LIBRARY 
 
 OF THE 
 
 University of California. 
 
 Class 
 
REV. A. H. McKINNEY, Ph.D. 
 
Pastor and Teacher Training 
 
 The Sunday School Board Seminary 
 Led u res 
 
 COURSE NO. 4 
 
 D«Iiv»re4 at the Southern Baptist Theological Seininary 
 Louifville, Ky., December 5-9, J 904 
 
 REV. A. H. McKINNEY, Ph.D. 
 
 AUTHOR OF 
 
 " After the Primary. What ? '' " The Child for Christ,' 
 " Bible School Pedagogy," etc. 
 
 j^xx^rLA^^ 
 
 Of tup ^^ ^ 
 
 '^ I\ice, 50 ceyitSf postpaid 
 
 UNIVERSITY 1 
 
 or 
 
 !£>^L\f 
 
 Sunday Scnooi. Board 
 SouTHEiix Baptist Convention 
 
 NA8HVILI.1C, TeNNESSEB 
 
-3 V^:5Uo 
 
 M 3 
 
 T HE SEMINARY LECTURES 
 
 Delivered at the Southern Baptist Theological Seminary, Louis- 
 ville, Ky. Published end for sale by the Sunday 
 School Board of the Southern Baptist 
 Convention, Nashville, Tenn. 
 
 Four Books. l2mo. Cloth. Each, Postpaid, 50 Cents 
 
 PASTOR AND SUNDAY SCHOOL. W. E. Hatcher, D.D. Illus- 
 trated, pp. 180. 
 
 PASTORAL LEADERSHIP OF SUNDAY SCHOOL FORCES. A. F. 
 Schaitffler, D.D. pp. 176. 
 
 THE TWENTIETH CENTURY SUNDAY SCHOOL. S. H. Greene. 
 D.D.,LL.D. pp.151. 
 
 THE PASTOR AND TEACHER TRAINING. Rev. A. H. McKin 
 ney, Ph.D. pp. 191. 
 
 Uniform in Size and Binding 
 
 BAPTIST SUNDAY SCHOOL BOARD 
 Nashville, Tennessee 
 
 COPTRIGHT BY THE SUNDAY SCHOOIi BOARD 
 
 or THB Southern Baptist Convention, 1906 
 
TABLE OF CONTENTS. 
 
 Foreword 5 
 
 Lectures— 
 
 I. The Pastor as Inspirer of His Bible 
 
 School Teachers 11 
 
 II. The Pastor Leading- His Teachers 
 
 in Bible Study 43 
 
 III. The Pastor Leading: His Teachers 
 
 in the Study of Their Pupils 77 
 
 IV. The Pastor Leading His Teachers 
 
 in the Study of Religious Peda- 
 gogy 121 
 
 V. The Pastor Training His Teachers . 151 
 
 (1) From the Pulpit 157 
 
 (2) In the Teachers' Meeting 161 
 
 (3) In Their Homes 168 
 
 (4) From His Study 176 
 
 Portrait of the Author Frontispiece. 
 
 Appendix — 
 
 (1) An Institute Program 189 
 
Issued Under the 
 CONSTANCE POLLOCK 
 PUBLISHING FUND 
 Given March 8, 1902, by 
 P. D. POLLOCK, LL.D. 
 President op Mercer 
 University, Macon, G a. 
 
 BOOK NUMBER FOUR 
 
FOREWORD. 
 
 TO L15ADERS IN BIBLE SCHOOL WORK. 
 
 The situation of the Bible school as an 
 institution may be summed up in one word, 
 Opportunity. For years, by both its 
 friends and foes, there have been offered 
 criticisms of Bible-school methods. Within 
 the ranks of the very best Bible-school 
 workers there are unquietness and dissatis- 
 faction. It is recognized that present meth- 
 ods in many cases are behind those in other 
 departments of effort. There are Teach- 
 ings out after better things. Demands are 
 made in various directions. There are those 
 who declare that the solution of the many 
 perplexing problems connected with Bible- 
 school work is in the hands of those who 
 control our theological seminaries. The 
 pressure already brought to bear has re- 
 sulted, in some cases, in the appointing of 
 regular lecturers or professors to give sys- 
 tematic instruction in those things which 
 will tend to make the pastor a more skillful 
 (5) 
 
6 FOREWORD. 
 
 leader of his Bible-school forces. In other 
 places, where the money has been forthcom- 
 ing to endow regular lectureships, courses 
 have been estabHshed, and from year to 
 year outside specialists have been called 
 in to inspire and instruct the young theo- 
 logians in things pertaining to the pastoral 
 leadership of Bible-school forces. 
 
 This volume is the outcome of one such 
 effort. The lectures which comprise it form 
 the fourth series of those given at the 
 Southern Baptist Theological Seminary, at 
 I^ouisville, Ky., through the generosity of 
 the Sunday School Board of the Southern 
 Baptist Convention. They were eagerly re- 
 ceived, not only by the great student body 
 of that institution, but also by the mem- 
 bers of the faculty, local clergymen and 
 Bible-school workers and visitors from other 
 states. A more appreciative audience could 
 not be found. What was said was not only 
 listened to intelligently and judicially, but 
 was grasped by those for whom it was in- 
 tended, as was evidenced by the many 
 questions put to the lecturer from time to 
 time during the progress of the course. 
 To the commendation uttered bv those who 
 
FOREWORD. 7 
 
 heard the lectures were added those other 
 most encouraging words which expressed 
 the determination of many pastors and 
 students to take up and continue the various 
 lines of study and investigation proposed 
 by the lecturer. In the ratio that this is 
 done will the Bible schools of to-morrow 
 be benefited. 
 
 The question naturally arises, What are 
 the leaders in Bible -school w^ork in duty 
 bound to do with such facts as these staring 
 them in the face? A course of lectures 
 each year at the Theological Seminary is 
 very helpful, but is it enough? Should 
 not provision be made for more lectures 
 than those which can be comprised in any 
 course like the three given in former years, 
 the one just delivered, or the one that will 
 probably be given next year, however ex- 
 cellent it may be? Let it be repeated, Op- 
 portunity Is Here. Are our leaders alive 
 to the fact? Will they rise to an adequate 
 conception of their privilege? Will they 
 live up to their privilege? That the schools 
 need to be put on a higher plane, that the 
 pastor is the natural leader in the work of 
 elevation, that the theoloo^cal students are 
 
8 FOREWORD. 
 
 ready to receive and put into operation the 
 proper kind of instruction, are facts that 
 cannot be controverted. One other factor, 
 then, remains to be considered, namely, 
 those who have the leadership in our Bible - 
 school work. May they not only appreci- 
 ate their privilege, but embrace it to the full ! 
 It is a common saying in these days that 
 investors desire to put their money into 
 those things from which they will derive 
 the largest dividends. In the matter of 
 gifts, especially for educational purposes, 
 this thought is carried out by many. This 
 is as it should be. Philanthropists should 
 not be asked to give money to those ob- 
 jects wherein there is little hope of return. 
 There are many who are not demanding 
 returns in material things, but in intellec- 
 tual, ethical and spiritual results. Into no 
 field could money be put with more cer- 
 tainty of not only great but speedy returns 
 than into this department of Bible-school 
 effort. The money invested to educate our 
 ministers in the most advanced methods 
 of Bible-school work will bear rich and 
 speedy fruitage, first of all in their own 
 lives, then through them in the lives of 
 
FOREWORD. 9 
 
 the Bible-school workers that they will be 
 privileged to inspire and instruct in the 
 things in which they themselves have re- 
 ceived inspiration and instruction, and 
 finally in the great masses of Bible-school 
 pupils who will be reached through the 
 intelligent efforts of the teachers who have 
 been lifted to higher planes of thought and 
 endeavor. W^at the result will be in the 
 church of to-morrow and in the kingdom 
 at large is beyond computation. Here, 
 then, is the opportunity for the leaders of 
 our Bible-school work to become intelli- 
 gently informed themselves, and to secure 
 the cooperation of those who have the 
 money to give for the furtherance of this 
 great movement for the betterment of the 
 Bible schools of our land. Moreover, as 
 America sets the pace in this matter, the 
 benefit will be world-wide. 
 
The Pastor and Teacher Training. 
 
 LECTURE L 
 
 THE PASTOR AS INSPIRER OF HIS BIBLE 
 SCHOOL TEACHERS. 
 
