questions. 2. Keeping order. 3. The art of securing attention and
interesting the pupils. 4. The drawing of practical lessons and
applying them to the daily, common life. We should never undertake to
teach a truth of which we cannot see and make plain its uses;
certainly never convey to our children the idea that there is any
unimportant portion of revealed truth. One or two Bible-truths and
principles are generally better than many.
The art of drawing lessons is much more simple and easy even for
children than most persons think. The only prerequisites for drawing
practical lessons are--1. A knowledge of the facts. 2. An accurate
perception whether they be good or evil. If the action or precept be
good, the practical lesson is but an echo of the fact; if evil, avoid.
Imitate the good and shun the evil. For instance: Cain and Abel were
industrious; from which we learn the duty to be industrious. Cain and
Abel went up to worship God; from which learn to copy their good
example in going to worship God. But Cain became angry and slew his
brother; from which we draw the lesson of warning and danger.
Another important part of a teacher's work may be found in Mr. Fitch's
third rule, _i. e._, Every teacher before he leaves the lesson, should
carefully call back in a child's own language all that he has taught
him. Without this careful, thorough review and _recapitulation_ he
cannot be sure that his instructions and the practical lessons taught
are really received. A child is, as it were, compelled to remember
what he is sure to be called upon for again; so that we can hardly
overestimate the value of review and recapitulation. One
superintendent in New York recently reviewed, by aid of a blackboard,
the whole of John's Gospel with his scholars on two consecutive
Sabbaths. The teacher should keep his eyes upon all the class, and
address the class generally more than the individual members of the
class; but be ready to sympathize with each and all.
Never be in a hurry with the lesson; calmly, patiently, candidly
proceed. It is far better to get the pupils to _understand_ the first
verse or a single thought of the lesson, and proceed no farther, than
to hasten over a dozen verses.
Paul says: "I had rather speak five words with my understanding, that
by _my voice_ I might _teach_ others also, than ten thousand words in
an unknown tongue." (1 Cor. xiv. 19.) Be strictly impartial; have no
favorites in the school; be tenderly respectful to the weaker ones.
Particular care should be taken to preserve order fully until the
_close_ of the school, for then it becomes most difficult; and after
the school he will retire to his closet and commend his feeble,
imperfect labors in prayer to God. He will ask himself the following
questions: "Does any child leave me to-day with a clear, simple view
of _one truth_ of the gospel of Jesus Christ?" and, "Is it a matter
perfectly understood between me and my pupils to-day that I am seeking
their conversion to God at _this time_, and under my instructions?" He
will then think over the events of the hour, and commence his
preparation for his next lesson. During the week the Sabbath-school
teacher will find something to do every day. On one evening he will
visit an absentee, or look up a new scholar; on another, visit some of
the parents; then attend a social meeting, or the teachers' meeting,
and on another call to interest one to become a new teacher. He gets
one boy a place to work, and another he introduces into the public
school; gives his scholars his name and residence on a card, and
endeavors in all ways to prove himself to be a warm-hearted,
sympathizing Christian friend.
The teacher's life is the life of his teaching. His character,
manners, habits, dress, and associations, all exert an influence of
great power upon his pupils and upon his fellow-teachers; and he will
do well to adopt the noble, disinterested Christian motto: "If meat
make my brother to offend, I will eat no flesh while the world
standeth;" or if the theatre, or dancing, or tobacco, or the wine-cup,
or cards, or any minor evil, lessen my influence as a Christian
teacher, I will cheerfully abandon them at once and for ever. "Be ye
holy in all manner of conversation and godliness."
_Examples of Teaching._
In appending some examples or lessons in teaching, I have selected two
varieties from the "Gall" or "Lesson System," of which the late James
Gall, of Edinburgh, was the author. I have done so, first, because it
is a _system_ and conforms to all good rules of teaching; secondly,
because, having used it for more than a quarter of a century, I have
found it to be of more value to the teacher and interest to the
children than any or all others, if varied and _adapted_ with a sound
discretion; and, thirdly, because there are more suggestions in it to
teachers than any other; in fact, it includes all others. Particular
care must be taken not to attempt too much. Never attempt to use the
whole _ten_ exercises on any _one_ Sabbath lesson, or pursue the same
order. Generally use the catechetical, the explanations, and the
lesson every Sabbath. In some lessons five or six can be used. All are
suggestive.
