma and professing the great Christian 
 truths. 
 
 A Sunday School, like a Day School, must be well or- 
 ganised and judiciously managed if any measure of success 
 is to reward the efforts of those devoting themselves to this 
 important work. The value of discipline in all under- 
 takings cannot be overestimated, and that good discipline 
 is absolutely essential in the management of Sunday 
 Schools will be readily conceded. No better illustration 
 of the power of discipline can be cited than that of the 
 Russo-Japanese war, for, while deprecating the war, 
 we must acknowledge the excellent discipline of the 
 Japanese, which was in such marked contrast to the laxity 
 of the Russians that it was not surprising to find the success 
 
 1 1
 
 12 THE SUNDAY SCHOOL PROBLEM 
 
 of the former over the Russians was both continuous and 
 decisive. 
 
 We must have order. Everything must be in its place, 
 and there must be a place for everything. As has been said, 
 ' Order is Heaven's first law,' and this must be recognised 
 in our Sunday Schools. In organisation there must be 
 a unity of purpose in all the departments, but not neces- 
 sarily a unity of action and methods. 
 
 The real test of the efficiency of a Sunday School may 
 be seen in the number of Sunday School teachers it turns 
 out. A Sunday School which provides a constant flow of 
 desirable candidates for teachership in the Sunday School 
 is undoubtedly doing good work and fulfilling its mission. 
 
 Attendance 
 
 The first problem in connection with the Sunday School 
 is how to get children to join the school, and how to keep 
 them after they have joined. The Day School has the 
 advantage from this point of view, inasmuch as compulsory 
 attendance at the Day School is enforced by the instrument 
 of the Law. On the other hand, the attendance at the 
 Sunday School is a voluntary act, and herein lies its great 
 power and virtue : spirituality cannot be forced, it must 
 be encouraged and developed by teaching, example, en- 
 vironment, and sympathy. 
 
 Good attendance at the Sunday School depends upon and 
 is largely the outcome of the successful management of the 
 school, because children have keen intuitive powers, and 
 soon appraise a teacher's efforts at their true value. Any 
 neglect on the teacher's part discourages attendance, and 
 any disciplinary weakness has its deleterious effect on 
 the scholars and on other teachers who are affected thereby, 
 resulting in a lower standard of attendance. 
 
 To copy the Day School — and if we are to progress in our 
 Sunday School management we must imitate what is best 
 in the Day School — an officer should be appointed whose 
 duty would be in a measure to look after the attendance — 
 though not identically like the School Attendance Officer 
 of the Day School. 
 
 All irregular children should be visited by their re- 
 spective teachers, and a report of such visits should be
 
 CONDITIONS OF SUCCESS 13 
 
 made to the officer, whom we will call a Sunday School 
 Attendance Supervisor. He would exercise great tact and 
 kindness in dealing with the cases of continued irregularity, 
 and make a report on his work at each teachers' periodic 
 conference, as regards the general condition of the school 
 considered from this aspect of regularity of attendance. He 
 or she would not lose the opportunity of inducing parents 
 to send their children to school punctually. 
 
 Personality 
 
 The most potent and lasting factor in school management 
 is the personality of the teacher. A regular and punctual 
 teacher is ;mi example for the pupils to copy, appealing to 
 the child's imitative propensities. This is the most practical 
 way of encouraging regularity and punctuality, and though 
 it may take a considerable time to secure the desired 
 results, notwithstanding the teacher's good example in this 
 respect is all that could be wished, the opposite effect is 
 much more quickly produced when a teacher is lacking in 
 this virtue ; an irregular and unpunctual teacher will 
 inevitably, sooner or later, produce similar undesirable 
 results amongst the pupils. Nor is the teacher's influence 
 on the attendance exhausted by his or her example. There 
 is still another potent means of effecting this desideratum. 
 A good teacher will, as we have already pointed out, visit 
 his scholars, so as to know them and to gain the sympathy 
 of the parents, whose co-operation is invaluable in aiding 
 the Sunday School teacher in securing good discipline and 
 a healthy tone in the school. Further, the interest thus 
 manifested is not lost on the scholar who is responsive, 
 and as a result of the consideration shown in this way 
 develops an affection for his teacher. In fact, it is this 
 power of drawing the pupils rather than forcing, this 
 power so creative of mutual sympathy, which so dis- 
 tinctly identifies the successful Sunday School teacher. 
 
 Teaching 
 
 As already pointed out, children arc keen critics by 
 intuition. An average child knows at once whether or not 
 a lesson has been well prepared, and he appreciates his 
 teacher's efforts accordingly. As this question is dealt
 
 14 THE SUNDAY SCHOOL PROBLEM 
 
 with at greater length in a succeeding chapter, it is only 
 mentioned here as one of the conditions of successful school 
 management. 
 
 Discipline 
 
 If asked what is the chief and indispensable condition of 
 successful school management, the reply would be ' good 
 discipline.' Chaos is opposed to all Sunday School progress. 
 Good discipline is absolutely necessary, and it can only be 
 secured by strong teachers. By ' good discipline ' is meant 
 effective management with economy of effort ; a healthy 
 tone, an interest in work, and an individual desire to pro- 
 mote the corporate welfare of the school. By ' strong 
 teachers ' I do not mean physically strong, nor is the term 
 confined to strength of character, determination of will 
 power, and consistency in exercising power and authority, 
 important as these are, but ' strong ' in the sense of feeling 
 thoroughly well up in Sunday School management, well- 
 equipped in the organisation of the work, competent to 
 deal with all difficulties of class management because of the 
 teacher's knowledge of child life, and being capable of teach- 
 ing well as a result of adequate, full, and skilful preparation 
 of lessons. ' Knowledge is power ' — and this is the power we 
 want in Sunday Schools. Out of the fulness of the pre- 
 paration we may expect to get the maximum of interest, 
 and it is interest which provides the great lever to lift us 
 over all difficulties of discipline in school management. 
 
 Good discipline is very largely dependent upon the 
 personal influence of the teacher. Discipline in Sunday 
 School is to a great extent favoured by the organisation 
 whereby the classes are small, but, on the other hand, the 
 lack of class-rooms militates against a teacher, and adds 
 to his inconvenience and to the Superintendent's worries. 
 Under an ideal system of small classes in small class-rooms 
 the physical difficulties would vanish. 
 
 Where there are no class-rooms there are two expedients 
 available. The use of folding partitions, such as are largely 
 used in Day Schools, admirably meets the difficulty : 
 these partitions cost about 2s. 6d. per square foot, and 
 whilst giving all the advantages of class-rooms, they make 
 supervision easy, and have the advantage of being quickly
 
 CONDITIONS OF SUCCESS 15 
 
 removed out of the way when the room is wanted for the 
 children to assemble en masse. A second expedient, which 
 
 is less useful, but considerably less expensive, is that of 
 providing large folding screens ; the use of these screens 
 where folding partitions are not available is a great boon, 
 as a class is in this way protected from external inter- 
 ference, and it is in consequence easier for children to 
 concentrate their attention when outside counter-attrac- 
 tions are removed. 
 
 It is very difficult, as every teacher knows, to keep the 
 attention of one class when there is a noisy class adjoining ; 
 or, again, difficulty is experienced when the teacher of the 
 next class happens to be using illustrations of an interesting 
 nature, which have a tendency to attract the neighbouring 
 class, or perhaps a scholar has a friend in the next class 
 whose attention he is anxious to secure, and in his en- 
 deavours to do so, he distracts the attention of the other 
 scholars ; there is no doubt that in various ways the conti- 
 guity of classes which one finds in Sunday Schools, and which 
 arrangement is unfortunately a necessity from structural 
 causes, is a great source of irritation, and one of these two 
 expedients referred to is absolutely necessary if good dis- 
 cipline is to be maintained and effective teaching secured. 
 
 A well-prepared lesson, interestingly given, and to which 
 we shall refer later, is a powerful aid in securing discipline, 
 while the organising ability of the Superintendent is 
 another factor of considerable importance in this work. 
 For although a martinet system of discipline is to be 
 deprecated, nor is the rigidity of the Day School methods 
 to be desired, nevertheless we must not fall below in general 
 attainments the standard that prevails in the Day Schools. 
 
 We must not overlook the fact that Sunday School 
 scholars attend voluntarily, and no attempt at force or 
 rigid order mechanically secured should be aimed at. That 
 discipline which results from good organisation, from 
 regular and punctual attendance of teachers and scholars, 
 from well-prepared lessons, skilfully given, from the 
 personal influence of the teacher due to intercourse between 
 teacher, scholar, and parent, is the most effective, the most 
 enduring, and the most suited to the spiritual work of the 
 Sunday School. And it should manifest itself in a pupil's
 
 16 THE SUNDAY SCHOOL PROBLEM 
 
 appreciation of his or her teacher's self-denying efforts ; it 
 should be evident in the courteous demeanour of the scholars, 
 and in their kindly consideration for others. 
 
 Children must be decorous as seen in reverence in 
 prayer, a lesson which may well be learnt from the Day 
 Schools ; reverence must be shown in the correct attitude 
 in singing, and especially when reciting Holy Scripture, 
 and further, it must be seen in a cheerful and willing obedi- 
 ence to authority. The children should be encouraged to 
 be orderly in dress and in action. 
 
 "When children are ill-disciplined in the Sunday School, 
 it must, be remembered that the same children generally 
 conduct themselves well in the Day School, and this differ- 
 ence of conduct must be sought for in some defect of the 
 Sunday School organisation. Children must realise that 
 Sunday School work, from its great importance, must have 
 at least the same respectful attention as that given in 
 the Day School. 
 
 Classification 
 
 A fruitful source of failure is the haphazard method — 
 or rather want of method — in the classification of Sunday 
 School scholars. Often companionship is the chief prin- 
 ciple of such classification. A boy or girl goes into the same 
 class, generally without question, as his or her companion. 
 We cannot altogether adopt the soundest method of 
 intellectual attainments as the basis of classification, 
 because there is nothing so discouraging as to see an elderly 
 pupil sitting amongst scholars several years his junior. 
 The Day School classification will often prove a safe 
 guide for the Sunday School classification for scholars 
 who are attending a Day School. 
 
 For pupils Mho have left the Day School, it will be found 
 advantageous to stretch a point where the intellect and 
 the years have not kept pace. This principle has been 
 advantageously adopted in Evening Continuation Schools, 
 where it is quite a common occurrence to find classes for 
 adults of neglected education. Too much stress should 
 not be laid on ability to read ; in fact, if reading were 
 reduced to a minimum or entirely eliminated, it would be 
 an advantage. It would be far better for the teacher to
 
 CONDITIONS OF SUCCESS 17 
 
 read the small portion of scripture on which the lesson is 
 based, and to read it thoroughly well as a result of 
 careful preparation, thereby giving the scripture an inter- 
 pretation and interest which could never follow the im- 
 perfect reading of a scholar, or what is worse, the reading 
 of isolated verses by individual scholars. When this 
 practice is recognised classification becomes an easier 
 matter, because one's knowledge of the spoken language is 
 always in advance of the written language. 
 
 Religious Atmosphere 
 
 There is considerably more importance in this aspect of 
 the subject than is generally realised. The environment of 
 the scholar (that is, all the external influences which 
 are bearing upon him) is of vital importance in Sunday 
 School work. YYe all know that bright surroundings make 
 us feel bright, just as dull and depressing surroundings have 
 the opposite effect — it is in this way that our clothes also 
 affect us. We have recognised this fact by wearing special 
 attire on a Sunday, and there is no doubt that it is easier 
 to worship under aesthetic conditions than it would be 
 under surroundings more or less squalid. 
 
 A religious feeling is more likely to be engendered by a 
 spirit of reverence at the opening of the school. The 
 observance of law and order has its corresponding mental 
 effect. We must not forget, also, that educative pictures 
 unconsciously appeal to the eye, which is ' the window of 
 the intellect.' 
 
 The condition of the Bible and other books as regards 
 their state of preservation indicates the nature of the use, 
 respectful or otherwise, to which they have been placed, 
 and this condition again affects the mind. A good instru- 
 ment to accompany the singing contributes largely to that 
 spirit of reverence which should permeate the atmosphere 
 of the Sunday School, and a careful accompanist is equally 
 desirable. Shouting is opposed to the spirit of worship, and 
 therefore the singing should be restrained and, in accord- 
 ance with child-nature, where the love of change is pre- 
 dominant, there should be a constantly increasing reper- 
 toire of hymns, for the constant reiteration of the same 
 hymns is" for children monotonous. Nor should the 
 c
 
 18 THE SUNDAY SCHOOL PROBLEM 
 
 attitude in prayer and singing already referred to be over- 
 looked, while the correct demeanour of the scholars to each 
 other, as well as to their teachers, is another contributory 
 agent to what we call ' atmosphere.' 
 
 It must be remembered that the more we demand from 
 the children the more will they appreciate the Sunday 
 School and the more willingly will they carry out the 
 rules. The observance of these points tends to create a 
 wholesome atmosphere which is absolutely indispensable 
 for the spiritual work of the school. 
 
 Love is one of the motive powers of the Sunday School — 
 a teacher must get at the hearts of his or her scholars. 
 We must not, however, confound weakness with love. 
 A teacher can win the affections of the children and at the 
 same time be strict and consistent in his control, that is, 
 a ruling of to-day in a matter of discipline must hold good 
 at future meetings. Vacillation in this respect is regarded 
 by children as weakness and the teacher is imposed upon 
 accordingly. 
 
 Not only must the school be bright and orderly, but it 
 must be well ventilated and well warmed. A close school, 
 violating the laws of hygiene, makes children drowsy and 
 inattentive. 
 
 All pictures, models, and objects must be handy, useful, 
 and well taken care of, for not only is a spirit of order and 
 reverence thus fostered, but we thus encourage the associa- 
 tion of ideas — order, reverence, and religion — which 
 association is so valuable in all educational work. 
 
 Scheme of Lessons 
 
 The lessons must be such as fall within the intel- 
 lectual capacity of the children, and should form a 
 definite scheme of continuous work, making a continued 
 demand on the child's intelligence. Isolated lessons do not 
 give this advantage. A series of lessons also enables a 
 teacher to awaken interest by judicious preliminary ques- 
 tioning connecting the present lesson with previous ones. 
 The teacher is in this way enabled to gauge the pupils' 
 powers of assimilation as well as obtaining an indication 
 as to the success of the previous teaching.
 
 CONDITIONS OF SUCCESS 19 
 
 Constructive Instinct 
 
 The power of this instinct has long been recognised 
 in the Day School, since the days when Pestalozzi and 
 Froebel first showed the importance of utilising the child's 
 instincts in all educational work. 
 
 The Kindergarten System, which was the outcome of 
 their teaching, has proved the value of this method of 
 teaching, and in the Day School this has evolved the 
 Handicraft System, whereby children give expression to 
 their conceptions in plastic work, paper work, cardboard 
 modelling, wire work, woodwork, and metal work. The 
 Sunday School cannot to the same extent as the Day 
 School pursue this course for obvious reasons, though this 
 system is urged by all educationists and by extremists to 
 the fullest degree ; still, drawing, brushwork, building, 
 crayon work, etc., could be adopted to give defmiteness 
 to the teaching and to emphasise the points of the lesson. 
 To accomplish this, however, it must be remembered that 
 skilled teachers, suitable conditions as regards rooms, and 
 adequate apparatus are necessary. 
 
 Pedagogy 
 
 The qualifications of a successful teacher are dealt with 
 later. They form a very essential condition of success in 
 school management, but it must be clearly understood 
 that scholarly attainments alone will not suffice, we must 
 have excellence in teaching, that is, in the method of 
 placing a lesson before the scholars, and the character- 
 istics which are inseparable from a good lesson must be 
 observed. These points are fully dealt with in the sections 
 on The Teacher and The Lesson. Reference is made here 
 to the importance of ' Pedagogy,' because the ' Conditions 
 of Success ' would be incomplete without the inclusion of 
 this important aspect of school work. The higher the 
 value a teacher sets on technical skill the more successful 
 will be his teaching, and much laxity now seen is due to 
 a depreciation of the importance of professional ability 
 and the consequent disregard of all teaching aids.
 
