largely upon the character and adaptedness of the superintendent. What
the superintendent of a railroad, or the superintendent of a factory,
or the commander of an army is, each in his place, so is the
superintendent to his Sabbath-school. It is not every truly good and
pious man, nor even every talented or eloquent man, who will make a
good superintendent of a Sabbath-school. Sometimes the modest and
retiring person, who shrinks from the acceptance of so holy an office,
makes the best superintendent. Neither is it always the wisest or most
influential man whom the office wants, but the one who can the most
readily command the confidence and co-operation of the pastor, parents
and church members, as well as the teachers and the children. Of
course, the _best_ man in the church, next to the pastor, should
always be prayerfully called to the office, for it is difficult to
raise a Sabbath-school higher than its superintendent.
The superintendent should have good executive, business talents;
energy; perseverance; self-control; tact to govern; a love for
children; devotion to the cause; a warm, sympathetic heart; a
life-like, serious, yet cheerful manner; and, superadded to humble,
ardent piety, an ability to think, and to set others to thinking; and
withal, he should be able to express himself clearly, briefly, and
forcibly. He should never allow the least harsh or irritable
expression to escape from him, and he should repress every symptom of
lightness, stiffness, or discouragement, remembering that his look and
manner will give tone to the whole school.
He should know personally, and by name, and as far as may be, the
particular character of every teacher and pupil in the school; speak
to them, and always treat them with confidence and respect--neither
too coldly, nor too familiarly--and assure them each of his _personal_
interest in them, and respect for them all.
He should be wise to discern, select, and adjust proper teachers to
their places, classify and arrange the scholars, and in these things
he should not be overborne in his judgment. He is usually chosen by
the teachers annually, and will do well to take them for his
counsellors, and often consult them, collectively and individually;
for while he is the superintendent, the head of the school, and as
such a cheerful obedience should be tendered to him by all, yet, he is
_not the sovereign_. His authority is not magisterial nor parental,
but he is a _constitutional_ ruler, governed himself by the rules of
the school; and he should so rule that no one should ever question his
right to govern. He should never even speak of his "rights."
He should be _spiritually qualified_ for his work, and should become a
holier man of God from the hour in which he first receives the "call."
He should be in daily communion with God about the work, talking
freely with Him on all that concerns the school, about every teacher,
and about every scholar, and humbly watching for answers to his
prayers.
He should also engage in the work with a good measure of scriptural
_enthusiasm_. We do well to be very earnest and full of life, to be
glowing and animated in our looks, words, and actions, if we would
effectually reach the children, who are so full of life. Perhaps the word
unction would more worthily express the idea. The superintendent's
interest should rise to this high point.
He should maintain good _discipline and order_, both for himself and
his school. Sometimes the most disorderly man in the whole school is
the superintendent. The two elements of good order are self-control
and good temper. Let no man think he can control others unless he can
control himself. It will be in vain for him to insist on order,
punctuality, and regard to all the rules of the school, unless he
himself is a living example of strict conformity to them all. When he
calls the school to order, let him always wait patiently, in silence,
until every teacher, every scholar, officer and visitor, is in
_perfect_ order, before he names a hymn or proceeds to do the least
thing.
He should also be _disinterested_, and never overshadow his teachers.
They are the great workers, and his great work is to help the teachers
in the teaching. He should not _forestall_ or _overshadow_ the
teacher's work by an exposition of the lesson at the opening of the
school, so as to leave the teachers nothing to do but to glean after
the superintendent. His remarks and reviews of the lesson should
usually come _after_ the teachers have taught the lesson.
He should likewise _sincerely respect_ all his teachers, and treat
them accordingly. Especially should he respect the weakest and most
inefficient of his teachers. He will have the more to do to aid them,
and he must needs visit, counsel, suggest and instruct them often. I
have always found it better to elevate and improve inefficient
teachers than to dismiss them.
The superintendent should also be a man of good _executive ability_;
and this is a very rare possession. He needs much discerning power, as
well as organizing and combining talent, so as to keep pastor and
people, parents, teachers, and scholars, all harmoniously at work. As
Dr. James W. Alexander used to say: "That man who can well superintend
a Sabbath-school can command an army;" and a well-known bishop has
said, that "the man who can organize a good mission-school can
organize a diocese."
Again: The Sunday-school superintendent should always have a _spirit_
and _temper_ such as will be safe to diffuse throughout the school.