The great leading principle of the system is to teach _the use of
knowledge_--not to communicate information merely, but to train the
young, by certain definite rules, to _make use_ of all the information
they receive. The first lesson here given is for younger classes; the
second for more advanced:
_Lesson No. 1._
_As taught by the "Gall Lesson System."_
(Matt. viii. 1-3.)
"When he was come down from the _mountain_, great _multitudes
followed_ him. And _behold_, there came a _leper_ and _worshipped_
him, saying, Lord, if thou _wilt_ thou _canst_ make me _clean_. And
Jesus _put forth_ his hand, and _touched_ him, saying, I will; be
thou _clean_. And _immediately_ his _leprosy_ was _cleansed_."
Who came down from the mountain? From what did Jesus come down? What
happened when Jesus came down from the mountain? Who followed him?
Whom did the multitudes follow?
Who came to Jesus? To whom did the leper come? What did the leper do
when he came to Jesus? Whom did the leper worship? When did the leper
worship Jesus? What did the leper call Jesus? Whom did the leper call
Lord? What did the leper say? If who would? What could Jesus do if he
would? What did the leper say Jesus could do? Who could make him
clean?
What did Jesus do? Who put forth his hand? What did Jesus put forth?
What did Jesus do when he put forth his hand? Who touched him? Whom
did Jesus touch? When did Jesus touch the leper? What did Jesus say?
Who would? What was the leper to be? Who said he was to be clean?
What happened when Jesus said he was to be clean? What was cleansed?
Whose leprosy was cleansed? When was the man's leprosy cleansed? By
whom was the man's leprosy cleansed?
How many circumstances are mentioned in this passage? (Nine.) What is
the first? (_Multitudes followed Jesus when he came down from the
mountain._) What does that teach you? _Lesson._--We should follow
Jesus, and take every opportunity of receiving his instructions.
What is the second circumstance here mentioned? (_A leper came to
Jesus to be healed of his leprosy._) What does that teach you?
_Lesson._--We should apply to Jesus the Saviour to be healed of the
leprosy of sin.
What is the third circumstance mentioned in this passage? (_The leper
worshipped Jesus._) What does that teach you? _Lesson._--We should
worship the Lord Jesus Christ as the Son of God and our only Saviour.
What is the fourth circumstance here mentioned? (_The leper doubted
the willingness of Christ to cure him._) What does that teach you?
_Lesson._--We should never doubt the willingness of Christ to do us
good and to save our souls.
What is the fifth circumstance mentioned in this passage? (_The leper
expressed his faith in Christ's ability to cure him._) What does that
teach you? _Lesson._--We should cherish in our hearts a firm belief
of Christ's ability to save us to the uttermost.
What is the sixth circumstance mentioned in this passage? (_Jesus put
forth his hand and only touched him._) What does that teach you?
_Lesson._--Jesus is able to save us either by the use of means or
without them.
What is the seventh circumstance mentioned in this passage? (_Jesus
assured the leper of his willingness._) What does that teach you?
_Lesson._--We should assure doubting inquirers of Christ's
willingness as well as ability to save them.
What is the eighth circumstance mentioned in this passage? (_Jesus
immediately commanded a cure._) _Lesson._--None will ever seriously
apply to Jesus in vain.
What is the ninth circumstance mentioned in this passage? (_The
leprosy was immediately cleansed._) What does that teach you?
_Lesson._--God is able instantly to cure the most inveterate diseases
of both body and soul.
_Explanation of Words to precede the Lessons._
_Mountain_,--High hill. _Multitudes_,--Number of people.
_Followed_,--Went after. _Behold_,--Take notice. _Leper_,--Man
troubled with the disease called leprosy. _Worshipped_,--Paid divine
honors to. _Wilt_,--Pleaseth. _Canst_,--Art able to. _Clean_,--Free
from this disease. _Put forth_,--Stretched out. _Touched_,--Laid it
upon. _Clean_,--Healed. _Immediately_,--At the very instant.
