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MnOMAI. tONMaiY
• THE
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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.
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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
<loing so, for God says '* evil communications corrupt
good manners." We see this terribly verified where
unsuspecting young persons are drawn into haunts where
the wicked are supreme. It is equally true, and blessed be
-God for the law of his kingdom which makes it a truth,
that strong intellectual and spiritual natures impress
themselves upon others. If vice is contageous, virtue is
undoubtedly so. If man is naturally qualified and dis-
posed 10 disseminate evil, he can, by grace, attain and
wield the power to propagate good. He can sow to the
spirit as well as to the flesh. If, for example, as a godly
and devoted teacher, you are successful in your work the
very lineaments of your soul are being stamped more or
less accurately upon your pupil. He is the inde.\ or
-exponent of your thinking, of your spiritual activity and
intensity.
HKHIH
The medium upon which you thus work may be dull
and comparatively unimpressible, or it may be highly
sensitive and receptive, and hence, without any spefcial
fault or merit on your part, your image may reappear
obscurely or vividly,all imperfect and blurred or accurate
and clearly defined. But reappear it must in some fornix
Vou are to have immortality in your pupils. They will
speak of you when you are gone, and speak and act
under the controlling power of your teaching without
being conscious of it, or being able to distinguish it from
what ihey may claim to be the product of their own minds.
Thty will be the mirrors, the reporters of your failure or
success, and well will it be with you if able to say in
Apostolic words, *' Ye are our epistle written in our
hearts, known and read of all men, being made manifest
that ye are an epistle of Christ ministered by us, writtei^
not with ink, but with the Spirit of the living God."
This fact of the reproduction of the Teacher in the
pujJil is exemplified in the formation and history of great
schools of Art, Poetry, Theology and Philosophy. The
critical and almost the untrained eye can easily distin-
guish Italian Art from that which is French, German, or
English. Each of these nations has had its great mas-
ters, and these have reappeared a thousand times in their
admiring pupils.
So in Poetry, while commonly counted a divine gift^
it cannot be denied that the vast majority of the votaries
of the mu^es sing as they are taught by loftier spirits.
Theologians follow their leaders. Great masters in
Israel like Augustine, Calvin, Arminiusand Luther leave
their impress upon generations of feebler thinkers.
Philosophers are no exception to this rule. They may
theoretically assert absolute independence of thought;
and each one who appears in an essay or voluminous
treatise may promise to show the world truth never
before disclosed, yet, when closely searched, what they
are least remarkable for is originality. Their utterances
are the echoes of the near or distant past. Take but
one example.
God sent Socrates into the world endowed with
amazing power of thought, and while he founded no
college, and presided over no great university, yet as a
teacher, he so reproduced himself in his pupils that after
the lapse of more than two thousand three hundred
years they have not ceased to speak of the Socratic
Philosophy. And so in numerous other well known in-
stances, Plato, Hegel, Kant, Hume and Hamilton miglit
be mentioned.
But high above all teachers stands the one who spake
as never man spake — the perfect one — who is the pattern
and guide of all true Sunday School workers. They
cannot improve upon his methods. Their business and
wisdom is to understand and follow them. Having in
bimself the fulness of the Godhead, and having come to
teach our whole race, he is represented in and by his
pupils in all ages and countries of the world, and will be
6
seen in them to the end, and throughout eternity, for the
ecclesia, the assembly, the Church or company of those
whom he shall at last have effectually taught are to
continue forever to be his very body. ** The fulness of
Him who filleth all in all."
The fact that the teacher reappears in his pupil is very
generally acknowledged, and is made much of in
educational circles. On this principle parents select the
institutions in which they place their children for training
and culture, and it is usual to speak of a person as well
educated because he bears the imprimatur of a certain
school. Witness the importance which a young man
attaches to the fact of his being a graduate of Oxfords
Cambridge, Edinburgh, Harvard or Yale, and he is
supported in his belief by a widespread public opinion.
He regards himself as the embodiment of the Spirit and
the learning of his Alma Mater ^ and he is so far rights
making all due allowance for the very common danger
of exaggeration as to the extent to which this embodi-
ment has taken place. It may be conceded, with
necessary limitations, that the strength and the weakness
of a teaching staff can be more or less distinctly
discerned in the conduct and character of those who
pass through their hands. " By their fruits ye shall
know them." Hence the state of the classes is the best
practical test of the efficiency of Sunday School
teachers. There are, of course, exceptions to this rule
for which full allowance must be made. The power of
the very best teacher to stamp himself u\x)n his pupil
may be largely neutralized by noisy surroundings and
lack of isolation where he is called to do his work.
