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THE 
 
 CHAUTAUQUA 
 TEXT-UOOKS. 
 
 —•2^ 
 
 No. FOBTY-ONB^Iqj cONCiftBSSL 
 
 THE ■-■-.- '-.^■■--*- 
 
 :EPER BEFORE HIS CLASS.. 
 
 ■ BY JAMES L-.H^.-"/> 
 
 V ^.MiU'Z^' 
 
 NEW Y0RI*<ij7>'"^WT'' ••'^' - 
 r HIT, MPS & HlT^WL-— - 
 
 CINCINNATI : 
 WALDEN & STOWE. 
 
 18S3. 
 
/r 
 
 ^ C 
 
 
 ■^J, 
 
 ] 
 
 ' I 
 
 Coryright, iSfl^. by 
 PHIfc-l-IPS ^ HUPJ 
 New Vork. 
 
 fl- dV3}i 
 
 i^-j"* >■ — 1^ 
 

 S8> hy 
 
 St HUNT, 
 
 .rk. 
 
 /' 
 
 ''J, 
 
 r 
 
 THTC 
 
 TEACHER BEFORE HIS CLASS. 
 
 I. 
 
 THF TEACHER SHOULD BE HEFORE HIS 
 
 JJss In.) h.s class shoulu be 
 
 UEFORE HIM. 
 
 IT i<i a very difficult matter forj^^ ,^"» 
 eacher to^gain and keep the fixed at 
 tention of his pupils even when they c^^^^^ 
 see his face, and be interested by its vary 
 
 sit behind their teachers without being 
 ^Sve and disorderly, and yet very 
 manv Sunday-school teachers always seat 
 ren^selves close to the central pupHs -n 
 herdasses. apparently blissfully uncon- 
 scious of the fact that they are out- 
 
1 
 
 J 
 
 4 '/'//(• Teacher Hr/ori' His ClasiS. 
 
 flanked on both sides I'y tlieii own 
 scholars. The pupils inual bo in front if 
 they are to be kept in order and tauj^ht. 
 We never choose seats l)ehincl a lecturer 
 or preacher. We do not i)ut pads Ijehind 
 a pump when we wish to till ihein. 
 
 II. 
 
 WHAT SirOULD THE TF.ACHKR HAVE 
 WITH HIM ? 
 
 i. He should have his own Bible 
 with him. The use of "Question 
 lJooi<8" and "Lesson Papers" has been 
 greatly misunderstood, and this misunder- 
 standing has led to several mistakes, one 
 of the most serious of which is the substi- 
 tution of the " Question IJook " and " Les- 
 son I'aper " for the Bible in Sunday-school. 
 This should not be done. The practice 
 of asking the book questions and accept- 
 ing only the book answers cannot fail to 
 destroy the interest of both teacher and 
 pupils in the lesson, and to dwarf rather 
 than develop intelligence. Such a pr.ic- 
 tice has no claim to be called teaching. 
 Teachers and pupils sliould have Bibles, 
 and these siiould, so far as possible, be 
 
 
 t 
 
 I 
 ± 
 
/•<■ His CfiibS. 
 
 des I'y ''^«^"' "^'" 
 lual be in front if 
 Drder and tauj^ht. 
 l)fliinil a IfclurtT 
 ot put pails Ijcliinil 
 tu fill litem. 
 
 TF.ACHKR HAVE 
 IM ? 
 
 9 his own Bible 
 
 se of "Question 
 Papers " has been 
 and this misunder- 
 ■erai mistakes, one 
 vhicii is the subsli- 
 Hook " and " Les- 
 e in Sunday-school. 
 )ne. The practice 
 slions and accept- 
 vers cannot fail to 
 ' both teacher and 
 A to dwarf rather 
 ice. Such a pr.ic- 
 be called teaching, 
 hould have Bibles, 
 far as possible, be 
 
 t 
 
 1 
 
 i 
 
 T.ai/i.r liiforc His Class. 5 
 
 their ow». The reasons for the use of the 
 li.bk- in the class are obvious: 
 
 , To shqvv the necessity for The lU.ok 
 and thereby increase the pupil's reepect 
 
 (or it. 
 2. For reference. ,,■<,., 
 
 3 To teach the pupils to he duly mflu- 
 enced by the literal word 0^0°^ 
 
 4 For explanation and interpi eta- 
 tion of passa^-es. One portion of Script- 
 iTis generally best illuminated and ex- 
 plained by a comparison with others 
 
 ' To familiarize the pupils with he 
 contents o. the book. The only possibk 
 Tvay to do this satisfactorily .s by system- 
 atic use. No Sunday-school pupil should 
 be found looking for •' Timothy" or " Jude 
 in the early part of the Bible. 
 
 It is desirable that the teacher an.l 
 every pupil should each have his own 
 
 ^?^To lead the pupils to take better care 
 of their Bibles, than would be taken ot 
 those that belonged to 'he school. 
 
 2. Ownership leads to interest m the 
 thing owned, and every means shouUlla 
 taken to increase the pupil's direct per- 
 gonal interest in the Bible. 
 
 J 
 
J 
 
 (, The Teacher Before Hi* Chsf. 
 
 3. In order to secure facility in i^l'T- 
 lin- to rffiuircd passa-cs. 
 
 4 In order that notes may be inserted 
 
 from time to time, and passaKCS of special 
 
 interest marked in some systenulu: way. 
 
 These will make the Bible peculiarly one ■» 
 
 own. , 
 
 c In order that teachers may be siir- 
 
 that every pupil has a Uible at home ni 
 which to study the lesson. 
 
 There does not seem to be any valid 
 reason for supplying scholars with the 
 text-books to be used in Sunday-schor.l. 
 which cannot be urged with still greater 
 force for supplying them with the necessary 
 books (or use in the public school. It 
 would cost much less to present copies 
 occasionally to those children who could 
 not obtain Bibles at home, than the ex- 
 pense connected with the lending system. 
 II He should have some means 
 of illustration, if the class occupies a 
 separate room, the blackboard is the most 
 useful and least expensive means ot illus- 
 tration. When several classes are taught 
 in the same room a common paper pad 
 can be used to best advantage. The 
 teacher may make his own out of com- 
 
irr Hii Chss. 
 
 • facility in rof.r- 
 ;(S. 
 
 ies may be inserted 
 
 passages of sprcial 
 
 )nifsysteni:Uicway. 
 
 ible peculiarly one's 
 
 ichers may he sur'.- 
 I Uihle at home m 
 son. 
 
 n-m to be any valid 
 r scholars with the 
 'l in Sunday-school, 
 ed with still greater 
 !m with the necessary 
 e public school. It 
 ;ss to present copies 
 : children who could 
 : home, than the ex- 
 1 the lending systt-m. 
 lave some means 
 ir the class occupies a 
 lackboard is the most 
 ensive means of illus- 
 eral classes are taught 
 common paper pad 
 est advantage. The 
 his own out of com- 
 
 T/u Teacher lie/ore His Class. 7 
 
 mon printing pai.er cut into sheets about 
 six inches by four, and stitched at the 
 corners to a pasteboard back.or hemay 
 buy them ready made. Many teachers 
 think th.y cannot do effective illustration 
 because they cannot draw good pictures. 
 They should rememberthat drawing pict- 
 ures, while it is the most difficult kmd o 
 
 illustration, is also the least valuable, and 
 that very few good teachers attempt to 
 Illustrate by making pictures. Lvery 
 teacher can learn to do a great deal ol 
 illustration rapidly and profitably. Kven 
 the pupils in the higher classes will re- 
 ceive much benclit by using paper pads, 
 or note books. 
 
 I They can copy the maps, ma- 
 grams, or other illustrations made by 
 the teacher. 
 
 2. They can note the important 
 
 features of the lesson. 
 
 X They can outline the special work 
 assigned by the teacher for home prepara- 
 
 ""4. They should occasionally be required 
 to write their answers, before giving them 
 orally. This compels attention to the sub- 
 ject, and gives every one an opportunity 
 
 B^Biier 
 
J 
 
 1 \ 
 
 8 T/ie Teacher Before His Class. 
 to realize the exact extent of his informa- 
 tion concerning the subject .n hand. 
 
 In a large class each mchvulualpu,). 
 can only receive a very lin^itecl number o 
 c,uestions.iftheyareansweredoray.U 
 
 is therefore v.ny desirable that all the 
 pupils should be required to answer some 
 
 of the questions simultaneously, and this 
 can be't be done by wnting the answers 
 c The portions of Scripture winch are 
 
 committed to memory ny\gh^.h^ wr.t- 
 fenC and collected by the teacher to be. 
 
 Ixamined during the -ek. Jl.s wot^d 
 lead to the preparation of the ksson oy 
 Le who are too timid or reserved to 
 
 recite verses orally, and would save a 
 great deal of time. " Hearmg verse 
 usually causes disorder, as only one at a 
 
 ti,ne is interested. This gwes a bad start 
 to the lesson. 
 
 III. 
 
 V/HATARETHE TEACHER'S DUTIES? 
 The duties of the teacher are: 
 
 1. To keep good order. 
 
 2. To win and hold attention. 
 ■1, To teach. 
 
 4. To apply the lesson taught. 
 
 .< 
 
 '*u.-i^^ 
 
■ Before His Class. 
 
 :t extent of his informa- 
 he subject in hand. 
 iS each individual pupil 
 I very limited number ol 
 are answered orally ; u 
 desirable that all the 
 required to answer some 
 simultaneously, and this 
 ; by writing the answers. 
 IS of Scripture which are 
 memory might be writ- 
 ■cted by the teacher to be ■ 
 r the week. This would 
 ^ration of the lesson by 
 too timid, or reserved, to 
 rally, and would save a 
 me. "Hearing verses" 
 disorder, as only one at a 
 :d. This gives a bad start 
 
 III. 
 
 HE TEACHER'S DUTIES? 
 
