Even beyond all this, our newspapers afford the teacher a vast supply of ill.u.s.trative material. There are the carefully prepared biographies of the great men and women that pa.s.s away, printed with their portraits.

There are sketches of the lives of living celebrities, with pictures of their faces and their homes. There are lectures and sermons, sometimes admirably reported, giving in a few bright paragraphs the gist of an hour's discourse. There are thousands of poems by the best modern authors. There are appropriate editorial comments on all the holidays, Christmas and New Year's, Easter and Memorial Day, Thanksgiving and the Fourth of July. There are accounts of the latest wonderful inventions, each a pointed parable to one with eyes and a brain. And, with all its pictorial enormities, the newspaper often contains a portrait or a sketch worth using in our lesson half-hour.

In all this I am taking for granted, of course, that you subscribe to no sensational abomination, but to the best of our standard sheets, even if you must get it from some other city than your own. It must be a paper so clean that you can occasionally hand a copy to your scholars, and fearlessly set them to "reading up" on some theme helpful to the lesson. Besides, it must not be forgotten that our best religious weeklies are now genuine newspapers as well, and furnish admirable comments upon all important current events.

To use the newspaper to the best advantage in your teaching, you must have well in mind all the lesson themes for months in advance, since a striking event of to-day might not ill.u.s.trate this week's lesson, but the lesson of five weeks ahead. Your best plan is to cut out each day the paragraphs and articles that seem likely to be of use, and preserve them in a series of envelopes. Mark one set of envelopes with the topics and dates of a year's lessons. Let another set contain the clippings arranged by subjects, as: "Love," "Faith," "Temperance,"

"Missions," "Theater," "Heroism," "Inventions." These will contain poems as well as prose. Some, rather than cla.s.sify the bits of biography under the characteristics especially prominent in each case, will prefer to arrange them alphabetically, in a separate set of twenty-six envelopes. As the envelope for each week's lesson is used, distribute its contents through your permanent file. Frequently glance over your clippings to refresh your memory concerning them; otherwise they will become so much dead wood.

Not an unimportant result of all this is that it will teach your scholars to read the newspaper as a Christian should. In this great American university our scholars should be taught to skip the courses in evil and elect those in goodness.

And a final word,--which, indeed, no teacher is likely to need, though it must be said: keep the whole matter subordinate. It is not proposed to turn our Sunday-schools into cla.s.ses for the study of current events. We have to do with one Life, and with that alone. We are teaching not all kinds of truth, but him who is the Truth. Whatever we admit into our teaching that does not exalt him and throw light on his life and doctrine is a harmful impertinence. We are not to study the lamp, but the Book that lies beneath it.

Chapter XXIII

On Taking Things for Granted

The cliff-scaler, who lowers his comrade down the precipice, does not take for granted the fastening around the tree or the stoutness of the rope; but the Sunday-school teacher too often throws his young people into the treacherous depths of thought and life with little care for their life-rope's integrity or moorings. More than once or twice or thrice in my own experience, after weeks and months of supposedly thorough intercourse with my scholars, an awkward question, better aimed by Heaven than by myself, has disclosed some fatal doubt, some fundamental misconception. I had been taking for granted that my boy really believed Christ to be divine, or that he had at least the beginnings of a conception of the Saviour's mission to the earth, or that he knew by experience the meaning of prayer, or that he actually had confidence in a future life.

I have in mind a fine, thoughtful fellow, graduate of a famous college and a church-member, whose very thoughtfulness, and the knowledge of his religious activity in former years, led me, when he entered my cla.s.s, to take for granted his Christianity. After weeks of teaching, it was only a chance question, in private conversation, that led him to the frank admission that skeptical college friends had absolutely destroyed his faith in Christ and the Bible, leaving him with only a sad and bewildered hold on the G.o.d of nature. What Sunday-school teacher has not been startled thus with disclosures of his own carelessness in taking things for granted?

It is a mistake constantly to advertise skepticism by warning our scholars against it, but it is no mistake to arm them against it. No teacher has mastered his lesson until he has mastered every doubt regarding it that any of his scholars is likely to entertain. "Will this punishment seem unjust? this event fabulous? this person mythical? this doctrine unreasonable? this miracle unreal? this author apocryphal? these men and women mere creatures of imagination?" Such questions as these are important for the teacher to consider,--_to consider_, not ask in the cla.s.s. Because to the teacher the account is more true and vivid than an extract from yesterday's newspaper, he takes it for granted that his scholars so regard it. They may put the lesson story in the same category as Baron Munchausen or "The Ancient Mariner," and such a teacher would be none the wiser.

I know of nothing _in the way of study_ that is so capable of firing a Sunday-school teacher and cla.s.s as Christian evidences. Remember that this also is a study of the Bible. Why is it ordinarily thought so dull? It is full of snap and point. Professor Fisher's short "Manual of Christian Evidences," published by Charles Scribner's Sons at seventy-five cents, stands next to my Bible as an aid and inspiration in teaching that Bible. I keep several copies, and all of them are usually in the hands of earnest scholars. Often when they are returned the compliment is, "That book helped me so much that I have bought a copy of my own." That means the conversion of a doubting Thomas.

"Why!" exclaimed one such reader, "I never knew before that there was anything to prove Christianity but the Bible, or anything but the Bible to prove the Bible."

A teacher that is not in the habit of questioning persistently and searchingly can have no idea of the depth and at the same time the shallowness of the religious thinking of the average scholar. Far too many teachers prove everything by quoting the inspired Bible, taking it for granted that their scholars accept the Bible as inspired; or by referring to our divine Saviour, taking it for granted that their scholars believe Christ to be a divine Saviour. Our scholars are more shrewd than that. Their answers will be proper, but skepticism often lurks beneath, ready to spring up in open infidelity, secret scorn, or fruitless, formal morality.