Says the Rev. S. Martin: "If he stands at the desk like a cold,
snow-capped mountain, or floats about the school like a majestic
iceberg, the whole atmosphere of the school will be cold." If he is
warm and genial, such will be the school. A cheerful superintendent
spreads cheerfulness throughout the school. A light and trifling, or a
gloomy and morose, superintendent infects teachers and scholars alike
with the same spirit. Never should the superintendent allow the least
impatience or harshness to manifest itself in his look, tone of voice,
or manner in the school; for its effects will prove most disastrous.
Ill-temper is a perfect barrier to religious improvement and
usefulness.
He should also be a decided, _positive_ character; not fitful,
obstinate, heady, but strong in purpose, strong in resolution, strong
in the Lord. The boys in the streets never choose any but positive
characters for leaders. A merely nominal superintendent is a curse to
a school, as is a weak, foolish mother, or father, in the family.
Further, he should study to gather hints and suggestions to help the
teachers not only in the school, but also in the teachers' meetings
and everywhere. Particularly should he observe the teachers during the
teaching hour, and never interrupt them, but be ready at any moment to
come to their assistance. He should always _protect_ the teachers
while teaching, and not allow the librarian, or secretary, or
missionary collector, to appear on the floor at that time.
It will be seen from these points that the superintendent needs great
_general strength of character_. Willow will do for a basket, but it
requires oak and iron for a man-of-war. Never are the teachers called
to a more important duty than when they prayerfully cast their votes
for the election of superintendent. No personal favoritism or interest
or prejudice should be allowed for a single moment to prevail.
If I am here asked, "Do you know of any such superintendents as are
here described?" I must reply in the negative. I have endeavored to
embody in the above list of qualifications all the best things of the
best superintendents whom I have seen during the last forty-five
years. Nevertheless, the things which are here detailed have their
counterparts in some of them. The standard is raised high, so that the
true artist can copy after the great masters. Let none be discouraged.
The best superintendents now living were very distrustful of their
qualifications, and shrank from the responsibility at the first call.
If God calls a man to a field of labor, he is abundantly competent to
fit him for working in it. Then "not unto us, O Lord, not unto us, but
unto thy name give glory."
_Duties of the Superintendent._
Let us look now at some of the _duties_ of the good Sabbath-school
superintendent.
_Before school_ he will, of course, prepare his mind, by meditation
and prayer, for his duties; he will faithfully study the lesson,
select the hymns and Scripture lesson for the day, and carefully read
them and study them, until he has imbibed so much of their spirit as
to be able to _feel_ them, and to express that feeling while reading
them before the school. He will, also, prepare his notices, and
arrange for all special duties. All the teachers, with the
superintendent, ought to enjoy a twenty-minute prayer-meeting before
the hour to open the school, with two-minute direct prayers, one or
two verses of singing at a time, and then only one or two selections
of warm, appropriate verses of Scripture truth. We would characterize
the requirements of such a meeting by these words--_Impressive_,
_Interesting_, _Devout_.
_The Opening Exercises._--The good superintendent will always be
punctual in opening, and at the precise minute calmly, but clearly and
naturally, call the school to order. Having done this, he will never
proceed farther until every teacher, scholar, secretary, librarian, or
visitor _is in order_. He will remember that every eye is on _him_ for
an example, and he will take no liberty himself with the rules of the
school. When perfect silence and complete attention are gained, he
will deliberately read the hymn and see that all sing, about two or
three verses; then read impressively the lesson for the day, if not
more than from ten to fifteen verses, or alternate with the school in
reading if preferable. Be careful to mind all the stops and read in
clear, impressive tones, so that the reading of the Scriptures by the
school will be almost as musical as singing. All will then unite in
prayer with the superintendent, one of the teachers, the pastor, or a
visitor present, who may be called upon; this prayer should be short
and to the point, and in short sentences and in children's language.
Have the children join in and repeat the prayer, broken up into
sentences of four or five words each. Thus teach the children how to
pray. The whole of the opening exercises should not usually exceed
fifteen minutes. The school will then be given into the hands of the
teachers, to proceed with the lesson.
_During Teaching._--The superintendent will then quietly supply every
vacant class with a teacher, or unite it with another class which has
a teacher, so that every scholar may be placed at once, temporarily,
at least, in charge of some one, and that no one may be suffered to be
idle. Next, he will check off the names of teachers present on his
roll-book; and then proceed to receive the new scholars, learn their
names, residence, parents; gain their confidence; ascertain whether
they do not now belong to some other good school; inform them of the
character and order of the Sunday-school, and assign them a place,
temporary or permanent, in a class. He will then pass quietly and
discreetly around the room, recognizing the teachers and scholars as
far as may be, without interrupting or embarrassing them, assisting
any teacher who may need it to restore order and harmony, or to gain
the attention of any volatile youth in the class. With the approval of
the teacher, he will occasionally examine the class, notice all
disturbing elements in the school, the adaptedness, or otherwise, of
the teachers for the particular classes in their charge; occasionally
recommending and handing an appropriate book from the library to a
teacher or scholar, and calling especial attention to it for their
profit. The Bible classes and infant classes will be timely noticed,
and all strangers and visitors greeted with a courteous, Christian
welcome. Suitable suggestions will be made to the secretary and
librarian; any call for assistance or explanation will be given to any
teacher; and thus, in every appropriate, unobtrusive way, he will do
whatever he can to facilitate the work of all, while hindering none.