 Fellow Students: 
 
 It is with feelings of profound gratitude 
 that I look into your faces at this time. 
 It is always to me a great pleasure to have 
 the privilege of studying with those who 
 are interested in the work of the Bible school ; 
 to meet those who are to be the leaders in 
 that work; and to consider with them 
 some of the problems connected therewith 
 is an especial pleasure as well as a high 
 privilege. 
 
 What Should Be the Relation of 
 THE Pastor to the Bible School? 
 
 This most important question meets us 
 every-where, and naturally claims our at- 
 tention at the very outset of these lectures. 
 I propose for your consideration a fourfold 
 answer: 
 
12 THE PASTOR AND TEACHER TR.\INING. 
 
 (i) The pastor should not he the superin- 
 tendent of the Bible school. In many sections 
 of our land, especially where the church 
 membership is small and the material for 
 good workers seemingly very scarce, it is 
 conventional to insist on the pastor assum- 
 ing the active duties connected -with the 
 superintendency of the school. As soon 
 as he takes upon himself this responsibility, 
 if he is at all true to the position, he becomes 
 handicapped not only in respect to render- 
 ing the proper service to the school as a 
 whole, but also in reference to other very 
 important departments of pastoral work. 
 For example, when it is imperative for 
 the pastor to be absent from the Bible 
 school to take part in any of the numerous 
 parish functions vrhich require his presence, 
 the school suffers because of such absence 
 on the part of its superintendent. 
 
 (2) The pastor should not be the teacher 
 of any one class in the school. Frequently 
 the class that custom assigns to him is 
 composed of middle-aged or elderly ladies, 
 who, of all the members of the congrega- 
 tion, least need the pastor's ministrations 
 as class teacher. If it is absolutelv neces- 
 
TIIK PASTOR AS I.WSPIRICR. 1 3 
 
 saty that he teach, let him take a class of 
 boys who are going over Fool Hill, and he 
 will be taught much as he endeavors to 
 instruct them. But better than this will 
 it be for the pastor to refuse to become the 
 regular teacher of any class. He has a 
 much wader and more effective sphere of 
 usefulness than is to be found in instruct- 
 ing any one class. It would not be amiss, 
 in connection with his other duties that 
 are to be considered further on, for him to 
 act from time to time as substitute teacher 
 in various classes. By this method he will 
 extend his influence, while he becomes ac- 
 quainted with the condition and the needs 
 of many of his congregation. Pastor Wag- 
 ner, the author of ''The vSimple Life," 
 recently, in an address at Philadelphia, ad- 
 vocated this practice. 
 
 3. The pastor should not he an absentee 
 from the Bible school. Many pastors, learn- 
 ing by experience that their labors as su- 
 perintendent or teacher have kept them 
 from other and more important duties, 
 when they change their pastorate declare, 
 "I have no time to work in the Sunday 
 school." Accordingly they remain away 
 
14 THE PASTOR AND TEACHER TRAINING. 
 
 from the sessions except on very especial 
 occasions, which they grace with their 
 presence. This is, of all procedures, the 
 most harmful to the highest interests of 
 the whole congregation. 
 
 4. The pastor of the church should he 
 the pastor of the Bible schooly which is a de- 
 partment of the church w^ork that is always 
 growing in importance in places where the 
 proper attention is paid to it. The pastor 
 should be the real as well as the nominal 
 leader in all departments of the church 
 work. As pastor of the Bible school he 
 need not interfere with the distinctive work 
 of superintendent, officers or teachers. 
 He may be a very real help to all these, 
 and through them may make his influence 
 felt in ever>^ part of the school and on 
 every member thereof. What is his proper 
 work in connection with the Bible school? 
 
 I 
 
 The Pastor Should 
 
 NTEREST 
 NFORM 
 NSTRUCT 
 NSPIRE 
 
 In this lecture we have to do with this 
 last-named function of the pastor. We 
 
THE PASTOR AS INSPIRlvR. 15 
 
 are to consider "The Pastor as the Inspirer 
 of His Bible-school Teachers." Very justly 
 may the quer}^ be put: Why consider this 
 point first? The answer is, Because much 
 of the necessary talk that we hear to-day 
 concerning teacher training falls on heed- 
 less ears, because those addressed do not 
 reahze the importance of the things that 
 are being told them. Hence there must 
 be a quickening. The proper person to 
 lead in that quickening is the pastor of 
 the congregation. Let it be known that 
 he believes, with a conviction that is well 
 founded, in the necessity for some things 
 in connection with Bible-school work and 
 that he is going to work for their realiza- 
 tion; then his people w411 follow him just 
 in the ratio that they have faith in him. 
 Therefore, we repeat, The first and most 
 important work of the pastor in the Bible 
 school is to be an inspirer of his teachers. 
 They need to be trained; he must inspire 
 them to take the steps necessary for training. 
 Let us consider some of the lines along 
 which average Bible-school teachers need 
 inspiration: They need to be led to believe 
 that 
 
1 6 THE PASTOR AND TEACPIER TRAINING. 
 
 I. The Bible School is one of the most im- 
 portant institutions on the face of the earth. 
 
 The pastor should believe and should say 
 it until his teachers believe it too: The 
 Bible School Is a Big Thing. He can- 
 not beheve this nor say it, if he does not 
 know it. Hence he must be informed 
 concerning the facts. Let us glance at 
 three of them. 
 
 In the first place, the Protestant Bible- 
 school army of the world numbers over 
 twenty-five million members. To write 
 25,000,000 is a very easy matter, but to 
 realize fully what these figures stand for 
 is not as easy. Every pastor and intend- 
 ing pastor should study them, and think 
 about them, and pray over them until he 
 has some adequate conception of what 
 they mean. 
 
 In the second place, in North America 
 alone there are over thirteen million per- 
 sons enrolled as members of Protestant 
 Bible schools. Again the pastor should 
 endeavor to comprehend for what these 
 figures stand. Thirteen million persons 
 enrolled for any purpose other than that 
 of Bible study would mean a most impor- 
 tant institution in our land. 
 
THE PASTOR AS INSPIRER. 
 
 Moreover, this great, big institution is 
 big in another sense. It has connected 
 with it as workers and supporters some of 
 the biggest and best men and women of 
 the country. The pastor who wishes to 
 inspire his teachers and those who ought 
 to be teachers with the thought of the 
 bigness of the Bible school as an institu- 
 tion should make a list of the great and 
 noble men and women connected with it, 
 who are known personally or by reputa- 
 tion to those who are to be inspired with 
 the thought of its bigness. 
 
 When these and similar facts that could 
 be recalled are grasped by the pastor, he 
 should quietly but persistently keep them 
 before the minds of those who are workers 
 in the school, and of those whom he thinks 
 ought to be trained to become workers. 
 Their presentation, iteration and reitera- 
 tion will offset the jeers and gibes which 
 are so frequently used against the Bible 
 school because of its being considered some- 
 thing that is small and worthy the atten- 
 tion of only those who are small. In this 
 as in so many other cases, the people perish 
 for lack of knowledge. 
 
1 8 THE PASTOR AND TEACHER TRAINING. 
 
 11. The Bible school is doing the most im- 
 portant work that can be done for mankind. 
 
 The Bible school is not looked upon as 
 distinct from, but as a department of the 
 church work. 
 
 It was a beautiful October day, when 
 all nature was rejoicing not only in the 
 glory of the sunlight but in the beauty of 
 the autumnal foliage. A Bible-school worker 
 was attending a series of institutes in 
 a rural district of one of our great states. 
 On this particular morning he hired a 
 countryman to drive him to the place of the 
 meeting. While the farmer went to hitch 
 up, the Christian worker was informed 
 that the man was a materialist, who be- 
 lieved in nothing but what he could per- 
 ceive in the present with his physical 
 senses and whose creed was: Eat, drink 
 and be merry, for to-morrow w^e die. The 
 two got along very well together convers- 
 ing on various subjects, until suddenly the 
 driver turned to his companion, and, point- 
 ing to a turn in the road, said, "When we 
 get around that bend, I'll shov/ you where 
 a murderer lives." Then ensued this 
 dialogue : 
 
THE I'ASTOR AS IXSIMKKR. 1 9 
 
 "What do you mean?" 
 