 )f the teacher are: 
 
 good order. 
 
 nd hold attention. 
 
 the lesson taught. 
 
 T/u- Teacher Be/ore His Class. 9 
 
 There are three mistakes made by Sun- 
 day-school teachers concerning order : 
 1 1 I. They think it is not so essenfal to 
 
 have order in the Sunday-school as it is m 
 the public school. . 
 
 2. They think children dislike disci- 
 pline. ' . . 
 
 3 They think it is the superintendent s 
 duti' to keep order in the Sunday-scliool. 
 
 In addition to all the reasons that can 
 be urged in favor of order in public 
 schools, there are others which show that 
 it is still more important in Sunday- 
 schools. , , • 
 
 1 The time of the Sunday-school is so 
 short that none of it should be wasted. 
 The public-school boy may waste an hour 
 each day and still have five left for work ; 
 the Sunday-school boy cannot afford a 
 minute of the thirty or forty al'otted to 
 
 his lesson. 
 
 2 The text-book in the Sunday-school 
 is the Bible, and levity is most unbecom- 
 ing when the Bible is being taught. It is 
 
 God's Word. 
 
 3 The Sunday-school is usually held in 
 some portion of the church; reverence 
 should be expected in God's house. 
 
 IS 
 
 iliM(lil iiiiT tt; •;"""•_' 
 
il 
 
 ,o The Teacher Before His Class. 
 
 4. Sunday should be a day of peace 
 and quietneBS. and the sp.nts of the 
 cJudS; should be brought into harmony 
 
 with its holy calm. 
 
 We need not wonder that irreverence 
 increases if children are allowed to be 
 
 disorderly while studying ^^'"'^''^'f^^^ 
 t;od's house, on the day which he has 
 commanded us to keep holy. 
 
 No greater mistake could be made than 
 to belfeve that children prefer disorder to 
 
 order. Children are most joyous and 
 happy in those schools where chsc.phne is 
 sS without being severe. There is no 
 quicker way of losing the respect of pup.U 
 ?han by over-indulging them. Proper 
 ontrol develops reverence. Confusmn is 
 distasteful to every right-minded boy or 
 
 ^"!!lt is the superintendent's duty, not 
 ,,,„, to keep order." says the weak or in- 
 dolent teacher, in excuse for failure, ine 
 tier htendent cannot do so. and should 
 :; he could. Thosesupenntendents 
 who ring their bells, as signals for order, 
 "iway cause much more disorder than 
 t^y'attempt to suppress. It 'S^^ un- 
 common thing for a superintendent to nng 
 
 — *JI 
 
ore His Class. 
 
 be a day of peace 
 
 the spirits of the 
 
 ,ught into harmony 
 
 ler that irreverence 
 are allowed to be 
 ,'ing God's Word in 
 day which he has 
 p holy. 
 
 could be made than 
 :n prefer disorder to 
 e most joyous and 
 Is where discipline is 
 severe. There is no 
 ; the respect of pupils 
 ging them. Proper 
 erence. Confusion is 
 right-minded boy or 
 
 intendent's duty, not 
 " says the weak or in- 
 cuse for failure. The 
 lot do so. and should 
 rhose superintendents 
 i, as signals for order. 
 \ more disorder than 
 ippress. It is no un- 
 superintendent to ring 
 
 The Teacher Before His Class. \ i 
 
 his be'.l. and thus disturb every class in 
 his school, and take their attention com- 
 pletely from the subject under considera- 
 tion, in order to quiet one boy. His 
 teacher might have accomplished the 
 same object without distracting the atten- 
 tion of a single pdpil. and without arousing 
 the evil nature of the offender, as must be 
 done by a public rebuke, such as the su- 
 perintendent is compelled to give. A 
 general does not keep order in the com- 
 panies or regiments in his charge ; neithei 
 should the superintendent keep order in 
 the classes in his school. "My work .s 
 to teach, not to keep order." may be the 
 reply of some one. But you cannot teach 
 without order, and securing order is the 
 first duty of every teacher. 
 
 IV. 
 
 HOW TO KEEP GOOD ORDER. 
 It is well to decide what good order is. 
 Good order is not stillness. Stillness may 
 be caused by dullness. We need the order 
 of life, not of death. A good breeze is 
 better than a dead calm. The breeze is 
 all right, if it does not come m squalls. 
 

 12 
 
 n. Teacher Before Ws Class. 
 
 ,..ct order .ay be in haro^ny -U. 
 considerab e no,se. n j-jo >-^^, ,„. 
 
 ■ «r The teacher must sit so af 
 
 long as the eye is v j^^^^.^ 
 
 before it maKes ^ ^f 
 
 but not many "^^f ^^"^JjVetures at 
 ^^^'"^?ne eulstle steady m 
 once. The t>e . ^^ j^^ 
 
 roused and macie ^^^.^^j 
 
 n,ade by all the P^P'.^^-.^J,;^, behind it 
 eye of a man ^^''^^j"^^" f^\"'uing of the 
 
 M^everychUdaU the tone. 
 
 'A 
 
•fore His Class. 
 
 e in harmony wiih 
 In a factory, for in- 
 lay be bustle and ap- 
 lere is usually ^ood 
 s working as quietly 
 
 the highest success. 
 
 muBt be kept m 
 .r must sit so as to 
 hin range of his vision 
 
 There should be no 
 ous rolling of the eyes, 
 ween seeing and not 
 ,d, not in the eye. So 
 open and in a healthy 
 ;rson and every object 
 
 distinct picture on it. 
 Kls have the power of 
 o so many pictures at 
 tself must be steady'-^ 
 . the mind should be 
 to attend to the pictures 
 
 upils The calm steady 
 h intelligence behind it 
 , the fierce king of the 
 e has magic power. H 
 guides, rewards, pun- 
 You must learn how to 
 ,d all the time. 
 
 The Teacher Before His Class. 1 3 
 
 II Disorder should be checked 
 in time. U is an epidemic wliich may 
 l,e easily controlled in its incipient stage. 
 The fire that sweeps away the proudest 
 structures of a mighty city might once 
 h;ive been put out with a few drops ot 
 water. Disorder spreads if not stopped 
 at once. What the teacher needs to avoid 
 is making the cure worse tiian the dis- 
 ease He must not cause more disorder 
 than he wishes to correct. Passive m- 
 attemion. on the part of a pupil, only in- 
 jures himself: active, direct measures to 
 secure his attention must interrupt the 
 
 whole class. . 
 
 The teacher should refrain from taking 
 hold of a pupil to make him be quiet ; he 
 should not need to scold the offender, or 
 even to call him by name. All these 
 methods of producing order have bad re- 
 sults as well as good. The wise teacher 
 will use only those methods which bring 
 the good without the evil. 
 
 If disorder be noticed promptly, it can. 
 in nearly all cases, be checked : 
 
 1. By asking the disorderly pupil a 
 
 question. 
 
 2. By a slight pause in the lesson. 
 
.11^ 
 
 i 
 
 i i f 
 
 14 
 
 T/ic Teacher Before His Class. 
 
 3. By a meaning glance. 
 
 4. By a movement of the hand, or m 
 some equally quiet way. 
 
 Ill The teewjher must be calm. 
 
 A noisy or violent teacher is offensive to 
 iiis class, and disturbs the classes m his , 
 vicinity, as well as his own; a fussy, nri- • 
 table teacher is soon laughed at. and a 
 threatening teacher is properly treated 
 Nvith contempt. Never step out of your 
 way from fear of a boisterous bully ; but 
 do not come in collision with a calm man 
 with a meaning look in his eye. 
 
 IV The standard of order ehouia 
 riot change. Some teachers are very- 
 variable. They are too indulgent for a 
 few Sundays, and allow many impropne- 
 ties to pass unrebuked. The natural re- 
 sult of this course is that matters grow 
 worse and worse until the teacher makes 
 a spasmodic effort to get control. In do- 
 ,ng so he frequently loses his temper and 
 sacriiices his dignity. He is also pretty 
 certain to go to the other extreme and set 
 up a temporary standard that is too se- 
 vere Pupils in such cases always attnlv 
 ute the attempted reform to bad temper 
 and not to principle, and the circumstances 
 
 .,^4^' 
 
Before His Class. 
 
 glance. 
 
 ;nt of the hand, or in 
 
 way. 
 
 ler must be calm. 
 
 teacher is offensive to , 
 urbs tiie classes in his i 
 his own ; a fussy, iiri- •' 
 oon laughed at, and a ' 
 er is properly treated 
 lever step out of your 
 a boisterous bully ; but 
 llision Willi a calm man 
 lok iu his eye. 
 
 iard of order ehould 
 
 ionie teachers are very 
 are too indulgent for a 
 1 allow nnany improprie- 
 )uked. The natural re- 
 se is that matters grow 
 until the teacher makes 
 -t to get control. In do- 
 itly loses his temper and 
 rnity. He is also pretty 
 'he other extreme and set 
 standard that is too se- 
 such cases always atirili- 
 ed reform to bad temper 
 pie, and the circumstances 
 
 The Teacher Before His Class, i S 
 
 iustify such a conclusion. With a f^xed 
 Standard of order in his mind the teacher 
 
 will be able to lead his class gradually to 
 adopt it as their own. Intermittent or- 
 der leads to some relapses. Never be a 
 tvrant, always be a governor. 
 
 V The teacher should be deter- t 
 mined. He should have well-developed 
 "Will-power." This does not mean will- 
 fulness or self-will, but, merely haymg a 
 definite plan, and sufficient force of ch.ar- 
 acter to proceed undeviatingly toward U. 
 so long as he is convinced that it .s right. 
 Hesitation and timidity, on the part of a 
 teacher, often stir to life germs of rebellion 
 which otherwise would have remainet 
 undeveloped. We all. both young and 
 old, submit gracefully to rulers who are 
 strong enough to win respect, and wise 
 enough not to be tyrannical. 
 
