The National tribune., 1890-06-19
SUNDAY MEDITATION.

scrihed from st. Luke's Gospel IL is a Review
Sunday. In lieu of notes, make some sugges-
tions To Sunday-school teachers
SUBJECT: AIMS OF THE SUNDAY-sCHooL IN
sTRUCToR.
Many teachers 90 to their classes with no
clear ideas, no fixed purposes. Sunday school
instruction is for an object, and that object
should be aimed ut in every session.
a. Every teacher should strive to develop
the children of his class into good men and
women.
b. A teacher ought to aim to dismiss his class
each Sunday better boys and girls; TO send
them home TO be moro loving and Obedient to
parents and more kind to brothers and sisters.
C. Each teacher must aim for the intellectual
Improvement of his class. i would not have
our Sunday. schools converted into the SEM
blance of our weekday schools, furnished with
black-boards, states, arthmetics, grammars,
and possibly ferues. And yet the Sunday
schools which originated under direction Of
Robert Raikes were much such sort Of schools
rs are our secular ones. Often, now there may
fifty be call for instruction in elementary edu-
cation. Sometimes circumstances may warrant
teaching arithmetic etc, on Sunday. Mental
Improvement should be at least one of the aims
of Sunday school teachers. There are some yet
alive who took their first lessons in grammar,
etc, in Sunday schools, some who learned the
ipicatiOn-table from the same teachers
who gave them their instruction in the Cate
chism. States and pencils were carried along
with Bibles. and the Testaments taught jointly
with arithmetics. If there be locality with
out schools of week days, we see no unftness
In teaching poor children on Sundays element
airy branches of secular education. 1t is GER
tainly plain that at times Sunday school in
structoTs are obliged to teach some pupils TO
read. Although we prefer not to teach arith-
metic and kindred branches choosing to leave
them to weekday instructors, yet we must not
forget the intellect. By our use of the word
school jointly with Sunday we carry along the
school idea. We imply that our purpose is in
struction. Each place for Bible study ought to
be real school. an institution of learning.
While our main aim is to teach religious prin-
cip'es, we ought to aid each scholar in intellect
ual Improvement. We can induce habits of
study. Many of the greatest intelects of the
Church admit that they contracted their first
ambition To become scholars while attending
Sunday schools acquiring religious culture.
This was the case with the famous late Robert
Morrison, missionary to China. He stated once
that he acquired his thirst for knowledge
while seeking Bible truths in Sunday school
We can talk to our classes about the pleasure
and profit of learning Bible verses We can tell
them the value of good memory. Let them
know the time will come when every verse
they learn will be of great use and value to
them. Thus try to induce them to remember
the lessons. Get them in a course of reading.
Select good books for them. See that they read
such. Examine them as to contents Of said
books. Thus we may impart TO them in many
cases an appetite for learning which will stimu-
late them in culture all through life. While
we do not make efforts purely mental. we
must not overlook the fact that each scholar
has an intellect and that upon its clearness
aud strength depends in great measure the
character of his religious enjoyment and ex-
p3rience The verses he learns 20 recite though
not designed directly to cultivate the mind,
may yet tend to add 10 its power. Memory
may be quickened imagination kindled, studi-
Gus habits fixed. By making mental culture
an aim we may serve a twolold purpose in our
InstruCtion-we may affect not only the soul,
but induce intellectual tendencies which may
benefit our pupils all through their lives.
Il. Teachers should aim specially for the
spiritual improvement of their classes. The OBJ
iect Of the Sunday school, rs it originated in the
latter part of tho 18th century. was TO improve
children mainly as to their temporal condition.
The design was quite secular. The purpose
was TO strengthen the mental aud moral parts
Of the child. Later OH il was resolved 10 make
the schools agencies in particular Of spiritual
good. The first object was noble, benevolent,
but the more modern work purposed was q
grand additional Improvement. The Sunday
school must be made one of the main agencies
for introducing Gods Kingdom.
A child can be taught the love of Christ.
The my stery of tho methods OF salvation are
not obscure out mat n mere youth can com
preheud It. Tho late Bishop Simson, of the
Methodist Episcopal denomination, once said {:
" II child at four years OF age has mastered
the rndiments of the English language sufii-
GENTLY to make itself understood in all ordinary
matters, il could also understand and tell of a
Sayior's love" Doubtless we often attribute to
children too little power of comprehension or,
what is the same thing practically, we form too
mysterious ideas of religion. Christianity is
not so difficult TO understand as we sometimes
judge.
The great object of Sunday schools should be
To educate children religiousy. Every other
aim should be subordinate The Sunday-school
is an institution for educating in Bible history,
doctrines. usages, ethics. Its aim is disciple
ship in Christ's religion. II stops not at knowl-
edge. bat demands experience. Christian
knowledge is not an ecclesiastic dynamic until
il $50 put into operation. When a person takes
a class in Sunday school he is not only to cul-
tivate the brain, but TO touch the heart. lie
must not only point TO Christ but lead to
Christ. He must try to interest the minds of
scholars in holy things. All instructions must
be seasoned with grace.
Let us notice several ways in which to secure
the religious concern of children and youth:
/. Let them know Christ loves them This
is one OF the surest ways in which to engage
their affections Tor the savior. III We know
one loves us We are much more inclined TO love
him. Tell classes how much interest Jesus
manifested for children when no was living in
our world. Often allude To his taking children
up in his arms and blessing them. Teach them
Christ himself was once little child. Try in
such ways to excite in them attachment for
their Savior. Let them know how much he
suffered in saving them. Children have feel
ings. When they learn there is One who has
done so much for them they will begin to
think of Him and then TO love Him.
9. Keep making illusions to spiritual things.
Great care must be- exercised. however, or we
may tend to render tho subject of religion
odous. The matter may be so unnecessarily
pontedly aud personally impressed as TO be-
come loathsome. We need use great discretion
in introducing the sub ect OF religion. Ii must
rather be done incidentally than purposely.
IL must seem rather to spring up naturally
from what we are teaching than TO be presented
with intent without care truly deyOut
aud we'll -meaning teacher may wholly thwart
his purpose. Whenever we can introduce the
subject of personal religious experience nat
urally and seemingly without rebukatiye de-
sign we ought TO avail ourselves of the oppor-
tunity. Such convenient and fitting moments
and circumstances occur every Sunday. Scarce
n lesson can DO given but what admits of per-
sonal application, in Il religious and spiritual
way, to the condition of the members of the
classes. Trains OF religious thought occur
which suggest duty as to the recognition Of
Christ ms Savior. Watch all chances and make
them eiinctiyp DO not ohIruda the intact