 20 THE SUNDAY SCHOOL PROBLEM 
 
 Grading 
 
 The importance of grading our Sunday Schools has never 
 been fully realised, and the sooner we recognise the im- 
 portance of a well-organised system of gradation the better 
 it will be for the progressive development of Sunday 
 School work. There should be the Baby Section, the 
 Infant Section, the Junior Section, the Intermediate 
 Section, and the Senior Section. Each of these Sections 
 should have its own separate organisation as regards 
 superintendents and teachers. 
 
 The lessons in these various sections would be arranged 
 to meet the special aptitude of the pupils constituting the 
 particular grade. The methods of teaching would vary 
 very considerably. In the Baby Section organised ac- 
 tivities would constitute the chief aim. In the Infant 
 Section story - telling, handicraft, and marching would 
 appeal to these children. In the Junior Section we 
 should have stories advancing in intellectuality over the 
 Infant Section, object lessons (with pictorial illustrations, 
 and, when possible, actual objects and models specially 
 prepared), while much of the work would come under the 
 heading of what is known as ' Expression work.' 
 
 In the upper section the same methods of concrete 
 illustrations and varied applications of school methods 
 would be resorted to. More is said on this subject in the 
 chapter dealing with The Lesson, but the importance of 
 grading must not be lost sight of as a factor in the successful 
 management of the Sunday School on modern lines. 
 
 Accessories 
 
 Registration. — A carefully and diligently pursued 
 method of registration recording a pupil's regularity, 
 punctuality, and diligence is an effective condition of 
 success. This is made more valuable if the scholars 
 themselves receive some record of their efforts. The 
 influence of this record on the home circle is often beyond 
 expectation. 
 
 Prizes. — The question of giving prizes is a debatable one. 
 In Day Schools it is absolutely wrong to give prizes for 
 regularity and punctuality of attendance, because the law
 
 CONDITIONS OF SUCCESS 21 
 
 demands perfect attendance from every child between the 
 ages of five and fourteen (exemption, of course, being 
 possible at an earlier age when a child satisfactorily passes 
 a Labour Examination) ; therefore children should not 
 be rewarded for doing that which they are compelled to do, 
 and which a moral and legal obligation demands from them. 
 In the Sunday School, however, the conditions are 
 different. The child is not compelled to attend, though 
 it is in the interests of the State that he or she should do so, 
 for, apart from the spiritual training, there is the moral 
 and ethical training which manifests itself as a character- 
 formative element which is of the utmost concern to the 
 State. To encourage children to attend punctually and 
 regularly under voluntary conditions, to take an interest 
 without compulsion in lessons prepared, to observe regula- 
 tions, and to do some home preparation of the child's own 
 free-will is not only morally sound, but if prizes for the 
 attainment of these objects are awarded with discrimina- 
 tion, and not given too freely and too easily, the practice 
 is productive of good results. Much depends upon the 
 spirit in which rewards are given; and to ban Prizes, Sun- 
 day School Treats, Excursions, and other agencies partly 
 social and partly disciplinary, because these are sometimes 
 abused and degenerate into a mild form of bribery, as some 
 allege, is neither a sound nor desirable policy. 
 
 Apparatus 
 
 That a man cannot work without tools is recognised in 
 some cases more than in others : for example, the joiner and 
 mechanic would never attempt to do a piece of work with- 
 out a full equipment of tools, because it would be impossible 
 to satisfactorily execute a contract only under proper 
 conditions. So evident is this in the cases cited that it 
 appears absurd to mention it ; but when we come to 
 teaching, it is the rule rather than the exception for the 
 teacher to endeavour to make ' bricks without straw.' 
 Teachers must have proper means of illustrating their 
 lessons. There must be comfortable conditions of seating 
 for children and freedom from interruption while teaching. 
 
 The question of suitable furniture deserves more than 
 passing mention. A visit to a Sunday School — and es-
 
 22 THE SUNDAY SCHOOL PROBLEM 
 
 pecially to an Infant School — will convince anyone of the 
 unsuitability of the prevailing seating accommodation. 
 Infants consequently sit on forms with their legs suspended 
 because the seats are too high for them, and as a result 
 they endure pli3*sical discomfort and naturally become 
 restless. The forms are generally constructed with an eye 
 to their easy conversion to a tea-party table, and hence all 
 rules governing hygienic construction of school furniture 
 have to be more or less sacrificed. In the Infant Depart- 
 ment the tables and little chairs now so commonly found 
 in the Day Schools are the most suitable form of seating 
 at present devised. 
 
 A proper supply of suitable apparatus and comfortable 
 furniture suited to the ages of the children including either 
 glass partitions or screens where class-room accommodation 
 is inadequate is absolutely necessary for the effective 
 conduct of a Sunday School. 
 
 School Government 
 
 This is a subject which is closely associated with success- 
 ful school organisation and with progressive work. The 
 more teachers feel themselves responsible for the success 
 of the school the more interested they will become in the 
 efforts put forth to achieve success. 
 
 Where Sunday Schools have been governed by a Council 
 composed of Sunday School Teachers with the Superin- 
 tendent as Chairman and elected Officers, e.g., Secretary, 
 Treasurer, Librarian, etc., with the Ministers as visiting 
 members, much vitality has been infused as a result of 
 this controlling influence. 
 
 The Superintendent 
 
 A good Superintendent is a sine qua non in every Sunday 
 School, and his efficiency depends upon his tact and cour- 
 tesy and upon his organising ability to a greater extent 
 than is generally recognised. He must be thoroughly in 
 sympathy with Sunday School work, and zealous in its 
 development. It is understood that he must be a man of 
 Christian character, and this needs no emphasis here. The 
 Superintendent must be fond of children, but his fondness
 
 CONDITIONS OF SUCCESS 23 
 
 must be tempered with discretion. Consistency of action 
 is a very important trait in a Superintendent : he must not 
 be a martinet one hour and indulge in jokes and hilarity 
 the next hour with the same boys and girls. It is so difficult 
 to keep a proper distance. Sympathy is necessary, but it 
 must never degenerate so as to give licence. Rigid discipline 
 must not prevail when it is the outcome of harshness. A 
 kindly disposition, which is of priceless value, must not 
 engender a system of weak discipline. 
 
 A good Superintendent should be unobtrusive and 
 therefore unofhcious : he should walk about the school 
 ever alert, but never attracting that attention which should 
 be given by the scholars to the lesson. He must know 
 how to find talented workers, and having got them, he 
 must learn to keep them. Whilst quietly directing, he 
 must ever be ready to fill a gap. On the question of 
 punctual attendance he must never relax his attention, 
 as late children always disturb the discipline. He must 
 deal tactfully, but firmly, with extraneous causes of dis- 
 order, such as imported babies, casual scholars (who 
 require the Attendance Supervisor's attention), overcrowd- 
 ing of classes, admission of new scholars and the question 
 of their classification, and that distressing habit of eating 
 sweets so prevalent amongst scholars. His 'personality 
 must command respect, and he must maintain discipline 
 easily and uniformly, making all rules after careful con- 
 sideration as to their effect, and he must pertinaciously 
 keep them. 
 
 Singing 
 
 As previously remarked, one fruitful cause of loss of 
 interest is the persistent singing of the same hymns Sunday 
 after Sunday (because it is no one's business to teach new 
 hymns). Children by natural instinct love change, it is 
 one of the strong characteristics of child-life, and by 
 ' change ' I refer to change of attitude, change of activity, 
 and also change of hymns. As a result of such change a 
 new interest is engendered in the child, and, further, apart 
 from the psychological aspect, there is the gain accruing 
 from the increased knowledge of Ilymnology, which in 
 itself is a considerable gain.
 
 24 THE SUNDAY SCHOOL PROBLEM 
 
 Caretaker 
 
 It may seem like straining a point to include the Care- 
 taker in the Conditions of Success which govern the manage- 
 ment of a Sunday School, but experience shows the ne- 
 cessity of taking cognisance of all the influences that have 
 a bearing on the proper performance of the work. 
 
 There can be no question that neglect to perform, or the 
 carrying out of this work in a slipshod manner, is a serious 
 hindrance to the true development of Sunday School 
 work. The school must be clean ; the furniture must be 
 carefully arranged ; the building must be comfortably 
 warmed ; the ventilation must have proper attention 
 before the children enter, as stuffy rooms lower the vitality 
 both of teachers and taught, and attention under these 
 conditions is impossible, and consequently good discipline 
 cannot be expected. It is easy to see that the neglect of 
 this important matter makes effective instruction im- 
 possible, thus defeating the very object for which teachers 
 and pupils meet together. 
 
 Subsidiary Aids 
 
 The usefulness of a Sunday School is greatly enhanced 
 by the establishment of a Library — a really serviceable 
 library. Only too often is the Sunday School library a 
 collection of unsuitable books in varying states of utility, 
 and the reason for this is not far to seek. The library has 
 not been built up on proper lines, but has been got together 
 as a result of gifts of books — often the worn-out books of 
 the private book-shelves. 
 
 In these days of cheap publications it is possible to have 
 a really useful library of standard works representing the 
 various periods of literature, and dealing with the many 
 subjects which it is desirable young people should pursue. 
 Interesting and necessary as Sermons and Missionary 
 Books are to many of us, it is a mistake to have too many 
 books wholly devoted to the religious and moral training of 
 the pupils. A discriminate selection of a variety of well- 
 written books, carefully housed and intelligently catalogued, 
 with occasional lectures on ' How to Read ' and ' What to
 
 CONDITIONS OF SUCCESS 25 
 
 Read,' will help to foster a taste for real reading and enable 
 scholars to appreciate good literature. 
 
 Secretary 
 
 The invaluable services rendered by a capable Secretary 
 are so uniformly well recognised as to need nothing more 
 than an inclusion in this enumeration of the conditions of 
 success in Sunday School management. The finances must 
 be his care, and he must be responsible for calling the 
 various meetings. The keeping of minutes, looking after 
 any officers and teachers who may be neglecting their work, 
 whether from avoidable or unavoidable causes, will form 
 an important part of his duties, and the general corre- 
 spondence and arrangements for public and semi-public 
 gatherings will call for his attention. A vigilant Secretary 
 is an indispensable factor in the success of a Sunday School, 
 and his services cannot be too highly appreciated.
 
 IV 
 
 THE CHILD 
 
 "Teach us what we shall do unto the child." — Judges xiii. 8. 
 
 " No student can continue long in a healthy religious state, unless 
 his heart is kept tender by mingling with children."— Dr. Arnold. 
 
 The Sunday School exists for the child : lie is the father of 
 the next generation, and to his keeping will be entrusted 
 the sacred duty of preserving the purity of the Christian 
 faith and of extending its beneficent influences. 
 
 The importance of properly training the child is self- 
 evident, and the only question is " How can this be most 
 effectively accomplished ? " Just as a workman must know 
 the material upon which he is to work, so must the teacher 
 understand his material, with this increased importance, 
 that the child is more complex, more interesting, more 
 capable of being developed, and at the same time more 
 easily spoiled than any immaterial substance, which only 
 emphasises the vital necessity of the teacher studying the 
 Child. Even scientific methods of teaching are of little use 
 unless the teacher possesses also " an innate love of children, 
 an illuminating knowledge of the child-world and the 
 forces which dominate it, and a real enthusiasm for 
 humanity." 
 
 The best equipment a teacher can possess, far out- 
 weighing in importance any other kind of knowledge, is that 
 knowledge which is gained from a close study of child-life. 
 To the attainment of this end a teacher should observe the 
 child at play, when alone and when in company with other 
 children. He should notice him when in free conversation. 
 The questions a child puts should be observed, because in 
 this way he reveals his individual nature. A child's likes 
 and dislikes afford further opportunities of child-study, 
 
 26
 
 THE CHILD 27 
 
 being an index of a child's nature. The pleasures and fears 
 he exhibits are indications of his natural tendencies. His 
 attitudes and habits show the child's general condition. 
 Knowledge of the child's power to grasp what he sees, 
 and knowledge of the way in which he acquires information, 
 is a great aid in helping the teacher to prepare his lessons, 
 while an acquaintance with the child's environment gives 
 a key to the whole situation as affecting the child's develop- 
 ment. 
 
 The aim in pursuing a study of child-life, is to note 
 " the evolution of morality out of the impulsive life of the 
 child which affords the teacher her problems " (Dr. Gunn). 
 The importance of this study was felt by Rousseau when 
 he wrote: "I wish some discreet person would give us a 
 treatise on the art of observing children — an art which 
 would be of immense value to us, but of which fathers and 
 schoolmasters have not as }'et learned the very first 
 rudiments." 
 
 It is only when a teacher comprehends a child's nature 
 and gauges his powers of understanding that he or she is 
 in a position to make the lessons intelligible and interesting 
 to the child. 
 
 The teacher must know something of the laws of physical 
 development and the best conditions under which this 
 development can take place. If this were understood, and 
 the value of an elementary knowledge of the laws of 
 hygiene better appreciated, we should have no more 
 dark, stuffy, comfortless schoolrooms. Uncomfortable and 
 unnatural attitudes would cease, because of the unhealthy 
 effect which an intelligent teacher would discern. Attention 
 would therefore be paid to posture, and the teacher would 
 have a constant care of the eyesight. Long, tedious lessons 
 would be avoided, because attention should not be sus- 
 tained for too long a period ; children's love of activity 
 and change should be utilised as a means of maintaining 
 discipline as well as adding interest to the lessons ; this 
 would be a teacher's pleasantest and best way of controlling 
 her class. A child's natural tendencies would be re- 
 quisitioned as a teacher's aid rather than combatted with 
 as is too frequently the case when a teacher is ignorant of 
 their purpose and of their educational value.
 
 28 THE SUNDAY SCHOOL PROBLEM 
 
 The Senses 
 
 In our teaching we must develop the senses, not for- 
 getting to observe their relative educational importance. 
 Speaking of the educational value of the senses, Dicterot 
 writes : 'I found that of the senses, the eye may be 
 superficial, the ear the most arrogant, smell the most 
 voluptuous, taste the most superstitious and fickle, touch 
 the most profound and philosophical." ' Arms folded,' 
 ' hands behind,' and ' listen to me ' are favourite orders in 
 the Sunday School, thus violating psychological laws, and 
 yet we are told that ' touch ' — the most neglected of all 
 senses — is the most profound and philosophical. It is only 
 within the past year or two that this has been recognised 
 in some Sunday Schools by the introduction of concrete 
 teaching, where the pupils handle specimens, make designs, 
 draw maps, and in other ways have ' expression ' lessons. 
 
 The eye plays a prominent part in a well-constituted 
 school system. The child may be educated in a great 
 measure through the eye, and this is a very cogent reason 
 why a school should be carefully ordered, tastefully beauti- 
 fied, and well supplied with artistic and educative pictures 
 such as develop a refined and intellectual taste. Pictures 
 should be largely used in actual teaching. Maps help to 
 give definiteness to teaching, and at the same time impress 
 the facts upon the memory, while adding interest to the 
 teaching. 
 
 The ' organ of hearing ' is more passive than that of 
 sight. It can, however, be used in enabling the Sunday 
 School to appeal through song to the emotional and 
 devotional side of life. It has, unfortunately, in the past 
 held a wrong position in our system as an educative instru- 
 ment, hence the former parrot-like teaching has in the main 
 been either altogether wasted effort or undue waste of energy. 
 
 The Instincts 
 
 The instincts are responsible for the spontaneous actions 
 of a child. They play an important part in child develop- 
 ment, and for this reason they must be harnessed to do 
 service in the education economy. If we utilise the child's 
 natural tendencies, turning them to our service, we not
 
 THE CHILD 29 
 
 only make our work lighter, but pleasanter and more 
 effective. 
 
 Curiosity is one of the most pronounced and most useful 
 of a child's instincts. His ' why ? ' is ever on his tongue. 
 His inquisitiveness must never be stifled, but turned to ac- 
 count in the process of teaching. A child sees something 
 new, and his first desire is to touch it, to examine it, and 
 finally to question someone about it. Curiosity is the 
 teacher's handmaiden. It makes demands on the teacher, 
 who must therefore thoroughly prepare his lessons so as to 
 meet every possible question. 
 
