Evening bulletin. [volume] (Honolulu [Oahu, Hawaii]) 1895-1912, 1907-06-08
NEW METHODS
Continued from Page y

If much is expected of the teachers
and the classes the Sunday school
hour should be so planned that the
time allotted for the study of the
lesson should be as long as possible
and free from all Interruptions.
There is too much of a tendency to
allow Il breaking in on the lesson pc
Iiod for any trivial cause.
6. A Sunday school should have
good discipline. There seems to be
notion, based largely on sentiment,
that disturber must be kept and
lis Cffenses pardoned in the hope
that he may ultimately be reclaimed.
The vital interests of the ninety and
nine should receive more considera-
ton. A firm, kindly control must
prevail. | have seen the work of
classes count for naught and Sunday
schools stirred into a frothing state
of unrest by two or three incorrigi-
Lies. 1t is not so much that there is
disturbance as it is that the effect
upon the rest of the pupils is so bad
as to amount at times almost to ir-
reverence.
Z. The teacher should always
have in mind that the religious pur-
pose must underly all teaching The
spirit of her work and the atmo-
sphere created by the way that the
work is carried forward are impor-
tant factors in establishing a proper
religious basis. The teacher will have
influence not only in the class but in
her life outside the church. A gem
uine religious character and a gen
uine religious interest in the welfare
of the pupil are fundamental condi-
lions of success. 1t is not always
wise to seek immediate results; the
decision should not be forced the
Divine spirit works gently; the wise
teacher will be quick to seize upon
the strategic and psychologist moment
to lead the pupil into. the new life.
s. OF all the small problems
which vex the soul of the Sunday
school teacher none worries more
and seems less near solution than
the one of getting the pupil to study
his lesson The situation is q diff
cult one; on the other hand, is the
group of active, restless children, not
especially appreciative of religious in
struction, more interested in Satur-
Gays games than Sundays lessons,
difference; on the other, is the teach
er possessed of almost no authority
who fears that severity may drive
the pupil from the class, with little
training for her task but determined
to do all she can for her charges and
for the kingdom, and again the les
son itself may be something from
which little can be distracted to in
terest or instruct.
(a) An appeal to duty on the
part of some teachers to some pupils
is sometimes enough But often this
fails and no admiration which a pu-
pill may have for the teachers prep
arstion will lead him to emulate the
good example.
Cb) Punishmsnts are out of the
question on account of the weakness
of the tie which holds the boy in the
school. Many superintendent have
found that ''scolding is the most sue
cessful means yet invented of depop-
ulating a Sunday school class"
(c) The only sure way Is to
arouse interest not in the teaching of
the lesson, not in the class, not in
the school but in the lesson itself
Clubs, class picnics debates, sports
may arouse a class pride, but these
are means to the great end of stu
dious interest in the Bible, Amusing
the class by stories or any resource
makes the person In charge an enter
tainer and not teacher
Plain pedagogy suggests that es-
tabllshing some common ground he
tween The pupil and The lesson is
first requisite A skillui teacher will
NOT be Ions p hpdtpg ID hut il il