_Leprosy_,--Disease. _Cleansed_,--Healed or cured.
_Lesson No. 2._
_As taught by the "Gall Lesson System."_
NOTE.--Only a part of the _ten_ exercises given are to be used in any
one lesson.
_Question._ What does God require of all those who will be saved?
_Answer._ God _requires_ from those who will be _saved_, true _faith_
in his Son Jesus _Christ_; true _repentance_ of _all_ their sins; and
_a new_ and _sincere obedience to_ all his _commandments_, _from_
love to _Him_ who _first loved us_.
1. _Verbal and General Exercise._
_What does God require from those who will be saved?_ Who requires
true faith? From whom does God require true faith? Who will be what?
_What kind of faith does God require?_
_In whom are we to have true faith_? Who is Jesus Christ? Whose Son
is Jesus Christ? Who is the Son of God?
_What does God require besides true faith?_ What kind of repentance
does God require? From whom does God require true repentance?
_Of what are they to repent?_ Of how many of their sins must they
repent?
_What does God require besides faith and repentance?_ From whom does
God require new and sincere obedience?
_What kind of obedience does God require?_ What is it to be new and
sincere? To what does God require obedience? To whose commandments
are we to give obedience? How many of God's commandments are we to
obey?
_From what are we to obey Gods commandments?_ Whom are we to love?
What are we to do from love to God? What did God do to us? Whom did
God love? Who loved us? When did God love us?
2. _Numerical Exercise._
How many things does God require from those who will be saved?
(_Three._--1. Faith. 2. Repentance. 3. Obedience.) What is the first?
etc.
How many things are here stated with respect to faith? (_Two._--1. It
is to be a true faith. 2. It is to be faith in Jesus Christ.)
How many things are here stated with respect to repentance?
(_Two._--1. It is to be a true repentance. 2. It is to be a universal
repentance.) What is the first? etc.
How many things are here stated with respect to obedience?
(_Four._--1. It is to be a new obedience. 2. A sincere obedience. 3.
It is to be a universal obedience. 4. It is to be an obedience
founded upon, and flowing from love.) What is the first? etc.
3. _Doctrines Separated._
How many doctrines are contained in this answer? (_Four._--1. God
requires true faith from all who will be saved. 2. God requires true
repentance. 3. God requires a new and sincere obedience. 4. God
requires us to obey all his commandments from a principle of love.)
What is the first? etc.
4. _Explanations and Illustrations._
_Requires_, asks, or demands. _Saved_, delivered from the power and
consequences of sin. _Faith_, belief, and assured confidence.
_Christ_, the anointed Saviour. _Repentance_, sorrow for, and hatred
of, sin. _All_, the whole of. _A new_, not the former, but a better.
_Sincere_, a pure, simple, and honest. _Obedience to_, submission to,
and ready compliance with. _Commandments_, wishes, and orders.
_From_, arising out of. _Him_, God. _First loved us_, had previously
showed his love to us by sending his Son to die for us.
5. _Doctrines Proved._
(1.) _God requires true faith from all who will be saved._--_Mark_
xvi. 16. He that believeth, and is baptized, shall be saved; but he
that believeth not shall be damned.
(2.) _God requires true repentance._--_Luke_ xiii. 3. Except ye
repent, ye shall all likewise perish.
(3.) _God requires new and sincere obedience._--_Rom._ vi. 17. But ye
have obeyed from the heart that form of doctrine which was delivered
you.
(4) _God requires us to obey all his commandments from a principle of
love._--_John_ xiv. 15. If ye love me, keep my commandments.
6. _Lessons from the Doctrines._
_From these doctrines we learn_,
(1.) That we should beware of unbelief.
(2.) That we should hate and forsake sin.
(3.) That our obedience to God should be cheerful and constant.
(4.) That all our duties should be done to please God rather than
ourselves.
7. _Application of the Lessons._
Of what should we beware? (1.)
What should we hate and forsake? (2.)
What should be cheerful and constant? (3.)
Whom should we seek to please in the performance of duty? (4.)
8. _Devotional Exercise_ (_from the Answer_.)
