The united opinion. [volume] (Bradford, Vt.) 1881-1970, 1906-04-06

pleSSlOu IlISG NC SlNclJ GulOuSu cApI
preston must be given; through discus
sion-debating if you wilI-through per-
sonal investigation and possibility.
We must be constantly on the alert for
these opportunities for self activity on the
part of the young man.
Furthermore the courses are lacking in
defniteness of plan and outline. They
are often piecemeal When a course Of
study has been completed, there is moth
ing tangible upon which the hands of the
mind may be laid. We teachers in the
public school are under constant stress
to make our lesson go somewhere; to make
it lead by steps to something tangible and
definite, to make the lesson too, fit into
the larger whole of the branch we are
teaching. We must keep the connection
or we fail to teach, The Sunday School
course should keep its connectedness too
whatever thought wholes are brought out
in the lesson should be developed clearly
and definitely.
There is an increasing thirst for the
things that count The books we study
is second to none in any regard. | found
my Sophomore class more interested in
the book of Job, when we studied it brief
ly, than in the works of Spencer. One boy
remarked to me, 81 wish we could have
that all the time The Bible is not de-
ficient in interest. The literary study of
its great books would stimulate interest
and personal religion. The lesson sim
ply needs to be definite in its aim.
We public school teachers feel that we
must have at least forty-fve minutes
period to do justice to our lesson. In the
Sunday School the teacher is subject to
caprice. He may have from fifteen to
forty-fve minutes, he is never quite sure.
The superintendent bell may break in
upon the most important part of all
Then, Loi the lesson fails. The lesson
should not only have definite aim, it
should also have a definite and unfailing
time, and the teachers preparation should
be governed thereby.
We may seek a second cause of indiffer-
ence to Sunday School in the social side.
We have something to learn from the Y.
NJ. C. A. The club idea is splendid one.
1t means a social organization, christian
of incalculable influence in the
direction of right companionships The
class should be as strong as social whole
as possible democratic body of young
men whose companionship is mutually
agreeable and lasting.
There is a lack of proper grouping. |
Young men are placed in classes where
they are ashamed to be. They should be
grouped according to mutual interests,
and fairly equal mental development.
Have you not seen a high school graduate
grouped in a class with a seventh grade .
BOY of the public school? Such grouping
according to pedagogical and psychology
,al standards is absurdity.
With the social element must be includ
ID the indifference of too large a share of
he church members toward the young
men of the Sunday School. There ought
o be general fishing for the young men.
The last factor upon which wish to
ouch is the teacher | firmly believe
hat the teacher of young men of this age
hould not be woman. At this time of
ife the masculine ideal is strong and the
masculine touch is needed. The teacher
hould be a virile, christian man; sue
essful business of professional man of I'M
pproachable character, one whom the
oung man can respect, trust and ideal
re. Such a man would be able to apply
he Sunday School lesson to actual life.
UGH a person would be interested in, yes
q love with the young fellows that he led. !.
lie would gain a knowledge of the young
len, and would have the sympathy that
e needed. Certainly he should not be
he public school teacher.
Such men are not rare. They abound
l every community. l grant you that
is hard to persuade such men to take
Sunday School class-but that is a part
the problem.