 The teacher may often yield gracefully 
 to his class with benetil to himself .and 
 his pupils; but he can never do so when 
 the question of control is at st; ke 
 
 V I The teacher must be patient. 
 He must not show annoyance because 
 the order i» not .o good as he wishes ; he 
 should show regret. He should, of 
 
 
i6 The Teacher Before His Class. 
 
 course. l)e indiffnant. and may properly 
 exhibit his in(l.},'nation, wlicn a boy is 
 tleliberately and offensively rude or wicked. 
 Rijrhleous anger aRainst wrong, not 
 against the wronfif-doer, does good; pet- 
 ulant temper always does harm. The per- 
 sonal element must be kept out of anger ; 
 this will take away its passion and bitter- 
 ness. It should be shown, not against the 
 pupil, but toward his evil acts. 
 
 The disorder which injures Sunday- 
 schools, however, is not that caused by 
 the occasional violent opposition of a bad 
 boy but by general conversation, weakly 
 permitted by so many teachers during the 
 lesson, and even during prayer-time. 1- or 
 this the teacher should say " I am sorry. 
 not " I am angiy." 
 
 Irritability always exposes the weakest 
 side of a man's character. It also takes 
 away the respect of pupils. There .s, on 
 the other hand, a dignity and a majesty 
 in the patient assertion of the right and 
 the ability to control which never fads 
 to command respect. The teacher who 
 can respectfully close his Bible and quietly 
 say to hisclass. "Close books; we will not 
 read God s Word while talking contmues, 
 
nefore His Class. 
 
 nt. and may properly 
 \\'wx\, when a boy is 
 jnsively rude or wicked. 
 
 against wrong, not 
 -doer, does good; pet- 
 s does harm. The per- 
 t be kept out of anger ; 
 
 its passion and bitter- 
 : shown, not against the 
 his evil acts, 
 k'hich injures Sunday- 
 is not that caused by 
 lent opposition of a bad 
 al conversation, weakly 
 any teachers during the 
 uring prayer-time. For 
 lould say " I am sorry." 
 
 tt 
 
 lys exposes the weakest 
 haracter. It also takes 
 of pupils. There is, on 
 a dignity and a majesty 
 ertion of the right and 
 :ontrol which never fails 
 pect. The teacher who 
 lose his Bible and quietly 
 Close books; we will not 
 while talking continues," 
 
 The T.iu-lur In-fon- //A' Clasi, 17 
 
 vvill not Ion- he troubled by talking. The 
 ,„,„ils who are so rebuke.l always blush 
 :,,,;i never Iccl that they are heroes. If 
 the t)ook is closed with a snap, and a net- 
 tling personal rebuke administered to the 
 nfTenders, tl,e whole class may blush, m- 
 deed, but notyvith shame. The wrong- 
 doers get the sympathy of their classmates. 
 
 and the teacher is to blame for such an 
 unfortunate resuh. It is a pity that a boy 
 should ever be ma.le to sympathize with 
 wrong. U blunts his moral sense, and 
 ,l,e teacher may require a long time to 
 remedy the evil done, and recover the con- 
 ,,ol lost by a single hasty, and therefore 
 Diobably unjust, reprimand. 
 
 Hoys sometimes try to aggravate a 
 t,„her. for the same reason that they 
 .h;.ke a red cloth before a turkey, "to 
 ,„ake him ma<l." The patient teacher, 
 who is too manly to resent peevishly the 
 .^cl of a boy, takes away all the fun from 
 sucli an attempt. Boys do not enjoy 
 making people sorry; they do take a kind 
 of delight in making crusty people lose 
 their temper. 
 
 \'ll The necessity for order 
 should be explained. Sermons oa 
 2 
 
 ■MJoalWWBMIliMUil- _li£l.__j: 
 
 JP' 
 
I I; 
 
 i 
 
 iS Tin- n^nher Beforf His Class. 
 
 order lire tiresome and ineffectual ; cnns- 
 i,v' tturateninK. and .UnKindin- onl.-r 
 are'al.k. us.lfss. It is .luilc appropr-af. 
 l.owever. to converse with pui>.is al.out 
 ,hc standard of order to iH.-uiopte.l. la 
 uacher cannot show the necessity for order 
 to reasonal)le pupils (and very few pupils 
 are utueasonable) he has no right to rla.m 
 
 or expect it. 
 
 VI 11 The pupil B must be kept 
 busy Tlii^ '^ '"^ *'^''''"'' ^"^ '^ " "'"' 
 
 understood by many. A very large num- 
 ber of teachers appear to suppose that it 
 is quite suflkient to keep their pupils busy 
 liBtening. This. is a i,M eat mistake. 
 I'upils must h.ave their ri^luful share m 
 the lesson, or tluy will not retain their 
 interest in it. Listening is tiveso,v,e, even 
 for adults. Tiie te.iehin- should be main- 
 Iv done by questioning. The pupils 
 should answer cjue^tions orally, and occa- 
 Monally on paper. They should also ask 
 questions; if they do not do so they are 
 not actively interested in their work. 
 They should be led to ijive their opinions 
 and to su^Rest illustrations. They must 
 be allowed to take an active part m 
 the development of the lesson. 
 
 It 
 
fore His Class. 
 
 1(1 incffi'cUial ; cons- 
 \ (kiii;uulin:4 <>'<1'''' 
 is quiu- approiiriaic, 
 e with pujjils about 
 to lie adopted. Ha 
 lu'ntctssity for order 
 (and very Ci'W inipils 
 has no riyht to claim 
 
 lis inuBt be kept 
 
 axiom, but it is mis- 
 •. A very larye num- 
 ear to supjjose that it 
 keep tlitir pupils busy 
 
 is a i^rcat mistal<c-. 
 ihcir ri,i;hlful share in 
 ■ will not retain their 
 ■nin^ is tivfsoivie, even 
 Mchin- sluiuld be main- 
 :ioning. The pupils 
 -tions orally, and occa- 
 
 Thty should also ask 
 do not do so they are 
 ested in their work. 
 1 to give their opinions 
 jslrations. They must 
 
 an active part in 
 Qt of the lesson. 
 
 \ 
 
 The Tiiulier Before //i-i C/.iss. 19 
 
 Th(; learher who does not suflicim'ly 
 prepare his ksson is, of couim-. a pio- 
 nioter of disorder; he who only talks and 
 tells is but little better. 
 
 IX. The pupils must be comfoi-t- 
 able. l-iRlii.iii.^'. heatinj;-, and ventila- 
 tion should receive special allention. 
 
 The seats should have romlbrialjle 
 backs, and should be low enou;ih to .illow 
 the pupils' feet to rest on the lloor. 
 
 In junior classes, especially, the luipils 
 should not be compelled to sit too Ion;; in 
 one position. 
 
 HOW TO GAIN AND KF.F.P ATTF.NTION. 
 
 Attention and order must not be 
 confounded. A class may be orderly 
 without being .itteniive ; they cannot 
 be attentive without being orderly. 
 The pupils may be ordeily without think- 
 ing about the subject under consiler.i- 
 tion. Many boys sit quietly in Sunday- 
 school thinking about their last or next 
 lacrosse or base-ball match. 
 
 I. Definition. Attention is the di- 
 recting of the powers of the nund to the 
 impressions made through the senses. 
 
 MM! 
 
The TtiUher lUforc I In Class. 
 
 31 
 
 Attention in S.in.lay-school means di- 
 recting the mind only to the sub- 
 jects suggested by the teacher. 
 
 I,. Importance. •• Tlu-rc can bcu. 
 
 tc.ichinK without attention. ^Hart. 
 ...-.cnius isnc.tlu.ig but continued at- 
 
 tenlion." lUooks. , . . 
 
 .•The great sk.U of the teacher IS to net 
 
 a,ul keep the attention of his scholars. - 
 
 III. Kmds. 
 
 ..Nogative. Passive, apparent atten- 
 
 ^'":. Positive. Notes anc,e.a,nin.s the 
 i,„p,.,ssions made ihrcu^h the sense., at- 
 ,e,uls only to te.icher ,„i„,.„.sF 
 
 Positive attention, as to >' < ^^^^; 
 is f^therinstinctive or controlled^ I< 
 is instinctive when attra ted o J., n 
 
 fmi,i choice without an effort ot tUt win. 
 "s controlled or volunta.7. wh.n 
 irected by the wiU. "ot merely for th. 
 
 iSve; i.. =«nior das- >. ">«" ^ 
 largely controlled. 
 
 T 
 
 ~.Ji 
 
■fore Ifii Class. 
 
 \y-schoo\ means dl- 
 only to the sub- 
 y the teacher. 
 
 •' Tlierc can l)u no 
 cntion."— //!"■'• 
 ijr but coiuinucd at- 
 
 )f the teacher is to net 
 un of his scholars.' — 
 
 'assive, app.'^rent atten- 
 
 Jotes aiul ex;\innies the 
 .hruu^;h the senses, at- 
 
 ition. as to its (AtJSF.. 
 ve or controlled. It 
 hen attracted or given 
 ut an effort of the will. 
 ^ or voluntary, wlun 
 ,vill, not merely for the 
 , l,ut with a view to acl- 
 kind. The attention in 
 should be chietly in- 
 ,nior classes it must be 
 ed. 
 
 The Teacher fie/ore His C/<tss. 
 
 •ji 
 
 IV. Deairnble CharacteriBticB cf 
 Att«)ntion : 
 
 I. it should be active. 
 
 a. It should be willingly given, n..t 
 forced by coaxing, sculdiiii;, tlireateinuj;, 
 demaniling, etc. 
 
 3. It should be undivided. Conitn- 
 iration, shuttinj,' out all sensations Imt 
 those connected with the subject inimnli- 
 ately under consideration, is of vital nii- 
 poriance. Focus the energies of the 
 mind. " My goUUn rule lias Ijclii 10 
 devote myself completely to whatever I 
 tried to i}M."—J)hkens. 
 