Superintendents should be very cautious whom they invite to address
the school, and particularly strangers of whom they know but little,
only that they are called very good men. Few persons can address a
Sunday-school with profit; and certainly, without important reasons,
the teachers should not be interrupted in their regular duties; for
the time allotted to them is _theirs_, and even the superintendent has
_no right_ to take it to oblige a friend.
_Closing the School._--At the appointed moment the superintendent will
call the school again to order, to sing over a verse of a hymn in
harmony with the lesson; and then the superintendent may occupy not to
exceed five or ten minutes in a clear, well-digested exposition of, or
some pertinent remarks or questions upon, the prominent points or
teachings of the lesson. Unless he can succeed in interesting and
fixing the attention of both teachers and scholars with thoughts not
ordinarily dwelt upon by the teachers, he had better not attempt this
exercise; for few evils are greater in a school than a superintendent
who talks too much. Many of our best and most successful and
acceptable superintendents never attempt to address their schools,
except to give their notices and necessary directions in a clear,
orderly, business-like way, and then stop at once. An opportunity is
then given, to distribute the library books and papers, give out the
next week's lesson, sing a verse or two of the selected hymn, or with
a prayer dismiss the school in regular order.
_After the school_ the superintendent will receive any suggestions or
requests from teachers or scholars; see that everything is left in its
place; review the events of the school, and note down all his plans
for improvement, and begin to study his next lesson.
_During the week_ he will remember that his duties as superintendent
do not close with the Sabbath, or monthly concert, or teachers'
meeting. Every day he regards the Sabbath-school as his great field of
labor in the moral vineyard. Let us follow him, and we shall see him
on _Monday morning_ on his way to his regular business, when as he
meets little Johnny Smith, who, he remembers, was not in his place in
school yesterday, he very pleasantly inquires the reason. On the
corner of the next street he comes across an absent teacher, and
similar inquiries ensue. On his return home at evening he sees in the
distance, in company with a lot of street-girls, Mary Jones, and he
hastens to her, takes her aside with him, and learns the reason of her
leaving school some weeks before, together with other facts in her
history, which call out kind words of caution for the wayward child,
and he leaves her with the warm assurance of her return. In the
evening he is at the monthly concert of prayer for Sabbath-schools,
and drops a few earnest remarks about the children, which have such an
effect upon two mothers present that they go home and become more
faithful thenceforth in their Christian duty to their beloved little
ones.
On the way, _Tuesday_, he stops in a few moments to see a teacher who
appeared quite perplexed and disheartened on the Sabbath by the
restlessness, inattention, or indifference of her class. He noticed
last Sabbath that that teacher could only interest the class for a few
minutes. On looking over the next week's lesson he is reminded of that
teacher and one of her scholars. The next morning he calls for a
moment upon her on his way to business, and says: "Miss S----, there
is one verse of the lesson that I think can be used with advantage
with one of your scholars--Frank Jones." He explains it to the
teacher, and gives her an illustration or two. What has he done? He
has given that teacher the first real idea she ever had of teaching
Bible truth aright, and she goes to her class the next Sabbath a new
teacher, and never loses the influence in future life. He soon
succeeds in dispelling the cloud, and causing a cheerful light to
shine on her path of duty.
On _Wednesday evening_ he steps over to consult the pastor about the
best way of turning the hearts of parents to their children, and to
arouse the church in _sympathetic_ efforts on behalf of the lambs of
the flock.
On _Thursday morning_ he takes an hour before, or an interval of
business, to explore a desperate neighborhood, and succeeds beyond his
expectations in exciting interest and enlisting recruits for the
Sunday-school from among the juvenile portion of the disorderly gang.
He also takes occasion to call on little Pat Lawless's mother, and is
successful in getting her pledge to co-operate with him in the attempt
to rescue her boy from untold depravity and almost certain ruin. Pat
is notoriously the ringleader in the worst gang of boys in the
neighborhood, and every body was surprised to see little Harry Page
leading him into the Sunday-school for the first time on the last
Sabbath morning.