Then there are wayward persons, old and young, of
limited capacity, and abundant dullness and stubborn-
ness. Persons whose natures are not plastic, but hard
and rigid, and incapable, especially because of over-
weening conceit, of being moulded to any considerable
extent. But this is not commonly the case in childhood,
at the time we have to deal with pupils, it is rather true in
manhood. Then, indeed, it must be acknowledged that
in some instances the very best teacher may fail to
reproduce himself in his pupil. For example. Judas
Iscariot entered the training class of Jesus Christ as a
thief, and although he listened to the lessons of his Master
against serving Mammon and as to the sin and danger
of inordinate desire for riches, he closed his three years*
course in the best college ever instituted, without being
cured of his over-mastering vice. The teacher and the
lessons were not at fault, they were most impressive and
successful in the case of eleven out of twelve
students. So much so that when Ananius,the High Priest,
and his distinguished associated saw the boldness of
Peter and John as they stood before them, and " per-
ceived that they were ignorant and unlearned men " —
according to their standard of learning — " they marvelled
and took knowledge of them that they had been with
Jesus." The clearness, courage and convincing power
£<iaihk.'Si';!^"''j
'fi^'
'■1^1111 III i'il
8
with which they uttered their views, and the spirit which
governed them brought forcibly to the mind of the
Council the Great Master by whom they were taught.
They saw in Peter and John a reproduction, a/ac simile,
shall I say, however imperfect, of that unequalled teacher
sent from God — as all teachers should be, — who was
constantly followed by multitudes.
J I. — The rationale of the fact.
The question now is by what principles or laws does it
hai)pen that the teacher reappears in the pupil? We
answer (i) The domniant thought or passion in the
instructor lays hold tipon and fervades his class.
They are all affected in degree as he is himself. This
is specially the case in teaching spiritual lessons. The
sincerity and intensity of conviction with which the truth
is held by the Teacher, is in some measure communicated
to the pupils. Just as when one string upon a harp or
violin is made to vibrate forcibly all the rest are moved
in sympathy with it. Thus it is that a hearty burst of
laughter carries a whole houseful into a similar state of
mirth. A sudden rush of anger from one heart quickly
spreads among hundreds. A piercing wail of sorrow
issuing from a desolate broken heart often moves to tears
those it reaches. When the perfect man stood by the
grave of Lazarus and saw the two sisters of the deceased
sobbing with grief ** Jesus wept.'* This is not an inci-
dental occurrence, but an illustration of the law of our
common humanity. The call to strike and to resist
I
I
oppression, uttered by the leader in tones of determined
•courage, has inspired a whole army with the spirit of
victory. Thus a// experience more or less what is
originated and propagated by one. This same law, be
it remembered, is true in relation to our intellectual acti-
vity as well as our emotional nature. And as already
hinted the depth and permanence of the experiences we
•cause others to have are determined by the vividness
.and intensity of our own mental activity. What I mean is
this, when in teaching you are so controlled and absorbed
by one over-mastering thought that all others are neces-
sarily excluded, and the entire force of your spiritual
nature is so concentrated upon it that you can truly say
— " This one thing I do " — that thought is sure to become
the mental property of your pupil, to enter into his very
being. This law acts to a great extent irrespective of
the subject matter of what is being taught. It may be
'Geography or Geometry, History or the eternal verities
• of Christianity. If the soul of the Teacher is burning
with intense concentrated enthusiasm over the matter in
hand, whatever it may be, he will lay the truth thus
apprehended upon the mind of his pupil with such trans-
forming power as to throw him for the time being into a
precisely similar condition to his own. When this is the
• case, success is achieved — the work of teaching is really
done. But failing to be thus borne along by a strongly
• dominant purpose or thought, which should always be the
•central or ruling thought of the lesson in the case of the
10
Sunday School Teacher, his work is largely lost, and he
but feebly and obscurely reappears in his pupil. De-
servedly so, too, because he is lacking in one of the
prime elements essential to success.
(2.) Our passive states of mind grow weak by repe-
tition. — It is necessary to explain and illustrate this law
and to show how it acts in relation to the work of the -
Teacher.