 4. It should be intense. The (k(^ree 
 of intensity decides the permanency ol im- 
 pressions. Uoth the rate at which we 
 learn and the length of time we remember 
 depend on the intensity of our attention. 
 There are some things, both pleasant and 
 painful, which we can never forget. 
 Why ? Simply because we took, for some 
 special reason, an intense interest in 
 them. " Intensity of sensation, whellier 
 pleasing or not, is a power."— //<«/«. 
 
 5. It should be sustained. "Because 
 I have acquired the power of intense 
 and prolonged attention, 1 am able to 
 
-*i.^^^ 
 
 22 T/te Tcixcher Urforc His C/ass. 
 
 accomplish vvluU otluirs fail to do."-- 
 
 jXcicU'it. 
 
 V Desirable Characteristics ot 
 the Teacher.-Tl>e t<;>chcr must at- 
 tract to Wmself before he can gain at- 
 tention to the lesson. 
 
 I. Cheerfulness. Children are strong 
 ly influenced by tlie faces of those with 
 whom they come in contact. They like 
 brlFht things. They are won by smiles 
 anfl pleasant words. Even adults do not 
 often from choice associate with the 
 Rloomy and morose. Sunshine promotes 
 growth ; character-sunshine devel- 
 ops sympathy and affection. 
 
 2. Earnestness. Manner influences 
 children more than advice. Th'->y may 
 laui-h at logic and forget precepts ; they 
 cannot long resist personal power. Ear- 
 nestness shows that the teacher, at any 
 rate, thinks the lesson worthy of atten- 
 tion Earnestness may be communicated. 
 3. Enthusiasm. This is not mere 
 excitement or assumed animation, but 
 well-directed ener^. Enthusiasm m 
 teaching must spring from a love for 
 children, a thorough acquaintance with 
 the subjects to be taught, and a deep crMi- 
 
uhcr Before His C/ass. 
 .vIkU otln^rs fail to do."— 
 
 ible Characteristics of 
 er—The teacher must at- 
 laelf before he can gain at- 
 e lesson. 
 
 Fulness. Children are strong 
 1 by tlie faces of those with 
 come in contact. They like 
 's. They are won by smiles 
 t words. Even adults do not 
 choice associate with the 
 morose. Sunshine promotes 
 tiaracter-sunshine devel- 
 athy and affection, 
 estness. Manner influences 
 ore than advice. They may 
 y^ic and forget precepts ; they 
 T resist personal power. Ear- 
 lows that the teacher, at any 
 5 the lesson worthy of atten- 
 lestness may be communicated, 
 lusiasm. This is not mere 
 ; or assumed animation, but 
 )Cted ener^. Enthusiasm in 
 must spring from a love for 
 a thorough acquaintance svith 
 ts to be taught, and a deep c:mi- 
 
 T/u- Teacher Before His Class. 25 
 
 vidian of their importance in forming the 
 characters and promoting the salvation of 
 the scliolars. The teacher should widen 
 his mental range, and concentrate his 
 energies and emotional nature. 
 
 4. A low-toned voice. There is no 
 other siiigle'cliaracteristic as important as 
 this. It is not possible for a class to 
 attend to a teacher who speaks in a high 
 key. I have never seen, in public or 
 Sunday schools, an attentive or orderly 
 class in charge of a loud-talking teacher 
 who speaks in a high key. 
 
 VI. Duties of the Teacher in Se- 
 curing and Retainmg Attention. 
 
 1. He should gam the sympathy 
 of his pupils. The desire to please a 
 kind teacher will lead to great efforts to 
 concentrate the attention on the subjects 
 he teaches. 
 
 2. He should earn the confidence 
 of his class. In addition to showing 
 earnestness and enthusiasm in act. not 
 words, his lessons should always be 
 thoroughly prepared. He should also 
 frankly acknowledge lack of informa- 
 tion in regard to any question which comes 
 up unexpectedly, and about which he is 
 
\'\. 
 
 ¥ 
 
 •^il 
 
 T 
 
 24 T/u- Tcaclu-y Bi'fore His Class. 
 
 in doubt. He shoukl never hazar.l a 
 Kuess. Pupils ask questions somefmes 
 tilh the sole object of testing, "ot the 
 teacher's knowledge, but his honesty. 
 Such questions afford hi.n the best oppor- 
 ■ tunity for gaining the confidence of h>s 
 diss If he can correctly answer then, 
 they must respect him for his wide ami 
 accurate knowledge ; if he knows noth- 
 ing whatever about the matter referred 
 ,0. and frankly says so. but pron>- 
 ises to look the question up betore next 
 Sunday, he will secure confidence in h>s 
 
 honesty. • 
 
 A teacher was asked the meamng o( 
 
 .•mosque.- and foolishly hazarded In. 
 
 reputation on the answer. "O, that means 
 
 a kind of sofa or lounge used in eastern 
 countries." His tiseftilness was gone. 
 His class could not take further nuercsi 
 in any thing he said. The conclus.nn 
 was. and always is under such c.rcum- 
 stances. "He gave us an incorrect answe. 
 ,0 that question; what guarantee have we 
 that he is not misleading us always ? H e 
 is an old humbug ! " . .. i 
 
 There can be no disgrace m saymg, i 
 do not know, boys," or "lam not ter- 
 
cfore His Class. 
 
 luUl never hazard a 
 questions sometimes 
 :t of testing, not the 
 ■e, but his honesty, 
 d him the best oppor- 
 [he confidence of his 
 orrectly answer them, 
 him for his wide and 
 ge ; if he knows noth- 
 il the matter referred 
 says so, but prom- 
 jesiion up before ncM 
 ;ure confidence in his 
 
 asked the meaning' of 
 bolishly hazarded 1h> 
 mswer. " O, that means 
 lounge used in eiistei n 
 sefalness was gone. 
 3t take further interesi 
 said. The conclusicm 
 is under sucli circum- 
 2 us an incorrect answer 
 kvhat guarantee have we 
 leading us always? He 
 
 Qg' 
 
 10 disgrace in saying. " I 
 vs," or " 1 am not cer- 
 
 Thc Teacher Before His Class, z', 
 
 tain about liiat question." No human 
 being knows all things. 
 
 3. He should appeal to the natu- 
 ral instincts of the child. 
 
 (I.) Ciiiiosity, or the desire to know. 
 Every child likes to discover new things, 
 and as long as the teacher has important 
 truths, properly prepared to satisfy this 
 natural desire for knowledge, it will 
 continue active. It generally dies of 
 starvation. 
 
 (2.) Love of praise. If a pupil respects 
 his teacher he will long to receive his ap- 
 probation, and. as he cannot win it with- 
 out attending, he will give attention. The 
 motive may not be the highest, but it is 
 natural, and it will assist in forming the 
 habit of attention. Praise honest ef- 
 fort, and recognize the spirit in which 
 the work is done as of more importance 
 than the result accomplished. 
 
 (3.) Fear of offending. A boy may 
 enjoy the fun of making his teacher an- 
 gry'; he never really likes to make him 
 sorry. It is, therefore, wise to show dis- 
 pleasure without resentment, if pupils 
 are careless concerning lessons, or inat- 
 tentive while their teacher is trying to 
 
 
26 The Tcaclu-r Ih-forc His Class. 
 
 instruct them. "We never coukl make 
 old Jackson mad," said a gentleman of 
 his teacher, " but I'll never forget how sor- 
 rowful he used to look when any fellow 
 was had " " It was worse than a whip- 
 ping to see Arnold look grieved," said one 
 of his pupils. 
 
 (I ) Emulation. Undue rivalry should 
 be avoided, but it is well to usr, as a mo- 
 tive to attention, as much of the spn-it of 
 en.ulation as will awaken increased mter- 
 est and arouse to energetic work. 
 
 (O Appreciation of resulting benefits 
 This will have to be cultivated, and w. 1 
 d.pcnd on the development of the will. 
 Controlled attention depe-uls almost 
 entirely on the extent to which the pupils 
 realize and value the benefits they 
 are to receive from study. As pup. s 
 grow older, then, they should be le.l to 
 Take an interest in the study of the Bible 
 
 (or its ultimate aims, the development of 
 character, fitting for usefulness m the 
 various walks of life, and a preparation ol 
 I'ls life which is to be. 
 
 . He should think out the les- 
 son for himself. U is a great mistake 
 nK-rely to memorize lessons, or to depend 
 
Ih-fore Ids Class. 
 
 We never could make 
 • said a gentleman of 
 11 never forget how sor- 
 look when any fellow 
 as worse than a whip- 
 1 look grieved," said one 
 
 Undue rivalry should 
 is well to use, as a nio- 
 is much of the spirit of 
 awaken increased inter- 
 energetic work. 
 ion of resulting benefits. 
 5 be cultivated, and will 
 levelopment of the will, 
 lention depends almost 
 ctent to which the pupils 
 lue the benefits they 
 from study. As pupils 
 n, they should be led to 
 in the study of the Bible 
 aims, the development of 
 g for usefulness in the 
 life, and a preparation of 
 , to be. 
 
 Id think out the les- 
 )lf. It is a great mistake 
 )rize lessons, or to depend 
 
 Tke Teacher Before His Class. 27 
 
 solely on those prepared by others, iiosv- 
 ever good they may be. Let the lesson 
 become your own by a process of tiiought, 
 even though it be not original thought. 
 Memorizing thoughts and memorizing 
 words are vastly different in process and 
 in result. Learning the lesson by repeat- 
 ing the tiioughts in consecutive order, and 
 carefully studying tiieir relationship to 
 each other, and to the objective point to 
 be reached by tiie whole lesson, increases 
 the magnetic personal influence of the 
 teacher, and often more than doubles his 
 attention-gaining, and especially his 
 attention-holdmg, power. There is as 
 much ilifference in the direct personal in- 
 fluence of a teacher whose lesson has been 
 thought out carefully, and that of one who 
 tries to teach a borrowed lesson, as there 
 is between the attractiveness of an orator 
 who speaks without notes, and the man 
 who reads his sermons or speeches. The 
 one teacher can attend chiefly to his 
 class, the other must attend mainly to his 
 lesson. The difference in the effect pro- 
 duced by the two ways of teaching is much 
 greater with children than with adults. 
 5. He shoiild use the pupils' eyes. 
 