_Petition._--Bestow upon us, we beseech thee, those graces which thou
requirest from all those who will be saved. Give to each of us true
faith in thy Son Jesus Christ, true repentance of all our sins, and a
new and sincere obedience to all thy commandments, arising from love
to thee who hast first loved us.
9. _Devotional Exercise_ (_from the Lessons_.)
O Lord, may we always be upon our guard, (1.) and constantly beware
of falling into the sin of unbelief. May we sincerely repent of all
our transgressions, (2.) and heartily hate and forsake all sin. And
grant that (3.) our obedience to thee may be cheerful and constant;
and that (4.) all our duties may be done to honor and obey thee,
rather than to please ourselves.
10. _Paraphrase formed._
_God_ [asks or demands] _from those who will be_ [delivered from the
power and consequences of sin,] _true_ [belief and assured
confidence] _in his Son Jesus_, [the anointed Saviour,] _true_
[sorrow for, and hatred] _of_, [the whole of] _their sins_, _and_
[not the former, but a better] _and_ [a pure, simple, and honest
submission to and ready compliance with] _all his_ [wishes and
orders,] [arising out of, and proceeding from,] _love to_ [God,]
_who_ [had previously showed his love to us, by sending his Son to
die for us.]
_Other Modes of Teaching._
There are also various other modes of teaching that can be used on
different lessons. One plan is to raise the questions Who? What? When?
and Where?
Another is to take the letters P. P. D. D. D. D., the two P's and four
D's, and inquire for _P-ersons_, _P-laces_, _D-ates_, _D-oings_,
_D-octrines_, and _D-uties_.
Another still is to take the word "_F-i-d-d-l-e-r_," as a mnemonic for
the teacher's use. The first letter, _F_, will remind him to call on
the children to tell him what _facts_, and how many, are to be found
in the first verse or in the lesson. The next letter, _i_, may prompt
him to call for _inferences or instructions_. The letter _d_ repeated
would remind him to ask for the _doctrines_ and _duties_, _l_ will
call for _lessons_, _e_ for _examples_ and _r_ for _rebukes_. This
will give active employment to the children--a thing which they
delight in, and it will aid the teacher in the difficult but sublime
work of teaching divine Truth.
XI.
ILLUSTRATIVE TEACHING.
To illustrate is to throw light upon, to illumine, to make clear and
plain. Illustration has, also, a decorating power as well as an
enlightening power.
Illustrative teaching is not merely entertaining or amusing the
children with stories and anecdotes, but may comprise them
incidentally. Explanation appeals to the understanding, while
illustration appeals to the observation of the young. Says one writer:
"It is by illustration alone, which appeals to their observation, that
ideas are conveyed to children's minds." Anecdotes and stories are
generally too long for Sunday-school teaching, and the danger is that
they will overshadow the truth. Illustrative teaching should be
employed in the Sabbath-school to make divine truth glow and become
plainer, clearer, and better understood--nothing else. It must never
displace the lesson, but be held in strict subordination to it.
Illustrations of divine truths are very useful--in fact,
indispensable; but dangerous, unless well guarded so as never to
withdraw attention from the Bible.
This was one of our divine Saviour's chosen modes of teaching, as we
see in the beautiful parable of the sower, and, in fact, in almost all
of His inimitable parables. Mankind, as well as children, delight in
this form of instruction. Says Mr. Groser, in his excellent work on
this subject: "Children have a passion for details and revel in
analogies. Mark their fondness for _stories_, however frivolous;
_word-pictures_, however meagre, and _comparisons_, however
commonplace." Tupper says:
"Principles and rules are repulsive to a child, but happy illustration
winneth him.
In vain shalt thou preach of industry and prudence till he learn of
the bee and ant.
Dimly will he think of his soul, till the acorn and the chrysalis
have taught him.
He will fear God in thunder and worship His loveliness in flowers.
And parables shall charm his heart, while doctrines seem dead
mystery."
Illustration is something laid alongside of--parallel--for comparison,
and should be short, obvious, and appropriate. There must always be
something to illustrate.
