■^■ IMAGE EVALUATION TEST TARGET (MT-3) I.C IfKfllS^ I.I iH Ui 12.2 - 144 i— u& 1.25 III ,.4 ^ ^ 6" ► V Photographic Sciences Corporation 33 WIST MAIN STRUT wnSTH.N.V. MSM (716) •73-4503 CIHM/ICMH Microfiche Series. CIHM/ICMH Collection de microfiches. Canadian Inatltuta for Historical Mleroraproduotions Inatltut Canadian da microraproductlona hittorlquat 1980 Tachnical and Bibliographic Notas/Notas tachniquat at bibiiograpltiquas Tha inatituta haa attamptad to obtain tha baat originai copy availabia for fiiming. 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Las diagrammes suivants illustrent la mAthodo. 1 2 9 1 2 3 4 5 6 MnOMAI. tONMaiY • THE mmmMM REPRODUCED •^..■s IN THE PUPIL « ""^iif^^g.j ,^_, _ ^« Address delivered before the Provincial Sunday School Convention, Montreal^ January jothj tSgo. • ' BV • • 4. ..■4. ^:mm^ \kl D. H. MacVICAR, D.D. LL.D.. i * ISBYTBRIAN COLLEGE, MONTREAL. W. DRYSDALE & CO. Publishers, Booksellers and Stationers, 233 St. James Street, MONTREAL. FRfirTBD IV TM« GBORGB IISHOP •MORAVING AMD PRINTtMQ CO'V. O ; > t 1- -f^ . -nV - 'J ? * <* \v. V,V.«*. *,-rf1V !. fr. -iV. \ %> -t*^'' '»«,«, *trt -» ;i "■ ^i' ,A* t ► '. . «.. '(n'-V r'<44U 1^' 'VJgJ 5!~r: T^*^' PREFATORY NOTE. . ' ,. !, ■ . ■*■ No Report of the Provincial Convention of January last, has been published, except what appeared at the time in the daily papers. We have deemed the following address of such special value, that we now place it in the present form within reach of Sunday School Teachers and others. GEORGE BISHOP, Supcrintemient Mountain Sired Church, Methodist Sunday School^ Monirea!. Fk:l{klJAR1^■, 1S90. W. DRYSDALE, Superintendent Stanley Street, Presbyterian Sunday ScJiool, Montreal. - yaf™-^ ipi^G 'Peacl?6r re-produced in tl^^ Pupil. By Pnncipal D. //. Macl'/CA/^, D.P., LI.. />., Presbyterian Colle^^e^ MonlrcaL I solicit consideration of this : — I, As a fact, — What you are yourself your pupil grad- ually becomes, a very serious matter both to you and lo him. All the relations of life are infinitely serious and fraught with momentous issues. We mingle in social intercourse, and life and death are the outcome of our y a . deliberate act ol will you overcome a feeling of disclina- tion to deal with it, and you put yourself about to afford relief. That is to say by an act ot resolute choice, you turn to pro})er account the passive state into which you have been thrown by the sight of misery. You do soagain^ and again, ten, fifteen, twenty times. What is affirmed is- that these repetitions give greater strength, a larger mea- sure of ability to grant relief — such actions become easy and natural because a habit of virtue is gradually formecfi. in the direction of benevolence, and thus you escai)e the serious danger of personal deterioration by having, your feelings weakened and destroyed through fre- quent appeals to them without corresponding action on your part. It is under the action of these laws that the readers of sensational novels, and our theatre-going, population inflict irreparable mischief upon themselves. Their emotional nature is stimulated to the last degree- by exagerated representations of imaginary woes over which they weep in their boxes and on their luxurious- couches, while they do nothing to relieve suffering humanity at their doors. Practical action is wholly lack- ing wiih them. Their feelings are being worn out, so- ':m:f^^^^M^MM!^^€''^^: . 12 that a stronger and siill stronger stimulus is required to reach them. While no marily or womanly vigor is being gained by the cultivation of active habits of virtue. But what has all this to do with teaching and with the teacher being reproduced in the pupil ? Very much. These three laws namely, — that touching the diffusion of strongly dominant ideas, that under which our emotional nature may be weakened and virtually destroyed, and that by which we can gz'm mental strength,and rise to true : manhood are all operative during the process of teaching, .and success depends in a very large degree upon wise .and skilful compliance with them. But this will be more apparent when we consider. — III. T/ie opportu7iity and danger involved in this Jcut that the teacher is reproduced in the pupii, Generally speaking privilege and responsibility s;o hand in hand. It is obviously so in this case. The teacher of spiritual truth has a grand opportunity -of stamping his own character, views and convictions upon the minds of his pupils. Acting under the first law as to the propagation of dominant thoughts or de- sires, he may through the power of the Spirit of God, become to them, not only the instrument of instruction, \but also of salvation. — How so ? Let me suppose that he is, first of all, earnestly bent upon the intellectual tack, by means of correct logical .arrangement, lucid statement and apt illustration to .make the meaning of the lesson in hand clear, convinc- ing and memorable. 