LESSON II.—THE SUPERINTENDENT: HIS QUALIFICATIONS, DUTIES AND
RESPONSIBILITY.
By R. A. HOLMES, A.M.
In Lesson I we considered the place, purpose and prerogatives of the
Sunday-school. That it may keep to its place, accomplish its purpose,
and enjoy its prerogatives, efficient organization is necessary. By
universal consent the chief officer of such organization is called “The
Superintendent.” Experience has proved that the character of the school
and its success or failure, as measured by the standards already given,
depend very largely upon the character of the superintendent and his
understanding of his work. This lesson will content itself with answering
briefly three questions:
I. _What are the Qualifications of the Model Superintendent?_—The purpose
of the school is the conversion and spiritual education of those who
are under its influence. This, therefore, must be the purpose of the
superintendent. As one can not teach what he does not know, so he can not
accomplish a purpose unless he knows practically the steps which lead
to its accomplishment. The superintendent therefore must be (_a_) _both
converted and spiritually educated_. Conversion implies oneness with
Christ in will and desire. Christ’s will is the conversion of the world.
To effect it he instituted the church on earth. The superintendent must
therefore be (_b_) _a member of the church, and a firm believer in it and
its power_.
The church in its endeavor to accomplish its holy mission has instituted
the Sunday-school. Its special function is the teaching of the word. Its
great need is and has been competent teachers. Their appointment and
continuance in office rests with the superintendent. The superintendent
should therefore be (_c_) _a good judge of human nature_; (_d_) _a person
of approved teaching ability_.
The school in active operation uses as its only text-book the Holy
Scriptures. The text-book is a difficult one. It deals with the deepest
problems of spiritual life and death. It is the offspring of a remote
day, and is filled with allusions to a state of society and social
customs entirely foreign to anything with which we are familiar. A
trained teacher in secular education with no knowledge of this book
may make utter failure as a teacher of it. A knowledge of it in its
entirety is absolutely essential to the teacher in the Sunday-school.
The superintendent must therefore be (_e_) _a thorough and intelligent
scholar in Bible lore_.
The membership of the Sunday-school, aside from teachers and officers,
is largely composed of children and youth. By nature humanity tires
of monotony. Children are more restive under monotonous routine than
those who have won self-control by culture. To keep in the school its
children and youth, to keep them interested in its purposes while in the
school, and to hold them untiringly to the true work of the school, needs
fertility of brain to give proper variety to the conduct of the school,
intelligence to discern the effects of all measures that are adopted,
tact to change and adapt to the ever varying conditions of school life,
and common sense to direct and govern the whole. The superintendent must
therefore be (_f_) _a person fertile in expedients_ and (_g_) _a person
of intelligence, tact and common sense_.
But often in the conduct of the school infelicities occur. The different
parts do not move in harmony with each other. Cases of variance between
pupils and teachers arise. Often times the school suffers from financial
lack. The chief officer of the school is the one to whom all such matters
come for final adjudication. The superintendent therefore must be (_h_)
_a person of good executive ability_, that with firm, strong hand he may
hold each part of the system of which he is the center revolving in its
own orbit, never flagging, never tiring, never ceasing to do its own
part in the work, never clashing with any other. Such are some of the
principal qualifications of the superintendent.
II. _What should be his personal character?_—In general, all that
is suggested in the foregoing outline as to qualifications. But our
requirements must not end there. A man may be a so-called Christian and
yet be far from possessing the character which is an essential to the
Sunday-school superintendent. He may be a church member, and be even
less than a so-called Christian. He may be a good judge of human nature,
and yet himself a poor illustration of it. He may be possessed of fine
teaching power, and yet misuse it. He may know the Bible as well as
Erasmus, and yet be like Erasmus, the subject of Luther’s keen reproach
of being everything in word, and nothing in deed. He may be all we have
described, and yet lack in character.
The superintendent therefore should be pious, “having reverence for
God, and for religious duties.” He should be devout, that is, should
carry into daily life the active expression of his piety. This would
forbid sudden anger, inconsiderate levity, trifling with Scriptures, by
thoughtless quotations, and all outward conduct that does not comport
with true consecration. He should be honest, truthful in word and act,
humble, loyal, and scrupulously observant of the Sabbath.
His constant motto should be as he daily studies to build character in
himself and others, “Study to show thyself approved unto God, a workman
that needeth not to be ashamed.” Let the student make for himself an
outline of what the superintendent should be in character.
III. _What are his duties?_—They are four fold. (1) To his church. (2) To
his pastor. (3) To his teachers. (4) To his pupils.
His duties to his church are plain.
1. _He should attend the regular services of the church regularly._—This
can admit of no negative. He should do it for its effect on himself. He
should do it as an encouragement to his teachers. He should do it as an
example to his pupils.
2. _He should impress habitual church going as a duty upon his teachers
and pupils_ from the desk in the Sunday-school room, and should use all
means to effect the object.
3. _He should contribute regularly and uniformly to all the benevolent
objects_ which the church presents as worthy of Christian liberality. The
reasons for this are too plain to need mention.
4. _He should urge to the same duty the teachers and pupils of the
school_, that they may each do their part, no matter how small, in the
work of Christian benevolence.
5. _He should contribute of his means as God prompts_ him to the support
of his church, and not measure himself by the standard of proportionate
values. He should also teach the same duty in his school.
6. _He should be loyal to his own particular church_; should know
its particular beliefs; should pray for its particular welfare; and
fearlessly do whatever lies in his power to promote its purity and peace.