Skepticism should never be antic.i.p.ated, but it should _never_ be neglected. It should never be dealt with before the cla.s.s, if it can be dealt with in private. But it is a teacher's first duty to _know_ the great truths of Christianity, and know _why_ he knows them. It is his second duty to make certain that each of his scholars knows them, _and can prove them_.

"But we cannot cover the ground without taking things for granted."

_Cover the ground!_ Superficial area, and superficial teaching!

Chapter XXIV

Utilizing the Late Scholar

The late scholar is no blessing, and yet he is far from an unmixed evil. The wise teacher will get all the good he can out of him.

Of course, he is to be transformed into the early scholar, care being taken lest by mistake he be transformed into the scholar absent altogether. And during this process of transformation there is a small harvest of advantage to be tended.

Let his entrance be a danger signal. Don't act mad. Of course, the electric current of interest is flowing by this time, or never, and the late scholar rudely breaks it. But never mind. Better the total loss of your scholars' interest in the lesson than the loss of their respect for you.

Remember, too, that there may be a good excuse,--even late coming may mean earnest endeavor,--and premature impatience in such case will cause you dismayed repentance.

The late scholar cannot be ignored; don't try it. Sometimes we fiercely attempt to finish our sentences, or get answers to our last questions. The late scholar is a potent and aggressive fact, and cannot be got rid of in that way.

No. Accept the situation promptly and sensibly. Stop short at once, and greet the late comer heartily. Don't let him sneak into a back seat, but set him in the midst. See that he has a Bible or a lesson paper. Incorporate him. Then proceed thriftily to utilize him. He is your opportunity for a review. You probably need one at this stage of the lesson, anyway. Here is your chance for gathering up loose ends and binding all the truths thus far taught in a compact whole.

You may do it in this way: "Before you came in, Charley, we were talking about Christ's command to lay up treasures, not on earth, but in heaven. We've been deciding what some of the earth-treasures are.

We've agreed that they include money and clothes and houses and studies and friends, and that we mustn't win any of these in such a way that they will belong merely to earth. You see? And now, cla.s.s, can any one think of another earth-treasure?"

Or you may do it in this way: "Here's Charley. John, will you please tell him what we talked about at the beginning of the lesson? That's good. And Bess, tell him, please, what conclusion we have come to thus far. That's right. And now let us go on."

Similarly, all through the lesson, the late scholar may be your excuse for bringing up points mentioned at the opening of the hour, and needing repet.i.tion. "Something was said at the start which bears on that matter, and Charley wasn't here. Ned, please tell him what that was."

Bring him into the electric circle by a question as soon as you can. But remember that it takes time for him to become charged with interest and understanding as fully as the rest, and ask him easy questions at first, or, perhaps better, call on him to read a verse or two.

The late scholar's exit is fraught with as much danger as his entrance.

You must utilize that also. Let your questioning be jolly and indirect: "Too much sleep this morning, Billy?" "Sorry, Ellen, that you couldn't start in with us"; "Some good points you missed at the opening, Fred."

If rightly used, this is an opportunity for learning of some need or temptation that besets your scholar. She may be lazy. He may be too fond of sleep. She may keep too late hours. He may be led astray by the Sunday morning papers. They may fail to see the value of the opening prayer and songs. You get fresh insight into their characters.

When Nature heals a broken bone, she makes it the stronger for the break. And so, though the late scholar seem to fracture sadly the interest of the lesson, the wise teacher will know how to mend the matter in such shrewd fashion as to knit the whole cla.s.s more firmly together.

Chapter XXV

Side-Tracking the Teacher

Even the poorest teacher has a right to the course he has marked out for himself; even the smartest scholar has no right to side-track him.

Some scholars side-track their teacher merely to show that they understand how to use the switch; others do it by simply fooling with the switch, in pure carelessness and thoughtlessness; others really wish to bring the teacher nearer some private interest of their own.

Their motive must determine your treatment of them,--whether it is to be the bruskness that rebukes conceit, the firm patience that resists carelessness, or the considerate postponement of questions that are prompted by a need.

But so far as its effect on the lesson is concerned, it makes no difference whether the teacher is side-tracked by a switch of gold or one of bra.s.s,--the lesson is "held up," and often permanently.

It is not always easy to tell when these question-switches are open, and when they are closed,--when they will side-track you, and when they will merely salute you with a friendly rattle and let you pa.s.s; the tokens are not so definite as on the red and white faces of the switch indicator. And yet you cannot engineer your cla.s.s far without wrecking it, if you do not learn to read these question indicators, and tell at a glance whither they will send you.

But what is the use of reading them, if you are to be at their mercy anyway? How shall we circ.u.mvent these mischief-making switchers?

Some would abruptly take away their switch-keys, and practically dismiss them from the force; that is, they would prohibit questioning altogether. But this is capitulating to the problem. Some would swing smilingly off upon the side-track, as if they had intended to go there. But that is surrendering their preparation. Some would rush precipitately into the side-track and through it, expecting to find at the other end a switch back to the main track. But thus the lesson is usually derailed.

On the railroad, of course, there is authority; but in the Sunday-school the less appeal to authority the better. No, the likeness, to a large extent, stops here; for in the Sunday-school the only way to deal with a scholar who side-tracks the train is to win him by friendly arts to become your helper rather than your hinderer.

In the first place, many a lesson is side-tracked because the main track is not made sufficiently plain to the scholars' apprehension.

When the lesson winds like a snake, with a purpose known only to the teacher (if to him), small blame to the scholars if they switch it off the wrong way by a question. Strike out in a bee-line at the start, and stick to it. No one will then ignorantly side-track you.

In the second place, many a lesson is side-tracked because the teacher does not act as if he cared whether he ever arrived anywhere or not.