West Virginia freeman. (Parkersburg, W. Va.) 1881-1886, 1881-06-15
CLASS INSTRUCTION.
BY REV. n. X. HAMER.

given followed tIlat vi JuuSe ". H.
Cranmer, of Wheeling, on 'sPrepa-
ration" under the topic, "The
Teachers Work." which was MOTTO
ed in our report last eek.-ED.)
[ will assume that the teacher
has prepared for his work in the
thorough and prayerful manner
suggested by Judge Cranmer; and
on the Sabbath morning or after
noon he is in his place short time
before the opening service begins.
He wants the blessing which ac-
companies this service, and he
knows that the children generally
follow teacher to school. A late
arrival is a silent protest against
the Introductory service, and
p against a proper organization Of
classes. t.
And the ideal teacher will en-
deavor to make his presence and
manner attractive to children. He
is not man of stern aspect, who
frowns when speaking of a Savior's
love, and whose presence will freeze
the child's heart. Nor does he go
. to the other extreme, and with gay
Indifference to time and place, try
to amuse the children, He wins
their affection by means of gentle
looks and words, and yet always
feels, and helps them to feel, a deep
reverence for the teaching of the
Word.
Besides this, he makes his Sab
bath teaching more impressive by
being devoted Christian during
all the week. While explaining
Christian truth and urging devotion
to Christ, the children feel that all
this is being, and will be, illustra-
ted by the teachers life. There is
an overwhelming eloquence in the
simplest words when there is
behind them a devoted and blame
less life.
With these qualifications a char
acter for prompt attendance, Il man
ner that wins the love and rever
ence of the class. and a beautiful
character to illustrate and enforce
his earnest words, the teacher may
begin his work with the certain
hope that God will make it sue
ceSsful ...#........ ~. #..
There are several effective meth
DDS of instruction, and the teacher
will adopt the one that is the best
adopted to the needs Of his class
The lecture method is the best, per
haps, for large classes, that are com
posed of young men and women,
and whose teacher is man of abil-
ity, and of great personal magnet
ism. He explains and applies the
thoughts of the lesson, after the
fashion Of the xpository sermon, but
with less formality, and a more di-
rect bearing upon the needs and
dangers Of youth. The style should
be Conversational. The whole class
should be addressed in the simple
and earnest way that single mem
Der would be if seated by the teach
er's own fireside. The great need
of youth, correct view of this life
in its relation to the life to come,
must always be kept before the
teachers mind. Every lesson
should give light upon this ques-
ton. And happy the teacher who
can escape the charge of preaching,
and yet can help his class to IA
knowledge of the truth, and lead its
members to Christ as the crown of
their manhood and womanhood.
There is one duty which many
teachers Of adult classes neglect to-
day. They do not prepare young
men to meet the skepticism which
now prevails in the world, | do
not advise any one to prepare
learned lectures on the theory of
evolution, or on the First principles
of Spencer. Nor should they in
.duige in wholesale denunciation of
these theories There may be
more truth in them than dreamt of
in our theology. A teacher should
not even refer to those theories un-
til he thoroughly understands
them. But the evidences Of chris
tianity may be presented in such a
way as to anticipate current objec-
tions, and take out their sting,
And yet it will not do to present
these evidences in their old form,