The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1886-09-15
Temperance in the Sunday-SchOOI.


Rev. j. c. w. Coke, Ph.D., in a
thoughtful article in the Sunday-School
Times, asking" What Can the Teacher
do for temperance" writes: What
can the Christian teacher do for tenn
perance? The few are in positions of
wide influence; their words will be
weighty; they can do much to promote
any good work. But the many are in OBJ
scure localities, in humble life, in small
schools, a majority of them without
voice or vote in public affairs-what
can these do to promote this great re-
form? tits easy to underrate influence
and to overrate difficulties. The king
dom of God cometh not with observa-
ton The world does not know all of
its most efficient workers. Isolation may
be most favorable condition of sue
cess. A small class favors intimate
knowledge and direct appeal. Diffused
leaVen soonest acts on measure of
meal. There is no sex in morals. Voting
does not make conviction, nor always
express it. The real power is often be-
hind the throne. One bent on doing
good cannot be hndered The will
can make way as Napoleon made
over the Simplon pass. First to be
named among the means of influencing
others is the vitality important one of a
correct example. Teaching is not all, ,
nor chiefly, by word. Life is more than
logic. Character is more weighty than
a catechism. Conduct, Matthew Ar
mold atfirms, is three-fourths of life. 1t
bears larger proportion to moral
teaching. Truth will have little vital
ity apart from the personality of the
teacher. One must be, in order to do
and teach. knowledge and character
are both essential in spiritual guide.
A consistent example is the most con-
vincing of arguments. Come in
spires convictions; go awakens doubt.
The selfish are not likely to influence
others to sacrifice. A wine-drinker can
not be relied on to rebuke a whiskey-sot.
Home-brewed ale is no more virtuous
than commercial XXX. The New Years
sideboard may not sit in judgment on
the all-the-year bar. A Fifth avenue
tippler has no moral advantage over a
Five Points topper. Any cherished
habit of self-indulgence weakens ones
moral influence Not few are handi-
capped in their advocacy of temperance
by the quid or cigar. Who can bring
clean thing out of an uncleanY
Thou, therefore, which teachest
another, teachest thou not thyself?'
The teacher is more than an example.
A guide-post is good, but a guide is
better. Precept is necessary in moral
training; there must be line upon
line of positive instruction. The teach
ing hour furnishes priceless oppor-
tunity. Then Gods word is to speak
to the intellect and heart and con-
science. All other voices should echo the
divine message. If they speak not ac-
cOrding to this word, it is because there
is no light in them Upon all ques-
tons of duty there is no lack of instruc-
ton in the Christian textbook. In prin-
ciples, if not in positive precept, it
covers all the issues of life. For defec-
ton or omission there can be no posi-
bic excuse. Temperance is part of
the gospel 1t is taught in Gods Word.
1t should be taught in the Sunday
school. 1t is taught where the Scrip
lures are faithfully studied and applied.
1t is taught more frequently than once
a quarter. The teaching does not de-
pend on the recurrence of the word
temperance in the lesson-teXt. Few
portions of Scripture are selected which
do not deal, directly or indirectly, with
the underlying principles of this and
every other great moral reform. There
is no lack of opportunity for temperance
instruction. No violence will be done
to either letter or spirit of the Word
if such teaching is found in nearly
every lesson"