For instance: If we were teaching, "Take us the foxes, the little
foxes," etc., we could illustrate the danger and influence of little
evils or sins by saying: Chemists tell us that a single grain of
iodine will color 7000 times its weight in water; so a little sin may
discolor and destroy a good character. A ruined man once said: "It was
that ten minutes on the street-corner, reading a bad book, that
destroyed my whole life." "It was that penny I stole when a very young
boy," said an old man, "that sent me four times to prison, and
confined me twenty-eight years out of sixty of my life, and all for
stealing less than thirty-eight dollars."
Or if the lesson was, "No man can serve two masters," etc., let the
teacher say: "The other day I saw two men together walking down the
avenue, and a little dog was running behind them; so they went on for
a while, and I wondered to which of them the dog belonged. When they
came to the corner of a certain street they shook hands and went
opposite ways. Then I saw at once to which of them the little dog
belonged. He could not follow both; so he trotted after his master.
So, dear children, it is with you; you may try to be Christ's servants
and the servants of Satan at the same time, but it will be in vain;
'You cannot serve God and mammon.'"
If on the subject of falsehood, we would impress our pupils with the
fact that the degree does not affect criminality. An apt illustration
will be found in "Eve and the forbidden fruit."
The Bible is full of perfect examples, if rightly selected. "Old
Humphrey," the English writer for children, abounded in pertinent
illustrations. I copy one: "Think not that because you look like other
teachers or scholars, and undertake the same duties, that no
difference is seen by those around you. You may look alike and be
altogether different."
Illustration 1. "I came to two frozen ponds, so much alike in size and
form that at the first view one might have been regarded as the
counterpart of the other. This was, however, very far from being the
case; for, after making a hole in the ice, I found one to be only a
few inches deep, while with my stick I could not reach the bottom of
the other."
2. "I picked up two walnuts as they lay among the dry leaves, under
the tree on which they had grown; both were large, and I thought that
each would be good; but, no! one was altogether hollow, while the
other contained a capital kernel."
3. "I bought two apples at a fruit-stand--ruddy and ripe; I do not
believe the man who sold them to me could have pointed out any
difference between them; and yet, for all this, when I came to turn
them around and examine them, I found one of them to be firm and
sound, and the other rotten to the very core."
"As it was with the ponds, the walnuts, and the apples, so it may be
with you. Some are shallow, while others have depth of understanding;
some have depth of understanding, while others are shallow; some are
full of knowledge, while others are empty; and some are firm and to be
relied upon, while others are unsound at their hearts."
These are short and very simple, but excellent and to the point.
The Bible is full of perfect examples of illustrative teaching. The
parables are mostly of this order. The parable of the sower, with the
field and husbandman before him, as is probable, is a striking example
of illustrative teaching. In the gospels, how constantly our Saviour
began His parables with, "The kingdom of heaven is _likened_ unto," or
is "_like_," etc. Said an old divine to a young preacher: "I see you
do not follow Christ's example in your preaching; for you have no
'_likes_' in your sermons." Do we _liken_ Bible truth to something
with which our scholars are familiar, and thus help them to understand
it?
Illustrations abound all around us. Some years ago there was published
a work entitled "Spiritual Honey from Natural Hives." I do not know
but it is now out of print; but it contained no less than 258
illustrations of various passages of Scripture--all drawn from the
honey-bee, and most of them were valuable. For example: "Mercy comes
naturally from God, like honey from the bee; but justice, like the
sting, only when she is provoked." "If nature teaches the bee not only
to gather honey out of sweet flowers, but out of bitter, shall not
grace teach us to draw, even out of the bitterest condition, something
to better our souls?" "Many hate not sin, nor fly from it, because it
is _sin_; but as children do bees; not because they are bees, but
because they have a _sting_. So do these persons flee from sin; not
because it is _sinful_, but because it is _hurtful_."
The following convey important lessons to Bible-students: "If you do
but take and pierce God's word, and do but stay upon it, as the bee
doth on the flower, and _will not off_ till you have got something out
of it; if you still be digging in this mine, this will make you rich
in knowledge; and if you be rich in knowledge, it will make you rich
in grace." Finally: "Some use flowers only for the beauty or the
smell; the physicians, for health; the bees, for honey; so do wise and
prudent persons apply their studies for the enriching and feeding of
their minds."