Ui 
 
 ,8 The Teacher Before Un Class. 
 When attention begins to fla^', show the 
 
 pupils something. 111^^*';^^'^;^:"'; 
 /someway.eveni(thecles.gnedorlc 
 
 ,f the lesson has to be c^nngedo^^^^^^^^^^ 
 
 the illustration appropnate. Q'>^^> '^^ 
 
 lovvn your Dible and take up you paper 
 
 before, every pupil "> >"»' «!»» "'" 
 
 ^^vr,eTc>rrr:iytaA^Bu.,o^y 
 
 half his teaching power, and itss 
 
 Sfh^the receptive power of h,sp^^ 
 
 It is often a good plan to begin With 
 
 rnTdrelXu^othtstliat have been 
 occupying the minds of the scholars. 
 
 6 He Bhould make the pupils 
 work ^?h their hands. If some pu- 
 X-eTreaming instead of g-"g act- 
 
 ^-rn:;^.r.boVTaue;ur 
 
 ■ " -rviftrft is no other way "' 
 be certainly secured. Bo> ^ m^V 
 
Before lUs Class, 
 
 ;gins to flas. show the 
 
 Illustrate the work 
 
 I if the designed order 
 
 to be changed to make 
 ipropriate. Quietly hiy 
 md take up your paper 
 ,encil in hand, lean for- 
 
 See." or " Look here." 
 have disappointed them 
 )il in your class will tix 
 
 paper. 
 
 ho only talks uses only 
 ling power, and kss 
 jptivepowerof his pupils. 
 
 ,od plan to begin with 
 n so as to concentrate 
 » on the subject in hand, 
 e thoughts that have been 
 
 linds of the scholars. 
 Id make the pupils 
 Leir hands. If some pu- 
 ig instead of giving act- 
 set them to work with 
 5ay." Now. boys, take your 
 a brief answer to this ques- 
 3 is no other way m 
 ,tion of an entire class can 
 sectired. Boys may look 
 
 The T-,xclirr lie/ore //if Clans. 29 
 
 .^t their teacher and be thinking ;»l)0';f. 
 bears or Indians all the while. If they 
 have to write or make something 
 they are compelled to attend. T he 
 tingeis of each pupil must be guided by 
 his own mind. 
 
 7. He should not distract atten- 
 tion. Oveidemonstrative teachers direct 
 attention to themselves more than to 
 the subject. 
 
 Any of the errors noted under the head 
 of •' calmness " and " patience," on pp. 14, 
 I 5, would interrupt the attention of a class. 
 
 Wandering from the subject to 
 discuss every topic that may be referred 
 to during the lesson dissipates the atten- 
 tion. 
 
 Keeping pictures or objects to be used 
 lor illustrations in view before they are 
 needed, or after they have been 
 used, also distracts attention. 
 
 8. He should use simple lan- 
 guage and present his thoughts 
 logically. Aduks are very liable to use 
 woriis which are perfectly incomprehensi- 
 ble to children. 
 
 They will also, unless constantly on 
 their guaid, proceed too rapidly. They 
 
30 The Teacher Before 11/s Class. 
 
 will not think it worth whilt; to adapt the 
 r.tt'ps in the protjii'ss of thought to tin- 
 capacity of the little climhers. 
 
 Sonic teachers intermingle ideas that 
 arc unrelated to each other. 
 
 Each of these mistakes leads to confu- 
 sion of thought, and necessarily to lack of 
 interest and inattention. A pupil can- 
 not give attention to what he does 
 not understand. 
 
 9. He should teach without notes. 
 Attention to notes or slavish dependence 
 on a hook prevents the exercise of the 
 personal power of the teacher in at- 
 tracting attention. 
 
 10. He should vary his method 
 of teaching. 'I'liis 's especially true 
 concerning the opening of the lesson. 
 The common habit of invariai)ly reading 
 the lesson over in the class before com- 
 mencing to teach usually produces list- 
 lessness, if not positive inattention. U 
 gives a bad tone to the class at once, and 
 starts them with a wrong key-note. The 
 beginning should be especially attractive, 
 and it cannot be so if its character is un- 
 varying. Throughout the entire lesson 
 illustrations and anecdotes should enliven 
 
Before His Class. 
 
 rill while to adapt the 
 CSS of thought to thi- 
 li climbers. 
 
 nterniingle ideas that 
 :h other. 
 
 istakes leads to confu- 
 d necessarily to lack of 
 niion. A pupil can- 
 on to what he does 
 
 each without notes. 
 
 or slavish dependence 
 ts the exercise of the 
 • of the teacher in at- 
 
 d vary his method 
 
 rhis is especially true 
 )pening of the lesson, 
 it of invariat)ly reading 
 the class before coni- 
 \\ usually produces list- 
 lositive inattention. U 
 to the class at once, and 
 a wrong key-note. The 
 be especially attractive, 
 so if its character is un- 
 jhout the entire lesson 
 anecdotes should enliven 
 
 T.': I\achey Vufore If is Chus. 31 
 
 discussion and enforce application. The 
 mode of ipiestioning should change; direct, 
 indirect, elliptical, alternative, suggrstive, 
 individual, and simultaneous should suc- 
 ceed eacii other, and prevent the ilrowsy 
 imlilTerence resulting I'rom monotony, 
 (ircat variety in.iy be given by the very 
 simi)lc expedient of varying the tone and 
 volume of voice used in speaking, the rate 
 of utier.ince, etc. 
 
 11. He should determine to have 
 attention. I'upils em see without 
 opening their eyes quite as well as 
 they can learn without ntfcention. 
 A teacher could sit in his chair in Sunday- 
 school and teach a class of Zulus in Africa 
 (juite as much as he can teach his own 
 inii)ils if they are not attending to him. 
 Determine, then, to win and hold atten- 
 tion. A fnan decision will greatly help in 
 securing the desired object ; but remem- 
 ber, attention can never be sustained 
 by demanding it, by coaxing, or l)y threat- 
 ening. 
 
 12. Do not be discouraged if chil- 
 dren at first have diflBculty in giv- 
 ing fixed attention. The power to give 
 attention, like all other pov.xrs, grows by 
 
3 2 Tin Tcuhi-r Ih-p'i' Hi^ Class. 
 
 praotico. It is a very .liHu-ult thing for a 
 chiltl to pay sustained aUunliontollu-same 
 filing, ewn if t!iat thing he an attractive 
 object; it is much hauler to ;«iteiiil lo a 
 Icssdii. It is an exhaustive effort fur a 
 chilli to give lixeil and intense aticnlion. 
 
 Ailcnlion should become a habit, and 
 lial)its require some time to develop. At 
 I'M!.! teaihers should be satisfied if their 
 pupils are willing to attend. 
 
 VI. 
 
 TEACHING THE LESSON. 
 Having seated himself properly, having 
 with him the projier materials, having 
 obtained order, and. above all. having se- 
 cured attention, the te;icher is ready to 
 proceed with th • lesson. 
 
 The work of the fu her in te.ichi.ig 
 each lesson may be subdivided as follows: 
 J . Reviewing iirevious ics- -^ns. 
 
 2. Explaining the lesson of to-day. 
 
 3. Repeating as the lesson proceeds. 
 
 4. Drilling over the entire lesson. 
 
 5. Applying the teachings of the les- 
 son. 
 
 6. Assigning the next lesson. 
 
 ■JJ; 
 
r,,j\»c lilt i'/iiss. 
 
 , very iliiricult thing for a 
 led .Uttntion to till- same 
 thing be an attractive 
 ch harder to I'ltend to a 
 exhaustive effort fur a 
 and intense aticntion. 
 d become a habit, and 
 le time to develop. At 
 luld be satisfied if theit 
 
 g to attend. 
 VI. 
 
 G THE I.F.SSON. 
 Ihimself properly, having 
 oper materials, having 
 and, above all, having se- 
 1, the te;icher is ready to 
 
 lesson. 
 
 the t'.Hier in teachi.ig 
 be sub.livided as follows : 
 g previous les-' -^ns. 
 \g the lesson of to-day. 
 g as the lesson proceeds, 
 iver the entire lesson, 
 f the teachings of the les- 
 
 g the next lesson. 
 
 T/ie Teacher Before His Class. 33 
 
 {. The previous lessons should he re- 
 viewed for two reasons : 
 
 I. To deepen the impressions of the 
 tonching already done. 
 
 , To pnpare for the teaching of the 
 new lesson by recalling the lessons to 
 which it is related, and which may greatly 
 aid in dt^-eloping and explaining it. 
 
 Whoever else n\ay conduct reviews. 
 
 whatever may be the character of such 
 
 reviews, and whenever they may be con- 
 
 ducted, two things must be remembered : 
 
 (I.) Each te.icher must review for 
 
 himself. , , , . 
 
 ( 2.) The proper time for the teacher s 
 review is before beginning the lesson ot 
 
 the day. 
 
 M. In addition to reviewmg the lessons 
 of the past, the teaching of the present 
 should be repeated : 
 
 1. To present the lessons in new and 
 varied lights, so as to secure a clearer 
 and more comprehensive understanding 
 ot them. Each repetition may present a 
 subject in some new aspect. 
 
