Year: 1870

The substance of the remarks of Major RoDer'
Stiles in the late Sabbath School Convention al
Staunton, will be found below. The subject of hav'
ing the same lesson given for the whole school has
been one of considerable discussion for some time,
and many will be interested in whatever casts light
upon it.-CEN. PRESBYTERIAN.


The Sabbath School Convention of Lex
ington Presbytery, whose recent sessions at
Staunton were SO happily described in your
issue of last week, adopted resolution re-
queSting the speakers who opened the discus
sions of the several topics which came before
the body, to publish their addresses in your
columns. The Convention unanimously en-
dorsed the system of "0ne Lesson for the
School," and the following is a brief outline
of the argument in advocacy of it.


I. Meaning of the system or plan. That
the entire school should be engaged at the
same time, with the same subject or lesson,
graduated Of course, in mode of treatment,
according to the capacity of the different
classes of children.


II. Euizs IN whicA this Uniform Lesson
System originated. Inefficient instruction in
our Sabbath Schools, resulting from the lack
of proper classification, the independence
and irregularity of teachers as to the lessons
taught, and the consequent impossibility of
efficient supervision.


Ill Good sought and claimed to be OBJ
tanned By the system. 1st 1t tends to inau-
gurate and to preserve proper classification,
and yet mitigates the evil consequences
where such classification is impracticable.


The several clearly defined grades of ques-
tions on the same subject, suggest, assist and
almost necessitate corresponding demarca-
ton and separation according to the intelli-
gence of pupils.


If it is discovered at any time that pupil
is disadvantageouSly clasSed, he can be
changed to higher or lower grade, without
plunging him into the mids. of new sub
ject.


In the rare cases, in which it is deemed
inexpedient to separate older and younger
children of the same family,-the subject
being the same for al, the teacher readily
adjusts matters, by putting the simpler queS
tions to the smaller children, while he avoids
the folly of an attempt to teach two or more
entirely distinct lessons.


End. The system secures the closest pos
sible cohesion, and the freest possible COM
munion in the school.


A common purpose or pursuit will, of ne
cessity, beget community of sympathy and
communion of intellect among those inter-
ested in the common subject.


3rd. The system developes to the highest
possible efficiency, and utilze8 in the highest
possible degree, all the officers, exercises and
appliances of the school itself, and its con-
nections with the church and the family
To begin with


The Superintendent. Under the one les
son system, this officer may so arrange the
general devotional exercises of the school,
that the Bible reading, singing and prayer
shall all bear upon the common lesson, and
combine to secure that unity of impression
so essential to real success in our work.


In general teaching exercise, of few
minutes length, at the close of the hour, he
may press home the whole, or the salient
points of the common lesson.


In a general examining exercise he may,
from time to time, test the knowledge and
the progress of the school, and, if he choose,
the comparative condition of different
classes.


In the use of the general apparatus of the
school, simple though it be, such as maps,
charts, text cards, blackboards and appli-
ances for object teaching if approved, he
may do much to illustrate and impress the
common lesson. Further remark is unne-
ceSsary to prove either the Importance Of
these powers and duties of the Superinten-
dent, or the fact that they can only be ex,
erted under the uniform lesson system.


The Teacher is best fitted for his work, by a
system which recognizes that he must, and
reveals how we may, teach the teacher, that
he may teach the scholar. The teachers
meeting for the study of the lesson can, and
can only be successful and useful, when that
lesson is one common to the school.


And that system which does so much to
educate efficient teachers, does even more to
supplement inefficient ones, by admitting the
Superintendent, as we have seen, as a gen
eral teacher.


Passing from the internal organization Of
the school, to its external connections with
the church and the family, observe that


The Pastor too is utilized by the system
and may readily and beautifully perfect the
normal school begun in the teachers meet
ing. If he cannot conduct that meeting
himself, he may, as some pastors can testify.
find direction and suggestion to his OWL
mind, and add to the interest and usefulness
of his weeky lectures, by following in them
the course of the Sabbath school lessons, ont
week in advance of the school.


Family instruction. The uniform lessor
system removes the most serious obstacle tt
practical cooperation between the family an(
the Sabbath school, as religious instructors
To oversee the preparation of distinct les