On his way back from business, _Friday_ evening, he calls for a few
minutes on an intelligent young Christian who recently came into the
place, in order to seek his Christian acquaintance, and invite him to
look up for himself a class of scholars from the neglected
neighborhood he visited the day before, and he succeeds in inducing
him to bring into the school and teach a fine class of street-boys the
way of life; he takes a hint from the conversation with his young
friend, and concludes to get up a neat printed certificate of reward
to the pupils for bringing in new scholars. In the weekly
prayer-meeting he has a word about the school, just enough to enlist
their sympathies and their prayers.
_Saturday morning_, on opening the daily paper or a book, he sees a
striking providence, an interesting fact or incident of life, which,
he remembers at once, will aptly illustrate or enforce an important
truth in the lesson for the next Sabbath, and carefully notes it down
and _thinks_ it over, and in the evening we find him full of hope and
interest at the teachers' meeting. Thus closes his labors for the
week. It is _only_ a week! but how valuable is that life of which this
is but a week!
Now, all this is no mere fancy sketch. We have had living
superintendents--not _one_ but all together--sitting for the portrait
here drawn, and whose lives have supplied all the illustrations, and
who pursue a somewhat similar course every week, and on every
returning Sabbath-day. Thus, without scarcely an hour's interference
with his duties to his family, his business, or the public, the good
superintendent has found time, and has been enabled every day during
the week, to do something for the Sunday-school, simply because he
loves it; his heart is on it, and he loves constantly to devise ways
of doing good by it. He never expects to be, and he never will be,
satisfied with the school as it is; but, however great the progress,
he will keep his mind actively at work to plan improvements in the
arrangement, the order, the discipline, the enterprise, or the
teaching, and thus, _Upward and Onward_, will be his perpetual motto.
A stagnant business, he knows, will soon droop and die.
VI.
THE LIBRARY AND LIBRARIAN.
We have a very high appreciation of the value of a good Sabbath-school
library. It seems to me that no form of circulating sound religious
reading is superior. The books, however, require to be selected and
adapted with the greatest care. This is certainly a difficult matter,
but the object to be attained is so great as to reward the effort.
Many schools are now flooded with the most vicious, improper books.
There is no justifiable excuse for this. Never were there so many good
books for children and youth as now. Several hundreds that teach the
soundest Christian morals and are true to life, and filled with the
soundest evangelical Bible instruction, can now be selected. There is
scarcely a shadow of excuse at the present time for admitting even a
doubtful book into our Sabbath-school libraries--unless some will
accept the plea of ignorance and laziness. Our children's minds should
be as sacredly guarded from poisonous books as their bodies from
poisonous drugs. There should be a judicious standing committee in
every school to select library books, while the pastor should always
carefully revise their selection.
The books of the Sabbath-school library must be attractive and
interesting, or they will not be read by the young. They must be true
to life and fact, or they will prove pernicious. They must be
instructive, or they should find no place in the library. They should
be adapted to awaken, convict and convert, to nourish in the religious
life and morals, and throw light upon all the pathway of everyday
practical life, or they will fall short of meeting the great want.
They must strictly conform in all things to the Bible standard, or
they should never be found in any of our Sabbath-school libraries.
Better have no books than to have unsound ones. Spare no pains to
procure an abundance of good, sound, attractive, and useful reading,
and we will soon drive away the flood of bad books which is now
threatening to destroy our youth. _Several copies_ of superior books
should be placed in the library at the same time. Select such as are
adapted to all ages and conditions, from the children in the
infant-school up to the wide-awake young men and women in our highest
adult Bible classes, and to teachers. Let them also cover all stages
of religious feeling and want. Books of narrative, history, biography,
youthful Christian experience and training, on temperance, good
morals, good habits and manners, should all be provided for the
thorough religious instruction of our children and youth. The library
should also comprise a good teacher's library with good reference
Bibles, a Concordance and Dictionary. Then give the books the largest,
freest and most active circulation.
_Managing the Library._--In a great many Sabbath-schools the manner of
distributing the books is a very bad one, and in consequence of this
some schools have improperly discarded the library altogether. The
great difficulty has arisen from the fact that the librarian has been
allowed to be on the floor and have access to and interrupt the
teachers during the teaching hour. This should never be allowed. An
interruption to the teacher while applying divine truth may peril
souls for ever, and therefore should be carefully guarded. The only
access to the teachers which the librarian ought to be allowed during
school hours is to simply hand them the books, just at the close of
school. There are several good systems for distributing the books that
conform to this idea and protect the teachers. I would never ask the
teachers to write the scholars' names or numbers for books, or do the
work of selection, during the school hours.