 2. To aid in rendering impressions 
 permanent. " Practice makes perfect ; " 
 repetition makes remembrance. 
 
 3 
 
34 The IWchfr He/ore His Class. 
 
 Very many leachtis net-lccl i.UoKtlher 
 to-repct and rt-reiH-al the cluef facts of 
 the lUson as .t proceeds. I h'-y try to 
 ,H.rf..rn. the generally in.poss.ble feat ot 
 teaching all to whicli reference is nuide on 
 the lesson-paper. It is quite possible to 
 ffo over all the lesson-paper in tlurty-five 
 minutes; it is quite nnpossihle to teach 
 and rivet in the iTienu.ry the contents ..( 
 ;,„ ordinary lesson-paper .n that t.mr. 
 When three or four facts have been t.iUKh.. 
 or two or three i.rinciples explained, re- 
 peat, by questioning from the beginning, 
 ^d Lon to the end of the lesson. U 
 ,„ay be objected that the whole lesson 
 cannot be gone over in this manner. 1 he 
 ..l.jectol the teacher should not be to go 
 
 over, but to teach the lesson. Thor- 
 oughness is a much better motto or the 
 
 aMd.er than speed. How much do Sun- 
 
 day-school pupils generally know ot the 
 
 ,,ssons of last year, or even ot '--' M"/*;- 
 
 ler } Very Uttle. if any thuag. W h> 
 
 Chiefly because thoroughness is sicnhced 
 for s,H;ed. Let the teacher vs ho .snot 
 convinced, honestly exan,ine h^ class 
 xvith a view of finding out how hfctte. not 
 how much, tlujy know about his teach- 
 
lUfort His Class. 
 
 ;hfrs neglect i.lioKtlher 
 epcal t'ne cluef fiiclb of 
 proceeds. They try to 
 •r.illy inn)osstble feat d 
 licli reference is maile on 
 It is quite possible to 
 sbon-paper in tlurty-five 
 lite impossible to tt-acli 
 memory the contents oi 
 ion-paper in that time 
 ur (acts have been taught, 
 principles explamed. re- 
 ining from the betjinninK. 
 ,e end of llie lesson. It 
 d that the whole lesson 
 over in this manner. The 
 icher should not be to go 
 jaoh the lesson. Thor- 
 much better motto (or tl»e 
 eed. How much do Sun- 
 lils generally know of the 
 ,ear. or even of last quar- 
 tle, if any thing. Why? 
 ; thoroughness is sacrificed 
 :t the teacher who is not 
 nestly examine his class 
 finding out how little, not 
 iiey know about his leach- 
 
 T/if leiuher lief ore His Class. 35 
 
 ing of last year, and in most cases an 
 apple will fall before him uhicii sluiultl 
 lead him to change his iiu-lhod of teach- 
 ing. The pillars at the piii.hwayto the 
 temple of memory are intense atten- 
 tion and frequent repetition. 
 
 III. i'lie pr.ictic.ii application "f the 
 truths of the lesson ou;; tit to be mailt in 
 two w.iys : 
 
 1. Incidentally, as the lesson juo- 
 ceeds. 
 
 2. By a briefexplanntion, at the close, 
 of the duty or duties illustr.iled or revealed 
 in the lesson. 
 
 IV. Assigning the work to be pre- 
 pared for next .Sunday is a most impor- 
 tant part of the duty of llie te.icher. It 
 should include : 
 
 1. Seleciinij tlu" portion to bo com- 
 mitted to memory. 
 
 2. Pointini^ mit llie pirts of the lesson 
 to be specially prepared. 
 
 3. Giving 111 a few sentences an out- 
 line of the central truths of the lesson 
 to enable the pupils to study it more in- 
 telligently. 
 
 4. A brief reference to the connection 
 of the new lesson with those already 
 
 S 
 

 i(' 
 
 36 The Teacher Before His Class. 
 
 taught, to awaken the interest of the 
 pupils. 
 
 It' may include, occasionally, the assign- 
 ing of different parts of the lesson to the 
 sfveral pupils. This aids in developing a 
 habit of study, and secures the prejiara- 
 lion of '.he lesson. It makes a boy feel 
 responsible for a duty exclusively his 
 own, and awakens a si)irit of emulation, 
 as each will aim to have his part better 
 prepared than that of any of his compan- 
 ions. 
 
 The only proper time to use lesson- 
 liapers in Sunday-school is during the last 
 three minutes of the time devoted to 
 teaching, while the work of the next les- 
 son is being assigned. 
 
 The time spent in assigning the next 
 lesson is never misspent, but frequently is 
 tiie most fruitful of good results. The 
 duty of opening up next Sunday's work 
 should never lie neglected. A pupil 
 siiould not be sent into a wilderness to 
 look for something which has never been 
 described to him. One of the chief func- 
 tions of the teacher is to show his pupils 
 what and how to study. 
 V. The teacher should not talk 
 
icher Before His Class. 
 waken the interest of the 
 
 lude, occasionally, the assign- 
 :nt parts of the lesson to the 
 s. This aids in developing a 
 lldy, and secures the prepara- 
 lesson. It makes a boy feel 
 
 for a duty exclusively his 
 iwakens a spirit of emulation. 
 
 aim to have his part better 
 an that of any of his compan- 
 
 T proper time to use lesson- 
 
 inday- school is during the last 
 tes of the time devoted to 
 hile the work of the next les- 
 \ assigned. 
 
 ; spent in assigning the next 
 ver misspent, but frequently is 
 ruitt'ul of good results. The 
 ening up next Sunday's work 
 rer he neglected. A pupil 
 be sent into a wilderness to 
 tnething which has never been 
 
 him. One of the chief func- 
 e teacher is to show his pupilb 
 
 1 how to study, 
 teacher should not talk 
 
 T/ie Teacher Before His Class, yj 
 
 too much. Lecturing or sermonizing 
 is poor teaching. Talking is not the best 
 method of teaching. It should only m.ike 
 the connections between the other meth- 
 ods. Most of the talking should be done 
 by the pupils, as guided or led by their 
 teacher. The minimum of talk by the 
 teacher and the maximum of work by 
 the pupils should be the standard in both 
 public and Sunday schools. 
 
 VI. The langruage of the teacher 
 should be simple, (ireat thoughts are 
 best expressed in simple language. The 
 minds of pupils are often confused be- 
 cause their teachers take it for granted 
 that they understand the meaning of words 
 with whose use they are unacquainted. 
 
 VII. The steps inleaming' shotild 
 be gradu<-l. AH teachers are liable to 
 forget the change that has taken place in 
 their own mental development, since they 
 were children. This makes them liable 
 to passover, without explanation, passages 
 and words which children do not clearly 
 understand. This leads to haziness of 
 thought by the children, and develops the 
 clouds which it is the teacher's duty to 
 dispel. He is the best teacher who most 
 
,-*&.. . -t—.-^ —' 
 
 38 The Teacher Be/ore His Class. 
 
 clearly remembers the feelings and men- 
 tal grasp of his boyhood. 
 
 Vlll. Telling is not teachingr. This 
 is the golden maxim of true teaching. 
 The best telling is only lecturing or 
 preaching, and is the weakest of all 
 methods of teaching. The chief object of 
 teaching is not communicating facts, or 
 training to listen, but training to think. 
 We remember only a small proportion of 
 what we are merely told, because a listen- 
 ing attitude generally involves so little of 
 positive mental activity. Telling is the 
 most ineffectual kind of teaching because : 
 
 1. Pupils cannot listen long contin- 
 uously. 
 
 2. Even if they could listen it would do 
 them little good to do so ; because their 
 listening attention is rarely intense 
 enough to produce clear reniembrance, 
 and chiefly because storing the mind with 
 facts is not developing it. "Mind is es- 
 sentially self-activity. Mind lets nothing 
 act upon it, unless it has rendered itself 
 receptive to it." 
 
 Telling may connect the parts of a les- 
 son together, and may supply some of 
 the materials out of which to develop a 
 
,-«e- 
 
 :her Before His Class. 
 
 bers the feelings and men- 
 s boyhood. 
 
 ngisnotteachinsr. This 
 I maxim of true teaching. 
 lling is only lecturing or 
 id is the weakest of .ill 
 iching. The chief object of 
 ot communicating facts, or 
 iten, but training to think. 
 r only a small proportion of 
 nerely told, because a listen- 
 enerally involves so little of 
 al activity. Telling is the 
 al kind of teaching because : 
 Eimiot listen longr contin- 
 
 hey could listen it would do 
 )od to do so ; because their 
 ^ntion is rarely intense 
 oduce clear reniembrance, 
 cause storing thv? mind with 
 levelopingit. "Mind is es- 
 ictivity. Mind lets nothing 
 jnless it has rendered itself 
 
 y connect the parts of a les- 
 and may supply some of 
 out of which to develop a 
 
 The Teacher Be/ore His Class. 39 
 
 lesson, but it should never constitute an 
 entire lesson. 
 
 The smaller the amount of tell- 
 ing, the higher is the ability of the 
 
 Teaching is not dragging pupils after 
 us up the hill of knowledge, but train- 
 ing them to climb for themselves. 
 The teacher in the garden of knowledge 
 should not pluck the fruit and eat it for 
 his pupils ; he should show them the dif- 
 ference between good and bad fruit, and 
 lei them pluck the good fruit for them- 
 selves. He should not thresh the golden 
 grain from the sheaf of knowledge, but 
 sliould train his pupils to do so for them- 
 selves. 
 
 IX. Good teaching depends chief- 
 ly on skiUftil questioning. N o teach- 
 er should ever be satisfied until he has ac- 
 complished three things : 
 
 1. Until he is able to lead his pupils to 
 ri(;ht conclusions by questioning, not 
 
 bv telling. 
 
 2. Until his pupils answer his ques- 
 tions freely. 
 
 3. Until his pupils ask many ques- 
 tions regarding the lesson. 
 
40 Tke Teacher Before His Class. 
 
 The teacher should feel that he has 
 failed to awaken much interest in his les- 
 son if the pupils do not ask him questions 
 regarding it. 
 
