Herald and news. [volume] (West Randolph, Vt.) 1878-1943, 1890-06-12

OF Thee IL Is this Development OF Char
acter to which we want our boys 10 come
1t is well to have our boys familiar Win
the truth of the Word of God. Christ
ian boy became a temperance boy, ana
the boys who sat next him said among
''Now we will trap this boy.
One came and asked him TO go into sa-
loon. He answered, swine is mocker."
Another boy asked him and he SAID,
sWoe to him that putteth the cup 10 MS
neighbours lips" and so he answered them
every time by something that was written
in the Word. They decided they could
not do anything with him he was so full
of Scripture. There is something about
the Bible that has charm for boys. re-
member once sitting down to the Acts OF
the Apostles and read Is or Is chapters be-
fore knew it. / was more absorbed than
would have been in story. There Is
something that is inquisitiye in the boy.
There the Gospel touches the boy.
WEDNESDAY MORNING.
"dethod and Manner of Teaching" by
DR.. IS. w. Clark, ID. D.-The Sunday School
teachers office is to work with mind and
heart. To be a teacher in the generic
sense. To be spiritual helper to new
life. Teaching is causing another TO know
what we know. Secular teaching imparts
Information, develops intellect, strength
ems faculties. Spiritual teaching is a CO.
operation with the Divine mind in awak-
ing and caring for spiritual life. Requis-
ties: 1st, The spirit of teaching. we must
be called to teach. End, knowledge OF
the Bible. we must know what We are to
teach. Bird, Tact or common sense. The
real name OF il is sanctified common sense,
that sense OF the fitness of things that
knows where to put the right thing in the
rip ht place. 4th, Ability TO get upon the
scholars plane. We could not teach chill
dren as adults. Essentials in teaching;
1st. Simplicity, we want words within the
ehildren's vocabulary. We do not want
to say an elongated instrument of hus-
bandry for plough. End, Clearness. In
attention and ignorance will tumble the
clearest teaching. DO not say ''resided in
his humble abode'i when you simply
mean he only lived there. Bird, Accuracy
OF statement. Be sure you know, don't
guess. Method of teaching: This must
vary with ability of teacher and capacity
of class, but whatever method we use, let
il be the teaching method. Let us be able
to see the lines even before the corn comes
up. LIST, Have your class within compass
Of vision. End, Insist upon some prepara-
ton. II takes two to teach, you pour out
a lot OF applications but you cannot teach
unless they receive them. The ideas need
to be definite in our minds and then we
want TO teach them. Pupil commits a
rule in Arithmetic but he does not under
stand its application until the teacher
throws the light upon ii. We lose one
half because we do not teach. We too Of
ten go into the 5. 5. to study instead Of
teach 3rd, Teach without helps as far as
possible Use the Bible for reference. The
lesson leaves are for study not for teach
ing. 4th, Get all the knowledge possible
from the pupils. 5th, Have your own
questions as far as possible. Have ques-
tons TO MT your scholars. 9th, Cover the
ground, do not plough more than you can
plant. 7th, Teach collectively. DO not
drop the lines, keep the class in hand. sth,
Encourage questions. 9Th, Keep in mind
what you have taught. 10th, Review and
re-review. In manner, have patience,
courage, be polite, earnest, afiectionate.
Use the quarterly as help to study but
not to teach. 1t may be used as a probe.
II could not go on two feet would use
crutches but as soon as ] could, would drop
one crutch and then the other. When my
wife began TO teach in 5. s. helped her, l
said would make out lessons for her
For two or three weeks this went very
well but then she said she thought she
could make them out better herself. What
use do | make of stories in teaehingI
"Well, il was short of material | might
use story. But it is often like putting a
candle on the end OF locomotive to show
the head light was there"
''The Analytical Method OF study ap-
piled to the s. So by Rev. J. II. Robbins,
Saxtons River.-What may have to say
may be tangent to what has been given,
yet we may find unity. Il is universally
admitted that the aim and object OF the ).
). is the redemption OF souls and the
building up OF Christian charac-
ter. Some say make this immediate and
direct. We viii make It as immediate as
inf lodi or
cies and means by which these results are
to,be reached. Our object is to get the
simple and pure word Of God into the
minds and memory of the young people.
There is a great deal known about it, but
say it carefully, there is precious little
known of the simple contents of the BIZ
Bile, comparatively speaking. The great
question before all the conventions has
been to know how to have the scholars
prepare their lessons at home, how best to
keep in the minds of people the simple
context of the Bible. SO often we are as
tonished when we find how little persons
really know OF simple Bible facts. II is a
sad fact that young people are so igno-
rant Our first duty then is to make our
people acquainted with the simple text
When we put the simple word OF God in
the heart, or head, then there is some
thing for God to work with for the con-
version of souls and building up OF char
acter. There are methods and methods.
took a class OF young men from 10 to %
years OF age, men that had not the advan-
tages of liberal education, young men
in mills. At the first quarterly review l
received some criticism for the Supt. ask
ed my class questions which they could
not answer, because we did not keep with
the rest, we took the Bible text right a
long but at the second quarter we were up
with them. My method might not be us
ed by any other. To illustrate take the
LIST chapter of Matthew. Read it around
First section, illustrate on blackboard
by initial letters, Generations of Jesus
Christ, then go through next section,
Conception of Jesus Christ, Visit of Wise
Men, Flight into Egypt, Slaughter of the
Infants and return to Egypt, Go through
each and see what it is about. The analyt-
ical faculty was developed wonderfully in
a few months of that kind of work.
WEDNESDAY AFTERNOON.
Address by Rev. G. T. Raymond of
Montpelier, Enthusiasm essential in
teaching. THE fable of the hare and tor
toise that ran a race, belongs to the 18th
century. No nineteenth century hare
would have been caught mapping. The
fact is, we live in stirring times. We
have just got under way and are bound
Z IL