 Imitation. Both in the constructional and moral sense, 
 this is a strong instinct in the child. ' I can make it myself,' 
 says the child when he sees something new, and he at once 
 tries to imitate the model or object before him. Our 
 earlier lessons are largely of an imitative nature. In the 
 ' moral life ' we say example is stronger than precept, 
 because it is easier to copy the former than to follow the 
 latter. The concrete example is always more powerful than 
 abstract instruction. The importance of this instructive 
 imitativeness cannot be overestimated. Every child has 
 a desire to do as ' daddy ' does. A boy likes to play at being 
 a father, and a girl delights in imitating her mother. This 
 same tendency to imitate is brought into the school. This 
 instinct permeates the child's life. And the thoughtful 
 teacher takes full advantage of it. The skilful way in 
 which the imitativeness is utilised is best seen in a good 
 modern Infant School. This ' doing ' is the essence of 
 good teaching. 
 
 Activity. — A child ought never to be still — only when 
 asleep. Stillness is abnormal, and indicates that the child 
 is not in health, for " the child emerges in his world as 
 a being disposed to activity initialed by himself, but dis- 
 posed also to act from moment to moment on the ideas 
 suggested by others." Our infant schools are very far 
 in advance of those of a quarter of a century ago, because 
 of the great care bestowed on the utilisation of the instincts. 
 The kindergarten games, marching, exercises, handicraft, 
 colour work, etc., all appeal to this highly valuable edu- 
 cational instinct which is closely related to the instinct of
 
 30 THE SUNDAY SCHOOL PROBLEM 
 
 imitativencss. The child's intense love of construction is 
 turned to good account. It must be remembered that 
 whatever knowledge is gained in this way is very exact. 
 This power of creativeness, whereby a child gives expression 
 to an idea after assimilating it, is very valuable education- 
 allv. This development of self-expression has in the past 
 been quite ignored in the Sunday School system. 
 
 The instincts arc either with us or against us ; they can 
 be used to develop the child, or they can be ignored and 
 turned into a hostile force. The child's love of activity can 
 worry and handicap us or even nullify our teaching, whereas 
 if properly guided its utilisation affords infinite pleasure 
 to the child, and the teacher finds considerable assistance 
 in his teaching. " Sometimes, as is well known, a child who 
 resists impressions yields to the imitative impulse in a way 
 that surprises those who have been impressed by his 
 docility." The child whose indocility and rebellion make 
 him appear hopeless in the domain of discipline ought to 
 have some active work to do. 
 
 Natural interests play an important part, and the ne- 
 cessity of child-study in this respect is clearly seen. A 
 teacher's lessons must be suitable to the scholars' ages 
 and intellectual development, so that the instruction may 
 not on the one hand be beyond the intelligence of the 
 children, nor yet too babyish for those beyond the child- 
 hood stage. For " only that exercise which is in harmony 
 with the nature of the child, which is suitable to the stage 
 of development which the child has reached, can produce 
 true development."
 
 THE TEACHER 
 
 It is scarcely necessary to urge the importance of Christian 
 character and the value of personal influence as factors in 
 the successful work of a Sunday School teacher, for these 
 qualifications are always recognised as indispensable. 
 That a teacher must be sincere in his or her belief if he is 
 going to influence his pupils for good, and that his personal 
 character must be worthy of imitation, will be conceded 
 at once by all thoughtful readers. The desirability of 
 having a teacher of strong and well-disciplined personality 
 is emphasised when we remember the imitativeness of the 
 child, and realise how he is influenced by example : it is 
 in this aspect that we see the importance of the high office 
 of Sunday School teacher. 
 
 What are the general qualifications of a teacher in a 
 Sunday School ? 
 
 For the sake of completeness it will be well to include 
 the personal clement already referred t<>. The quali- 
 fications may therefore be enumerated as follows : — 
 
 i. Christian character. 
 
 2. Personal influence. 
 
 3. Educational fitness. 
 
 4. Knowledge of child-life. 
 
 5. Sympathy with children. 
 
 (). Ability to prepare a lesson: to discern suitability of 
 matter; to provide carefully prepared, appropriate illus- 
 trations; and 1<> have definite knowledge of the methods 
 of teaching to be adopted. 
 
 7. Teaching ability as seen in — 
 
 (a) the teacher's control of his or her class ; 
 
 (b) in the exercise of discipline ; 
 
 3>
 
 32 THE SUNDAY SCHOOL PROBLEM 
 
 (c) by his success in arousing and maintaining interest ; 
 
 (d) in the power of reaching the child by means of 
 
 simple language ; 
 
 (e) in the use of terse explanations ; 
 
 (/) by his requisition of effective illustrations skilfully 
 
 used ; 
 (g) by deftly utilising, when possible, occupational 
 
 ' gifts ' ; 
 (//) and in his use of skilful questioning. 
 
 In the past, the only qualifications insisted upon have 
 been the personal ones of piety and character (of in- 
 estimable and indispensable value), with, perhaps, an in- 
 different inquiry as to the proposed teacher's scholarship, 
 to ensure that it should at least be equal to that of the 
 pupils. 
 
 Training in the science and art of teaching has altogether 
 been ignored. Is it not a wonder that Sunday Schools have 
 been as successful as they have been ? It is now fortunately 
 realised that Sunday Schools have lagged behind the times. 
 That they have been instrumental in doing an untold 
 amount of good is beyond question. But if reformed so as to 
 satisfy the exacting demands of the hour, and to avert their 
 threatened decay, they will become revivified, their mission 
 will be extended, and their usefulness increased. 
 
 Training for the work one undertakes to do is justified 
 by the greater confidence it bestows, because of the in- 
 creased facilities it provides by the development of the 
 faculties, and further on account of the power which 
 increased knowledge always gives, and not less on account 
 of the augmented pleasure which the skilful teacher gets 
 out of this fascinating work. 
 
 In Elementary Day Schools the training of teachers has 
 long been considered necessary, and is now fast becoming a 
 sine qua non as a means of professional advancement. 
 This increased appreciation of training is not confined to 
 Elementary Schools, for it is now being very widely 
 recognised also in Secondary Schools. 
 
 We must not overlook the fact that the Sunday School 
 teacher stands on a different platform from that of the Day 
 School teacher inasmuch as the work is voluntarily under-
 
 THE TEACHER 33 
 
 taken as an individual task and pleasure, and not as a 
 professional means of subsistence. 
 
 This is true as far as the teacher is concerned, but from 
 the pupils' standpoint there is no difference between the 
 Day and Sunday Schools. The pupils are identical, having 
 the same instincts, desires, senses, and qualities. It is the 
 same problem — an uninformed mind thirsting for know- 
 ledge ; an undeveloped intellect seeking guidance ; a 
 child-like curiosity awaiting satisfaction ; a restless activity 
 requiring direction. The main differences are that the 
 teacher is a voluntary agent, and that the pupil is a voluntary 
 seeker after the truth. 
 
 It is perhaps not too much to ask that the teacher who 
 has sacrificed a large amount of time and thought, exercised 
 so much patience, and displayed such interest as we 
 fortunately see on every hand, should go a step further and 
 seek training, so as to make his or her work as effective as 
 possible, and thus be enabled to get the maximum pleasure 
 from rendering his services, remembering that all work 
 well done must be productive of happiness. 
 
 The importance of this training is being realised on every 
 hand in a remarkable degree. The sudden interest mani- 
 fested in this important aspect of Sunday School develop- 
 ment is as surprising as it is gratifying — nor is it confined 
 to one district or to one denomination. A wave of intense 
 interest has spread all over the country, and a keen desire 
 to provide facilities for the training of Sunday School 
 teachers is discernible everywhere. 
 
 How is this training to be secured ? 
 
 There are several ways of accomplishing the desired end, 
 and of attaining the wished-for results at little personal 
 cost to the teacher, and without inconvenience to his present 
 occupation. 
 
 Training Colleges 
 
 We can follow the example of the Day School system 
 and open Training Colleges for this special work, providing 
 means of training for a short period. Such a college has 
 been established by the Church of England Sunday School 
 Institute. The Archbishop of Canterbury opened the 
 college at Blackheath for the systematic training of ladies 
 
 D
 
 34 THE SUNDAY SCHOOL PROBLEM 
 
 engaged in, or wishing to undertake, religious training in 
 Sunday Schools or Bible Classes ; also to train organisers 
 who may be engaged for the purpose of supervising, visiting, 
 and organising Sunday Schools, and to fit them for the 
 actual work of training other teachers. Such organisers 
 would, after their training, be able to bring expert know- 
 ledge to bear on the problems of religious education, and 
 thus a school of religious pedagogy is formed where the 
 experience, ideas, and methods of teachers may be 
 co-ordinated and the problems of religious education 
 thoroughly studied from the standpoint both of theory 
 and practice. 
 
 An excellent Training College for Sunday School 
 Teachers has been established by Mr. Cadbury, the philan- 
 thropist, at Bournville, near Birmingham. This method is 
 probably the best, where there are no insuperable obstacles, 
 because the students have the advantages of intercourse 
 and fellowship, and enjoy the benefits of a corporate life 
 for a short period under the best conditions of collegiate 
 training. The expense need not be much. The chief 
 difficulty is that of obtaining the necessary leave of absence 
 by those in business, although for an odd occasion students 
 would find it not only a profitable, but an extremely pleasant 
 way of spending a holiday. 
 
 Holiday Courses 
 
 In connection with the Day Schools we have had for 
 years past an excellent system of Holiday Courses, extend- 
 ing from two to four weeks' duration in Foreign Languages, 
 Handicraft, Science, Art, Mining, and other subjects. These 
 Courses are held as a rule at a seaside resort where the local 
 College, Grammar School or Intermediate School is secured 
 for the purpose of delivering lectures. The educational 
 atmosphere here is not so advantageous as in the case of 
 the proposed Training College, but a corporate life can be 
 encouraged under these conditions. Having the course at 
 a holiday resort, the students do not altogether forgo their 
 holiday, for they enjoy the benefits of a change under 
 pleasing circumstances, and at the same time they gain in 
 professional college training. Expert teachers are engaged,
 
 THE TEACHER 35 
 
 and a skilled organiser and director is placed in charge. 
 Lectures are provided. Conferences are held for the pur- 
 poses of discussing all questions relating to the subject. 
 Lessons are prepared by students. Model lessons are given 
 by experts. Criticism is given by the staff and invited from 
 the students. Difficulties are dealt with as they arise, and 
 at the end of the course an examination may be held to 
 encourage systematised preparation — such examination, 
 however, should be quite optional. 
 
 The recreative and social side of life is well catered for, as 
 this constitutes one of the most desirable features of the 
 scheme. Pupils, being thus brought together, are able to 
 compare experiences. 
 
 Such a course in secular subjects usually costs the pupils 
 at the rate of about £1 a week for expenses of the course, 
 plus personal expenses for board and apartments, though 
 in the case of the proposed Sunday School Preparation 
 Course the fee of £1 a week could be very much reduced, 
 as there would be little expense, especially if the school 
 building were lent free of charge. 
 
 All the pupils of similar courses referred to have enjoyed 
 the opportunities thus afforded, as the writer can testify 
 from personal knowledge, after visiting the Glamorgan 
 Summer School of Handicraft at Barry, where over two 
 hundred pupils spent a happy and profitable holiday. 
 If this method of training were widely adopted for Sunday 
 Schools excellent results would undoubtedly be seen in the 
 increased acquisition of skill, and a greater practical 
 interest would follow. 
 
 There are many colleges in this country which it might 
 be possible to get during the long vacation, and in such 
 cases a corporate life would be possible during the limited 
 period of training. 
 
 Local Training Courses 
 When an established Training College is not provided, 
 and in the absence of a Holiday Course, or to meet the 
 needs of those who from various causes cannot avail them- 
 selves of the courses that would necessitate their leaving 
 home, it is advisable to establish a local course of prepara- 
 tion.
 
 36 THE SUNDAY SCHOOL PROBLEM 
 
 A week's course has been held at many centres, and at 
 one of these, Beckenham, two hundred and fifty students 
 successfully participated in the course of training thus 
 provided. The staff included the Master of Method of a 
 large Training College, the Headmaster of a Practising 
 School in connection with a Training College, and other 
 professional teachers and ministers. 
 
 Such a course would be very full, practical, and sound. 
 It would embrace the psychological study of the child and 
 his development. Model lessons would be given on a variety 
 of subjects by experts. Full criticisms by the staff and 
 students and free discussion would follow. The important 
 aspects of good teaching would be carefully studied, and 
 the pedagogical value of Description, Illustration, the Art of 
 Questioning, and Class Management would be brought to 
 the notice of the students, who would thus be led to fully 
 appreciate these devices of successful teaching. Each 
 phase of the teacher's equipment would receive special 
 attention. 
 
 Specimen Practice Lessons, given by the students 
 themselves in the presence of the staff and the other 
 students, must be included, and these should be followed 
 by free criticisms and discussion. 
 
 The students would be taught to prepare Notes of Lessons, 
 to be carefully examined by the lecturers, and afterwards 
 dealt with in class. 
 
 A religious atmosphere must pervade the whole course, 
 and services should be held each evening, when sermons 
 having special reference to the Sunday School Teachers' 
 work could be delivered. 
 
 Conferences 
 
 Interest in the progress of Sunday Schools can be fostered 
 by means of conferences of those engaged in this work. 
 
 The National Sunday School Convention at Brighton had 
 this object in view, and was successful in concentrating 
 attention on Sunday School organisations. 
 
 Among the speakers who took a prominent part were 
 The Rev. Canon Henson, the Rev. Dr. Campbell Morgan, 
 the Rev. F. B. Meyer, and the Rev. J. Tolefree Parr. 
 The Modern Sunday School at Work was the central subject
 
 THE TEACHER 37 
 
 of the programme, and Sectional Schools of Method were 
 arranged for Primary Workers, for leaders of the Junior 
 Department, and for Secretaries and Registrars. The Boy 
 Problem held a conspicuous place in the programme, the 
 subject being dealt with by expert leaders of work amongst 
 boys. Since then numerous conferences of all denomina- 
 tions have given special attention to the organisation of 
 Sunday Schools, to the Training of Teachers, to the 
 Curriculum, and, in short, to every aspect of this work — 
 direct and indirect — with the object of making Sunday 
 School work more effective, more general, and more 
 spiritual. 
 
 Periodical Preparation Classes 
 
 In addition to these special occasional efforts, there 
 should be the weekly preparation course, when Sunday 
 School Teachers could meet together to listen to lectures on 
 the lessons for the coming Sunday, and occasionally there 
 should be model criticism lessons by expert teachers. 
 
 The advantages of the larger scheme are many and 
 obvious. The intercourse between students from different 
 parts of the country is in itself invaluable. Teachers having 
 varied ideas are enabled to compare notes. Students 
 attending holiday courses give their individual attention 
 to the preparation as, for the time being, they are freed 
 from business cares. Their environments are conducive 
 to successful work, and the religious atmosphere is helpful. 
 Lectures by experts are stimulating and encouraging. 
 Model Lessons are the best possible means of teaching 
 others ' How to teach ' especially when followed by criti- 
 cisms and discussions. A Model Lesson is most effective 
 when it follows a lecture dealing with method, providing 
 the model lesson illustrates and applies the method pre- 
 viously dealt with. 
 
 The value of one or more of these courses cannot be over- 
 estimated, and it is therefore advisable to organise courses 
 in various parts of the country : (1) Training College Courses 
 for three weeks or a month ; (2) Summer Holiday Courses 
 at a seaside resort for a fortnight ; (3) Local Courses for a 
 week's duration ; (4) Periodic Lectures on Sunday School 
 topics ; (5) Model Lessons ; (6) Conventions and Weekly
 
 38 THE SUNDAY SCHOOL PROBLEM 
 
 Preparation Courses ; these are the methods available for 
 training those whose interest in Sunday School work is 
 such as to demand further sacrifice in order to make their 
 services more efficient. 
 