 "Just what I say. 'Round the corner 
 there, I'll show you where a murderer 
 lives." 
 
 "Whom did he murder?" 
 
 "His own grandson. He was drunk, and 
 he stuck a knife into the boy's heart." 
 
 "Why was he not punished?" 
 
 "No one witnessed the deed. The boy's 
 father did not wish to press a charge against 
 his own father, and so the matter was 
 dropped. There he is now." 
 
 Sure enough, he was staggering down 
 the road, cursing to himself. As the ve- 
 hicle came opposite where he had stopped, 
 he demanded a ride. The driver, in a con- 
 ciliatory tone, informed him that he could 
 not give him a ride, as he had a passenger 
 and was in a hurry. As the two men 
 drove away, the oaths of the blasphemous 
 old murderer rang in their ears. 
 
 "We got off easy that time,'' said the 
 driver. 
 
 "How is that?" 
 
 "Last winter I was driving past his 
 house, when I heard someone cry 'Stop.' 
 I pulled up, to see the old man standing on 
 
20 THE PASTOR AND TEACHER TRAIxXING. 
 
 liis porch pointing his rifle at me. He 
 asked, 'Do you know what I would have 
 done if you had not stopped ? ' ' No ; what ? ' 
 'I would have shot you dead.'" 
 
 "Would he have tried to kill you?" 
 
 "Yes, he was crazy drunk, and vrould 
 have shot at me, if I had not pulled up my 
 horses. 
 
 The Christian worker thought that the 
 time had come to say something, so he 
 asked: "How old is that man?" 
 
 "Over seventy." 
 
 "How long has he lived here?" 
 
 "All his life." 
 
 "Were there any Sunday schools in this 
 neighborhood wlien he w^as a boy?" 
 
 ' ' Oh, yes ; there were more Sunday schools 
 here then than there are now." 
 
 "Would it not have been a good thing 
 if somebody had done something to save 
 that boy when he v/as about ten years old? 
 Would it not have been a fme thing to be 
 instrumental in keeping him from becom- 
 ing the old man that he no\V is?" 
 
 The materialist thought for a while and 
 then answered very slowly and very im- 
 pressively, "Yes, it would have been a good 
 
THE PASTOR AS INSPIRER. 21 
 
 thing if someone had saved that boy from 
 becoming the horrible old man that he 
 is." 
 
 Then there was silence. The young ado- 
 lescent is not the only person who dreams 
 day-dreams. The Christian worker was 
 dreaming a day-dream under the influence 
 of that sunlit October day and the experi- 
 ence through which he had just passed. 
 The dream w^as not prospective, but retro- 
 spective. 
 
 The dreamer was back at the desk in the 
 office of the institutional church of which 
 he had for years been pastor. As the door 
 opened, his eyes fell upon a sight that 
 needed but to be seen in order to suggest 
 the whole storv'. Imagine if you can an 
 asphalt pavement covered with a very thin 
 layer of mud. Imagine a woman rolled on 
 that pavement until she was smeared from 
 her hat to her shoes. That was the object 
 that met the pastor's astonished gaze. As 
 the v/oman approached and stood at the 
 desk, the following dialogue took place: 
 
 ''Will you give me some money?" 
 
 "No." 
 
 "Why not?" 
 
22 THE PASTOR AND TEACHER TRAINING. 
 
 "Because, judging from your appearance, 
 you would buy drink with it." 
 
 "Yes, I came to get money for drink." 
 
 "You did not suppose that I would give 
 you money to drink, did you? I will send 
 you to an institution that will take care 
 of you." 
 
 A fiend seemed to be in her shrill laugh, 
 as she replied: "There is no institution in 
 this city that I do not know more about 
 than you do." 
 
 Reaching for his "Charities Directory," 
 the pastor found a list of institutions in- 
 tended for the care and protection of such 
 as the woman that stood before him. He 
 thought that he could find the name of 
 some place in which she would be safe. 
 He now discovered, however, that her words 
 were true. She had been in all the refuges. 
 From some of them she had been expelled; 
 others she had left of her own accord. 
 After he had read to her the names of a 
 few of them, she again demanded, "Will 
 you give me some money?" 
 
 "I will not." 
 
 vShe begged and pleaded, until realizing 
 that she was on the wrong tack, she turned 
 
THE PASTOR AS INSPIRER. 23 
 
 to the pastor and exclaimed fiercely, **I want 
 to tell you something." 
 
 "Go on." 
 
 Pointing her finger at him, she declared, 
 "I was once a pupil in this school." 
 
 "You were! Wlio was your superin- 
 tendent?" 
 
 "Dr. ." 
 
 "Who was your pastor?" 
 
 "Dr. ." 
 
 "Who was your teacher?" 
 
 -Mrs. ." 
 
 "Where was your class room?" 
 
 She informed him, and then demanded 
 again, "Are you going to give me any 
 money?" and he said quietly, "No." 
 
 She muttered an oath as she turned 
 from him. As he watched her retreating 
 form, he said to himself: "If I could have 
 that poor, degraded specimen of humanity 
 stand in her present condition before the 
 teachers of this Sunday school, it would 
 be a very long time before it would be 
 necessary for me to say a word as to the 
 importance of the work of the vSunday- 
 school teacher, for every one of them would 
 realize that to be the instrument of saving 
 
24 THE PASTOR AND TEACHER TRAINING. 
 
 one girl from becoming like that degenerate 
 woman would be the most important work 
 that any one could do on this earth." 
 
 O pastors! O young men! You who 
 are to be the pastors of to-morrow, above 
 all things realize the importance of the 
 work of the Bible school. Let that reali- 
 zation so possess you that by example 
 and precept you will inspire the Christians 
 in your congregation to believe as you do 
 concerning it. When you do this many 
 of the problems with which we have to 
 contend in the work of the Master's king- 
 dom will be things of the past. 
 
 in. Great results ought to be expected to 
 follow the proper kind of Bible school work. 
 
 Figures not a few have been quoted to 
 prove that the church would lose its chief 
 source of supply of membership were the 
 Bible school as an institution to go out of 
 existence. There is little value in such 
 figures, because they deal with masses 
 which are, for the most part, incompre- 
 hensible to the average mind. The pastor 
 should become acquainted with a number 
 of cases, concerning which there can be no 
 doubt that thev furnish unmistakable 
 
THE PASTOR AS INSPIRER, 25 
 
 evidence of the result of the proper kind 
 of effort in the Bible school. 
 
 He is young, but he is a good teacher, 
 doing his best to advance the Kingdom 
 of Christ as he has opportunity, but es- 
 pecially in the Bible school. He is study- 
 ing much of the time to prepare himself 
 to be a better teacher. He has completed 
 four years of the five years course of teacher- 
 training work arranged in the Normal 
 Courses. What of it? someone inquires. 
 Is there anything remarkable about that? 
 
 Only this: A few years ago he knew 
 nothing about spiritual things. A street 
 companion brought him to a Bible school 
 where the proper kind of work is done. 
 At once he was surrounded with influences 
 that bound him to the school. Soon his 
 mind began to work; he was led to inquire 
 about spiritual things. His conversion fol- 
 lowed. To unite with the church and to 
 become a worker therein were the only 
 proper things to do. What will the end 
 be? Who can tell? A splendid Christian 
 worker, living a life of great helpfulness 
 to his fellowmen, let us hope. It all began 
 in the Bible school. There are thousands 
 
26 THE PASTOR AND TUACHER TRAINING. 
 
 like him over this land, men and women 
 who, under the grace of God, owe what they 
 are to the fact that they were early brought 
 under the influence of the Bible school. 
 