13 This is a commendable aim, and wlien faitiifiilly per-- sued usually results in holding a class together, whether junior or senior, and evoking their interest in the study of divine truth. But while thus intent upon the useful, work of instruction, it is only a means to an end. He has one strong over-mastering desire in his heart that through this truth and the ministry of the Holy Spirit the members of his class may be led to trust in Jesu.s Christ for pardon and eternal life. This feeling is so- constant and vehement in his heart that he cannot con- ceal it. It is seen in his countenance, heard in his voice,, breathed in his prayers. Without perhaps making formal announcement of it, in various ways which it may be impossible to define, he convinces his pupils of the exis- tence and the intensity of the desire. The feeling spreads- among them, pervades their minds, or ia other words? they respond to his dominant desire, and the result is that it rises to God as the united wish of all in the true spirit of prayer. What then ? We are assured upon the highest authority that if two or three are agreed touching what they shall ask it shall be given them, and that *' whosoever shall call upoi the name of the Lord shall be saved." Do not doubt the possibility of making your pupils share your feeling in their beha.f and thus draw- ing them after you into a praying attitude. — Witness the power exercised through intense desire in behalf of others by the Apostle Paul. You recollect how he said to the Philippians, *' I have you in my heart.. M^^'^ 14 For God is my Witne«.s liow greatly I longed after you -all in the tender mercies of Jesus Christ," and to the •Galatians, " My little children of whom I am again in travail until Christ be formed in you." And this intense •spiritual solicitation, this agony of soul, this ruling pas- sion of his heart was so reciprocated by them that he declares, " I bear you witness that if possible ye would have plucked out your own eyes, and have given them -to me." So completely were they carried away by his travail of soul in their behalf. In another instance, you may remember, he relates that Priscilla and Aquila, his fellow-workers in Christ Jesus, for his life actually "laid •down their own necks." And listen to what he says respecting his Jewish fellow-countrymen, "For I could wish that I myself were anathema from Christ for my ibrethren's sake, my kinsmen according to the flesh." A man thus governed by one mighty irresistible desire 'Could not help being influential for good among his countrymen, and far beyond them. And as a matter of iact he reproduced himself as to thought, energy, courage -and conduct in Barnabas, and Apollos, and Timotheus, ^nd Titus, and hundreds of men and women who caught •the spiiitual enthusiasm of their great teacher and leader. And thus it is in degree with every true teacher according -to his ability, and in so far as the right spirit .'\nd aim are •overwhelmingly dominant in him ; but let the wrong spirit prevail, and inculculable mischief and ruin may be the xesult. Whether dealing with secular or sacred subjects i; the teacher should rouse his pupils to the repeated exer- -cise of active mental stales and train them to think for themselves, that they may thus develop their faculties, and grow in intellectual, moral and spiritual strength. But here precisely we are upon the verge of danger of the most serious nature. Instead of aiming constantly, l)y wise forethought and preparation at awaking active mental states, the teacher may have his pupil almost habitually in a passive condition, or even in a state of active resistance, because not moving along the plane of •child nature. He may deal boisterously with the child's iiervous sensibilities by scolding, shouting, threatening and other methods of showing fidelity to professional . to 'ouiid in niinds of Mi« i,- , ^^^^^ Redeemer mav profound and practi J ^'^''"^ '^"'t"-e ind ^ education. And r f ^'^''"^""^nce with til Zf ' tendents of the o I '°"''*^^"' "'^t ^hL h/'"""^ "*" ' the Sunday Schnr^io c '"^ ^"per n- '^--ge army of such persons «/ "■ ^''^' "'ork is . godly young men a dyo „. J" ■^'"'"'^ "'^'•^'•0- ll d'stmguished by the thorot.^ " '' ''P''' '« "become "^est methods of teaching ' "'"'^^^^^ «'" "'^ la,vs alld ^- Teachers ^/tntj/^ i t-^herish an , k *"■ '"&g^-'"ons witho,./ ■ u""' °"'^ '">» an liabitua senspnfw *^'tnout elaboration and work ami ^c , "'"'^sacrednossrC, •", and of the mip-hf,, • -^^°' your office spirits, making them .\> ■'4^1 ■ 1 f 1^ '/J L2^ Myifi>m^m^6MM * •;»- \->:sj^:^ •*^;•^^,.,;'M;"^ ••' t8 more or less like ourselves, moulding ihem lor time and eternity. This is a most serious matter. W^