Telegram-herald., 1888-09-29


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( Fll1ais lf TIE bls10rg u peoples al
e4ansFlss. tast tas b.os gives as "a snss
/ te1as @. L-eEs ars NsaF - slsss 80 -
( tnar ir $ e1tfsasIg necessary % ku0~ "a
oroer - pro sriy u4sisfslasa sna tssca TIE
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T - consulting He.ps Tea 1ers shogld
I make t1is AMOS s.szs l1eir oSB sna le lt
~ t1eir poplls La4kIug ms1flsa " ths
Authorities esnee tasy obtained their "a
+ foFusli3a Doa Z Try % make wear pupils
f thlak t1sT voa sFs = l4lurzl sElki1g e. D.
Z ps-la. aid tasf yoa we're corn 80 Give
the proper credit isr ths iafoffastion zoe
ila3.Et - them. and thus tbsy slll De
sllal-2te1 lo nllkT laFss ls4l4on Ihs
7 purposs sneuld Be 10 teach rhsu - os lnds-
Z nsu dent thinkers aao sgudsats.
4 1 spoke ot the boundaries Of The lesson
I Tie pTiassa Question tast ssc lmpz1y the
lesson are = s0laexaat indehnite and inconi-
I piets eoun1ary eBcs, As it may Dc a led.
+ around gae .~s0n IL Is tae tszchsr's 81 ace
I 10 CON plets hat fence. 50 as - leaVs Tue
I lssson very clearly defined ia The mind Of
Tie puplL TIE questions ma be regarded
a. TIE pJsts % The isnoe, With OcCasi0nsiiy
board reaching from one post % the neEt.
Ia soEne cases, he lessons are 30 pTessn iol
that the feDcr Is much more complete. than
n Others TIE class work should be
adapted % the necessities Of the case. Here
IN 80 see Why there Is such = variation Of
teaching. some teachers see 40 occasion 10
build tas fence mOre than one board high
sOne see no occasion 70 put up any boards
AZ az Others put Up tWO. three o. more
boards. while sull others 20 50 fer a. To
! board up me fence on both sides with
matched lumber. The point e 10 know
bow lar 10 20. and then TO have judgment
snOngh 20 stop. Go into a school, and watch
TIE teachers some OF them get through the
lesson study long before the others do.
kither they worked more lively than 9TH
err, or else they put up q iess substantial
Or complete ience. The illustration Is a
homeiy one but IL illustrates the point At
issue. Herein IL seen the necessity Tor .
Lesson study a. teachers meeting. under a
com peteut instructor. IN order that there
NAV De uniformity in teaching.
The hfst study OF Lesson should ne with
a view 9f assigning II 10 the pupils. Some
people think that our Sabbath school les
sons are already assigned; that the teachers
have nothing to do IN this respect. that
pupils are supposed TO know hat thev are
10 take the next lesson for the succeeding
Sabbath.
Among all the defects that prevail in our
Sabbath school work, / know Of none so
great as exists regarding this matter. | will
venture the assertion that lot one-third of
Our Sabbath school, teachers assign the
lessons 10 their classes, IN the true sense of
the word. To simply say that We will take
the next lesson for next Sabbath is not
assigning the lesson by any means. To
assign q lesson Is 70 call attention to the
features of the lesson, and outline to the
pupils what they are required 10 accom-
plish by lis study. There ars many special
features concerning every lesson that
should be specially assigned TO diff
ferent members of the class. The pupils
should all have note books and pencils
with them in which 10 record the special
features that are assigned them. How is il !
In the nrst class educational Institutions in
our isnd? Lessons are universally assigned |
in some such manner as l have indicated.
II items are assigned as has been indi-
Gated. the pupils can proceed TO the study |
Of their lessons with a definite purpose in |
view. The very fact OF having been espe-
cislly commissioned 10 perform special |
WORK will inspire them to action. They |
should invariably be required to bring their |
note books 10 Sabbath school with them, in |
which they should nave work of some kind |
to show the teacher. This should be part |
Of the recitation
But in order 10 assign lesson it is neces.
that lesson. What" says one must we |
learn out lessons q week ahesd?" Most GER |
taniy. This Is q most reasonable require |
mont. A teacher will not be tolerated in |
our public schools who is not sufficiently |
conversant with succeeding lessons to prop |
erlv assign them previou, TO recitations.
Why must Sabbath school work put up |
with plans that will not be tolerated In the |
public school? Why Is the work Of the |
public school of so much greater impor-
tance than the Sabbath SCHOOL,
Then let the hrst study OF lesson be for |
the purpose of enabling you TO properly |
assign it. If a successful recitati ID is worth /
having il is worth providing for and it is
utterly impossible ID provide for il without |
previous planning as mas been suggested
We have no business to DO Sabbath scheol |
work any less than the best we know how, |
and ws nave no business to remain in ignor-
anCe OF ways aud means that are Within /
our grasp. | appTehend that when the /
Lord comes those who are doing the very
best they know how, as regards the practice |
OF the knowlsdge they already possess and
IN the requirement Of additional knOwl- /
edge. will be the ones who will receive Him |
With JOY and not with sorrow. believe
this principle applies to every vocation Of /
life, and that no matter what we are en-
gsged IN We should constantly strive TO /
reach as near the standard Of perfection as l
possible. The Lord direction to occupy" /
Until He should return means all OF tnst. |
To occupy IS to have an occupation, but |
those are siOthf0l servants who fail to bend |
al their energies toward the highest attain
ments. Because the coming OF The Lord |
draws near Is no reason for slack /
eniug our efforts and saying that /
there is no need Of eTsrtion |
10 reach a higher grade OF work On the |
contrary. sS vs see that momsntogs event /
approaching We shouf double our dill |
gsuce. 80 as to be found performing our i
work In the very best manner possible. |
These principles apply wits a. great OF even /
greater force 10 the Sabbath school Work /
than 20 any other The Sabbath school |
work Is. or ought 20 BE-. educative in its ns-
fure and effects A work that i sdocs;ive |
must % progressive If it Is not progress
u Is not edacafivs 10 the proper sense Of the /
Z srm. The aim should consfsotiv be - /
resch grestsr hsights Of srcsile7os in every /
particular. not only iD tha scInirement OF 4
kuowledxs b.t slsa in methods Of teaching |
n the asttsr that has been mentioned 0f |
assigning lessons - presented an advance /
step tbat m1v be fakan With safety IN /
dead. there are many teachers IN our Sab l
5sfb s. hoo.s no already prscrice this snd 4
nave for yssrs bat "a foo macy 10 moth
inE - he Eind- In ass Ening he lesson. i
the entire cess should understand that they Il
are % hecoms conpsfs1t II answer sIIthe I
llesti31s t1st are gwen vito the lesson If i
cou-se they wfi Ell understand hat Ehsv 4
nfsT be rsqgi-ej 20 bring ia written rsoiies. 4
E1ich nay oe examined 81 the teac1er sni /
F-ade1 scroriing 90 merit Al nsV ~ 20 4
luirs1 30 oTing 90 che class nsD % The 4
scuntrY snd iocs ties cons isred is ths 4
sssou- sida11sl features sining % 4
tas ef1ErsphF % nd vif5ats mentions in
The essen nay oe ca 81 flr. fn as given 81 4