 Our teachers need to be inspired with 
 the fact that where there are poor results 
 the reason most probably is that there are 
 poor methods; that little brain power and 
 less consecration are put into the work of 
 the school. Fellow students, learn some 
 such story as that of Josephine and tell it 
 to your Bible-school teachers, in order to 
 inspire them to do better work for the sake 
 of the results that will accrue. The story 
 is as follows: 
 
 Scene I. The session of the Bible school 
 has just come to a close. The school has 
 been very disorderly, and nothing good 
 seems to have been accomplished. The 
 pastor is discussing the situation with one 
 of his most intelligent and influential teach- 
 ers. Finally he breaks out impatiently: 
 ''Why, Deacon Van Boyne, you put more 
 brains into one hill of potatoes than you 
 do into the teaching of your Bible class! 
 Yes, I mean it. I cannot help if you are 
 angry; what I say is absolutely true.*' 
 
THK PASTOR AS INSPIRER. 2 7 
 
 Scene 11. A young lady is in her room this 
 beautiful vSabbath afternoon. She over- 
 heard what her pastor said to Deacon Van 
 Boyne. She abruptly terminates her ex- 
 cited walk across the room and seats her- 
 self before a mirror, while she interrogates 
 her reflection therein: 
 
 "Josephine Alden, is it true that you 
 put more brains into everything else than 
 into your Sunday-school work? Yes, it is. 
 You know it is. You were in a great rage 
 at what the pastor said to Deacon Van 
 Boyne, but you know it's true, every word 
 of it. And it may be said of others also. 
 The Deacon puts more brains into a hill of 
 potatoes than into his Sunday-school work. 
 You put more brains into everything else 
 than into your Sunday-school teaching. 
 You ought to be ashamed of yourself! 
 Get down on your knees and ask the Lord 
 to forgive you." 
 
 Scene III. At the same time Farmer Van 
 Boyne is pacing his barn floor. He is in 
 such a rage that he is afraid to enter his 
 house, lest his family should note his dis- 
 turbance. He has been cut to the quick 
 by the sharp words of his pastor, but above 
 
28 THE PASTOR AND TEACHER TRAINING. 
 
 the tumult of his anger he hears a persistent 
 voice saying: "True, true, truk — you know 
 it is true." More than once he looks around 
 to see who is mocking him. At length, 
 convinced that he is alone, he sits down on 
 a wheelbarrow, and the battle rages within 
 until his pride meets its Waterloo. 
 
 Scene IV. The pastor in his study ad- 
 vances with outstretched hand to meet a 
 young lady who greets him with: "Please 
 do not shake hands until I make my con- 
 fession. Yesterday, I went home from 
 Sunday school in a great rage, because I 
 thought that you had insulted Deacon Van 
 Boyne by telling him that he puts more 
 brains into one hill of potatoes than he 
 does into all his Sunday-school work. I 
 have nothing now to say about the good dea- 
 con, but I want you to know that your words 
 have pierced my heart, and I humbly con- 
 fess that after a long struggle with my 
 blindness and my pride, I am willing to 
 acknowledge that I have been putting more 
 brains into everything else than into my 
 Sunday-school work; but that day is past, 
 and from this time forward I am going to 
 use for the good of my fellows and for the 
 
TFIK PASTOR AS INSPIRER. 29 
 
 glory of my God, the intellect that he has 
 given to me." 
 
 Scene V. The pastor has just turned from 
 bidding farewell to his visitor when his 
 hand is grasped by Deacon Van Boyne, 
 who accosts him thus: '' Pastor, let me tell 
 you that I parted from you yesterday with 
 anything but Christian feelings towards 
 you. I imagined that you had insulted 
 me, and my pride cried out for revenge. 
 Now, however, I am in a different mood. 
 On my knees I have fought the battle, and 
 I want you to know that you were right 
 in what you said, and I hope that you will 
 pardon me, as I believe the Lord has. 
 Hereafter the Lord gets my best. My 
 potatoes will not be any poorer, but my 
 Sunday-school work will be better." 
 
 vScene VL About five years after this a 
 leader of a Bible-school workers' institute, 
 in answer to liis inquiries concerning the 
 earnest, intelligent help which he had re- 
 ceived in the discussions from a gentleman 
 present, is informed that it is Deacon A^an 
 Boyne, and hears the facts narrated above. 
 He has the exquisite pleasure of shaking 
 hands with a man who is using the intellect 
 
30 THE PASTOR AND TEACHER TRAIXIN(>. 
 
 that God has given to him to such advan- 
 tage that he is one of the best Bible-school 
 teachers of his county, — The New Century 
 Teachers' Monthly. 
 
 IV. Great improvements are possible in 
 those things whJch assist in the best work of 
 the Bible school. **We are doing the best we 
 can under the circumstances," is the ex- 
 cuse offered in many places for poor work 
 in the Bible school. Those who succeed in 
 life rise superior to circumstances, or at 
 least improve circumstances. Why should 
 not the laborers in the greatest w^ork on 
 the face of the earth do the same? Why 
 should they permit themselves to be bound 
 with the iron bonds of circumstances? 
 WTio better than the pastor shall inspire 
 the w^orkers of the Bible school w^th the 
 thought that they may make their cir- 
 cumstances more conducive to better work 
 and therefore to richer fruitage? Here are 
 some of the points concerning w^hich he 
 should prepare himself to give the neces- 
 sary inspiration: 
 
 I. Architecture. Many of the very 
 best suggestions that are made in the in- 
 terest of better work in the Bible school are 
 
THE PASTOR AS INSPIRER. 3 1 
 
 met with the objection, "We cannot do 
 those things in our school because we have 
 not room." Just so, but is it always to 
 be thus? Shall not our teachers be so 
 inspired to know^, to pray for, and to w^ork 
 for what is best in the matter of Bible- 
 school architecture that they will set them- 
 selves to get it? Shall it be considered 
 Christian to put beautiful stained-glass win- 
 dows into our churches as memorials of 
 those who are departed, W'hile those who 
 are alive have not the proper room for 
 their great work? Shall we encourage 
 the using of large sums of money for steeples 
 that are merely ornamental, and for bells 
 that are rarely heeded, while there are not 
 sufficient rooms in w^hich to carry- on proper- 
 ly the work of the Bible school? Not if 
 the teachers of those schools are so inspired 
 with the thought of what is necessary and 
 what is possible that they will rise in their 
 might and demand it in the name of the 
 children and youth of to-day who ought 
 to form the church of to-morrow. See 
 what a ^leld is before you as an inspirer 
 of those who are to make the circumstances 
 for the future. 
 
32 THE PASTOR AND TEACHKR TRAINING. 
 
 2. Bible Study. The lament is going 
 up all over the land that our Bible-school 
 teachers have not the time necessary for 
 adequate Bible study. Is this true? Does 
 not convention, tradition, habit, something 
 other than the fact rule in this case ? There 
 must be those who will face the conditions 
 and inspire the teachers of the local school 
 with the thought that there is time for 
 Bible study; w^hat is lacking is the proper 
 motive. 
 
 3. Curriculum. There are very few 
 pastors who are overwhelmed with the 
 amount of biblical knowledge possessed by 
 the young people who apply for church 
 membership, even though these young 
 people have had years of instruction in 
 the Bible school. In most cases there is 
 an indefiniteness concerning even the most 
 fundamental truths and the simplest facts 
 that would be anmsing were it not pitiable. 
 In many cases excellent teachers have 
 spent years in instructing with very meager 
 results. Why? Because there has been 
 no united effort on the part of the teachers 
 of the school to so systematically teach 
 some things that they shall never be for- 
 
THIv PASTOR AS INSPIRlvR. 33 
 
 gotten. Ill every Bible school there should 
 be a course of supplemental work that will 
 run through the various grades and be so 
 arranged that some few things at least 
 will be as well known to the members of 
 the school as the multiplication table is 
 to the boys and girls in our day schools. 
 Someone who stands above all the others in 
 the school ought to know what this curricu- 
 lum of Bible study should be and ought 
 to inspire the teachers to adopt and follow 
 it. You see, brethren, how great is your 
 calling in this regard. 
 
 4. Discipline. Whereas a few years ago 
 the thought of discipline in the Bible school 
 was repugnant to the minds of many good 
 persons; to-day, as the meaning of discipline 
 is understood, it is more and more regarded 
 as absolutely essential to the w^elfare of 
 the school. God is now recognized as a 
 God of order in the Bible school as well as 
 elsewhere. There are many who claim that 
 it is useless to pray for the manifestation 
 of the presence of the Holy Spirit when 
 those who thus pray are disorderly. Much 
 has been said about ''the bad boy prob- 
 lem" and "the giggling girl problem/ 
 3 
 
34 THE PASTOR AND TEACHER TRAINING. 
 
 These problems will never be soived uncix 
 the officers, teacners ana elder pupils in 
 the Bible school are orderly. Did i name 
 the pastor? Frequently he has been the 
 ciiief transgressor. He sits on the plat- 
 form and chats with the superintendent 
 and then wonders w^hy those two boys 
 dow^n in that seat yonder persist in talking. 
 A revolution is taking place. The best 
 people ever\^where are insisting on order in 
 the Bible school, to the end that its great 
 work may be performed in the very best 
 way. To carry the movement to its proper 
 consummation, the pastor should be intelli- 
 gently informed as to what is needed, and 
 should be the inspirer of his teachers to 
 persevere in their efforts to obtain that 
 which is for the best. 
 
