Not only has the narrative become clear and orderly, not only has the wonderful history parted itself into the true and helpful time-divisions so diverse from the confusing chapters, but the places now stand out, and journeys are distinct. Take any diatessaron--that is, any parallel arrangement of the four Gospels--and note the wide blanks in each book, filled out by others, so that between contiguous verses of one Gospel must be inserted whole chapters of another, complete journeys, many deeds and sayings, the location in the meantime greatly changing. A geologist will think of the helpful triumph of taking from the full rock record here to fill out the unconformable strata there, until a geological column is built up.

A further inestimable advantage is the appreciation of surroundings.

What light is cast, for example, on the story of Lazarus in John by its insertion in Luke! The contact of these parted elements of the gospel story sometimes rouses a current of thrilling thoughts, making a veritable electric battery of the monotessaron.

Still another priceless gain is an understanding of proportions.

Matthew's parallels, Mark's deeds, Luke's miracles and parables, John's sermons--in reading any of the four Gospels peculiar elements come into prominence, and we are left with no idea of the relative proportion of these elements in the one life. What emphasis did Christ place on the doctrinal, and what on the practical? Just how much of his teaching concerned himself and his character? What s.p.a.ce in the New Testament is occupied by miracles? Just what part of Christ's preaching was parabolic? What is the prominence of missionary effort and proselytism?

How much is there of consolation, and how much of stern rebuke? What measure of promise? What quantum of theology? What share of ethics?

These and scores of other questions which occur at once to every Christian thinker, the monotessaron makes possible of easy and rapid answer. Indeed, almost its chief advantage is the spur it affords to the spirit of investigation. Those who are statistically inclined can even get at precise ratios by the exact process of counting lines.

Well, that is my experience of the value of a monotessaron. It has given the life and person of Christ marvelous vividness, setting facts in their due order, location, relations, and proportions, while the facility it affords is constant inspiration to fresh, delightful study. This is the experience of thousands, and yet I am sure that among the readers of this book will be many who are yet unacquainted with this Bible help. Not only every Sunday-school teacher, but every Bible scholar, should own one.

The single year in which I wrote this chapter saw the publication, in quick succession, of four of these monotessarons, one the improved edition of an older work. Each of these four has its peculiar features of value, and I have compared them carefully to get at their characteristics.

1. "The Interwoven Gospels." Rev. William Pittenger. (5 7-1/2 inches, pp. 245. New York: John B. Alden. Price, 90 cents.) Five plates give clearly the various journeys. The Gospel fullest in each event is taken as the standard, and its verse-numberings given, while sentences and phrases interwoven from other Gospels are preceded by an inconspicuous letter, to designate the book from which they come. This seems to me the ideal plan. There is a table for finding in the monotessaron any verse of any Gospel. There is a very distinct synopsis. The time is indicated only at the heads of the five divisions of the story. The place is given at the head of each one of the one hundred and seventy-one sections. The index is scant. The typography is excellent. The American Revised Version is used.

2. "The Gospel Commentary." J. R. Gilmore ("Edmund Kirke") and Lyman Abbott, D.D. (5 7 inches, pp. 840. New York: Fords, Howard & Hulbert. Price, $1.50.) This monotessaron is combined with an excellent and very full commentary, selected from the works of three hundred authors. These mult.i.tudinous notes somewhat mar the impression of unity and continuity for which the monotessaron is peculiarly valued. No maps. Information as to sources of the combined text is given only by references at the top of the page--an indefinite way. There is a table for finding in the monotessaron any verse of any Gospel. There is a chronological synopsis, but no diatessaron table. There is a good index of thirty-two pages, and a marginal synopsis. The time is minutely indicated at the head of each page, and the locations shown irregularly, in notes, chapter headings, or marginal synopsis. There are forty-three chapters. The typography is clear. The King James Version is mainly used.

3. "The Fourfold Gospel." J. G. Butler, D.D. (5 7-1/2 inches, pp.

212. New York: Funk & Wagnalls. Price, 75 cents.) This is taken from Butler's "Bible Work." The sources of the text and transitions are indicated as in Pittenger's, but not quite so minutely. Places are given at the head of the one hundred and sixty-six sections. Times not shown. A good diatessaron synopsis, and a table to find in the monotessaron any verse from any Gospel. Two sketch-maps. No index whatever. King James Version.

4. "The One Gospel." A. T. Pierson, D.D. (5 7-1/2 inches, pp. 203.

New York: The Baker & Taylor Company. Price, 75 cents.) This monotessaron contains the gospel story in forty-seven sections, with no section headings, and no indications whatever of times, places, or sources of the various portions of the text. Valuable for reading, but unsatisfactory for study. A capital index. No table for finding verses, no synopsis or maps. King James Version. Retains more than the others nearly equivalent words and phrases.