 VII. 
 
 HOW TO DEVELOP IN THE PUPILS THK 
 
 HABIT OF ANSWERING AND OF 
 
 ASKING QUESTIONS. 
 
 I. Answering questions. The fol- 
 lowing rules will serve as hints : 
 
 1. Make questions simple. If you do 
 not adapt them to the advancement of the 
 class, the pupils must either be silent or 
 guess at the answer. Silence is better 
 than guessing. 
 
 2. Try simultaneous answering to 
 overcome nervousness. Simultane- 
 ous answering is not a developing exer- 
 cise, and should be used very sparingly in 
 reviewing, or in teaching the first time. 
 It may be freely used, however, in repeat- 
 ing the teachings of to-day, and may be 
 of great service in relieving the pupils of 
 their natural timidity. 
 
 3. Ask questions by methods which are 
 easily answered, with a view of form- 
 ing the habit of answeringr. 
 
Before His Class. 
 
 juld feel that he has 
 luch interest in his les- 
 [> not ask him questions 
 
 VII. 
 
 P IN THE PUPJLS THK 
 SWERINU AND OF 
 QUliSTlONS. 
 
 questions. The fol- 
 erve as hints : 
 ns simple. If you do 
 the advancement of the 
 nust either be silent or 
 ,wer. Silence is better 
 
 janeotis answering to 
 T^ousness. Simultane- 
 not a developing exer- 
 »e used very sparingly in 
 teaching the first time, 
 ased, however, in repeat- 
 s of to-day, and may be 
 n relieving the pupils of 
 
 dity. 
 
 ns by methods which are 
 ed, with a view of form- 
 r answering. 
 
 T/u- Teacher Before His Class. 4' 
 
 A suggestive question, an eUiptical 
 question, leaving only a word or small 
 part of the answer to be given by the pu- 
 pils, or an alternative ciuestion. admit- 
 ting only of one of two answers, can be 
 answered much more easily than a So- 
 oratio or developing, or a direct or test- 
 ing, question. It is a good plan to use the 
 former methods freciuently, not because 
 they are the best, but to help to lorm the 
 habit of answering. 
 
 4 Ask the easy questions to the dull 
 or diffident pupils. Th's will give them 
 confidence in themselves. 
 
 5 Ask most questions to the tim.d or 
 backward pupils. They most need to 
 develop the habit of answermg. It t^e 
 questions are easy enough for them to 
 answer, there cannot be too many ot 
 
 them. 
 
 6. Change the language of your ques- 
 tions. A set form of words is someUmes 
 insensibly adopted by teachers m askmg 
 questions. This becomes monotonous, 
 and monotony destroys life. 
 
 7. Vary the method of questioning. 
 Question for simultaneous as well as 
 for individual answers. Ask Socratic, 
 
„,,_. «g- — ■- -— ■" 
 
 42 The Teacher Before His Class. 
 
 direct, elliptical, alternative, and suggest- 
 ive questions. Take answers orally and 
 on paper. Vary the method. 
 
 8. Never try to puzzle. 
 
 9. Never ridicule a pupil for an incor- 
 rect answer, if it is given in sincerity. 
 The presumptuous upstart may occasion- 
 ally be benefited by having his weakness 
 clearly shown, but the earnest pupil de- 
 serves only syinpathy Ironi the teacher. 
 
 10. Praise judiciously. Commenda- 
 tion stimulates to higher effort. The 
 timid need and deserve more encourage- 
 ment than those who are naturally confi- 
 dent and ready to answer. The effori; 
 to answer should receive jjraise more free- 
 ly than suocesa in answering. 
 
 1 1. Do not prompt when reviewingr 
 or when hearing a lesson that should have 
 been memorized. It is a very bad moral 
 training for a child to teach him to be 
 careless, and to depend on others for as- 
 sistance m the performance of his duties. 
 Lessons only partially learned are soon 
 (brgotten. Train pupils to be thorough 
 and self-reliant. 
 
 12. Be brisk in questioning. Ready 
 answering is a habit, and its development 
 
Before His Class. 
 
 Iternative, and suggest- 
 »ke answers orally and 
 the method, 
 puzzle. 
 
 lie a pupil for an incor- 
 is gix'tn in sincerity. 
 s upstart may occasion- 
 oy having his weakness 
 t the earnest pupil de- 
 thy Ironj the teacher. 
 Jiciously. Commenda- 
 o higher effort. The 
 serve more encourage- 
 vho are naturally confi- 
 
 answer. The effort 
 eceive praise more free- 
 in answering. 
 
 mpt when reviewing^ 
 
 1 lesson that should have 
 i. It is a very bad moral 
 jld to teach him to be 
 lepend on others for as- 
 rforrnance of his duties, 
 rtially learned are soon 
 \ pupils to be thorough 
 
 in questioning. Ready 
 ibit, and its development 
 
 The Teacher Before His Class. 43 
 
 is promoted by rapid questioning. Do 
 not hurry the pupils '" g'^*"« ^'^" 
 swers. but get ready question three, wh.le 
 qneslion two is being answered^ 
 
 11. Getting questions flrom the 
 nuoUs. Tlie importance of this cannot 
 nver-estin,atcd. If Rood teaching ts 
 being done, they will be suflficiemlymter- 
 ested to ask questions about the lesson. 
 Children naturally ask a great many ques- 
 tions, and parents are often struck w.th 
 the remarkable acuteness shown by them 
 in doing so. They should contmue to 
 l,ave inquiring minds through life, and m 
 ,„ost cases would do so only that parents 
 and teachers put them off without satis- 
 factory answers, and sometimes with re- 
 proofs. This greatly injures children. 
 Ihey may be led to revive their former 
 custom, and to ask questions : 
 
 , By awakening their interest in the 
 lesson, by making it attractive and show- 
 ing the benefits it may confer. 
 2 By urging them to ask questions. 
 ," By always answering questions 
 asked respectfully. Do not expect a class 
 to be satisfied with " I do not know. 
 Find out during the coming week, and 
 
1 
 
 44 The Teacher Before His Class. 
 
 answiM- the question in the next lesson, 
 (^ielly teach on. ignoring totally qm s- 
 lions asked to exhibit smartness, or i > 
 puzzle, and you will not have many such 
 questions asked. Uo not get anfirry- 
 
 4. IJy teaching chielly by queation- 
 
 ingr- 
 
 5. liy leavingr a point of interest un- 
 finished. Make them hungry, and thi-y 
 will ask for food. 
 
 6. by assigning to each pupil a portion 
 of the lesson, about which to question the 
 
 teacher. 
 
 7. By encouraging the pupils to pre- 
 pare written questions. 
 
 The following rules in questioning 
 should be followed : 
 
 J. Uo not ask questions in rotation. 
 
 2. While asking a question do not point 
 to the pupil whom you wish to answer. 
 
 3. Do not even look fixedly at the pu- 
 pil whom you wish to answer while giv- 
 ing the question. 
 
 4. State the questions to the class as a 
 whole, then ask one member for an an- 
 swer. 
 
 5. Uo not pause for answers when 
 reviewing most subjects. 
 
 \ \ 
 
Before His Class. 
 
 on in the next lesson, 
 ignoring totally qu' s- 
 hibit smartness, or i « 
 ill not have many such 
 Uo not get an^y. 
 chielly by queation- 
 
 a point of interest un- 
 them hungry, and tlu-y 
 
 to each pupil a portion 
 It which to question the 
 
 ing the pupils to pre- 
 lestions. 
 
 rules in questioning 
 
 1: 
 
 juestions in rotation. 
 I a question do not i)oint 
 n you wish to answer. 
 look fixedly at the pu- 
 ih to answer while giv- 
 
 estions to the class as a 
 . one member for an an- 
 
 (Use for answers when 
 t subjects. 
 
 Th.' Teacher Before Hh C/ass. 45 
 r. l)„ not look steadily at the pupiUvho 
 
 ^%^Tno?rfpeat a question for those 
 
 who were inattentive. 
 
 ^^^8 Be sure to ask questions promptly. o 
 
 .UosewhoareinlhesUghteBtdegiee 
 inattentive. 
 
 QUESTIONS FOK F-XAMfXATWy. 
 
 Ml. 
 
 , How shouU. the .«cher be ,e..ed wUh referenc, 
 
 '".'^Vh.rilUuUl pupils "ot be allo^cci to .it h.hinJ 
 
 ""l.'wtrlhouM .he .eachcr bring with him to hi« 
 
 •^'■"^ci ,1„. the te.ncher should not confine hi>n«lf 
 J. bhow th.-.l '7 '?.^,'-," lion Hook" in tenthin^. 
 
 "V'^^^fi"-"'-- <^^ -V' "" "'"" " ' 
 
 h^ve his <mn HVhl,-.^^^ __^^^^__^ illustration in an or- 
 dinary class in •;> S;"'';'.^,>;3as teachers use them? 
 ?Ehr;Ky:i"^.ch pupils may >.e the 
 
 "^;ii^i^Ss^:;^;;^'vtr::s-3vcansedis- 
 
 " w.' How «n every pnpil bc.t be compelled to try t, 
 answer each question ? 
 
■f 
 
 Ml 
 
 ^isa 
 
 46 T/ie Tculur Defore If is Clans. 
 III. 
 
 '".rtit ihr .lu.y of .he superintendent to keep ....Ic, 
 '";I"H!:^:^/manvM,perin.c„,le„.s cau« much .li.- 
 
 -ir^.r:i\Y'eSy:^»"ii:ii-»p"'''--''"'''^-- 
 
 slight offense ? 
 
 IV. 
 