 5. Teacher Training. All that has been 
 said in the foregoing may be summed up 
 in the thought that the pastor should in- 
 spire his teachers to be trained teachers. 
 To overcome the objection that the average 
 person has no time for receiving the train- 
 ing, he should become convinced of the 
 fallacy of this statement, and, selecting a 
 number of telling illustrations, should keep 
 
THK FASTOK AS LNSi'IKliR. 35 
 
 them before his teachers until they reahze 
 at what he is aiming. Here, for example, 
 is one reproduced from ''The Westminster 
 Teacher:" 
 
 SOCIABILITY VERSUS TKACHER-TRAINING. 
 
 She was a consecrated, talented young 
 Christian. About five o'clock one after- 
 noon on the way to her home, where I was 
 to have supper preparatory to the drive to 
 the station and the long ride afterwards, 
 she brought up the subject of the after- 
 noon's conference of the Institute just 
 closed, namely, How may vSunday-school 
 teachers living in rural districts be trained 
 for their work? She was much influenced 
 by the spirit of the times, and, accordingly 
 argued in her brilliant way that it is im- 
 possible to find the time and the place for 
 teacher-training in the country. The con- 
 versation continued until we entered the 
 house. 
 
 A chance remark elicited the information 
 that as fewer delegates than had been ex- 
 pected were present at the Institute a large 
 quantity of first-class eatables had been 
 left over and were in danger of spoiling. 
 Therefore, an impromptu sociable had been 
 
T^() THE PASTOR AND TEACHER TRAIXIXC.. 
 
 arranged for that evening, and it was ex- 
 pected that all the young people of the con- 
 gregation would be present to take part 
 in the enjoyments of the occasion. 
 
 In ansv\^er to my expressions of astonish- 
 ment as to the quickness with which the 
 place of meeting had been secured, the ar- 
 rangements made and the notices sent out, 
 she declared that there was no difficulty 
 about that, as all the young people would 
 be delighted to be present. vSome, she in- 
 formed me, w^ould drive a distance of six 
 miles through the heavy fog which was 
 gathering and would remain late into the 
 night — thinking nothing of the drive home 
 through the chill and the blackness. 
 
 On the way to the station my driver was 
 a lad of about eighteen. Expressing my 
 regret that he would have such a long ride 
 home alone I was informed that he intended 
 to spend the evening at Mrs. Blank's. 
 This was the place where the sociable was 
 to be held. It was not difficult to get him 
 to talk and to give many facts, of which 
 this is the summary. The social had been 
 arranged for since noon. The invitations 
 had been sent by word of mouth through- 
 
THE PASTOR AS INSPIRHR. 37 
 
 out the entire community. Nothing short 
 of a providential hindrance would prevent 
 the young people from assembling and 
 having a most enjoyable time. 
 
 About four miles from my place of en- 
 tertainment I stopped at a farmhouse to 
 speak to an acquaintance. "The social" 
 was the subject of conversation and many 
 facts similar to those already detailed were 
 given. 
 
 Seated in the railway coach I had abun- 
 dant food for thought. The ease, rapidity, 
 and enthusiasm with which the ''social" 
 had been arranged amazed me. There was, 
 however, a very serious aspect to the whole 
 matter. It suggested a bed-rock question, 
 namely, Do these young Christians care 
 more for an opportunity to have a good time 
 than for an opportunity to prepare them- 
 selves for the grandest work on earth? 
 
 If the suggestion in this question is too 
 harsh, perhaps another one may be allowed. 
 Should not our pastors and superintendents 
 combat the fallacy so often stated thus? — 
 The reason why there are not more classes 
 for the training of Sunday-school teachers 
 is because our people have not the time. 
 
^S run PASTOK AND TEACHER TRAINING. 
 
 The "social" episode convinces the writer 
 that the time will be found and the place 
 forthcoming just as soon as our young peo- 
 ple are as deeply interested in the subject 
 of teacher-training as they are in sociability. 
 Of course, How to get them interested? is 
 a most important question, but it will never 
 be answered until the fact that workers 
 can have training if they wish it is fairly 
 faced. 
 
 6. Teachers' Meeting. It is now con- 
 ceded that while good work may be done 
 in a Bible school in which there is no 
 teachers' meeting, the best work cannot 
 be done in such a school. The difficulties 
 connected with the holding of a teachers' 
 meeting are well known and not at till 
 depreciated by the speaker. At the same 
 time there is a very strong suspicion abroad 
 that some teachers remain away from the 
 teachers' meeting because when they did 
 attend they did not receive anything help- 
 ful. Here is a great opportunity for the 
 pastor to be an inspirer, but in order to 
 be such there will be necessity for much 
 more than sounding words. In this re- 
 spect the inspirer must work, work, work. 
 
THE PASTOR AS INSPIRER. 39 
 
 Said an experienced Bible-school Vv^orker 
 to a young brother in the ministry, "How 
 many teachers are in your Sunday school?" 
 
 "Thirty-two." 
 
 "Would you spend as much time in pre- 
 paring to instruct them in teachers' meet- 
 ing as you spend on the preparation of 
 your Sunday morning sermon?" 
 
 "I certainly would not." 
 
 "Do you not think that, if you did, you 
 would get more results than you now ob- 
 tain from your morning sermon?" 
 
 The young preacher did not answer, but 
 gave the impression that he did not think 
 that the teachers' meeting was at all com- 
 parable to the morning sermon. But, think ! 
 vSuppose he could have inspired those thirty- 
 two teachers — would he not be duplicating 
 his preaching many times over? 
 
 One of the best, if not the very best 
 Bible schools from the standpoint of spiritual 
 fruitage, with which I have ever been ac- 
 quainted owes most of its success to the 
 fact that all through its history it has main- 
 tained a teachers' meeting in which the 
 pastors of the church, as they succeeded 
 
40 THE PASTOR AND TEACHER TRAINING. 
 
 one another, have had much to do with 
 inspiring the teachers. 
 
 How the inspirations along the various 
 lines suggested in this lecture are to be 
 given we will consider in our last lecture, 
 The Pastor at Work. 
 
 ''The Problem of Increased Sunday School 
 Efficiency" is not a simple one. There are 
 several factors involved, and the highest 
 efficiency can be effected only in reaching 
 all. I cannot consider them all, and will 
 suggest only four. The first is the pastor. 
 The pastor is or should be the spiritual 
 leader in every department of the work of 
 his church. I do not mean the executive 
 officer of every department, but the moving, 
 guiding, inspiring spirit in all. I do not 
 think he should be the superintendent of 
 the school, or a teacher in the school, but 
 its pastor. Indeed, that ''evangelism" de- 
 scribed as "preventive," ** paternal" and 
 "educative," describes the pastor's sphere 
 of work in his Sunday school. And he will 
 make this work efficient through his personal 
 contact with the school as a whole, by 
 classes and as individuals. But his largest 
 work will be done through multiplying 
 
TH^ PASTOR AS INSPIRER. 4 1 
 
 himself in the ideals, the purposes, the 
 standards of his teachers and officers. Let 
 him do it as he will — only let him do it. 
 As the commanding general influences the 
 morals and efficiency of his soldiers through 
 his influence upon his staff and military 
 cabinet; as a great merchant prince reaches 
 his business through his agents, so will a 
 wise pastor touch most vitally the life of 
 his school through his officers and teachers. 
 But he must do it/' — From an address by 
 the Rev. W. C. Merritt. 
 
THE PASTOR AND BIBLE STlTDV. 43 
 
 LECTURE II. 
 
 THE PASTOR LEADING FIIS TEACHERS IN 
 BIBLE STUDY. 
 
 The session of the teachers' meeting had 
 just closed, and the teachers were sitting 
 or standing in groups discussing the lesson 
 for the next Sunday, when she approached 
 the table at which was seated the pastor, 
 who had led the teachers in their study 
 of the lesson. Referring to the fact that 
 he had urged thein to endeavor to get the 
 pupils to study the Sunday-school lessons 
 at home, she announced somewhat bellig- 
 erently, ''I am tired of having people talk 
 about the pupils studying their lessons at 
 home." 
 