Each of these excellent compilations has its own field, and the student who can afford the luxury will rejoice in them all. Happy times in which we live, wherein the person of Christ is brought with such clearness and fullness and beauty as never before to the poorest and busiest and most unlearned!

Chapter VIII

Getting Attention

I was once sergeant of a college military company that was being trained by an officer of the regular army from the nearest barracks.

In one evolution it was made my duty to march at the head of a long column, shouting at the top of my voice: "Hep--hep--hep--hep!" This was to give the time; we had no drum. I conscientiously obeyed orders and strutted off, shouting the required "Hep--hep--hep--hep!" But alas! at a critical turn, thinking more of my glory than of my duty, I marched to the right, while the column, more heedful, turned off to the left. So there I was, a long, lank figure, strutting off by myself over the field, shouting "Hep--hep--hep!" How many times since, when standing before inattentive cla.s.ses, have I repeated that mortifying performance, less obviously, but none the less really!

How often teachers are bent on planning what they are to say and how they are to say it, but omit to consider how they may induce people to attend to it; just as if (to change the figure) a locomotive engineer should polish and oil his engine and turn on full steam, but forget the little coupling-pin that hitches the engine to the train! It is a very little thing, this coupling-pin of attention, and often the teacher goes puffing a long way before he perceives that it is left out; and it is a great humiliation, as well as a great loss of time and steam, to go back and hitch on.

The first thing to be considered, if we would win attention, is the room. Poor janitors spoil more Sunday-schools than poor teachers. You remember how the Peterkins tried to take their drive, shaking the reins, clucking at the stationary horse, whipping and coaxing him by turns, and all in vain until the lady from Philadelphia _unhitched_ the obstinate beast. We make Peterkins of ourselves every time we try to take an intellectual journey with our pupils when they are tied down by hot air, poor ventilation, uncomfortable seats, and surrounding noise and bustle. All our pedagogical ingenuity will fight in vain against the fiendish ingenuity of a bad janitor.

Having made it possible for the children to pay any attention at all, the next thing is to get it. Attention has something to do with tension.

Now it takes two to stretch a cord, and there are two parties to every act of attention. How about the second party in this case--the children?

Imprimis, when you appear before the children, leap at once into your theme. Older folks rather like to doze along through the preliminaries of a speech, economically saving their enthusiasm for the end, if not for next time; but the attention of children is lost or won for good by the opening sentences. Our sharp boys and girls discover very quickly whether a veteran or a raw recruit is calling "Attention!"

There are some beginnings which are sure to offend them. There is the bagpipe beginning--the long, droning prelude, which advertises a teacher set out on a mud-turtle to catch these lively colts. There is the jack-in-the-box prelude: "Eh! Now, children! What's lesson 'bout?

Quick!" There is the c.r.a.pe-dirge beginning, which solemnly hopes the children have studied their lesson and will recite better than they did last Sunday. There is the plead-guilty beginning: "You'll have to teach me to-day, children. I've been unable to look at the lesson."

But it is by no means easy to give affirmative rules. The best of beginnings, if stereotyped, becomes inefficient. No general can plan a campaign in advance. And yet a general must understand the art of war, and a teacher must study his tactics.

In the first place, attention is won partly by position and att.i.tude.

Happy the teacher whose cla.s.s is a semicircle, himself at the center!

And luckless the teacher whose cla.s.s, fixed on straight, fastened pews, sees past him the distracting background of a crowded, bustling school! He struggles against strong odds.

But whatever may be the position of the cla.s.s, any one can see that his own att.i.tude shall command attention. Let him be straight, alert, confident, quiet--not flabby, nervous, and diffident. Let his face and voice and bearing expect attention, and he will get it.

The opening sentences must be businesslike. There must be no indecision, no "puttering." The teacher must leap at once to that hand-to-hand combat with the theme which tells his scholars that there's purpose in it. The opening sentences may sometimes best catch the cla.s.s by directly addressing one person in it, the most restless, indifferent one, and nailing _him_.

A paradox is good to begin with, some statement of the lesson theme so startling as to spur to discussion, possibly to opposition. Then the next Sunday, perhaps a quiet picture of the historical setting of the story, or a description of the landscape surrounding the event, or a compact review of the last lesson. Then the next day you might begin with a bit of personal experience bearing on the matter in hand.

Nothing wins attention better than the first person singular. Or your introduction might be a whiff of fun, for which the youngsters are so eager that the most witless piece of jollity, if it spring from a merry heart, is certain to reach theirs.

