The Superintendent's Chance
At the opening of the school the superintendent hasn't half a chance;
at the close he has a large chance--as large, in fact, as he is. At
the opening the superintendent is merely a master of ceremonies to
usher in the work as buoyantly as possible; at the close he is a
teacher, the high priest of all the teachers. His work of introduction
is important, but far more important is his work of peroration. The
last five minutes furnish his chance to gather all the teachings of
the hour into one point and press it home.
1. It is _his_ chance. Now or never let him be original. Let him study
his talents; some can work best with chalk, some with anecdotes, some
with questions, some with exegesis, some with exhortation. Let him get
up a specialty for those five minutes and burnish it till it shines.
Whatever method he chooses should be filled with his personality and
serve to impress his personality upon the school. It is life that
tells on life, and the more of himself the superintendent puts into
these five minutes the more will this, his chance, prove his success.
2. It is his chance to gather _all_ the teachings of the hour. Not
that he will try to "cover the ground" of the entire lesson. In that
case his chance would turn out his mischance. He will not try, either,
to give something for each class of scholars, for _all_ that he gives
must be for _all_ classes. Among all the thoughts of all the
departments, primary, intermediate, and senior, there is a single
golden thought like a golden thread. These strands he must seize and
weave them, in his five minutes, into a golden cord.
3. It is his chance to gather all the teachings of the hour into _one_
point. Probably every teacher in the school has been trying to teach
too much. The lesson was intended for a wedge, but they have been
using the blunt end. Turn it around. Illustrate the matchless might of
simplicity. Do not think that, because the lesson was on the envy of
Joseph's brethren, the theme of envy has become hackneyed, and you
must talk about Jacob and Reuben and the Midianites and God's
overruling providence. If the teachers have worked well, the scholars
will be eager for further words on envy; if they have worked poorly,
all the more need of a forcible presentation of the main theme.
4. It is his chance to gather all the teachings of the hour into one
point _and press it home_. His will be a lively school in proportion as
it influences life. When the moral truths of our lessons are fixed in
the life, the facts connected with them will be fixed in the mind. Let
the superintendent ask himself, for as many scholars of varied age and
character as he can, "How might this lesson change _his_ life, _her_
life, for the coming week--forever?" Put the "snapper" on the hour. Let
it be seen that you expect definite results in spirit and conduct.
Some urge that the superintendent should be mute at the close of the
lesson hour, lest his words destroy the effect of the teachers'
exhortations. To be sure, he may emphasize what they have not
emphasized, though even this danger is very slight if the
superintendent is careful to seize on the lesson's central thought;
but if the impression made by the teacher is endangered by a few
earnest words from the superintendent, what _will_ be left of it by
the close of the conversation around the dinner-table?
A closing word regarding the superintendent's questions. In no better
way than by questions can he win and hold the school's attention.
Those given in the various lesson helps are intended to be simply
suggestive of possible matter and manner. Five things are essential:
(1) that the questions be simple enough to be understood by the
youngest; (2) that they lead up to a point valuable enough to interest
the oldest; (3) that they can be answered by a few words, preferably
by one; (4) that they be presented in a brisk and businesslike way;
(5) that prompt answers from all parts of the school together be
insisted on, the answer being called for again and again till all
have connected themselves with it. Half a dozen such questions should
lead up skilfully to the main lesson of the hour, which should receive
brief but pointed application by anecdote, blackboard, or exhortation.
All this is a high ideal. "To attain it will require," you say, "much
more than five minutes." You are right, Brother Superintendent: five
minutes before the school, but _one hour_ or even _two hours_ of
prayerful preparation at home. However, it is your chance. Do not
ignobly lose it.