 "Why?" 
 
 ' ' Because they do not know how to study 
 their lessons, and moreover, the teachers 
 do not know how to study their lessons, 
 much less are they able to show the pupils 
 how to studv. What is the use of teachers 
 
,-t IHE PASTOR AXl) TEACHER TRAINING. 
 
 telling pupils to study when they, them- 
 selves, do not know how to study or to 
 show the pupils how to study?" 
 
 As the words issued from her mouth, 
 indignation blazed from her eyes. The im- 
 pression she made has never been effaced. 
 The pastor took her words to heart, and 
 from that night on has made it his prayer 
 and his study to learn how to lead his 
 teachers in the study of the Bible, and 
 each week, especially in the study of that 
 part of it which contains the lesson text 
 for the next Sunday. He went still far- 
 ther than this. W'lien teachers complained 
 that their pupils did not study at home 
 he insisted that they should not be re- 
 quested to study unless some one had first 
 shown them just what to study and how 
 to study. He has been fairly successful 
 in making Bible-school teachers understand 
 that they must learn how to study the Bible 
 and be prepared to show^ their pupils how 
 to study, if any real results are to be ex- 
 pected. Any success that he may have 
 had in this direction is due to the intelli- 
 gence and the boldness of the young lady, 
 who first opened his eyes not only to the 
 
IHii PASTOR AND BIBLE STUDY. 4;"5 
 
 condition of affairs but also to the neces- 
 sary remedy therefor. 
 
 There will be no real study of the Bible 
 at home until the teacher is able to indicate 
 to the pupils what she wishes studied and 
 how it is to be studied. The average 
 teachers of to-day are unable to do this 
 unless they, themselves, are instructed in 
 this art of studying at home. Until the 
 time comes when the Bible school will 
 have some one especially trained for this 
 work it must devolve upon the pastor. 
 Hence we are in this lecture to consider 
 ' ' The Pastor Leading His Teachers in Bible 
 vStudy." This, of course, presupposes the 
 fact that he knows how to study the Bible. 
 If he does, he has not attended the Theo- 
 logical Seminary in vain. 
 
 There are many methods of studying 
 the Bible. The pastor may lead his teach- 
 ers in at least five of these: 
 
 I. Devotionally. It cannot be repeated 
 too often nor emphasized too strongly that 
 with all our so-called modern psychology 
 and pedagogy the Bible must be studied 
 devotionally. While Christ alone is the 
 Bread and the Water of Life, still the 
 
4-0 rn:: p.^-tok axd TEACHER training. 
 
 Scriptures have been given to us that we 
 may be led to, and kept in touch with, 
 him who can supply every need. Many a 
 well-meaning pastor has allowed his spirit 
 to starve while he studied the Bible homi- 
 letically for the purpose of getting that 
 vv^hich would feed his flock. Many masters 
 of methods in the Bible school have little 
 real pow^er because they have forgotten or 
 neglected to study the Word for the sake 
 of spiritual nourishment. So much has 
 been said on this subject and so many books 
 on it have been published that it needs but 
 to be put into the foreground for the pastor 
 to recognize that in doing the other things, 
 for which this lecture course stands, this 
 most important of all must not be left un- 
 done. 
 
 II. Intellectually. There is much that 
 should be known concerning the Word 
 by those w^ho are to teach which may be 
 grouped under the head of intellectual 
 study. For example: 
 
 I. The Bible as a book, should be studied. 
 A recently issued Training Course for Sun- 
 day-school teachers wuth other things con- 
 tains this comprehensive course on the Bible : 
 
THE PASTOR AND BIBLE STUDY. 47 
 
 (a) The Book itself. 
 
 (b) Bible History. 
 
 (c) Bible Geography. 
 
 (d) Bible Worship and Customs. 
 
 The first section contains a bird's-eye 
 view of the Bible, including its name, its 
 unity and its divisions ; its canon ; the books 
 of the old Testament ; the books of the New 
 Testament; how the Bible was written and 
 preserved; the story of its translations; 
 and the various kinds of literature of which 
 it is composed. 
 
 Some such course as this will be very 
 helpful for every pastor and Bible-school 
 teacher as a background for the truths 
 that are to be taught. 
 
 2. The various parts of the Bible should 
 be studied. This remarkable collection of 
 sixty-six books should be known not only 
 as a unit, but also as composed of a mmi- 
 ber of books, each, in some respects, dis- 
 tinct from all the others, and yet all com- 
 bined in one unique whole. The answers 
 to the following series of questions concern- 
 ing every book of the Bible are of great 
 importance as intellectual furnishings for 
 
48 THE PASTOR AND TEACHER TRAINING. 
 
 the teacher in the school which has the 
 Bible for its one text-book: 
 
 I 
 
 THERE? 
 HEN? 
 HY? 
 BY if HOM? 
 FOR ! f HOM? 
 
 To the facts obtained by answering these 
 questions should be added a knowledge of 
 the contents of each book, concerning which 
 the question should be, What does it 
 contain ? 
 
 3. Thai part of the Bible which is assigned 
 for a particular lesson should he studied. 
 Two serious errors are committed by Bible- 
 school teachers: 
 
 (a) There are those who, because they 
 are familiar with the Scripture story or 
 teaching selected for a particular lesson, 
 trust to general information and the in- 
 spiration of the lesson hour. Such teachers 
 occasionally interest and instruct their pu- 
 pils, but as a rule they are very wearisome 
 to Hsten to, as they deal in generalities or 
 repeat the facts and truths which the 
 pupils have heard so often that they are 
 verv tired of them. 
 
THE PASTOR AND BIBLE STIDV. 49 
 
 (b) On the other hand, there are teachers 
 who do not properly prepare many of their 
 lessons because they are so difficult. ''That 
 lesson is not suitable for children/' they 
 declare, and spend much valuable time in 
 telling the members of the class how hard 
 the lesson is; how a much more suitable 
 one could have been selected. 
 
 Here is an opportunity for the pastor to 
 insist that, no matter how familiar a Scrip- 
 ture selection may be, it should not be 
 taught without dihgent, careful prepara- 
 tion on the part of the teacher. Moreover, 
 he may show the discouraged teacher how 
 to study even the hardest lesson, so as to 
 get from it just those truths which his 
 pupils need in their everyday life and in 
 preparing for the life to come. 
 
 HI. Pedagogically. To the devout study 
 of the Word and to that intellectual 
 study of it which is so helpful to the teacher, 
 there should be added a pedagogical study. 
 That is to say: The Bible-school teacher 
 should study the Bible and especially each 
 lesson therefrom with the thought of teach- 
 ing it. My friend, Mr. Walking Encyclo- 
 4 
 
so THE PASTOR AxXD TEACHER TRAINING. 
 
 pedia, has larger funds of more kinds of 
 knowledge than has anyone with whom 
 I am acquainted, but he is the poorest 
 teacher that I ever knew, although for 
 years he has been endeavoring to earn 
 iiis living by teaching. What is the trouble 
 "ivith him? He does not know how to im- 
 part to others the knowledge which he pos- 
 sesses. Position after position he has lost, 
 because he does not know how to teach, 
 and in secular lines so-called instructors who 
 are unable to teach are not in demand. You 
 and I are to help bring in the good time 
 when the Bible school will be on a par with 
 the day school in this respect. 
 
 Perhaps in no one particular will the 
 pastor do more for his teachers than in 
 leading them to appreciate the importance 
 of a preview in preparing to teach and to 
 review a quarter's lessons. He will be do- 
 ing his teachers an inestimable service who 
 convinces them that in preparing for the 
 weekly lesson study, and especially for the 
 review at the end of the quarter, nothing 
 will be more helpful to the teacher than a 
 preview. There are schools where this pre- 
 
THK PASTOR AND BIB1J-: STIDV. 5 1 
 
 view will have to be arranged by the teacher 
 himself; in other places the pastor, the 
 superintendent, or some one especially se- 
 lected for the work will outline the previevv, 
 a copy, of which will be handed to each 
 teacher as near the beginning of the quarter 
 as possible. 
 