 An Optional Examination for a diploma or certificate 
 of efficiency is a commendable feature of the scheme, for, 
 though examinations are regarded somewhat as evils, 
 they are necessary evils, having the virtue of stimulating 
 pupils by placing a goal before them. They further en- 
 courage systematic reading, and the successful result of an 
 examination is some guarantee that a course of prepara- 
 tion has been diligently pursued.
 
 VI 
 
 INSPECTION 
 
 If a carefully organised system of voluntary inspection of 
 Sunday Schools were arranged so as to avoid the possi- 
 bility of the secularisation of the work, there can be little 
 doubt that a wise administration of such a system would 
 have a stimulating effect on the organisation, conduct, 
 and efficiency of our schools. A visitor going from school 
 to school is at one and the same time gaining knowledge 
 and imparting information. He learns something in each 
 school visited. He either sees something to recommend for 
 adoption elsewhere, or observes something which it would 
 be advisable to avoid, so that lus services are ever gaining 
 in usefulness. A tactful visitor would thus be able to 
 encourage, to stimulate, to guide, and to advise superin- 
 tendents and teachers. 
 
 The chief point to bear in mind is that such a visitor 
 must not be a censorious critic, but rather a sympathetic 
 friend. The suggestions that he would make might ad- 
 vantageously form the subject of a useful conference of 
 Superintendents, Teachers, and Visitor. 
 
 Closely akin to inspection is the occasional interchange 
 of superintendents. A superintendent would gain con- 
 siderably by visiting other Sunday Schools, and, better 
 still, by taking charge of other schools occasionally, thus 
 gaining an insight into their working. 
 
 These suggestions aim at getting the teachers out of a 
 groove, as there is always a tendency for one's teaching 
 to become too stereotyped and ineffectual. We are all of 
 us apt to become too satisfied with our own efficiency as 
 we see it. A comparison as here indicated provides an 
 opportunity to help us to overcome this. 
 
 Schools at present work too often as isolated units, 
 
 39
 
 40 
 
 THE SUNDAY SCHOOL PROBLEM 
 
 oblivious of the fact that intercourse, as a result of visiting, 
 of inspection, and of periodical conferences, as well as in 
 social functions, helps to weld the otherwise comparatively 
 weak units into one strong organisation, capable of grap- 
 pling with difficulties under the most favourable conditions 
 when the multitude of counsellors should ensure wisdom. 
 
 Just as a suggestion the following form is inserted. It 
 may prove useful as showing the scope of such a system of 
 inspection as referred to in this chapter. 
 
 Inspection Form for Sunday Schools 
 i. Name of Sunday School 
 
 2. Number on Books 
 
 (a) Infants (about 3 to 6) . 
 
 (b) Juniors (about 7 to 10) 
 
 (c) Intermediate (about 11 to 14) 
 
 (d) Seniors (about 15 to 17) 
 
 (e) Bible Class 
 (/) Men's Class 
 (g) Women's Class . 
 
 Totals 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 
 
 
 
 
 
 Observations on : — 
 
 3. Discipline — 
 
 (a) Punctuality of Attendance 
 
 {b) Conduct : 
 
 1. On entering school 
 
 2. During lessons 
 
 3. During prayers 
 
 4. Singing hymns 
 
 5. Whilst leaving school 
 
 (c) Condition of books — . 
 Orderliness of cupboards 
 Cleanliness of rooms . 
 Brightness and comfort of rooms
 
 INSPECTION 41 
 
 4. Lessons. 
 
 (a) Subject matter — 
 Suitability of matter 
 Length of lessons 
 
 {b) Method of teaching — 
 
 Use of suitable illustrations 
 
 Judicious use of questions 
 (c) General results — 
 
 Interest of pupils 
 
 Pupils' knowledge as a result of lesson 
 
 5. Organisation. 
 
 (a) Arrangement of classes .... 
 
 (b) Teaching staff — 
 
 i. Sufficiency ...... 
 
 ii. Efficiency ...... 
 
 (c) Means of weekly preparation of lessons . 
 
 (d) Holiday or other definite training courses 
 
 for teachers ...... 
 
 6. Accessory Aids. 
 
 (a) Sunday School choir .... 
 
 (b) Library ...... 
 
 (c) Thrift schemes ..... 
 
 Date .... 
 
 (Signed) 
 
 Sunday School Visitor.
 
 VII 
 THE LESSON 
 
 "A man's character and conduct will always be according to 
 his education." — Plato. 
 
 It is very essential if a Jesson is to be successfully given 
 that it should have adequate preparation and thought, 
 and that the teacher should be so thoroughly at home with 
 his subject as to require only a brief sketch for reference at 
 the time of delivering the lesson. 
 
 A lesson may be a failure from several causes. If the 
 teacher is not thoroughly conversant with the subject 
 matter his weakness is at once detected by the scholars, 
 and he is in consequence discomfited. Or, should the 
 teacher have neglected giving due attention to the method 
 of teaching, his lesson will degenerate into a talk, and lose 
 its effect. Failure to provide proper illustrations may rob 
 a lesson of lucidity. The teacher's personal manner, too, 
 is a very powerful factor contributing to the success of a 
 lesson. 
 
 i. Preparation 
 The teacher must clearly understand what he purposes 
 teaching. The subject must be defined, and what is 
 equally germane, it must be confined so as to exclude 
 irrelevancy. So important is this that good teachers 
 invariably state at the head of a lesson its aim and purport. 
 Not less worthy of consideration than the foregoing is the 
 need of ascertaining what knowledge it may be assumed 
 the pupils possess with reference to the subject. Clearly 
 it is a waste of time to reiterate what is known, and, on the 
 other hand, it is fatal to ignore what is known, as the 
 success of a lesson depends upon a skilful linking of the 
 present lesson with a previous one. A correct gauging of 
 
 42
 
 THE LESSON 43 
 
 these matters tends to make a lesson intelligible, and 
 appreciated. To talk over children's heads, to assume 
 what they cl<> qoI know, or to repeat what they know 
 thoroughly well is a sure way of killing that interest which 
 is the teacher's best disciplinary aid. 
 
 Men and women are but children of an older growth, so 
 that these remarks on preparation are equally applicable 
 to the Bible Class, and on no account must these apparently 
 trifling points be overlooked, for ' trifles make perfection.' 
 
 The main difference between talking and teaching is that 
 in the former the lecturer does all the work and nearly all 
 the thinking, but in the latter the pupils do a big share 
 of the thinking, while the illustrations arrest the attention, 
 and the teacher's skilful hand directs. He is thus able to 
 draw out from the children what he wants to teach as a 
 result of careful observation, comparison, and deduction. 
 
 2. Form of Lesson 
 
 There are many advantages arising from the formal 
 preparation of a lesson. To commit a lesson to paper 
 demands careful attention and definite knowledge. It is a 
 valuable exercise to logically arrange a lesson, giving due 
 care to the sequence of facts, and observing a sense of 
 proportion between its parts, so that important facts are 
 not minimised and unimportant details unduly enlarged. 
 The probable duration of a lesson is more likely to be con- 
 sidered when the lesson as a whole appears before us, thus 
 enabling us to estimate the time required for each section. 
 
 The preparation of ' Notes of Lessons ' requires concentra- 
 tion of thought and library research when considering the 
 matter to be used ; especially is this so in preparing lessons 
 for the Senior and Bible Classes. Discrimination is needed 
 in order that the best method of presenting a subject may 
 be adopted. The illustrations it is intended to use must 
 be carefully and skilfully handled, and this should be 
 indicated in the ' Notes of Lessons.' The use it is intended 
 to make of comparison must also be shown in the notes. 
 
 The general form of question to be asked must be duly 
 determined as a part of the preparation of a lesson.
 
 44 THE SUNDAY SCHOOL PROBLEM 
 
 Various Forms of Lessons. 
 
 i. Conversational Lesson 
 
 These lessons are for Infants and Juniors. In this form 
 of lesson the teacher draws from the children by careful 
 questioning the points she wishes to teach. She supplies 
 the narrative facts in the simplest language in sucli a way 
 as one would talk to a child about its favourite doll, that is, 
 in a confiding, sympathetic manner, so that the children 
 scarcely know they are being taught. This method is not 
 always applicable, but when it is used it always appeals to 
 young children. See the specimen lessons in this book. 
 
 2. Object Lessons 
 
 Whenever a lesson can be made simpler by showing an 
 object bearing on the subject it should be done. It must, 
 however, be borne in mind that the virtue of the object 
 lesson lies in its concrete representation of the object on 
 which the lesson is given, and that the primary aim of 
 such a lesson is to teach the qualities of the object. In the 
 Sunday School the aim would not be to teach the children 
 all about the object, only as a secondary aim, but rather 
 to teach some abstract idea of truth and conduct by the aid 
 of the object. In the Pestalozzi sense the object was the 
 end of the lesson, for it was a lesson on an Object, whereas 
 in the Sunday School the object is only a means to an end, 
 and it is used to give interest, and to help little people to 
 fix their attention through their interest thus stimulated. 
 
 3. Nature Lessons 
 
 " I love snow, and all the forms 
 Of the radiant frost ; 
 I love waves, and winds, and storms, 
 Everything almost 
 Which is Nature's, and may be 
 Untainted by man's misery." — Shelley. 
 
 If we want any justification for including these lessons 
 in the Sunday School curriculum, we have only to refer 
 to the teaching of the Master, where we find constant use 
 of Nature Study as a means to an end, e.g. the Mustard
 
 THE LESSON 45 
 
 Seed, the Fig Tree, the Vine, the Harvest, Sowing, Reaping, 
 etc. 
 
 " It is obviously important that the kind of stud} - to 
 which emphasis is given should be that most congruent 
 with the immediate environment, and with the teacher's 
 previous training." 
 
 Nature Study is a broad term, embracing " plant lore, 
 rock lore, and star lore, as far as possible gained at first 
 hand, and opening the eyes to the beauty and wonder 
 of the world," so that we may realise how all the works of 
 the Lord praise Him. 
 
 Such training enables a child to observe and love the 
 f 1 Tins of nature around him, so that he may obtain the 
 fullest enjoyment from his natural surroundings. This is 
 truly religious training if pursued in the proper spirit. 
 Coleridge has, in his "Ancient Mariner," pointed this out 
 in the well-known and much appreciated lines : — 
 
 "He pr iyeth best, who loveth best 
 All things both great and small, 
 For the dear Cod who loveth us 
 He made and loveth all." 
 
 The scheme of Nature Lessons may include — 
 
 (a) Lessons on specimens of leaves, plants, etc., gathered 
 by the scholars and treated as object lessons. 
 
 (b) Descriptive lessons — pupils will be encouraged to 
 write composition on the lesson. 
 
 (c) Keeping of Records — 
 
 1. Nature notebooks. 
 
 2. Nature calendars. 
 
 3. Collections of specimens. 
 
 4. Weather records. 
 
 (d) Representation lessons — drawing, brushwork, and (if 
 deemed suitable) modelling. 
 
 Nature Lessons are only useful in the Sunday School 
 where they are associated with religion and service by the 
 aid of hymnology, by constant reference to scriptural 
 records, and by seizing the opportunity of bringing home 
 some moral truth and religious lesson. A man, said 
 Seneca, " can hardly lift up his eyes towards the heavens
 
 46 THE SUNDAY SCHOOL PROBLEM 
 
 without wonder and veneration to see so many millions 
 of radiant lights, and to observe their courses and revolu- 
 tions." To quote Lord Avebury : " The stars indeed, if we 
 study them, will not only guide us over the wide waters 
 of the ocean, but what is even more important, light us 
 through the dark hours which all must expect. The study 
 of Nature, indeed, is not only most important from a 
 practical and material point of view, and not only most 
 interesting, but will also do much to lift us above the petty 
 troubles, and help us to bear the greater sorrows of life." 
 
 Lessons on the human body in simple language might 
 with very great advantage be included, for " we are," as 
 the psalmist says, " fearfully and wonderfully made," and 
 a youth who is taught, under the influence of the Sunday 
 School, something of this wonderful body, is fortified so 
 that he may keep his temple pure and undefiled. 
 
 At the expense of reiteration I should like again to 
 emphasise the importance of the religious approach to all 
 lessons in the Sunday School, otherwise the lessons are 
 merely an extension of the Day School work, and are liable 
 to become purely secular in form and effect. 
 
 " No eye could be too sound 
 To observe a world so vast, 
 No patience too profound, 
 To sort what's here amass'd." 
 
 4. Geographical Lessons 
 For a proper understanding and appreciation of the 
 Scriptures, it is essential to know the map of the Holy 
 Land, and the surrounding countries. Children in Sunday 
 Schools should be encouraged to draw maps marking 
 places of interest as they occur in the lessons under con- 
 sideration. The force of this suggestion is seen in such 
 lessons as those dealing with St. Paul's Missionary Journeys, 
 as well as many lessons on Old Testament topics. 
 
 5. Expository Lessons 
 
 In Bible and Senior Classes it is often necessary to 
 
 expound the Scriptures, and for this reason it is desirable 
 
 to have Bible Readings on consecutive portions of the 
 
 Scripture, which portion the scholars can previously prepare.
 
 THE LESSON 47 
 
 6. Occupational Lessons 
 These have been dealt with. They are suitable for 
 infants and young children, always having regard to the 
 condition of the children as regards dress, etc. 
 
 7. The Lantern 
 To give the scholars a clear idea of the mode of life, the 
 manners and customs of people living in Biblical days, 
 there is no greater aid than the lantern. It instructs 
 through the eye, and has the advantage of giving great 
 pleasure. It is an easy matter to darken a room where 
 black blinds can be provided, so that daylight is not an 
 insuperable difficulty. 
 
 8. BlOGRArHICAL Lessons 
 
 The Bible is rich in biography, and consequently much 
 of our Sunday School teaching centres around this aspect of 
 Biblical knowledge. 
 
 In biographical teaching we have ample opportunity of 
 utilising contrast. We have many pairs of contrasting 
 characters such as Cain and Abel, Abraham and Lot, 
 Jacob and Esau, Eli's sons and his temple son, Samuel, 
 the true spies and the false spies who viewed the Promised 
 Land, Mary and Martha, two estimable characters, but 
 with different conceptions of the relative importance of 
 certain aspects of duty, and other instances that will occur 
 to the reader. It is a well-recognised principle that the 
 best way to teach history is through biography, and this 
 applies with equal force to Scripture history, which forms 
 an essential part of a religious education, and is indis- 
 pensable for all who would have an intelligent appreciate in 
 of the greatest of all books as a book, in addition to its 
 divine importance. Further, we recognise as the poet has 
 
 said : — 
 
 "Lives of great men all remind us 
 We can make our lives sublime." 
 
 9. Story Telling 
 
 How eagerly little children ask the teacher or mother to 
 tell them a story ! They revel in this, for nothing delights
 
 48 THE SUNDAY SCHOOL PROBLEM 
 
 them more. A child loves a story, as it appeals to his 
 lively imagination, which is ever active, and the child is not 
 slow to show his appreciation of the teacher's efforts in 
 this direction. A story fascinates children, especially if it 
 relates something wonderful, and, further, it appeals to 
 their dramatic instinct. 
 
 A child's mind naturally dwells on strange fancies and 
 images, and the teacher must therefore use this trait and 
 direct it into the right channel. 
 
 Stories interpret life while at the same time appealing to 
 the sense of curiosity. They supply ideals for conduct, 
 and by contrast of characters emphasise the good and 
 depreciate the wicked, thus acting as a corrective influence 
 in character-training. 
 
 There is a great art in telling a story well, and especially 
 when narrating it to children. The first essential of success 
 is that the teacher must forget herself in the story. The 
 voice, gesture, and action must be appropriate yet spon- 
 taneous, emanating from the story itself. Artificiality 
 kills interest, and children are only too quick to discern it. 
 
 While the story is being told there must be no inter- 
 ruptions. The narrative must be continuous. The teacher 
 must not ask questions during the story-telling or the 
 mental picture will be destroyed. 
 
