I. _Its Necessity._—The teacher’s purpose is the conversion and spiritual
education of the scholar; a purpose too great to be compassed in the
session of the Sunday-school. Consider the following facts:
1. _The brief time which the Sunday-school affords; a half hour_ to the
lesson; fifty-two half hours in a year; less than one school week of the
secular school. What progress could be expected from a year’s study, in
which the school time is only a week?
2. _The difficult subjects of Sunday-school teaching_; upon themes which
are the loftiest contemplated by the human mind; worthy of the ablest
intellects; yet to be simplified to the understanding of childhood and
youth by the teacher.
3. _The lack of preparation on the part of the pupil._—The teacher
can not take for granted _any_ study at home by the class, but must
supplement their absolute neglect by his own increased diligence and
skill.
4. _The natural aversion of the scholar’s heart to the teacher’s
efforts._—The pupil does not desire to be saved and to learn about
salvation; all his unregenerate nature is hostile to the subject, and the
teacher has dull hearts as well as unprepared minds to contend against.
5. _The intervening time of a week between the sessions of the school_ is
sufficient to efface even what impression is produced by the lesson.
With all these hindrances it is plain that the teacher who is to succeed,
must supplement his Sunday with week-day work.
II. The next question is, _What shall the week-day work of the teacher
be?_ Our space forbids more than a mere outline.
1. _A daily study by the teacher of teaching methods_, in order to best
employ the brief time at command for actual work. It is said Napoleon’s
battles were fought in detail in his own mind before even the enemy were
in sight, and his force, will and genius were sufficient to carry out the
details. A study of the methods employed by the best secular teachers
would furnish means for planning all the details of any Sunday half hour.
2. _A daily study of the lesson itself._—The teacher’s preparation will
occupy another lesson in this series; but when once that art has been
learned, a part of the teacher’s week-day work should be to practice it
daily.
3. _A daily watching the methods of life of the class of society from
which one’s pupils come._—If they are children or youth or adults, if
from the lower, middle or higher walks of society, the teacher should
know the influences which surround the life and the methods which govern
it, in order to rightly fit the teaching to the life.
4. _A sedulous scrutiny of the face of every child met in daily
life._—Such care will prevent ever passing a scholar of the class without
notice, and will reveal the workings of the child heart, and give an
insight into child nature that will be of great value.
5. _A careful listening to the conversation of children, and entering
into conversation with them whenever practicable._
6. _Earnestly seeking an interest in the things which are of interest to
the pupil._—It will furnish a common ground of meeting in the class on
Sunday. _Community of interest will result._
7. _Daily seeking contact with the pupil, either personal or by some
means which will recall the teacher to the pupil’s mind._—If the teacher
is daily present with the pupil there is hope that the teacher’s
influence and teachings will be also.
8. _Daily endeavoring by all means in the teacher’s power to render the
pupil’s daily life pleasanter._