 Where the teacher has to make his own 
 preview, the pastor will have a golden op- 
 portunity in showing him how to do it. 
 It may be arranged by carefully reading, 
 at one sitting, the titles and the golden 
 texts of the lessons for the quarter, so as 
 to ascertain the particular truths that 
 should be emphasized in the teaching of 
 each lesson and in the review of all the 
 lessons. Again, at another sitting, the 
 Scripture selections for the different lessons 
 may be read in order to test whether the 
 conclusions arrived at in reference to the 
 lesson truth is warranted by the lesson text. 
 At a third reading, there may be selected 
 a few words for each lesson that will recall 
 the truth of that lesson. Here is a speci- 
 men preview arranged for the lessons of the 
 first quarter of 1905 : 
 
S2 THK PASTOR AND TEACHKR TRAINING. 
 
 JESUS CHRIST THE 
 
 Word, Life, Light Lesson I. 
 
 Lamb Lesson II. 
 
 Master Lesson III. 
 
 Partner I^esson IV. 
 
 New Life Lesson V. 
 
 Living \\^\ter Lesson VI. 
 
 Helper Lesson VII. 
 
 Great Physician Lesson VIII. 
 
 Nourisher Lesson IX. 
 
 Separator Lesson X. 
 
 Liberator Lesson XI. 
 
 Light Lesson XII. 
 
 Throughout the entire quarter this 
 thought may be kept prominently before 
 the minds of the pupils: 
 
 JESUS CHRIST WILL BE 
 
 everything needful 
 
 TO THE TRUE DISCIPLE. 
 
 On every Sunday the endeavor should 
 be to illustrate this truth from a different 
 standpoint, and the word or words se- 
 lected as the cue thought for the lesson of 
 the day should be emphasized. In this 
 way the teacher will work in harmony 
 with the principles of correlation and con- 
 
THE PASTOR AND BIBLE STUDY. ^^ 
 
 centration, which we consider in Lecture IV. 
 The principle of apperception may be fol- 
 lowed by introducing each lesson with a 
 story of something familiar to the pupils, 
 which will help to lead up to, and to 
 emphasize, the chief thought of the lesson. 
 Here is an introduction to the story of 
 Jesus talking to the woman at Jacob's 
 well that enables the teacher to get the 
 point of contact, and at the same time to 
 prepare for the closing thought of the 
 lesson, namely, Jesus is the Living Water: 
 Many years ago, in Hudson county, New 
 Jersey, there was a long-continued drought, 
 during w^hich both people and cattle suffered 
 much for w^ant of water. There was, how- 
 ever, one well which seemed to be inex- 
 haustible. Its waters were clear, cool and 
 soft. At first its owner allowed the neigh- 
 bors to come and take as much as they 
 wanted, but gradually the numbers using 
 the well so increased that it was contin- 
 uously surrounded by a crowd of people en- 
 deavoring to fill all kinds of vessels. It 
 became necessary to make some regulations 
 concerning the drawing of the water, so it was 
 sold for a cent a pail, and those coming for 
 
54 THE PASTOR axd teacher training. 
 
 it were compelled to form in line and 
 await their turn. Still the crowds came, 
 and the owner of the well reaped such a 
 harvest of coppers that he soon became 
 well-to-do. Speculators came from a dis- 
 tance, bought the water in quantities, and 
 retailed it to the large numbers w^ho were 
 more than eager to buy. The flow con- 
 tinued all through the dry season, and 
 multitudes were blessed because of the well. 
 
 Near Sychar (look up this place on the 
 map) is a wonderful wtII, the existence of 
 w^hich was known as far back as the time 
 of Jacob, which is called Jacob's well. It 
 is about two miles southeast of Nablus, 
 the ancient Shechem, near Mount Gerizim. 
 This wq\\ is now partially fdled up because 
 of the great amount of stones and rubbish 
 that has been thrown, or has fallen, into it. 
 In ancient times, however, it must have 
 been a great blessing to the neighborhood, 
 and in the time of Jesus, it was the source 
 of water supply for many persons. 
 
 Here Jesus sat and talked with the woman 
 of Samaria, and told her about a kind and 
 a quantity of water, concerning which she 
 had never even dreamed, but of which she 
 
THE PASTOR AND BIBI.IC STl'DV. 55 
 
 afterwards partook to her great joy and 
 everlasting blessedness. It is of this water 
 that w^e are to study to-day. 
 
 Is it possible to over-estimate the help 
 that the pastor can be to his teachers in 
 leading them in this kind of pedagogical 
 work? When he does so, will the Bible 
 be any less real to them? Will they know 
 more or less than they do now^? Will the 
 pupils pay attention to them? Will the 
 pupils know more at the end of the quarter 
 than they do now with the present hap- 
 hazard methods of Bible study? Will 
 more of them be brought to Christ than 
 under present conditions? Will they be- 
 come more intelligent disciples? These 
 questions are asked, not because there is 
 any doubt concerning the answers, but to 
 deepen the conviction that this kind of 
 Bible study will be productive of great 
 good along those lines wliich furnish the 
 only reasons for the existence of the Bible 
 school. 
 
 IV. From the standpoint of the needs of 
 the pupils. Too many teachers study the 
 Bible-school lesson from the standpoint of 
 their own needs. The result is that thev 
 
56 THE PASTOR AND TEACHER TRAINING. 
 
 teach along the plan of their ovv'n experi- 
 ences and capabilities, feeding themselves 
 a little while their pupils starve. To cor- 
 rect this improper method of teaching the 
 pastor must himself, or by proxy, insist 
 on the teacher who is willing to learn to 
 teach asking at least three questions con- 
 cerning every lesson text: 
 
 What is the chief lesson that I should 
 learn from this text? 
 
 What is the chief lesson for my class? 
 
 How am I to convey this lesson to my 
 pupils? 
 
 Here the pastor's knowledge of the things 
 wliich w^e are to consider in Lectures HI 
 and IV will come into play. We shall an- 
 ticipate somewhat. 
 
 Of one fact the teacher must be made 
 aw^are, and from it he must never get away 
 if he is to properly instruct those in his 
 class, namely, that he must study his lesson 
 with the thought of what they are. Years 
 ago a lady presented the speaker to the 
 members of her large class, all of the fem- 
 inine gender, but varying in age from thir- 
 teen to over eighty years. ''Why do you 
 not divide vour class?" she was asked. 
 
THE PASTOR AND BIBLE STUDY. 57 
 
 **0h! I love them everyone." 
 
 ''You would not be a good teacher if 
 you did not, but you cannot teach them 
 all and give them what they need. Why 
 not, because you love them, divide the 
 class according to age?" 
 
 *'0h! they all love me." 
 
 "Doubtless, but you cannot teach them 
 properly. A girl of thirteen does not need 
 the same truth for a lesson that the saint 
 of eighty does. You are unjust to your 
 class in trying to instruct them all together. ' ' 
 
 vShe did not, or would not, see the point, 
 and is perhaps dropping Sunday by Sun- 
 day a little milk or a little meat into the 
 spiritual natures of her pupils, while she 
 might be feeding them all according to 
 their needs and their capabilities. 
 
 We may but glance at some of the ways 
 in which the pastor can lead his teachers 
 in the study of the \\'ord from the stand 
 point of the pupils: 
 
 I. The Primaries. In this grade the im- 
 agination is very active. Take the lesson 
 that we are to study on New Year's Day. 
 Instead of taking that lesson verse by 
 verse and going over it, so that the chief 
 
5^ THE PASTOR AND TEACHER TRxUNING. 
 
 result will be weariness, the teacher should 
 be led to so see what the text means that 
 she can get her pupils in imagination to 
 see it too. The appeal all along the line 
 of the teaching should be to this faculty 
 of the little folks' mind. In making this 
 appeal no violence need be done to Scrip- 
 ture, nor need the Holy Spirit be any the 
 less honored than he was when Jesus ap- 
 pealed in his parables to the imagination 
 of his mature hearers. Here are three 
 pictures that the children may very easily 
 be led to imagine under the suggestion of 
 the teacher who has learned what an aid 
 she has in the imagination of the children 
 before her: 
 
 Jesus as the light of heaven. 
 
 Jesus shining on earth. 
 
 Jesus helping his children to shine. 
 
