West Virginia argus. [volume] (Kingwood, W. Va.) 1877-1946, 1894-07-26
HOW TO TEACH A SUNDAY SCHOOL
LESSON.

lore the Sunday School Convention,
IN session here last week, and on
motion, the Convention voted TO
have this paper published.
j. NJ. Gregory tells us that there
are seven laws of teaching, and
teaching has its natural laws as
fixed as that of circling planets or
of growing organisms. 1t is a pro-
cess in which definite forces are
employed to produce definite effects.
Teaching, in its simplest sense, is
communication of knowledge; it is
the painting in ahother's mind the
mental picture in ones own. And,
again, it is arousing and using the
pupils mind to form in it desired
conception or thought.
To teach Sunday School lesson
it is necessary that the teacher
should k1O'o that which he would
teach. 1t seems too simple for
proof that one can teach without
knowledge for tins is the material
with which the teacher works a
fact only partly known never re-
veals ITS thousand beautiful analo-
gies TO other facts it stands alone
bcclouded and barren-half fact and
half phantom. A truth must be
clearly understood before it can be
wildly felt. Only the true scholars
IN any science grow enthusiastic
over ITS glorIes aud grandeurs. 1t
was Hugh Miller, the deep. read
geologist, whose trained eye dec-
phered, and whose eloquent pen
recorded "The Testimony Of the
Rocks" Kepler, the great astono-
mer, grew wild as the mysteries of
the stars unrolled before him. SO
he must ever be n cold and lifcless
teacher who only half knows the
lesson he would teach, or who sits
down l;stlessly before listless class
to go through tho empty form of n
| lesson.
The first steps in teaching is To
secure attention. We all know that
attention is the voluntary fixing Of
The thoughts upon some object or
idea. 1t stands opposed to that
rambling state of mind in which
the thoughts move from one topic
to another without dwelling upon
either. This may be obtained by
exciting interest in the lesson wake
up the minds OF the pupils, and
as attention is contagious, the real
and earnest look OF the teacher
shining in his eyes, speaking in his
voice, glowing in every act, will
almost inevitably catch the atten-
ton OF his class and fasten it. on
the lesson. Then awake interest.
This may be accomplished by show.
ing the attractive features of the
lesson, teaching will be easy-will
do itself almost-when the interest
Of the class is once thoroughly
awakened. Next, ascertain what
the pupils have done, and what they
already know about the lesson; ev q.
cry pupil should be permitted to
show just what he knows before
any knowledge is thrust upon him.
BY this means his self.respect is
preserved and no is stimulated to
do his best. 1t Is well to use, as
much as possible, the powers of the
pupils call his faculties in the
field Of action.
Most important Of all is TO seek
to impress as we'll as instruct, and
as the central and controlling aim
IS to preach the gospel to childhood, i,
no lesson should end without the
teacher attempting to bring the
truths taught, kindly and pontedly,
home to the conscionces Of his pu.
pills. 1t is q beautiful and impress
sIvo form to begin each class exer-
else with q short oud silent prayer,
teacher and pupils bowing their
heads.
All teachers, no doubt, have
crayed the power to look into the
depths Of those young souls and TO
plant there, with sure hand, some
truth Of science or some grand and
life-giving belief Of the gospel. No
key Will ever open the doors OF
those chambers in which live your
pupils souls-no glass will ever en-.
able you to penetrate their myste
ri0us depths. But in the great Law