Sunday-School Success. Wells Amos Russel
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the thought or the story, and read these sections alternately, the leader prefacing each with a suggestive title. Divide the teachers into two portions,—right and left, front and back,—and let them read antiphonally. Let the leader read the entire lesson, injecting crisp comments carefully prepared beforehand, these comments being all in one line—exegetical, historical, explanatory of customs or of phrases. Let the leader prepare a set of questions, one to be answered by each verse, and to serve as an introduction to it as the teachers read. In studying the Gospels, whenever the lesson would be made clearer by it, read, instead of the regular text, the same passage as a monotessaron gives it, combined with all that is found in the other Gospels. Such ancient books as "The Teaching of the Twelve Apostles" or "The Apocryphal Gospel of St. Peter" may often furnish a suggestive extract to add to this opening reading.
The work of the teachers' meeting will largely be cut out for it at the outset, if the leader knows his business. Announce your programme, if you want help in carrying it out. What wonder the meeting runs off the leader's track, when the track is invisible to all but the leader! "First," says the experienced teacher, "we'll form a scheme for our guidance in study; second, we'll go over the story of the lesson in a preliminary survey; third, we'll take up the words, phrases, customs, and circumstances that need explanation; fourth, we'll discuss the best way of teaching the lesson to the younger scholars; finally, we'll bring out points for the older members of the school."
Many meetings fray out at the end. Nothing is finished, or at best there are only a few hasty answers to the stereotyped question, "Now what do you consider the chief teachings of this lesson?" If it has not been made evident before the meeting was half through what are the chief teachings of that lesson, it surely will not be made evident by this hurried question, whose answers are punctuated by the donning of overcoats. If the leader began with a good outline, now is the time to clinch the discussions of the evening by repeating the outline, enlarged and modified as those discussions may have required. Then let the evening be closed reverently with a few words of earnest prayer.
As to the general conduct of the meeting, probably the matter most necessary to be urged is the use of direct, brisk, suggestive questions, addressed, not to empty space, but to particular teachers. A question spread over a roomful is about as efficient as a bullet would be if fired flat enough to cover ten men. Don't be afraid to use proper names. Questions addressed to a crowd put a premium on forwardness. Call no one by name who is really too bashful to reply, but teachers ought to pass by that stage of timidity.
A second common mistake is to run the teachers' meeting on the low plane of mere facts, history, biography, when it should be all aglow with the spiritual life. If the teachers' meeting does not touch the teachers' consciences, hardly will those teachers touch the consciences of their scholars. Let the leader ask at every turn this question in effect: "What need of your scholars' lives will this truth fit?" And he should not rest satisfied until the truth is applied in turn to the diverse needs of three classes—the little folks, the young folks, and the old folks.
The leader must put himself in the place of all kinds of teachers, and discern their needs. He must head off unseemly and prolonged discussions; he must have sprightliness to keep the meeting taut; he must have zeal to keep the meeting warm; he must have consecration to keep the meeting spiritual.
But the best of leaders may be thwarted by poor following. To be led in a teachers' meeting is an art almost as difficult as to lead. A skilful follower in a teachers' meeting will answer questions briefly. He will not commit the impertinence of giving ten times as much as is asked for from him, thus stealing from the meeting the sprightliness of nine questions and answers, even when all he says is to the point. He will make suggestive answers rather than exhaustive ones. His eager note-book and intelligent listening will be as encouraging as a continuous round of applause. In short, he will be anxious to do anything for the success of the meeting, even to the extent of sitting silent for fifteen minutes. And all leaders will bless him.
Chapter V
A Teacher with a Schedule
The weak point in the preparation most Sunday-school teachers make is their failure to prepare a schedule for their teaching—the order, that is, in which they shall take up and discuss the facts and lessons of the day's Scripture. Probably the majority of teachers begin with verse 1 and go stolidly through to verse 13, or as near it as the superintendent will permit them to get. This is teaching with a shovel, and not with a sieve.
Wise teaching selects, marshals, brings to a focus. It excels haphazard teaching as far as a painting by Rembrandt excels a whitewashed fence. It does not permit ideas to neutralize each other. It has a purpose, clearly and determinedly held in view, and to this purpose it subordinates everything else. It knows that the effectiveness of the lesson depends quite as much on what is left out as on what is put in.
Now the more ideas a teacher has, the greater need has he of a schedule, just as the railroad that runs most trains is in most need of a good time-table. Indeed, the performance of a teacher without a plan bears a strong resemblance to a railway collision. Ideas, illustrations, exhortations, bump into one another front and rear, telescope each other, and form at the end of the hour a disheartening mass of splintered fragments, with here and there a jet of steam or a puff of smoke. If the teacher has no schedule, the scholars on his lesson train will grow confused and get nowhere. Small blame to them!
Imitating Paul, the wise teacher will take for his motto, "This one thing I teach." He will teach as much more as is possible, but first he will make absolutely sure of one thing. My own plan in connection with every lesson is to lay down one principal, and two or three subordinates. It is best to write these down on the margin of the quarterly, in precisely the order in which they are to be taken up. Ask yourself most earnestly, "What is the main lesson this Scripture is to teach my scholars?" Having decided on that, consider your teaching a success, whatever happens, if it has impressed this one truth. Leap to this task as swiftly as may be, even if to reach the chosen point you must pass hastily over the first portion of the lesson.
After driving home this truth, and making sure of it, take up in turn your subordinates. This will require a new view of the lesson story that will compensate for your previous haste. And reserve some time at the end of the lesson for a few parting words on your main truth. Save for this time your most telling illustration, your most ardent pleading. In preparation for this get all questions and difficulties out of the way. Be sure, before you begin, that your watch is with the superintendent's, and do not permit yourself to be caught by the closing bell with your lesson only half way to the terminus.
Some teachers are proud thus to be caught, but they should be ashamed. If their neighbor admits that he got over the lesson with his class, they are filled with amazed pity at his lack of brains. "Why, how could you? There was so much in the lesson that I scarcely made a beginning."
Teachers, it is a disgrace to any workman to leave behind him an improperly finished job; and we are, or should be, just as thorough workmen as any carpenter. Select! One truth a Sunday means fifty-two truths a year, while fifty-two truths a Sunday would not mean one truth a year. Plan! Definite results do not come from haphazard methods. Finish! One goal reached is greater triumph than fifty goals started for. Form a schedule, and carry it out!
Chapter VI
My Lesson Chart
My recipe for a well-prepared lesson is expressed in Captain Cuttle's formula: "Make a note on 't."
I have read the lesson text, and the text before the lesson text and after it. I have read the wisest commentaries I can find, and as many of them as I can find time for. I have "mulled" over the matter for myself a day or two. By this time my brain is thronged with facts and a-tingle with suggestions.
Then, the lesson leaf or some other convenient copy of the lesson text before me, I construct the chart by which to make my Sabbath cruise.
First, one must get out to sea; there is the introduction. How shall I fit this trip in with last Sabbath's voyage, and how shall I get under way?
As I plan my introductory questions, I write at the head of the lesson text some word to represent each question, such as "author?" "time?" "place?" "circumstances?" "purpose?" "outline?"
With