You are sure of their attention if you can get them to do something for you--open their Bibles, repeat something in concert, find a verse, or look at something. For this purpose maps, diagrams, pictures, all material objects connected with the lesson, are invaluable. Scholars yield their wills to yours through their hands or their eyes more readily than through their ears.

And none of this must be done with manifest purpose. Surely in vain is the net spread in the sight of any bird. Woe to the teacher who shouts the word "Attention!" He will get nothing but the echo of the word from stony cliffs of indifference.

And finally, woe to the teacher who relies at bottom on any skill of his own to draw young hearts to his teaching; whose main dependence is anything but the attention-winning power of that incarnate Sympathy and Love who promised to draw all men--and children--to himself.

Chapter IX

Keeping Attention

We are likely to think that the attention of children is hard to get; but the very opposite is true. The minds of children, like their tongues, are hung in the middle. It is the easiest thing in the world to turn them in any direction. No teacher need spend much force on his introduction. Merely appear and begin to talk--that is enough. A fresh voice and presence and a new theme will draw all eyes and all hearts.

If grown people are your audience, the situation is somewhat reversed.

They are the heavy weights--hard to move, but just as hard to stop. An attention-forcing prelude will hold them attentive to a good half-hour of plat.i.tudes.

The teacher of children, however, flattered by the eager listening given at the start, is likely to relax his efforts and deem the crown of the children's interest already attained. But alas! soon here a little tot wriggles, and there another whispers, and yonder a third giggles, and now a fourth turns around to see what's up, and the teacher might as well be talking to a school of young fishes.

Demosthenes once said that if whatever a man got he took care to keep, he was grateful to the G.o.ds; but if he spent it, he spent with it all his grat.i.tude. How many teachers are so prodigal of the attention given at the beginning that toward the close, dismayed at the listlessness, they forget ungratefully their initial capital of bright eyes and eager ears! There are many ways of squandering this attention capital. We may waste it on those long exhortations so very valuable (when omitted), on side issues, on quibbles. We may choke it with dullness, drive it off with scolding.

The only way always to keep attention is always to be expecting to lose it. Be prompt to note signs of its vanishing in drooping eyelids, wandering gaze, jerking in the seat, uncertain answers. The teacher whose ingenuity can always recall stray-away minds need fear few other recitation problems. How to do it?

The best provocative of attention is variety. The skilled teacher brings as many suits of manner to the cla.s.s as the bulkiest clown wears costumes to the circus. Before one suit becomes wearisome he strips it off, and presto! a fresh teacher before the wide-eyed children. If he has been sitting, he rises; if erect, he leans eagerly forward. His utterance becomes rapid from slow, impetuous from drawling. He darts from generalizations into personalities. If motionless before, he begins to gesticulate. This is acting? No. It is only doing what the facile children themselves do on their kaleidoscopic playground, where no one goes to sleep.

Again, a teacher must learn to emphasize his important points, not by enlarging on them, but by reverting to them. Slight impression on a wall by holding a battering-ram against it! Nor can you impress a child's mind by holding a fact up against it. It is intervals which make blows possible.

So the child will attend to two things or three better than to one.

Concentrate on one matter, burning-gla.s.s fashion, but only while the sun of interest is shining. With the first mist of indifference the wise teacher will drop the burning-gla.s.s. More teachers fail from having too few points to make than from having too many.

But to retain attention, you need less to multiply points than points of view. A teacher can usually fix the attention of his cla.s.s upon one subject while using in succession six different methods of treatment.

Pa.s.sing swiftly from questioning to formulating principles and ill.u.s.trating them, from Bible quotations to personal experiences and exhortations, he will hold his audience delighted, though a single method would have wearied it. Note how a skilled cook presents the Thanksgiving turkey on different days. It is a lordly brown biped, a plateful of nice slices, a salad, a pot-pie, hash. Teachers will be able to hold the youngsters' attention as well as cooks, if they learn thus to put things in different lights.

Furthermore, let it be remembered that no one was ever dignified with a child, and won its attention. And some teachers are too staid to be useful. Startle into inattention by a smart slap of the hands together, sharp extension of the finger, abrupt turns upon the floor.

Preachers use such artifices when pews grow somnolent, and why not teachers? Never forget that the slightest inanimate object wins attention better than the greatest animation of the teacher. A pencil-tablet will rivet all eyes. A finger laid upon a map is cynosure for the most fidgety scholars. If you have a picture which can be brought into connection with the lesson, it is a pedagogical sin to omit it. A chart is as necessary to the Sabbath-school teacher as to the sailor, albeit the teacher's is best home-made. I used to hesitate to take time to use such helps; but I found that the poorest picture did better work than my most vivid word-paintings, and that my clearest statement was inefficient beside the clumsiest diagram.