 Care must be exercised in selecting a story. It must be 
 one that will gain the sympathy of the children. It must 
 tell its own moral tale. 
 
 The following are the chief characteristics of a good 
 story which, however, requires to be skilfully told to be a 
 successful weapon in the teacher's hands. 
 
 i. Simplicity of language, so that the little ones may 
 readily follow it, is necessary. 
 
 2. The story must be appropriate to the ages of the 
 children, that is, it must not be beyond their intelligence. 
 
 3. It should be true to life, as this intensifies the interest. 
 
 4. It should be marked by completeness. 
 
 5. Undue expansion and dilation are to be deprecated, 
 for children like to have things happen quickly ; they love 
 a story in motion, not a long drawn-out tale which is 
 complicated and prosy. 
 
 6. Children love to follow the development. A good
 
 THE LESSON 49 
 
 story should have a well-defined and clearly thought-out 
 plan, developing naturally and easily from one incident to 
 the next, and, like Nature, gradually unfolding itself step 
 by step until at last its winding-up shall be the probable 
 consequence of all that has gone before. 
 
 7. Aim of the story. The story should be characterised 
 by a true Christian spirit, and should give pleasure as well 
 as being an instrument of mind-training and of character- 
 forming. A good story tells its own moral lesson, from 
 which it is never afterwards disassociated, and the child 
 unconsciously imbibes the truth which the story and the 
 lesson are intended to teach. 
 
 Children's stories must be " bright, spicy, animated, full 
 of spontaneous life and action, with a great predominance 
 of narrative over the descriptive." A helpful story, ap- 
 propriate to the child's years and understanding, told in an 
 entertaining manner, and in language which can be easily 
 understood, will provide new thoughts and experience, 
 which the child will treasure up in his active mind and use 
 in days to come. It has been said that " a song will outlive 
 all sermons in the memory," and this must be remembered 
 in connection with the Sunday School. With the stories 
 let there be plenty of hymn singing, as this will interest 
 the children as well as help them in their future life. 
 
 E
 
 VIII 
 
 SPECIMEN LESSONS 
 
 A lesson, if it is to be successful, must be specially pre- 
 pared for a particular class, as the teacher must constantly 
 bear in mind the mental capabilities of the pupils for whom 
 a lesson is intended, the illustrations to be used, the 
 apparatus at his disposal, the conditions, rooms, etc., 
 under which the lesson is to be given, as well as take into 
 consideration the personal question — the teacher's own 
 ability. Therefore, it is not possible to give a model lesson 
 in these pages, which would be suitable for all cases, with 
 such varying conditions. It must not be forgotten that 
 the method of teaching will vary according to the age of 
 the pupils, and the nature of the subject. A lesson, for 
 example, on " The Sheepfold," would readily lend itself 
 to Kindergarten treatment for constructional work. 
 Others, again, are best treated in the conversational 
 method, while stories are always applicable in the Infant 
 and Junior lessons. Singing must always have a pro- 
 minent part in lessons destined for young children. 
 
 The following are ' Notes on Lessons ' for various sections : 
 some for the Infant Section, others for the Junior, Inter- 
 mediate, Senior, and Bible Classes respectively. 
 
 The teacher will exercise discretion in expanding or 
 condensing lessons, having regard to the time allotted, the 
 intelligence of the pupils, the teacher's resources, and his 
 own capabilities. 
 
 These lessons are included for the object of ocular 
 demonstration as to the value of methodical notes, when 
 fully set out, in concentrating the teacher's attention on the 
 preparation of the lesson, and in demanding some previous 
 
 50
 
 SPECIMEN LESSONS 51 
 
 thought on the method to be adopted. This exercise 
 will give the teacher that security which comes from a 
 knowledge of having a well-prepared lesson, and in making 
 the work of teaching a pleasure because the children go to 
 Sunday School to gain the knowledge which the teacher 
 is ready and anxious to impart, and to thus guide the 
 pupils pleasantly into the paths of truth. 
 
 These lessons, if they serve no other purpose, ought to 
 convince the reader of the need of training, and emphasise 
 the value of studying the art of teaching. If these notes 
 create a desire for a short period of training, such as the sug- 
 gested Holiday Course, then the work has not been in vain.
 
 52 THE SUNDAY SCHOOL PROBLEM 
 
 Full Plan of a Psychological Lesson on an 
 Historical Subject 
 
 Subject: A King's Sleepless Night (Esther vl). 
 
 Method : Narrative ; Contrast of Characters ; Questions, 
 and Scriptural and Historical References. 
 
 Aim : I. Emphasising the value and practice of Virtues — 
 
 Integrity — personal character ; 
 Generosity — behaviour towards others ; 
 Patriotism — conduct towards the community 
 (one's country). 
 
 2. By comparison the strength and weakness of 
 two characters are seen, e.g. — 
 
 Mordecai — the noble ; 
 Hanam — the unworthy. 
 
 Class : A Class of Boys or Girls of about 13 or 14 years old.
 
 SPECIMEN LESSONS 53 
 
 Introduction : Relate the narrative in such a way as 
 to enable the scholars to intelligently follow the lesson and 
 to understand the Scripture story when they read it 
 themselves. 
 
 In the Far East a king named Aiiasuerus ruled over a 
 vast district extending from India to Ethiopia. His 
 palace was at Shushan, now called Shuster. It was a centre 
 of wealth, power, and magnificence. (Show the position of 
 Shushail on the map and draw a rough sketch of the King's 
 palace on the blackboard.) The King's bed or couch was 
 stuffed with the softest wool, the frame was of the richest 
 marble, beautifully ornamented with gold and silver. 
 In spite of all, his " sleep fled away " one night. When sleep 
 flies away, gold and silver cannot bribe it to return. A 
 poor man may sleep soundly, while a King often finds that 
 "uneasy lies the head that wears a crown." This King 
 called for a book, in which the doings of the Kings and their 
 subjects were chronicled. He found in this book an 
 account of one Mordecai, a Jew, through whose inter- 
 vention the King's life had been recently saved. 
 
 The country had been for ages famous for its astrologers. 
 It was from this country the Magi followed the Star of 
 Christ to Bethlehem. But on this dark, sleepless night, 
 Ahasuerus was driven to his book, and he discovered that 
 there was at least one loyal subject who shone like a 
 brilliant star in the firmament of his kingdom. 
 
 Heads The Lesson 
 
 I. The The Jews had been in captivity in this 
 
 Loyal country for many years, but had been 
 Subject, allowed to return to Palestine. A con- 
 siderable number, however, had, for some 
 reasons, preferred to remain, and among these 
 the most important was Mordecai. 
 
 (a) His In- It is said of him that " he was great among 
 
 tegrity. the Jews, and accepted of the multitude of 
 his brethren, seeking the wealth (or the good) 
 of his people, and speaking peace to all his 
 seed " (Esther x. 3.) He sought the good 
 and peace of his nation.
 
 54 THE SUNDAY SCHOOL PROBLEM 
 
 (b) His Gener- He had adopted his orphan cousin, 
 
 osity. Esther. " She had neither father nor 
 mother, and the maid was fair and beautiful ; 
 whom Mordecai, when her father and mother 
 were dead, took for his own daughter." 
 (Esther II. 7.) He, therefore, appears to 
 have been a kind-hearted man. 
 
 (c) His Pa- His patriotism was shown in a strange 
 triotism. country towards the King, and towards his 
 
 own nation. Two men had plotted against 
 the King, but Mordecai, who occupied the 
 post of an officer at the gate to wait the King's 
 call, gave information of the plot to the King. 
 (Refer to Patriotism — a true patriot is one 
 who faithfully and unselfishly serves his 
 country. Ask for illustrations.) 
 
 Then, again, when Haman conspired to 
 destroy all the Jews in the kingdom, Mordecai 
 took effective means to prevent him. 
 
 These three virtues are marks of good 
 citizenship. They should be evident in the 
 characters, not only of every statesman, 
 but also of every subject. 
 
 Virtue will show itself always and every- 
 where. It is like a spring of pure water 
 bubbling up, and cannot be prevented from 
 flowing. (The scholars might be asked to give 
 instances, as Joseph in Egypt, the Maiden in 
 Naaman's house, Daniel in Babylon, etc.) 
 II. The The King had promoted an unworthy char- 
 
 Faithless acter, named Haman, to a position of trust 
 Steward, and responsibility. It often happens that 
 such persons obtain high positions. It is 
 then that they are found out. 
 (a) His He encouraged the King's servants to bow 
 
 Pride. unto him, and reverence him. People fell 
 flat on their faces before him as if he were a 
 deity. (Briefly draw from the children in- 
 stances of people exhibiting excessive pride, 
 e.g. Herod, Nebuchadnezzar, and in modern 
 history, Wolsey.)
 
 SPECIMEN LESSONS 55 
 
 (b) His He was envious because Mordecai would 
 Envy. not reverence him. Although he boasted 
 
 unto his friends and wife of the glory of his 
 riches, and of the manner he had been 
 advanced by the King, yet he said, " All this 
 availeth me nothing so long as I see Mordecai, 
 the Jew, sitting at the King's gate." An 
 insignificant Jew was enough to upset him. 
 
 (c) His He determined to destroy all the Jews in 
 Revenge, order to kill Mordecai. (Ask for other exam- 
 ples shotting how history repeats itself : 
 Pharaoh and the Hebrew Baby Boys, Herod 
 and the Innocents.) He (Haman) prepared 
 a special gallows for Mordecai. He offered 
 to the King about three million pounds as a 
 kind of compensation for the destruction of 
 the Jews, merely for the sake of satisfying 
 his pride, envy, and revenge. 
 
 These three vices are marks of a disloyal 
 citizen and a faithless steward. As Prime 
 Minister (as we might call him) he should 
 have aimed at the good of the community ; 
 he should have sacrificed himself for others. 
 Compare him with Joseph, who became, 
 under Pharaoh, steward over all Egypt. 
 
 Ahasuerus found him out before he accom- 
 plished his foul designs. 
 
 III. The It was well that the King's sleep fled away 
 
 Awakened on this night, otherwise there would have 
 King. been darkness and mourning in hundreds of 
 
 homes within his kingdom. The King had 
 been sleeping while an evil man had been 
 plotting to ruin his government. He awoke 
 just in time. 
 
 (a) Retribu- Haman's pride was humiliated through his 
 tion. having to confer upon a despised Jew the 
 honour he had intended for himself ; his envy 
 received a mortal wound when he beheld his 
 supposed enemy enjoying this honour, while 
 his revenge recoiled upon his own head.
 
 56 
 
 THE SUNDAY SCHOOL PROBLEM 
 
 (b) Reward. Mordecai's integrity was set as a model for 
 the citizens of Shushan when he appeared in 
 royal robes on horseback, with Haman pro- 
 claiming before him, " Thus shall it be done 
 unto the man whom the King delighteth to 
 honour." 
 
 His generosity was rewarded because his 
 own life and the lives of his countrymen were 
 preserved through the instrumentality of 
 the orphan maiden he had brought up and 
 befriended. 
 
 His patriotism raised him to the highest 
 pedestal in the kingdom. 
 
 The punishment of evil and the reward 
 of virtue are inevitable in nature. In 
 Providence there is someone always wide 
 awake to take part in punishing the wicked 
 and rewarding the good, though it may not 
 always be easily discernible at the moment. 
 God never slumbers. He delights in honour- 
 ing the virtuous in His own good time and 
 way, and there is never a night too dark for 
 him to bring evil-doers to justice. 
 
 Let the children be asked which of the 
 three characters — the Loyal Subject, the 
 Faithless Steward, or the Awakened King — 
 they prefer, and Why ? 
 
 This would serve as a general survey of 
 the whole lesson, and those pupils who had 
 the opportunity might be encouraged to 
 write a Synopsis of the Lesson, or an Essay on 
 Mordecai contrasted with Haman. 
 
 Conclusion. 
 
 Exercise.
 
 SPECIMEN LESSONS 57 
 
 Moral Weights 
 
 " Thou art weighed in the balances and art found 
 wanting " (Dan. v. 27). 
 
 Full Noles of Three Consecutive Lessons. 
 
 1. On the Biblical incident. 
 
 2. An allegorical application — 
 
 (a) Weights for measuring our duty towards 
 
 God, and 
 
 (b) Weights to estimate our duty towards our 
 
 neighbour. 
 
 Aim : To show the importance of the Moral Law as a 
 standard of living, and as a means of gauging our 
 uprightness of life. 
 
 Class : Youths' or Bible Class.
 
 58 THE SUNDAY SCHOOL PROBLEM 
 
 PART I 
 
 Introduction. 
 
 (a) The Give a graphic exposition of Belshazzar's 
 Feast. feast to his princes. Picture the King and his 
 
 nobles in a drunken and debauched condition 
 passing low, debasing remarks, and adding the 
 sin of sacrilege to their many other faults, 
 using the golden vessels which Nebuchad- 
 nezzar had taken from the temple which he 
 had polluted, and using that which was 
 originally consecrated to God's service in 
 the direct service of the devil. 
 
 (b) The King. Belshazzar had had the light of revelation, 
 
 for he had seen God's Greatness, His 
 Mercy, and His Justice. He knew He was 
 a Jealous God, and that He would punish 
 him as he had done Nebuchadnezzar. 
 
 (c) The In the midst of their revelry God mani- 
 Chastening tested Himself. The mysterious handwriting 
 Hand. and parts of the hand were seen. The King was 
 
 troubled, and the hilarity of himself and his 
 princes was arrested. They were compelled 
 to look, and its miraculous appearance filled 
 them with awe, and an inquisitive desire to 
 decipher the writing impelled the King to 
 send for his so-called wise men, whose 
 efforts to elucidate it were futile. The King's 
 anxiety and fear were increased, but the 
 queen in this time of necessity remembered 
 Daniel, and the King, having heard of 
 Daniel, was prevailed upon to send for him. 
 Daniel came and read the writing. 
 
 (d) The Mene, Tekel, Upharson. 
 
 Writing. Solemnly and fearlessly Daniel pronounced 
 
 the dreadful interpretation which was the 
 death sentence of this despotic, wicked king. 
 Not only did he interpret it, but gave a 
 forcible exposition of it, reminding the King
 
 SPECIMEN LESSONS 
 
 59 
 
 (e) The 
 Result. 
 
 (/) The Meta- 
 phorical 
 Meaning. 
 
 that (i) he had ignored the warning given to 
 his father ; (2) discarded God ; (3) listened 
 not to Daniel, but had led a wicked and 
 defiant life, setting God's laws aside, and 
 carrying on to a further degree the sins of 
 Nebuchadnezzar. 
 
 " The wages of sin is death." 
 
 The kingdom is to be taken ; it is to be 
 divided between the Medes and Persians ; and 
 the King's soul was required of him. 
 
 He was weighed and found wanting, and 
 for this he had to give an account, being held 
 responsible. 
 
 We, too, are to be weighed, when we shall 
 be found wanting; but, if we wish, we can 
 have justice tempered with mercy, for Christ 
 intercedes by His Atonement. 
 
 The scale of JUSTICE. 
 
 The law provides the weights. 
 
 Failure to balance indicates that we are 
 
 WANTING. 
 
 (g) Lessons i. God's ever-present watching eye ; even 
 derived when in revelry our actions are noted, 
 from the 2. The sin of misappropriation and sacri- 
 
 Narrative. lege. 
 
 3. The uncertainty of life. Here we have 
 unrestrained joy, festivity, and recklessness, 
 followed by unexpected death. 
 
 4. An exalted position brings increased 
 responsibilities. 
 
 5. Sin brings its penalties and ultimately 
 spiritual death.
 
 60 THE SUNDAY SCHOOL PROBLEM 
 
 PART II 
 
 The weights, more particularly those used in esti- 
 mating THE CONDITION OF OUR BALANCE WITH 
 REFERENCE TO OUR DUTY TOWARDS GOD. 
 
 I. Application. 
 
 A Pair of Scales. Here we have a machine 
 of unfailing accuracy, one that shows no 
 mercy, but gives an indisputable result — the 
 bare truth. 
 