Passive states are those induced by impressions made-
upon us through our bodily senses, and without any
efl'ort of will on our part. The more frequently they are-
experienced without any active exertion of our will-
power, the feebler they become. For example. We-
witness a spectacle of deep distress and the impression 1
made upon us the first time is strong and vivid, but we-
do nothing, exercise no volition to relieve the distress.
Let this be repeated a sufficient number of times and the-
impression becomes so feeble as to be almost imi)crcepti-
ble. Our sensibilities are being slowly but surely dead-
ened, or we are being hardened by the sight of distress.
Take as another illustration — the case of the medical
student who enters the dissecting room for the first time.
The impression made upon him by what he sees is deep-
and startling. He is shocked, but let him continue his
visits, and pursue his work, in that same place of ghastly
sights for several years, and the impressions made-
upon him become so enfeebled by repetition that he-
scarcely regards his surroundings as in any sense abnor-
1 1
mal. Vou see the working of this law. Look at another
correlated law :
(3.) Our active vnntal states are strengthened by repe-
tition. — Active states are those into which we pass by
volition by the exercise of our innate will-power.
Look again at a case of unmistakable distress. l>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
<luty. Forgetful all the while that the feelings will not
f.tand to be handled roughly, and if approached in this
fashion they will retreat and refuse to be dealt with. In
accordance with the second law stated in another connec-
tion the longer this vicious course is pursued the feebler
the impression becomes, and if persisted in for years,
<callousness and general mental imbecility are the results.
Thus it happens that a pupil of perhaps average
brightness and intelligence degenerates into a tirst-class
dunce. And usually, after h:ving slowly and painfully
passed through the deteriorating process by which the
vivacity and freshness of childhood have been worn off,
and the power of original thinking has been effectually
crippled, the unhappy victim gets credit for having been
a dunce from the beginning. This is an easy way of
i6
explaining educational failures wholly from the one sidev
I do not say that Sunday School teachers often bring,
about such resuhs. Perhaps they never do so, because
half an hour of teaching per week amid the bustle of a;
large school is insufficient for the purpose. The evil can
only be seen in matured form where the child is for six;
or eight years subjected daily to such wrong methods.
Hence it is not a very uncommon thing to find boys wha^
have been left very much to their own resources, who
have escaped the technical grind of the schools, escaped
the coercion of well-meant but most unwise trainings
come to the front in after life just because they have
been free under the influence of natural environment to
exercise thought instead of being treated as animatedi
receptacles into which all sorts of stuff should be poured
in the sacred name of education.
Finally, from this brief discussion of a single point iiv
the philosophy of education, one or two inferences are-
apparent.
1 . 77ie need of special training to qualify the teacher
for his zvork. This is happily conceded by the directors^
of secular, and, to an increasing extent, by the managers-
of Sunday Schools. It is not denied that good, and in-
some instances a very great amount of good, is done by
those who have not enjoyed the advantages of such*
training. It is readily admitted, indeed, emphatically
affirmed, that a renewed heart, and a mind illumined by^
the Holy Spirit and guided by his in-finite wisdom are of
2,
'7
'"expressibly greafpr , i
-nd Teachers' wl "'^" -" that ,Vo,.„,,, ,-,
them «„M ^■'"'''•" confer upon ,h '" ' '•^^^''^
•'e founr) ;« • ^'t our ble<i<!pr) D j "■■>. 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
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more or less like ourselves, moulding ihem lor time and
eternity. This is a most serious matter.
W^<?,the teachers of the gospel, of God's message of love,
are " a sweet savour of Christ unto God in them that are
being saved, and in them that are perishing " that is, we
represent Christ in the matter. We pray them, in Christ's
stead, and thus become to the one *' a saviour from death
unto death : to the other a savour from life unto life.*'
JVej not our message, or lesson, but we ourselves are
this savour of life and death. " And who is sufficient
for these things?" The question may well be asked, and
let it have its full force upon our hearts and consciences
that we may '* Pray without ceasing," that we may be
filled with all the fulness of God, that His Holy Spirit
may be consciously our teacher, that enjoying this bap-
tism of fire from on high, being thus acted upon we may
have that love and vivid apprehension of truth, and that
love of souls, and intense fervour of heart, which above
all things qualify us to reproduce ourselves in our pupils
to the glory of God and their eternal well-being.
" Earth's crammed with heaven,
And every common bush afire with God." ,
But we need to have our eyes anointed with eye salve
that we may see and teach these wonders.
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