The central Presbyterian. [volume] (Richmond, Va.) 1856-1908, 1902-07-16

should leave this place to be filled by layman. He
has other duties which will fully consume all his
time and utilize all his talents He should feel and
manifest profound interest in the Sabbath-school
work; advise with and consult the superintendent
and frequently visit the school,
In making the selection, il person we'll qualified
and suited canriot be procured, then choose some
who will probably become enthusiastic in the
work. Zeal, and certain degree of earnest
stant untiring enthusiasm are Indispensable to a
good superintendent Give with his heart
in his work. balanced with a modicum common
sense, and good morals, and l almost guarantee
you i'll anything every time.
A superintendent should be prompt and constant
in attendance Nothing demoralizes a Sabbath
school quicker than the frequent absence of the
guide and director. The school becomes at once as
a flock without shepherd, and the lambs scat
tered, and sometimes lost to the fold. He should
be exemplary i'll his conduct at all times, and one
who, by his manly bearing and superior character,
commands the respect of the teachers, pupils and
the public. He should feel deep and living in
in the keeping and conversion OF the scholars
He should bear them on his heart heavily
does the good pastor himself. He should be man
of prayer and while willingly eXerting all the talents
he possesses, be capable of arousng the latent talents
of the teachers and scholars. He should not teach
a class, but give his time to oversight of the
school and to becoming acquainted with his scholars
He should know his scholars we'll enough to recog-
nze them ON the street, and call them by their
names-"a good shepherd knows his sheep, and
calls their names.
The superintendent should be the co-adjutor of the
pastor, and heartily cooperate with him in church
work. They should unite their efforts to secure the
best teachers possible, and to put work every
member of the congregation. He should be capable
of addressing the school without talking death.
He should not rob the teachers of the freshness OF
.heir instruction bysa discussion of the lesson at
the beginning of the service. The teachers should
have the first opportunity of presenting their views
and if the superintendent review the lesson to
advantage it is his privilege and duty to do so, but
if he cannot add something of value, let him hold his
Instead OF reviewing the lesson he may vary
the order of services by selecting the leading thought
and discussing it before the classes form endeavor
ing to put the minds of the scholars into a devout
and earnest frame. He should avoid scolding and
fault finding allowing opportunity for praise
and encouragement to be overlooked. He should
see that every attendant is assigned a class suit
able for him; that good order is maintained. He
should bear himself with dignity without stiffness.
or reserve.
He should not teach class II he tries to do 5,
he will be like the pastor who thinks he must rrl
the Sabbath-school, the Young Peoples meeting
look after the Dorcas Society, and try to ans
dominate everything pertaining church work. 1
there not certain degree of vanity in the pastor
this character? 1t leaves the impression upon tn
congregation that do these things quit
so well as the pastor thinks he can and they lie
him do everything, until he out himself an
his usefulness, and change is made. Such conduC
may be attributed to certain kind of indolenc
which finds it easier to do the work than to preva
upon unwilling members to do it. Like the over
indugent parent who gets up and makes the morn
ing fire, rather than meet the conflict with his indc
lent children necessary to have them do it. So h
wears out his life and raises up dlers and loafer
of ipdu c;ti