 Picture the two pans of the scales. One 
 contains weights truly poised, and the other 
 contains goods. Can we effect a balance ? 
 The evidence of the scales is either for or 
 against us. We ourselves can see the result, 
 and thus we become our own judges in front 
 of the accusing scales. 
 
 Facts speak loudly and defiantly. Alas, 
 we are too light ; we cannot draw the weights. 
 We now feel the guilt of our failings. Our 
 conscience is awakened and accuses us of our 
 neglect, and is a reproach for our sins. 
 
 Belshazzar knew this, and was unable to 
 speak, because the truth and justice of the 
 test overpowered him. 
 
 II. The Weights. 
 
 The ten weights were given on Mount 
 Sinai, and are recorded in the twentieth 
 chapter of Exodus, 
 i and 2. No other God. 
 Evasions — 
 
 (a) There is no god : Absolute Atheism. 
 
 (b) Denial of knowledge of the true God : 
 Agnosticism. 
 
 (c) Worshipping a false God : Ignorant 
 Idolatry. 
 
 (d) Modern Idolatry : the worshipping 
 of wealth, fashion, position, pleasure, and 
 conventionality. 
 
 God is jealous. He alone is God. There 
 were none before nor after. " Get thee
 
 SPECIMEN LESSONS 61 
 
 behind me Satan, for it is written Thou 
 slialt worship the Lord thy God, and Him 
 only shalt thou serve." 
 
 3. " Thou shalt not take the name of the Lord thy God 
 
 in vain," etc. 
 
 This weight, taken literally, is not difficult 
 to deal with, but Christ, Who has not taken 
 from the Law, but added to it, fulfilled the 
 Law, and exemplified it, saying, " Swear not 
 at all " ; and, further, He has made it more 
 difficult to keep this law by the injunction, 
 " Bless them which persecute you, bless and 
 curse not." 
 
 4. The Sabbath Day — keep it holy. 
 
 We must decide what is meant by holy, and, 
 having done so as Christians, we use all our 
 endeavours to give effect to this. We have 
 to contend with — 
 
 (a) Those who openly and wilfully dese- 
 crate the Sabbath. 
 
 (b) Those who, while recognising the 
 religious sanctity of the Sabbath, are desirous 
 of having what they term legitimate pleasure 
 to counteract sin. 
 
 (f) Those who allege that it is possible 
 and as proper to worship through the medium 
 of innocent pleasure as by the more formal 
 act of worship. 
 
 (d) Those who urge that the Sabbath is a 
 day of rest, and as such fulfils its highest 
 purpose. 
 
 (e) Those who limit their holy services to a 
 very limited portion of the day, and then 
 give themselves up to business or pleasure. 
 
 (/) The extremists of both sides. Those 
 holding the extreme Puritanical view, and the 
 open polluter of the Sabbath. 
 
 ' The Sabbath was made for man and not 
 man for the Sabbath, therefore the Son of 
 Man is Lord also of the Sabbath."
 
 62 THE SUNDAY SCHOOL PROBLEM 
 
 PART III 
 
 The weights used to estimate the success or failure 
 of our duty towards our neighbour. 
 
 5. Honour our Parents. 
 
 (a) Respect and love. 
 
 (b) Gratitude for attention in our days of 
 dependence. 
 
 (c) Succour of parents. 
 
 (d) Honour of parents is a trait of civilised 
 character carried to the highest degree under 
 Christian influences. 
 
 " Children, obey your parents in the Law, 
 for this is right. Honour thy father and 
 mother, which is the first Commandment 
 with promise." 
 
 6. Thou shalt not kill, i.e. do no murder. 
 
 We may feel quite safe here, for we have 
 never had a thought of murder, but Christ 
 extends the application, again making it 
 more difficult to observe. 
 
 " He that calleth his brother a liar is in 
 danger of hell fire." Again, " If thy brother 
 shall trespass against thee, go and show him 
 his fault between thee and him alone; if he 
 shall hear thee, thou hast gained thy brother." 
 It is not enough that we should abstain from 
 murder, but we are commanded to " love 
 our enemies," " bless them that persecute us," 
 and to "love our neighbours as ourselves." 
 Hence slander, enmity, malice, and hatred 
 are all banned as unworthy of a professing 
 Christian, and incompatible with the teaching 
 of the Christian Church. 
 
 7. Adultery. 
 
 This, again, is extended to include lustful 
 looks. For Christ says that if a man looks 
 after a woman lustfully he committeth 
 adultery with her in his heart. Hence,
 
 SPECIMEN LESSONS 63 
 
 Christ not only judges the actions, but 
 weighs the desires. In the Beatitudes we 
 are told, " Blessed are the pure in heart." 
 This commandment is directed against — 
 
 (a) Incestuousness. 
 
 (/;) Immoral talk. 
 
 (c) Tampering with the sacred state of holy 
 matrimony. 
 
 8. Stealing. 
 
 This command, " Thou shalt not steal," is 
 directed against — 
 
 (a) Direct pilfering. 
 
 (b) Embezzlement. 
 
 (c) Unfair dealing and extortion, short 
 measure, for, " as ye measure it shall be 
 meted out to you." 
 
 (d) Sweated labour. 
 
 (e) Gambling. 
 
 (/) Moral stealing of character — slandering, 
 libelling with intent to do harm. 
 
 It is not sufficient that we obey the Mosaic 
 Law and abstain from the more direct act of 
 stealing. We are told our duty as regards 
 reclamation after deviating from the paths 
 of rectitude: " Let him that stole steal no 
 more, but rather let him labour, working with 
 his hands the thing which is good, that he 
 may have to give to him that needeth." 
 ' Work ' must take the place of theft, not only 
 for our wants, but to enable us to practise 
 charity, and to give to the needy, so that the 
 necessity which tempted them to steal may 
 be removed. If we fail to help the needy, we 
 share the responsibility of their backsliding. 
 
 9. False Witness. 
 
 This includes — 
 (a) Slandering. 
 {b) Lying. 
 
 (r) Cowardice in acquiescing in wrong- 
 doing 
 
 ig-
 
 64 THE SUNDAY SCHOOL PROBLEM 
 
 (d) Dishonesty of purpose and action. 
 
 (e) Neglect of the helpless. 
 
 " If any man among you seem to be reli- 
 gious and bridleth not his tongue, but de- 
 ceiveth his own heart, that man's religion is 
 vain." 
 
 10. Covetousness. 
 
 This refers to unholy wishes, causing us 
 to set our desires on others' goods ; dis- 
 satisfaction and ingratitude in the presence 
 of God's mercies. 
 
 Covetousness leads to the adoption of 
 unfair means to attain the desired ends. 
 " Let your conversation be without covetous- 
 ness, and be content with such things as 
 ye have, for He hath said, I will never leave 
 thee nor forsake thee." 
 
 Christianity. 
 
 ' All have come short ' and are ' wanting,' 
 hence Christianity is our refuge. " Come 
 unto Me, all that are weary and heavy laden, 
 and I will refresh you."
 
 SPECIMEN LESSONS 65 
 
 A Conversational Lesson 
 
 Subject : The Two Foundations (St. Matthew vn. 24-27). 
 
 A im : To impress upon the children the importance of 
 character-building, and to show in simple language, 
 by aid of the story of ' Two Foundations ' and the 
 comparison between the two, how this may be effected. 
 
 Class : A Junior Class. 
 
 Apparatus : Blackboard and accessories. 
 Picture of a house. 
 Picture of a rocky coast and a sandy one.
 
 66 THE SUNDAY SCHOOL PROBLEM 
 
 I. Introduction. 
 
 What children have been to the seaside? What do 
 you like to do when there ? (Amongst many answers 
 which the teacher may possibly get, some will say ' make 
 pies ' or ' build castles.') Of what do you build the 
 castles ? If 3*ou left the sand castles all night what 
 would happen ? Yes, in the morning when you came all 
 would have disappeared. What has happened ? Where 
 did the water come from ? So it was the sea that washed it 
 awa\'. Did the sea wash the hotel away ? Why not ? It was 
 not built on the sand. Where was it built ? On the rock. 
 How is it the sea did not wash it away ? Yes, the rock is 
 too hard. Suppose an hotel or house were built on the sand, 
 what would happen ? It would be washed away. Quite 
 right. Why ? Yes, the water would wash away the sand 
 from under it and the house would then fall. Why ? 
 Because the very sand upon which it was built had been 
 washed away, and therefore the house could not stand. 
 Which would be safest — to build a house on rock or on 
 sand ? 
 
 Who has ever seen the builders at work ? Where ? 
 What were they doing ? W r hen building a new house, what 
 is the first thing they do ? Yes, clear away ail rubbish. 
 What next have you seen them doing ? They dig a hole. 
 Have you noticed what they are doing in this hole ? They 
 are building a portion of the house. But what use is it 
 to build some of the house in the ground ? Yes, it is to be 
 used to build the walls of the house on. Do you know what 
 the builder calls that portion of the house which is built in 
 the ground out of sight ? Well, I will tell you. It is called 
 
 The Foundation 
 
 II. The Biblical Story. 
 
 (a) The Tell the children that Jesus once told a 
 
 House built story about two men each of whom built a 
 on a Rock, house. One built his house on the rock. 
 (Show Illustration.) When it was completed 
 a great storm came and beat against it, but 
 the rain could not move it nor could the wind 
 blow it away. Why ? It was built upon a 
 Rock. Its foundation was firm.
 
 SPECIMEN LESSONS 67 
 
 (b) The The other man chose as his foundation a 
 
 House built place where there was nothing but sand. 
 on Sand. [Illustrate.) The children would readily 
 
 anticipate what would happen if a storm 
 
 arose. 
 
 III. Character Building. 
 
 Just as we see a building growing larger 
 day by day, so we see our bodies growing 
 by degrees. The building is growing cither 
 to be a strong, useful house, or to be a worth- 
 less building that cannot stand a storm. 
 What makes a good building ? Good 
 foundation, good materials, and good work- 
 manship. {Obtain this by questioning.) 
 
 We, too, are growing into healthy, strong, 
 good men and women, or into useless beings. 
 Which should we prefer ? Our building of 
 Character is slow, but if the foundation is 
 good, the building is sure. While we are 
 young we can be fashioned and shaped just 
 like the twig. But when old we are like the 
 old tree which cannot be bent. When a house 
 is built we cannot alter the foundation, 
 and so with us, we must at first get a good 
 foundation. 
 
 The builder uses materials — stone, mortar, 
 timber, etc. So, too, do we use materials 
 with which to build our characters. 
 
 IV. Stones which Build Up a Good Character. 
 
 1. Truth. Show the need of these qualities by simple 
 
 2. Honesty, questions. 
 
 3. Obedience. Truth. {Write on Blackboard.) A truthful 
 
 4. Kindness, person can be depended upon. " Lying lips 
 
 5. Forgive- are an abomination unto the Lord." 
 
 ness. Honesty. [Write on Blackboard.) Which 
 
 commandment tells us to be honest ? En- 
 large on this — honest in thought, word, and 
 deed. 
 
 Obedience. {Write on Blackboard.) 
 " Children, obey your parents in the Lord, for
 
 68 THE SUNDAY SCHOOL PROBLEM 
 
 this is right." We must first learn to obey 
 our parents and our teachers, and then we 
 shall be learning how to obey God. 
 
 Kindness. (Write on Blackboard.) " Be 
 ye kind one to another." Jesus taught us 
 by His life to be kind, e.g. He healed the sick, 
 fed the hungry, and He was kind to children 
 and the aged. 
 
 Forgiveness. (Write on Blackboard.) 
 " Forgive us our trespasses, as we forgive 
 them that trespass against us." Refer to the 
 Apostle St. Peter's inquiry as to how many 
 times we are expected to forgive, and the 
 Divine answer, " Until seventy times seven." 
 What lessons are we to learn from this ? 
 
 V. Application of the Story to Character Building. 
 This will be very easy if the children have 
 followed the lesson so far. Little storms 
 find their way into children's lives. To stand 
 firm to truth, honesty, etc., and always to get 
 on a firm foundation facing all difficulties 
 bravely is the evident lesson we are to learn.
 
 SPECIMEN LESSONS 69 
 
 A Conversational Lesson on O — W — N 
 
 Aim of the Lesson : Children love novelty, and by a judicious 
 use of novelty, interest can be gained and maintained, 
 and consequently discipline can be easily secured. 
 This lesson aims at teaching a few moral truths to 
 young children by the aid of the word own, the letters 
 of which can be transferred, forming in turn the words 
 now and won, each of which will in turn form the 
 pivot of one of the three sections of the lesson. 
 
 Class : Infants or juniors. 
 
 Apparatus : The Giant Loose Letters O — W — N. 
 
 Picture of Christ blessing young children.
 
 70 THE SUNDAY SCHOOL PROBLEM 
 
 I. OWN 
 
 " Suffer Little Children to come unto Me" 
 
 I. The Joy How a little child loves a doll or a toy ! and 
 of own- especially if it is the child's own. " It is my 
 ership. very own," says the child with pride, on 
 
 showing a new toy, or a book. The feeling of 
 ownership is prominent in a child. This is 
 our house. This is our cat. I love our 
 own baby. I love my own mother, and my 
 own father. 
 
 Question thus : Who gave you this doll ? 
 Were you pleased ? Did you say anything 
 when mother gave it to you ? What ? In 
 what other way can you show your thanks to 
 mother ? Yes, by helping her. In what way? 
 If this dog is } T our own, how must you treat 
 it ? Yes, I must feed it and treat it kindly. 
 This is our house : what can we do to make 
 it happy ? Yes, by being good. In what 
 other way ? Where should we put our school- 
 bag on returning from school ? Yes, little 
 children must do their share to keep the house 
 clean and tidy. Whose body is this ? Yes, 
 it is my own body. Then who must keep it 
 clean ? Who gave you this body ? How 
 does God expect you to keep this body ? 
 What have we in our mouths ? Yes, the 
 tongue. It is our own tongue. What care 
 must we take of the tongue ? What do 
 naughty men do with their tongues ? Yes, 
 we must not use wicked words or tell untruths 
 with our tongues, as that would spoil them. 
 
 Jesus was very fond of little children. How 
 do we know? Because He commanded that 
 they should come unto Him, and that no one 
 should prevent them from coming. " And 
 He took them up in His arms, put His hands 
 upon them and blessed them " (Matt, 
 x. 16). Children are Jesus' own, and Jesus
 
 SPECIMEN LESSONS 71 
 
 is your own. Let us sing that beautiful 
 Hymn, which tells us — 
 
 " Jesus loves me, this I know, 
 For the Bible tells me so." 
 
 Have the picture of Christ blessing little 
 children in front of the class whilst singing 
 this hymn. 
 
 II. NOW 
 
 Let us rearrange the letters — W — N 
 by putting the last letter in front of the other 
 two. What does it spell ? NOW. 
 
 When mother says, I want you to go an 
 errand, when does she expect you to go ? 
 Now, at once. When must you go to school ? 
 How can you tell the time ? Yes, the clock 
 tells the time, and really says now. The clock 
 goes on ticking, so that unless we say, "I'm 
 ready now," the possibility is that we shall 
 be late. And the clock ticks on Sunday just 
 the same, so that we must be ready to go to 
 Sunday School, or we shall be late. Tell the 
 story of the little girl who saved a train from 
 a fearful accident by waving her red hand- 
 kerchief when she saw danger : she did not 
 say, " I will wait a little," but " I>ill do it 
 now." General Roberts always gained his 
 battles by being ready, and when an old 
 man, and the Queen wanted him to go to 
 South Africa, he was asked if he could go. 
 He said he was ready now. 
 