 ,q. St.Me clearly the difference he.ween stilh.ew .ird 
 
 "^t "shnw .h.t Innkmg H. » whole das. dc,,.-nd. m, 
 
 "'^'"i^S;'c<rh.^on:i;«e„entiaUn giving .he eye 
 
 ":r Wh? Kid inattention or disorder be checked 
 
 '",'3!"s.'a.e fournrderly pl»n; f"^ checking disorder 
 \\ Show the advaniaBC of calmness on the pa., o. 
 
 "^^^S^Z ^-ch^r-s standard of order „... 
 
 •"X When' may a teacher properly show that he .s 
 
 '"'IrUist^ngnish between righ.eo,.s anger and ill- 
 
 :S;:;'oh:;;;^i'2^^:^^^^-r^F' "' 
 
 U Rebuked .he "Ll^eV. i.Jn,. nee i. greatly weakened. 
 
 "7 r;.r'dt, [o «'^.!rc oXile P..pn-""" be I'J,^ 
 b..V;. Show the difference between r.ght and»^..^^ 
 
 "t^ltate'A'y'i"! condition. e»en.ial .0 good 
 order i 
 
 «b,B 
 
Before Uh (Vrt.w. 
 III. 
 
 li,-^ of a lencher. 
 mental iiii»l.ik.rs are gfiicrallv 
 icachcm conctrnini! "ro<T [ 
 4 111 urove thai tlie "rdir in .1 
 e even belter than In tlit "f n- 
 
 le sniierintendcnt to keep otiler 
 
 IR-rintcndents cause much ili«- 
 iiuict a 1 ale ? , , f 
 
 s follow a public rebuke fir a 
 
 IV. 
 
 difference between »lillne« .ird 
 
 riK at a whole das* depends f\\ 
 
 l^aK essential in giving the eye 
 
 ttentinn or disorder be checkid 
 
 Iv plans for checkinR disorder, 
 iiascof calmnc»on the part ol 
 
 [» order. . , * i . 
 
 s teacher's standard of order n.i 
 
 Eacher properly show that he 1- 
 
 twecn righteous anger ami ill- 
 
 by keepine the "personal ele- 
 n dealing with an offender > 
 hould anger lie shown I 
 pds sympathize will, a pnpd who 
 
 !>■» inniience is greatly weakened, 
 be avoided ? t 1 . 
 
 lire order the pupi s must be kep 
 ference between right and w runi: 
 
 »ical "condltioni essential to ijood 
 
 The Teacher Ucfore His Class. 47 
 
 V. 
 
 „, Show dearly the distinction between a.teniinn 
 
 ^":r(ln'«"l:V'd- the power to exercise controlled 
 •""""vVl.'a'k'm/nf .-.-'"tion should be expecu-.l 
 
 ^'-^>;.[;:::^v2'd:nfc..ra.eris.ic.^^ 
 iari!;"^r,:!:;iu*i^"'::J"- 'c-'^ »''"""•- 
 
 '"riyrly^^ie^H""^^""*^--^''"^'" ''f '- 
 
 ''*T 'what course should a teacher pursue when asked 
 
 . Question which h« <•»"-'«' f';;;;«;f,,,i,,,h.,odofwhi.h 
 
 .HjeCr-ini^XnUge in sccunug alien- 
 
 lion. 
 
 ?; Why is it essential for the teacher to think out 
 
 memorizing f t'^^^fi'f .* v,„ may use the eyes of his 
 .(. Show li'T*' the icacner ih^y." .u.,- 
 
 -^-(k^l^^'t^tf^wiyi^;:^- -"'-""' 
 
 • ^'^^allte'wa;:'^-: which teacher, often distract 
 ■"r'shonld teachers remiire sustained attention for 
 a long time from young pupils . 
 
 VI. 
 
 jaWvide the work of the teacher in teaching a 
 lesson into six parts. Wir.il order. 
 
 ducted ? 
 
4:-( The Tciulm nefor<-' //A Chn. 
 
 . ,,. \VI,y shnuM the l«.:l.il.H I'- "l"->"-' "' '"''' 
 '"V'inwh.t twow.y..l.n..l.l tl.« vracknl «pi.lic..- 
 '"::U'I;;;'i::;r"lnne"»r: in.lua,aln .h. .«il.nl„« 
 
 '''■,"y"\VI„.t are ll.« ihrre f>..Ml«m.nt|.l ...a .-.s...ti..l 
 ,e,,uireii.emi in rcgara lo .iiicsuoiuiitf . 
 
 VM. 
 
 «, If,,„estiomnrrtnn,Iimn,U for a cU", wh.M «n- 
 "':f,.- What restrictions „n.st ho n1,s,-rvc.l in ,,-ioK ih..- 
 
 ":i:";^^;'::;,";:^l';;u^'^"r(;r;:^^ea w,.ic, v.rv 
 
 "tf Towh.t clas, of p-.pils shnt.l.l tnns, <,„cstio.„ 
 "';;' Why'sh^.uM the teacher praise .he p.tpils when 
 
 '"' '\';ive'eri rules for questioning. 
 
B leacliinu l« r.l"!!-:'! i" '••>■ '' 
 y«»hmilil ilie ».ri>rli.iiliipi'li';.> 
 Tn'rc indmleJ in the a>>.i«iii"4 
 '<" inav Wow >'"' "'"ifti'i"* "' 
 ...v.lin;; ill' i.i.ilivi: propnili.." 
 
 f''::^li;M:f.i"^^'iif""-"-' 
 
 1 uliiii: kiHiwIfilKi" ' ... 
 „,„.|,„»vlliallflliiiBi«lh<-l<--'^< 
 
 \m wet il'ics Koml leaching in«iiil> 
 
 ihrce fii".iiiincnt..l aiiU et.semi.il 
 ril lo iiiicMioiiiiitf ■' 
 
 Vll. 
 
 r tr... ililTinill for n rU", wh.M an- 
 
 rcMi'lV from simiitl:infnin nn-wrt- 
 
 „ns must ho nhvrve.l in i.-in* the 
 
 il iif aiiHWeriiiR ? 
 
 ,uesli..ll^ lie a-kct which arr ver> 
 
 milil the simrlc-^t question* \v 
 
 , of pupils shn.il.l most qiicstioii. 
 
 a.hnrlry topii«I'--li'-P»I'''f'i f.,r 
 , who try hilt I'lil '"= 1"'"^"'*'' ^'" 
 
 ihc teacher praise the pupil* *>>«" 
 
 'llllt" ^iRhly praise in VmpnpiU' 
 1 effects of pri.Miptiiii!, hoth moi-U> 
 
 , he encoi.raK<Ml to asW.iluesti.m.- 
 pilsh<!leiltoa»kmiu»tion.coii.i 
 
 ales for queutioning. 
 
,/ 
 
 THE CHAUTAUQUA TEXT-BCOKS. 
 
 ""•,1?^; ^^';-,^|?'''^*^""^-"«^' ■'•«•>"■ Al- 
 
 '^"■-jk'ASsics''^'^^ ^'*°*' ANCIENT 
 
 f No. «8, MANNERS AND CUSTOMS OF ' 
 BIBLE TIMES. Bv .K M. ].>.,."«;, |, if , 
 
 ^°-C^i^^^^'l ANTIQUITY AND Lan: 
 GUAOE. Ky M. S. r.Miv. D.I) i 
 
 ~°Z- '^t'*i,'^°K'-» OF MISSIONS, li. 
 
 Iloiiry K. Unroll • . 
 
 '^"■c^HR^t'^T. '^,°F.P ^'^^^ THINK OF 
 l-MKISr. Uy I., r. Ti.wH>,.n,I. |> I» 1 
 
 "Jia-^A BRIEF OUTLINEOF THE HIS 
 TORY OF ART. Uy .Mi."\l.' " 1^',^ 
 rorf.st. ... 
 
 No. 33. ELIHUBURRlTT:"TheLcarnt-d 
 Blacksmith" liy ( We* N,.,.,|,„„| ""■" „ 
 
 No. 3,. ASIATIC Hii TORY : China. Corea 
 Japan. Kv l.Vv. WiU4in, K| i„t i,,iffi. 
 
 tApv" '■.i^"?*?? P^ general' His- 
 
 No. 36. ASSEMBLY BIBLE OUTLiNES. 
 I»y •!. II. Viriii'iii. I) I) ,, 
 
 ^i^E^^^i^i^^i r^/^A'- °"^- „ 
 
 ^^•■^k , '''?,^. SUNDAY-icHOOL NOR- 
 MAL CLASS. Ity .1. H. Vi.nni. I) |) |c 
 
 No, 40. NORMAL OUTLINES FOR PRI- 
 MARY TEACHERS. «y Mr,^W Kt^St; M 
 
 ^"ft^iSVo'iitfr ' Broadway, New York. 
 WArUE«aVrOW|«Cinpinnati, Ohio, 
 
IE CHAUTAUQUA TEXT-BOOKS. 
 
 '«^{'i^^,^r °°^- »^- «- •' ' ;: 
 
 : ^T.-i E ta'bernXcle; • liy'i;..*. ;r„ii„ '" 
 
 •^^l/^D'NGS FKOM ANCIENT '" 
 
 ;^ MANNERS AND CUSTOMS OF '" 
 
 • MANS ANTIQUITY AND LAN: '" 
 AOE. Ky M. S. Tmv. D.I) in 
 
 THE World of missions, li. 
 
 ii-y K. Unroll • . 
 
 rW"AT NOTEp MEN THINK OF 
 
 BV^np^fi'J^'^h'NEOF THEHISI 
 RV OF ART. By .Mis., .}„u, IJ. (),. 
 
 ?^'"".,«"RRirT: "The Lcurn.d '" 
 
 ASIATIC Hii TORY : China. Corea 
 .n. Rv i;,.v. WiH4in, K| i„t ...iffls. ' 
 
 OUTLINES OF GENERAL HiS- 
 
 ASSEMBLY BIBLE OUTLiNES 
 
 '. II. Viriiciii. I) I) „> 
 
 ASSEMBLY NORMAL OUT- 
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