Sunday-School Success. Wells Amos Russel
Читать онлайн книгу.
Sunday-School Success / A Book of Practical Methods for Sunday-School Teachers and Officers
Preface
In these pages I have described the methods of the most successful teachers and Sunday-schools I have known. While a large part of the book is the direct fruit of my own experience in Sabbath and secular schools, it sets forth, as every teacher will understand, what I have learned from my failures rather than from my successes.
Though the volume has something to say on all the great Sunday-school problems, it does not pretend to be a complete manual; indeed, who could prepare one on so stupendous a theme? If it justifies its appearance among the admirable treatises already published for Sunday-school workers, it will be because it presents with frankness the methods found helpful by an average teacher, who never had charge of a large school or a large class, but in district school, small college, and small Sunday-school has struggled with the practical problems of a teacher, and in some of them at least, like Sentimental Tommy, has "found a way."
A large number of these chapters have appeared in the "Sunday-school Times," and others in the "Sunday-school Journal" of the Methodists, the "Pilgrim Teacher" of the Congregationalists, the "Westminster Teacher" of the Presbyterians, the "Baptist Teacher," and the "Golden Rule." I am grateful to these periodicals for permission to include this material in my book.
Chapter I
The Teacher's Crown
In one of those dreams which are truer than waking there passed before me a long line of the Sunday-school teachers I have known. One after the other they appeared—those that had taught my childish lips to repeat the Bible words, those that had led my youth into the opening glories of the International Lessons, those that had put to rest the rising doubts of the young man and clinched his faith to the Rock of ages; those, also, of less blessed memory, whom I knew in early or later years, that had done none of these things, but other good things not so good.
And I noted in astonishment, as each came into view, that all were decked with diverse crowns. I had not looked long before I saw that these crowns were not arbitrary and artificial, but sprung from the very substance of the character of each. They had all received their reward, but according to their deeds.
First came a teacher whom I remembered merely as an eloquent talker. His words were deftly chosen, his sentences smoothly formed. His teaching was a charming harangue, bright with metaphor, flashing with sparkling parables. I loved to listen to him. I was as proud of him as he was of himself. To be sure, the only good thing he ever did for me was to inspire in me the vain desire to become an equally eloquent talker, but yet I was sorry he had not received a nicer crown. It looked very beautiful, as if it were thickly studded with lovely pearls richly iridescent in the sun; but when he came near I saw that each pearl was a little bubble swollen from a reservoir within. These bubbles were bursting all over the crown, fresh ones ever taking their place. It was a very pretty sight, yet a very trivial crown, and I was sorry for him.
There were several worthy teachers in the line whom I remembered as careful instructors in Bible history. They had every date at tongue's end, knew the order of the books and their contents, the relationships of the prominent characters to each other, all details of place and customs. They could repeat Bible verses by the yard, and gave prizes for such feats of unreasoning memory. They were mechanical, but thorough and useful. They had taught me how to dig into the Bible and study it as hard as I would study calculus. I was grateful to them for this, though they did no more, and so was rather sorry to observe their frail crowns. They were all of paper, neatly folded and plaited, and as I came nearer I saw that each crown was made up of leaves of the Bible.
I saw there also two or three teachers who had always taught with a sad countenance, teaching, not because they loved to teach, but because it was their duty to. "These," I thought, "will be joyful, now that their distasteful task is over and their reward has come"; but when I could see their faces clearly they looked mournful as ever. Their crowns were ebon black, pointed with little urns and lined with crape, and they often shifted them, pressing their hands gloomily to their brows, as if the crowns were very ill fitting and uncomfortable. They wore them with a martyr's air.
There were several teachers whom I remembered with gratitude because they had been so careful, in teaching, to emphasize always the fundamental doctrines of Christianity. These doctrines were the warp and woof of the solid fabric of their lessons. Over and over, in the same set phrases, they pressed those great truths, until, strive as one would, one could never forget them. But they never taught me the relation between these blessed doctrines and my own life. For years the formulas they had taught me remained for me mere words. And so I was not at all surprised to find their symbolic crowns solid and rich, but not attractive, for they were thickly set with jewels in the rough. Here and there, from beneath the incrusting stone, some magnificent gem would flash out, but the beauty and splendor of most of them were hidden.
In my fantastic dream I saw another, who had been a good teacher and a very poor one by turns. His piety and zeal were subject to great fluctuations, and a Sunday's teaching from him, carefully thought out, full of wise helpfulness, would be followed by a fortnight or more of questions read out of a question-book, lifeless and mechanical. I was prepared, therefore, to understand the meaning of his crown, which bore many beautiful gems, but these gems gave intermittent light, flashing out for a moment with most brilliant hues, then suddenly growing dull and dark.
One alone of all I saw in my strange dream wore a looking-glass crown. He had done his Sunday-school teaching, I had always feared, for the praise of men, to be seen of them. His attitude, his pompous words and gestures, irresistibly suggested to me always the posturing of an actor before a looking-glass. And so his crown was all a mirror—clear, bright, beautiful, but mirroring a looking-glass soul.
And now, closing the long procession, who are these I see? A thrice-blessed band, to me ever sacred. There is the cheery little matron whose brisk kindliness gave charm to my introduction into Sunday-school life. There is the quiet and low-voiced lady whose gentle teachings carried me many a step toward my Saviour. There is the thoughtful and saintly woman whose prayers for the school-boy went up, I know, night and morning; whose urgings were so earnest, brave, and wise. And there is the noble-hearted man, familiar with a young collegian's perplexities, sympathetic as a woman, trustful as a hero, strong and uplifting in word and friendly deed. I see them all, and from their glorified heads a wonder shining, a crown of light, beautiful as the love-gleam from a mother's eye. And every one of the crowding star-points of those crowns is for a life won to the happy service of the Master.
As I gazed with tear-dimmed eyes at the dear vision, an angel stood at my side and asked me, "What are all these thou hast seen?" "Forms," I answered, "of Christ's teachers I have met; of my own teachers, these last, all crowned as they have taught." "Yes," answered the angel, "but you have seen more than that. You have seen among them the crown you yourself will wear when your teaching days are over. Which shall it be?"
Chapter II
Who Should Teach in the Sunday-School?
The Master, who loves little children, stood in the Sunday-school door and cried to all that came up, "Who will teach my children about me?" And they all with one consent began to make excuse.
The preacher passing by said with conviction, "I have my sermons to preach, and Sunday-school work distracts my thought from them." Then answered the Master: "Crucify your pride in words, and seek the glory of deeds. This is your true sermon, to bring me close to human hearts. Thus did I most gladly preach, when on earth, to small classes and not to throngs. Thus should my ministers most gladly preach, face to face, one to half a dozen. You have many pulpits more effective than the elegantly furnished one to which you mount by three steps. They are the bedside, the wayside, the prayer-meeting table, the Sunday-school chair. Lovest thou me? Feed my lambs."
The teacher, when invited, shook his head with a sigh. "I teach all the week, and I am so tired! Why should I not rest on Sunday?" Then answered the Master: "The truest rest is a little change in work. Your Sunday-school and day-school will invigorate each other. It is I who have given you the sweet power of