 Now is the time to do good, just like the 
 little captive maid who helped her leprous 
 master even when she was a slave. Miriam, 
 too, watched over her baby brother Moses 
 when people wanted to kill him. She was 
 watching so that if anyone took him she 
 would know. Hence when Pharaoh's daughter 
 found him,"! Miriam was" ready. "Now," 
 she said, "is the time tofwatch him. Shall 
 I fetch a nurse now ? ' When baby is poorly,
 
 72 THE SUNDAY SCHOOL PROBLEM 
 
 what must we do ? Yes, mother says go for 
 the doctor. When ? The little girl has 
 lessons to do, when must she do them ? 
 At once, now. When must we learn to be 
 good ? Why now ? Yes, because it is easier 
 to learn to be good while we are young, and 
 that is how Jesus wants little children to 
 come to Him. 
 
 III. WON 
 
 Rearrange the letters once again, so that 
 NOW becomes WON. 
 
 When our big brothers come home from 
 the football match what do we want to know ? 
 Yes, who has won ? 
 
 At school when teacher gives us a test 
 we all like to win. 
 
 What do soldiers want to do ? 
 
 To win a race, what must we do ? Yes, 
 we must practise running. 
 
 If we want to win in cricket, what must we 
 do ? We must practise batting and bowling. 
 
 To win we must always try our best. If we 
 want to be good, what must we do ? Try to do 
 right. 
 
 If we want to win an early mark at school 
 what must we do ? Yes, we must get up 
 early. 
 
 If we want to keep well, what must we do ? 
 Yes, be clean. Anything else ? Go to bed 
 early, get up early, eat carefully. 
 
 What must we do to be happy ? Obey 
 mother and always be ready to help her 
 
 NOW. 
 
 If we live very good lives, what shall we 
 win ? 
 
 It is our own life, and we must take care 
 of it now, and then at the end Jesus will 
 take us to Him, and we shall have won. 
 
 " Jesus bids us shine with a clear pure light, 
 Like a little candle burning in the night."
 
 SPECIMEN LESSONS 73 
 
 A Conversational Lesson on Samson and the Foxes 
 
 Scripture Reference : Judges xv. 4-5. 
 
 A simple lesson on the Fox, showing how Samson did much 
 mischief by a cunning act ; and its application, showing 
 that much evil may be caused to the moral character 
 of the children by simple acts. 
 
 Class : A Junior Class. 
 Apparatus : A Picture of a fox.
 
 74 THE SUNDAY SCHOOL PROBLEM 
 
 Heads The Lesson 
 
 The Fox. Show the picture of a fox. Direct the 
 
 children's attention to the various charac- 
 teristics of the fox, and by asking questions 
 lead the children to ascertain — 
 
 (a) That a fox resembles a dog in general 
 appearance. It has a reddish colour, but 
 the under part of its body is lighter than the 
 upper. 
 
 (b) The tail is long and bushy, and is 
 called a ' brush.' 
 
 (c) The muzzle is more pointed than the 
 dog's, and the ears are triangular (explain) 
 and erect. 
 
 (d) The pupil of the eye expands and 
 contracts like a cat's because the fox is 
 especially fitted for nightwork. 
 
 (e) A strong odour is given off from its 
 body. 
 
 (/) Its sense of sight, smelling, and hearing 
 are very acute. 
 
 (g) It is very cunning. We sometimes 
 speak of people who are cunning as ' foxy.' 
 One of /Esop's fables — " The Fox and the 
 Stork" — would illustrate this. 
 
 (h) Because of its fleetness in running, the 
 acuteness of its senses, and its cunning nature, 
 it is the object of the huntsman. 
 
 Samson. The children will doubtless have heard of 
 
 Samson, the strong man who slew the lion. 
 This story always appeals to children, as 
 they naturally admire a strong man, and 
 especially the strongest man. Though Sam- 
 son had grave faults, nevertheless he was a 
 deliverer of the Children of Israel from their 
 idolatrous enemies. These people treated 
 him badly, so that he determined to punish 
 them.
 
 SPECIMEN LESSONS 
 
 75 
 
 Harvest. 
 
 Simple 
 Applica- 
 tion. 
 
 (a) Bad 
 Temper. 
 
 (b) Swearing 
 
 (c) Disobedi- 
 ence, etc. 
 
 What is Harvest ? What do we see at 
 harvest ? Who likes to see the fields in 
 harvest ? Why ? What lias caused the corn 
 to grow and ripen ? What are the farmers 
 anxious to do at harvest ? Yes, to gather in 
 the corn. And when they have gathered in 
 the corn, what must we do ? Why must we 
 give thanks ? What have we to do with the 
 corn ? When do we offer special thanks ? 
 I will tell you — at the Harvest Festival. 
 
 Well, Samson selected the harvest as the 
 time to punish these enemies. 
 
 Tell the story of the three hundred foxes. 
 Remind the children of their bushy tails. Tell 
 the children about the firebrands or torches. 
 When these were lighted, how would the 
 foxes be affected ? Yes, they would be 
 frightened. And when let loose, what would 
 they do ? Yes, they would run away. 
 Where to ? To the fields. What would they 
 run amongst ? Yes, the harvest corn. 
 What would happen ? All the corn would be 
 burnt. Yes, that actually happened — all the 
 corn was burnt, and the vineyard and olives 
 were also burnt. How, then, did Samson 
 punish his enemies ? 
 
 We have no foxes with burning tails to 
 hurt us, but we have other forms of what we 
 may call foxes that spoil our lives. 
 
 Who can tell me of any little fault that 
 upsets children and spoils their happiness. 
 Deal with such as the scholars name, e.g. 
 Bad Temper, which we will call Fox No. i. 
 
 The children will be pleased to name these 
 various shortcomings, which can be styled Fox 
 No. 2, No. 3, etc., and as they have contri- 
 buted to the lesson their interest has accord- 
 ingly been increased, and the impression made 
 by the lesson has been strengthened in this 
 pleasant and profitable way
 
 76 THE SUNDAY SCHOOL PROBLEM 
 
 HISTORICAL NARRATIVE 
 
 The Great General and the Little Captive Maid 
 
 2 Kings v. i -i 9. 
 For a Junior Class. 
 
 Method: 1. Narrative. 
 
 2. Contrast. 
 
 3. Illustrations — Map, Pictures of Slaves, Eastern 
 
 scene. 
 
 Aim : To bring out — 
 
 (a) Physical strength of Naaman contrasted with 
 
 Maid's strength of character. 
 
 (b) Naaman's greatness, independence, and austerity. 
 
 Maid's dependence, captivity, and humility. 
 
 (c) Maid's happiness and unselfishness in adversity. 
 
 (d) Maid's faith revealed in good works. 
 
 (e) Naaman's ultimate obedience to Elisha's command, 
 
 and his reward. 
 
 Important Lesson: " And a little child shall lead them." 
 
 Isaiah xi. 6.
 
 SPECIMEN LESSONS 
 
 77 
 
 1 1 1 ADS 
 
 The story 
 introduced. 
 
 The Great 
 General 
 Naaman. 
 
 The little 
 Captive 
 
 Maid. 
 
 Naaman and 
 his family. 
 
 Naaman's 
 disease. 
 
 The little 
 girl's con- 
 duct to- 
 wards her 
 master in 
 affliction. 
 
 The Lesson 
 
 Show Syria on map, and explain that the 
 Syrians used to make expeditions into the 
 neighbouring country to plunder and carry 
 off people who were afterwards made slaves. 
 
 The King of Syria had a brave general — 
 Naaman — who was very successful in war. 
 (Explain position and power of a general.) 
 
 On one expedition he had taken captive 
 a little maid, and had carried her home to 
 Damascus. (Explain all that is implied in 
 the word ' captive.') Show on the map the 
 little girl's home in Israel and trace her 
 journey to Damascus. After a time the little 
 girl was chosen to wait on Naaman's wife. 
 
 Gather from the class what kind of a little 
 girl she must have been to be placed in such 
 a good position. She must have been pleas- 
 ant, willing to obey, honest, etc. Point out 
 the moral that good, obedient children 
 are the most acceptable. Why ? 
 
 While at Naaman's house the little girl 
 discovered that there was great trouble in her 
 rich master's home. Naaman had power 
 and riches, but he suffered from a dreadful 
 disease, ' Leprosy.' Tell the children what a 
 dreadful disease leprosy is, and ask them how 
 the maid would feel when she knew that this 
 terrible disease would one day cause the death 
 of her kind master. 
 
 The little girl thought of the prophet 
 Elisha (the Man of God) and his wonderful 
 miracles, and decided to speak to her mis- 
 tress about him. Naaman was willing to try 
 any cure, but wanted things his own way. 
 He did not go straight to the prophet, but 
 consulted others first. Point out the moral 
 here.
 
 78 
 
 THE SUNDAY SCHOOL PROBLEM 
 
 The cure of Describe the action of Elisha when he 
 Naaman's heard that Naaman wanted to consult him. 
 disease. Picture Naaman's indignation when Elisha 
 sent a messenger to tell him to wash in the 
 Jordan seven times in order to be cured. 
 Why should he Mash in a river like the 
 Jordan, in a strange country, while he had 
 better rivers in his own country ? And why 
 should the prophet insult him by telling him 
 to go and wash ? And why wash seven 
 times ? (Test of obedience and faith.) 
 
 Describe the conduct of his servants and 
 emphasise the injunction in verse 13 : " Wash 
 and be clean." Point out the moral, and 
 refer to the manner in which sinners may 
 be saved and made whole spiritually, by 
 obeying the injunction, " Wash and be 
 clean." Show how Naaman saw how foolish 
 he had been, and that he afterwards obeyed 
 the prophet's command. 
 
 Naaman's After doing so he was cured of his terrible 
 
 cure and disease, and to show his gratitude he deter- 
 its result. mined to worship the God of the prophet 
 Elisha instead of his own false gods. 
 
 Conclusion. Review the different points in the lesson, 
 emphasising the conduct of the little girl, 
 who, although in captivity, had been the 
 means of curing her master's disease, and 
 of bringing him to worship God. 
 
 Point out how even little children have a 
 work to do for God, and advise children to 
 read the story for themselves in the Bible. 
 
 Blackboard Summary 
 
 1. Naaman the Syrian took captive a little girl of Israel. 
 
 2. He brought her home to Damascus, and after a time she 
 
 was chosen to wait upon her mistress. 
 
 3. Naaman suffered from a dreadful disease called leprosy, 
 
 and the little girl felt very sorry for him.
 
 SPECIMEN LESSONS 79 
 
 4. She determined to speak to her mistress about the 
 
 prophet Elisha, so that her master could be cured. 
 
 5. Naaman followed the advice given him, and was cured 
 
 in body. 
 
 6. The Captive Maid led the General to God.
 
 8o THE SUNDAY SCHOOL PROBLEM 
 
 THE PARABLE OF THE GOOD SAMARITAN 
 
 Class : Intermediate. 
 
 Aim of Lesson : To show that true religion is — 
 (a) Practical. 
 (6) Personal. 
 
 (c) Boundless in its operations. 
 
 (d) A constant influence, and as opportunities 
 
 come unexpectedly, and at all times, there 
 are frequent means of practising Christian 
 virtues. 
 
 Bible Reference : St. Luke's Gospel (chap. x.). 
 
 Apparatus : Sketch Map of country. 
 Picture of incident. 
 Bibles. 
 Blackboard.
 
 SPECIMEN LESSONS 
 
 81 
 
 Heads 
 
 I. The Dis- 
 trict- 
 Jerusalem 
 to Jeri- 
 cho. 
 
 2. The Peo- 
 ple — 
 Jews and 
 Samari- 
 tans. 
 
 The Lesson 
 
 Travellers who go to Palestine tell us how 
 desolate this road from Jerusalem to Jericho 
 is, and because it is frequented by thieves, 
 those who traverse this way do so at con- 
 siderable personal risk. Why ? Show clearly 
 the course of this road on a sketch map. In 
 what direction is it going ? From, and to 
 what country does it lead ? 
 
 What do we call the people of Samaria ? 
 Who were the Jews ? By what name did they 
 call all other people ? What are we — Jew or 
 Gentile ? Why did the Jew dislike the 
 Gentile ? And why did he especially hate the 
 Samaritan ? Towards which would the Jew 
 be likely to shosv a kindness — Jew or Gentile ? 
 And towards which would he be likely to 
 show unkindness — Jew or Samaritan ? So 
 keen was the enmity between the Jew and 
 Samaritan that each would endeavour to 
 evade the other. 
 
 3. The Story Tell the story of the Jew travelling along a 
 of the dreary, dangerous road which was infested 
 
 Parable. with thieves on the look-out for those whom 
 they might rob. The Jew is pounced upon. 
 He is robbed, and not only bespoiled of his 
 goods, but actually assaulted and left ' half- 
 dead.' Why ? Having been suddenly 
 attacked he was thus molested so that he 
 would not know his assailant, who left him, 
 as he thought, dead. 
 
 (a) The By ' chance there came down a certain 
 
 Priest. priest that way.' What is a priest ? He 
 
 knew of this poor man's needs, and that 
 he was a fellow-countryman. How ? He 
 saw him. What did he do ? He passed by 
 on the other side. But it was his special duty 
 as a priest to show compassion, therefore 
 his failure was greater.
 
 ^ 
 
 THE SUNDAY SCHOOL PROBLEM 
 
 (b) The 
 Levite. 
 
 (c) Samari- 
 tan. 
 
 4. Illustra- 
 tions. 
 
 Similarly, the Levite, also holding an holy 
 office, failed to seize the opportunity to help 
 a brother in distress. He, however, went 
 further : he ' came and looked on him,' 
 and passed by on the other side. That is, 
 with the fullest information as to the man's 
 dire traits, he refused to render assistance. 
 We are told as Christians not to refuse a 
 cup of water. 
 
 The Samaritan was accustomed to suffer 
 ill-treatment and ignominy at the hand of the 
 Jew, but when he saw the Jew in his great 
 extremity he had compassion, and further, 
 gave a practical turn to his sympathetic 
 feelings by acting in accordance with his 
 pity. He even acted generously, for he 
 ' bound up his wounds,' poured in oil and 
 wine, gave up his beast to him, found him an 
 inn where he could stay and receive attention, 
 gave him money. Not satisfied with all this, 
 when departing, he implored his host to take 
 care of him, and ' whatsoever thou spendest 
 more, when I come again I will repay thee.' 
 
 Show pictures of the scene, and a map of 
 the district to impress the details of the story 
 on the children's minds. 
 
 Applications of the Lessons. 
 
 (a) To show mercy at all times, and 
 especially towards those who despitefully 
 use us, never omitting to seize the oppor- 
 tunities that come by ' chance,' as we think, 
 but which are given us with a purpose. 
 
 (b) Our neighbour. Which was neighbour 
 to the Jew ? Apply this self-evident lesson. 
 
 (c) Personal duty. — Charity (i.e. love for 
 our neighbours) must be personally practised. 
 It is boundless in its application and always 
 in season. The practice of love in this sense 
 ennobles the character. There is satisfaction
 
 SPECIMEN LESSONS 83 
 
 in doing good, and this the Samaritan realised. 
 Good begets good, and good actions return. 
 Undoubtedly this kind action would soften 
 the feelings of this Jew towards the Samari- 
 tan, and also the feelings of others who heard 
 of it, and thus tend to improve the relations 
 between the Jews and the Samaritans. 
 
 (d) The injunction — Go and do thou 
 likewise. 
 
 EXERCISE Those pupils who have the time, and who 
 
 are so disposed, should be encouraged to 
 work some exercise at home, e.g. — 
 
 1. Draw a sketch map showing the posi- 
 tions of Jerusalem and Jericho. 
 
 2. Describe the character of the Samaritan 
 as revealed in the parable. 
 
 3. Compare the Samaritan, the Priest, 
 and the Levite. 
 
 4. Why was this parable narrated by our 
 Lord? 
 
 5. ' By chance ' — dilate on this, showing 
 its application to our individual lives. 
 
 6. In what respects was the Samaritan 
 like his Saviour ?
 
 84 THE SUNDAY SCHOOL PROBLEM 
 
 THE WORK OF THE EARLY CHRISTIANS 
 
 St. Paul's First Missionary Journey 
 
 Aim : i. To give by means of maps and verbal description 
 a clear impression of the magnitude of the work 
 undertaken by the early Apostles, under con- 
 ditions far less favourable than those existing 
 to-day, and to draw attention to the Deter- 
 mination, Courage, and Fortitude with 
 which they carried on their work. 
 2. To associate Missionary Work of to-day with 
 this Historical Lesson. 
 
 Class : A Senior Class.
 
 SPECIMEN LESSONS 85 
 
 I. Introduction 
 
 One J. the most notable tilings in connec- 
 tion with the history of the early Christians 
 was the extension of Christianity to the 
 Gentiles. 
 
 St. Paul was the chief Gentile missionary, 
 and his great work had been foreshadowed by: 
 
 1. The vision of St. Peter at Joppa. 
 
 2. The great work of Paul and Barnabas 
 at Antioch. 
 
 3. The divine message to the Church at 
 Antioch, enjoining the separation of Paul and 
 Barnabas for this particular work. 
 
 II. Outline of the Journey 
 
 and its Incidents. 
 
 Notes Teaching 
 
 The first stage of the journey is Illustrate the jour- 
 
 by sea to Cyprus. ney by means of a 
 
 On landing at Cyprus they pass carefully drawn map 
 
 through the island in a westerly showing the route and 
 
 direction from Salamis to Paphos. places where the prin- 
 
 At Paphos events occur. Simon cipal events occurred. 
 
 Barjesus, the Sorcerer, is smitten It is very desirable 
 
 with blindness, and Sergius Paulus, that a clear knowledge 
 
 a Roman Deputy, is converted to of the geography of the 
 
 the Christian faith. It is here journeys should be 
 
 we have recorded the change of grasped, 
 
 name from Saul to Paul. The Trace the course on 
 
 reason for the change can only be the map as the lesson 
 
 conjectured. proceeds. 
 
 What reasons can be 
 suggested for this ? 
 
 Note. — The public addresses of What reason can be 
 
 the Apostles were at first confined adduced for this ? 
 to the synagogues. 
 
 From Cyprus they proceeded to 
 the mainland again, and landed at 
 Perga It is here that John Mark
 
 86 
 
 THE SUNDAY SCHOOL PROBLEM 
 
 leaves the Apostles, and his de- 
 sertion is worthy of note, because 
 it afterwards led to dissension 
 between Paul and Barnabas. 
 
 They journeyed from Perga 
 inland to Antioch, crossing the 
 great mountain barrier of the 
 Taurus. 
 
 At Antioch they meet with 
 opposition from the Jews, an op- 
 position which follows them after- 
 wards to every place in which they 
 preach. This opposition is ap- 
 parently roused by the envy of 
 the Jews at the alacrity with 
 which the Gentiles accept the 
 teaching of the Apostles. 
 
 From Antioch they proceed to 
 Iconium, and are again followed 
 by the Jewish persecution. They 
 go to Lycaonian country, con- 
 taining the cities of Lystra and 
 Derbe. Here they have to deal 
 with uncivilised heathens. The 
 healing of the cripple at Lystra 
 causes the pagan to look upon the 
 Apostles as gods 
 
 Barnabas — of the more imposing 
 presence — is called by themjupiter; 
 and Paul — the chief speaker — is 
 taken for Mercurius. The attempt 
 of these people to offer sacrifices to 
 the Apostles calls forth a typical 
 address by St. Paul. 
 
 In spite of this reverential ad- 
 miration, these people are easily 
 persuaded by the Jews to assume 
 a hostile attitude, so that St. Paul 
 is attacked with stones and left for 
 dead. He recovered, and left next 
 day for Derbe, accompanied by 
 
 Show by means of a 
 physical map the diffi- 
 culty of journey, and 
 refer to the fact that 
 even at the present 
 day the commercial 
 development of Asia 
 Minor is retarded by 
 the difficulty of com- 
 munication with the 
 interior owing to the 
 mountain - fringed 
 coast. Hence we see 
 that physical diffi- 
 culties do not deter the 
 Apostles. 
 
 Jupiter, the su- 
 preme deity of the 
 Romans : hence the 
 allusion and intended 
 compliment. 
 
 Mercurius, the god 
 of eloquence. 
 
 Refer to the fact 
 that the Apostles were 
 not daunted by human 
 opposition as this in- 
 cident clearly demon- 
 strates. Even when 
 life itself is threatened
 
 SPECIMEN LESSONS 
 
 8 7 
 
 Barnabas, returning thence to 
 Lystra, Iconium, and Antioch. 
 
 In order to strengthen the 
 Churches in these places, they 
 solemnly appoint Elders in every 
 city, who are responsible in 
 spiritual matters during the ab- 
 sence of the Apostles. 
 
 Then they return to the coast 
 and sail for Antioch, in Syria, 
 where they relate to the Church 
 the 
 
 " opening of the door of faith 
 to the Gentiles." 
 
 their energy and deter- 
 mination are un- 
 diminished. 
 
 III. The continuance of this Ask for the words of 
 work in answer to the Divine our Lord, command- 
 Command is seen in the great Mis- ing us to spread the 
 sionary labours of to-day. Gospel. 
 
 IV. Exercise. 
 
 If the pupils are thoroughly interested in 
 the subject of the lesson, they will be desirous 
 of attempting some exercise for their own 
 satisfaction, as well as to encourage their 
 teacher by this show of appreciation. 
 
 Suggested Exercises. 
 i. Draw a map illustrating this journey of 
 St. Paul. 
 
 2. Write a sketch of the character of 
 Barnabas. 
 
 3. Show how difficulties tend to develop 
 character, and illustrate this from the lives 
 of the Apostles and the Early Christian 
 Church. 
 
 4. Show the uncertainty of the popular 
 estimate of a character, and the danger of 
 adulation as seen in this historical incident.
 
 88 THE SUNDAY SCHOOL PROBLEM 
 
 A LESSON ON LAWS 
 
 Class : A Bible Class. 
 
 Aim : As it is desirable that our youths should have 
 an intelligent appreciation of the subject of Civics 
 and other similar subjects the Sunday School Bible 
 Class might well deem it reasonable to include a few 
 such lessons in its scheme, always associating this 
 instruction with the Bible. This specimen lesson is 
 intended to show how this can be done without 
 secularising the efforts of the Sunday School.
 
 SPECIMEN LESSONS 
 
 89 
 
 duct. 
 
 (a) First parents. 
 
 (b) No society — 
 Robinson Crusoe. 
 
 LAWS 
 
 " For by the law is the knowledge of sin." — Romans hi. 20. 
 
 Heads Teaching 
 
 I. Isolated Existence — In the second chapter of 
 limited laws of con- Genesis (11. 17) is the earliest 
 
 instance of restraint. The Bible 
 is very human in its regulations 
 and laws of conduct. 
 
 Refer to this story, and show 
 how Crusoe did as he pleased, 
 as he had no one to consult. 
 His own will was his law. This 
 course was convenient for him- 
 self, and caused no incon- 
 venience to others ; it was, 
 therefore, under these circum- 
 stances, the best course. He 
 could not steal, or be robbed, 
 molest or be molested, annoy or 
 be annoyed, injure or be injured. 
 He had no civil law. He was, 
 however, bound by religious 
 laws. 
 
 II. Society— Obliga- 
 tions to others. 
 Laws develop as the 
 community in- 
 creases : 
 (i.) From increased 
 
 occupations ; 
 (ii.) wealth ; 
 (iii.) habits and com- 
 mon interest. 
 
 Let us now suppose the case of 
 Crusoe cast on this lonely island 
 with a wife and family. As his 
 children grew up, there would 
 be the necessity to allot certain 
 portions for their use and cul- 
 tivation. These he would pro- 
 tect, and he would also protect 
 the products. Their respective 
 wealth, as the result of their 
 individual toil, would require 
 protection. Their children 
 would want land, and when a 
 father died, his land would have 
 to be divided amongst his 
 children. Thus laws of protec-
 
 90 
 
 THE SUNDAY SCHOOL PROBLEM 
 
 III. Anarchy — ruling 
 without Law, and 
 Mutiny — the illegal 
 resistance to Law. 
 
 IV. Use of Laws. 
 (i.) To protect Civil 
 Rights, 
 {a) Right of life 
 
 (b) Right of liberty. 
 
 (c) Right of property. 
 
 (d) Right of equality. 
 
 tion and rights of distribution 
 would grow up ; need and power 
 for administration would soon be 
 manifest. The greater the com- 
 munities the greater the wants, 
 and the greater the need for 
 protection ; hence the need for 
 an army would ultimately be 
 felt. This need of laws is seen 
 in the case of the children of 
 Israel, and resulted in the giving 
 of the Ten Commandments — the 
 foundation of our Moral and 
 Civil Law. 
 
 Narrate the ' Story of the 
 Bounty.' The mutinous crew 
 were put off the ship and cast 
 adrift, landing at Norfolk Is- 
 lands. At first they desired to 
 live in a state without restraint 
 — no law ; but sheer necessity 
 led to the establishment of 
 laws, and finally resulted in a 
 peaceful, law-abiding people 
 dwelling on this Norfolk Island. 
 
 i. (a) Show how the law pun- 
 ishes a murderer, and thus 
 protects life ; also how the 
 law provides workhouses, and 
 in this way ensures the right to 
 live. 
 
 (b) Refer to the former slave- 
 trade : this was abolished to 
 protect liberty. Martyrs in 
 religion died for religious liberty. 
 
 (c) Theft is punishable : the 
 law protects property. 
 
 (d) Justice is meted out to 
 rich and poor, young and old, 
 alike : equality of justice.
 
 SPECIMEN LESSONS 
 
 9i 
 
 (ii.) To enforce Civil 
 Duties. 
 (a) To support par- 
 ents and children when 
 helpless. 
 
 (b) To educate chil- 
 dren as members of the 
 
 State. 
 
 (c) To pay taxes. 
 
 ((/) To help in de- 
 fending our country 
 and homes. 
 
 (c) To serve on 
 juries. 
 
 V. Conclusion. 
 
 ii. (a) Feeble and aged par- 
 ents must be supported by the 
 children, and parents must sup- 
 port their children whilst in- 
 capable of self-support. This 
 is a civil duty based upon a 
 Divine injunction. 
 
 (b) An ignorant child is a 
 burden to the State : it is for 
 the advantage of the State as a 
 whole to make education com- 
 pulsory. Also we want in- 
 telligent Christians. 
 
 (c) To pay for the protection 
 mentioned in (i.) above. 
 
 (d) In case of need all able- 
 bodied men between 18 and 30 
 can be compelled to protect 
 their country. Loyalty and 
 duty are summarised in the 
 New Testament thus : 
 
 " Submit yourselves to every 
 ordinance of man for the Lord's 
 sake : whether it be to the king, 
 as supreme ; or unto governors 
 . . . Honour all men. Love the 
 brotherhood. Fear God. Honour 
 the king." (1 Peter 11. 13-17.) 
 
 (e) Any twelve men may be 
 selected to serve as jurors, and 
 thus ensure justice being meted 
 out. These men are sworn on 
 the Bible — the oath then is 
 sacred, and religious faith is the 
 foundation. 
 
 A noble life is shown in the 
 words used by St. Paul before 
 Festus : " Neither against the 
 law of the Jews, neither against 
 the temple, nor yet against 
 Ca?sar, have I offended anything
 
 92 THE SUNDAY SCHOOL PROBLEM 
 
 at all." (Acts xxv. 8.) (That 
 is, St. Paul had observed the 
 Civil and the Religious Law.) 
 We must obey the Law as St. 
 Paul in his injunction to the 
 Romans points out : " Let 
 every soul be subject unto the 
 higher powers. For there is 
 no power but of God : the 
 powers that be are ordained of 
 God." \Romans, xm. I.) 
 
 VI. Exercise. For those who desire to do 
 
 home exercises the following are 
 suggested : 
 
 (a) An Essay on Loyalty. 
 
 (b) An Essay on the Bible 
 as the basis of the Moral Law. 
 
 (c) The Moral, Civil, and Re- 
 ligious Law : Our duty in 
 relation thereto.
 
 LESSONS IN OUTLINE 93 
 
 [It is very important that questions of daily import should 
 be studied in the Senior Bible Classes under the guid- 
 ance of the Sunday School, so that our youths may 
 be ever conscious of the value of spiritual foundations 
 in all matters of conduct, and regard religion as the 
 guiding principle of all actions.] 
 
 X 
 
 LESSONS IN OUTLINE (Bible Classes) 
 
 I. Education 
 
 1. The Value of Education — 
 
 (a) To the State. 
 
 (b) To the Individual. 
 
 (c) The economic value (industrially and 
 commercially). 
 
 (d) Political value (i.e. as regards good 
 government). 
 
 2. How obtained — 
 
 (a) Direct, as in Instruction — Schools and 
 Tutors. 
 
 (b) Indirect — Reading, Observation, En- 
 vironment, Associations. 
 
 3. Scope of Education. 
 
 A full and generous education would deal 
 with the Religious, Mental, Moral, and 
 Physical development. 
 
 4. Relationship between Education and Religion and the 
 
 value of an intelligent Christianity.
 
 94 THE SUNDAY SCHOOL PROBLEM 
 
 II. Wealth 
 
 " Give me neither poverty nor riches ; feed me with food 
 convenient for me." (Prov. xxx. 8.) 
 
 i. What is wealth ? 
 
 Refer to Anglo-Saxon word meaning weal, 
 i.e. well-being, prosperity. 
 
 2. Motives for working and thus producing wealth — 
 
 Hunger, Need for clothing and creature 
 comforts, Love of offspring, and to satisfy 
 the calls of the State (taxation for the 
 general good). 
 
 3. Labour is Divinely appointed. 
 
 4. The fruits of labour should yield enough for present 
 
 needs ; for recuperation of faculties and strength ; 
 allow one to do one's duty to offspring ; to provide 
 reasonable and legitimate recreation ; and to 
 enable one to make provision for sickness and 
 adversity. 
 
 5. Wealth brings responsibilities — 
 
 (a) " Masters, give unto your servants that 
 which is just and equal ; knowing that ye also 
 have a Master in Heaven." (Col. iv. 1.) 
 
 (b) " Let a wise servant be dear to thee as 
 thy own soul, defraud him not of liberty, 
 nor leave him needy." 
 
 But service also has its obligations — 
 
 " Whatsoever ye do, do it heartily, as to 
 the Lord, and not unto men." (Col. ill. 23.) 
 
 6. " Take heed, and beware of all covetousness : for a man's 
 
 life does not consist in the abundance of things 
 which he possesseth." (St. Luke xn. 15.) Also St. 
 Luke xn. 33, vi. 24, xvi. 24 ; St. Matt. vi. 24, 
 xix. 23, 24.
 
 LESSONS IN OUTLINE 95 
 
 7. The Use of Wealth — 
 
 (a) To succour the needy. 
 
 (b) To enable us to act fairly to those 
 rendering service. 
 
 8. The Abuse — 
 
 Thirst for gold begets unfair methods of 
 acquiring weath, as in sweated labour, unfair 
 competition, and in commercial rings and 
 corners. 
 
 9. Allurements — 
 
 Danger of fostering a spirit of pride ; 
 inordinate love of pleasure ; danger of sup- 
 planting our God by absorbing all our 
 thoughts in self. 
 
 III. Temperance 
 
 Wide application — 
 
 Temperance practised in all things. Con- 
 trol of all appetites and the government 
 of all habits. 
 
 Particular application — 
 
 (a) Temperance in eating. 
 {b) Temperance in drinking. 
 
 Value of Temperance — 
 
 (a) Physiological and Hygienic value. 
 (6) Moral value. 
 (c) Religious value. 
 
 I [( )\v secured — 
 
 (</) By Education. Control. 
 
 {b) By the power of Religion : aid to 
 spirituality. 
 
 (f) By Legislation.
 
 g6 THE SUNDAY SCHOOL PROBLEM 
 
 5. Responsibility — 
 
 (a) Personal — because the well-being of 
 the individual is affected. 
 
 (b) To the State, because the character of 
 the nation is made up of the aggregate 
 characters of the individuals. 
 
 (d) To Progeny, because the physical, 
 moral, and social happiness of the next 
 generation is affected by the virility of the 
 present generation.
 
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