 After the pictures have been seen, the 
 endeavor should be to get the little folks 
 to do. Here the appeal should be to the 
 trait of imitation, which is so strong in the 
 members of the Primary Department. Ad- 
 vantage should be taken of the fact that 
 young children deal in the concrete and 
 
THE PASTOR AND BIBLE STUDY. 59 
 
 never in the abstract. Therefore, in mak- 
 ing the appHcation of this lesson, Jesus 
 giving light to the Vvorld should be held 
 up for the imitation of the pupil. Ex- 
 amples of his giving light should be shown, 
 and the analogy between what he did and 
 what his children may do should be pre- 
 sented. 
 
 The teacher who is stimulated by lier 
 pastor to thus study the various lessons 
 with the thought of the pupils in view 
 will, by experimentation, so learn \\hat is 
 helpful that she will be able to get along 
 with but a suggestion now and then from 
 the one who started her in her study. It 
 is the start that is difficult. 
 
 2. TJie Juniors. The appeal to the im- 
 agination cannot be made to Junior pupils. 
 They are in the literal, matter-of-fact age. 
 They may wobble all they please in regard 
 to the lines of rectitude, but they want the 
 teacher to be very exact, very precise; 
 no imagining for them; they would call 
 it lying. Is there no method of studying 
 the lesson for them? There is, and it is a 
 very effective one. They delight in action ; 
 they will be interested in truth that is in- 
 
6o THI^ PASTOR AND TEACHER TRAINING. 
 
 carnated in a person. The pastor who 
 knows this will endeavor to get his teachers 
 of Juniors to stud}^ their lesson wath a view 
 of presenting its chief truth as incarnated 
 in some person or persons. 
 
 Take again the lesson used for the Pri- 
 maries. The teacher w^ho knows her Junior 
 pupils will begin with the statement in 
 verse 6: There was a man. What kind of 
 a man? What did he do? The pupils' 
 thoughts will be directed to the man, be- 
 cause they like to think about men. This 
 man will be pictured going about giving 
 light to men. The blind man to whom 
 he gave physical light, the paralytic whose 
 soul he flooded with light after he had 
 healed the poor palsied body, the sisters 
 of Bethany from whom darkness was driven 
 when their brother walked forth from the 
 tomb, will be pictured. The Light of the 
 World in action w'ill be presented to these 
 action-loving Juniors. 
 
 Juniors are in the age when they like to 
 do something themselves, so instead of 
 asking them to sit quietly and listen to 
 a lecture or even to answer questions 
 
THLv PASTOR AM) lilBLK STl'DV. 6l 
 
 merely, the teacher who understands her 
 pupils will provide them with pads and 
 pencils, and will let them work with their 
 hands w^hile they listen and answ^er. For 
 example, she will have them print in large 
 letters the word 
 
 LIGHT 
 
 Before this she will Imvc them print in 
 smaller letters the different classes of light, 
 
 such as PHYSICAL, MENTAL and SPIRITUAL. 
 
 vShe wdll then have them print the sources 
 of the various kinds of light, all the time 
 leading up to the thought that Jesus Christ 
 is the Light of the World, that there can 
 be no true spiritual light apart from him. 
 vShe wall also endeavor to get the pupils to 
 resolve to follow this liglit. In order to 
 have the facts and truths of the lesson im- 
 pressed she will ask her pupils to take 
 clean sheets of paper and to copy for preser- 
 vation what they have already printed. 
 The summing up of the lesson will be some- 
 what as follows: 
 
 PHYvSICAL T J /-\ J J rr\ GAS, etc. 
 MENTAL I I I -r H I STUDY, etc. 
 SPIRITUAL IvlVJll 1 CHRIvST. 
 
62 THE PASTOR AND TEACHER TRAINING. 
 
 The resolve that the pupils make may be 
 worded in this fashion: 
 
 e:vkry day we will receive 
 
 THE LIGHT 
 
 OF THE WORLD. 
 
 The ordinary teacher will not undertake 
 this work unless stimulated to do so by 
 someone, and will probably not persevere 
 in it for any length of time without some 
 encouragement. The work cannot be per- 
 formed without the necessary material for 
 it. If the pastor does not initiate and help 
 carry it on, he ought at least to be able to 
 suggest it and to advise concerning it. 
 What a field lies open before us, young 
 gentlemen, if we are keen enough to note 
 these possibilities and bold enough to face 
 the difficulties connected with the work. 
 But you object: Our Bible-school teachers 
 are not prepared for that kind of work. 
 Too true, but whose is the fault? Have 
 not those who ought to have been the 
 leaders remiss? Are we going to allow 
 the workers of the next generation to rise 
 in condemnation because we have not lived 
 up to our light? 
 
THE PASTOR AND BIBLE STUDY. 63 
 
 3. The Adolescents. Two pictures are in- 
 delibly stamped on my memory. I shall 
 never forget them as long as I live. Per- 
 haps if I can show them to you, they will 
 help you in the great work before you. 
 
 (a) It was long ago, when I was a boy. 
 We had a good man as teacher, whom I 
 always think of now as a talking machine 
 \vound up very carefully during the week 
 to unwind in the presence of the class of 
 bright, intelligent young adolescents. This 
 pious man would begin and go on talking 
 on, and about, the lesson until the super- 
 intendent's bell called for order. One day, 
 with a lamb-like expression, a young fellovv^ 
 looked up into the teacher's face and very 
 innocently inquired, "Teacher, was Jere- 
 miah ever in Ireland?" Then there was a 
 scene. Teacher exploded, and the boys 
 laughed. The more he scolded the less 
 inclined they were to respect him. Thus 
 it went on for minute after minute, the 
 angr>' man becoming more angry, and the 
 tantalizing boys becoming more provoking. 
 The ringing of the bell put an end to the 
 episode for the time being. Nothing was 
 gained, much was lost by the teacher. 
 
04 THK PASTOR AND TKACHKR TRAINIXC. 
 
 (b) She was a beautiful woman of cul- 
 ture, who, at much personal vSelf-sacrifice, 
 taught a class of big boys. I can see her 
 yet as she approached me on that vSunday 
 afternoon and asked, ''What do you sup- 
 pose John did this afternoon?" 
 
 It must be borne in mind that the Jolm 
 referred to was a lad of about sixteen. 
 Although he had been to vSee me to talk over 
 the possibility of his studying for the min- 
 istry, still I was prepared for his doing 
 almost anything. It w^as with an anxious 
 heart covered by a calm exterior that I 
 said, "What has John been doing?" 
 
 "Just as I was in the midst of my ex- 
 planation of verse sixteen of to-day's les- 
 son, he broke out and said, 'Teacher, I 
 would like to have something to say about 
 that verse.'" 
 
 i\Iucli reheved, I replied, "That is all 
 right; you gave John a chance to say what 
 he wished to?" 
 
 She seemed surprised and said, "John 
 acted very impolitely." 
 
 I assured her that he had not, but I 
 learned in the course of the long conver- 
 sation that followed that she felt nmch 
 
THE PASTOR AXD BIBLE STUDY. 65 
 
 pained at John's behavior, and that she 
 resented the thought that he had any 
 right to interrupt her in the well-prepared 
 discourse which she was giving to the class. 
 My effort to show her how I would rejoice 
 at ever}^ such interruption, and how I 
 vrould give pupils of the age of those in 
 her class every opportunity to ask questions, 
 and even to challenge the statements of 
 Scripture, was fruitless, and she departed, 
 evidently feeling that she had been badly 
 treated by both pupil and superintendent. 
 These two pictures indicate the kind of 
 study that is necessary on the part of the 
 teacher of young adolescents. He who ex- 
 pects them to listen to dogmatic state- 
 ments and to accept the conclusions of 
 their elders without questioning, will find 
 continuous trouble in the effort to instruct. 
 He who puts himself on the plane of a 
 fellow-student with the young folks, who 
 will welcome questions, who will remember 
 that doubt is natural in this period of life, 
 and who will not only permit but also en- 
 courage the asking of questions, Hiay have 
 great hope of leading the young adolescents 
 in Bible study. 
 
66 THE PASTOR AND TEACHER TRAIXIX(.. 
 
 Although the number is rapidly decreas- 
 ing, many teachers are still ignorant of 
 these facts; while others, who have been 
 instructed concerning them, will not ad- 
 mit their truth. The pastor who knows 
 them and insists on their value will have 
 great influence with his teachers, and will 
 be doing much for his school if he will set 
 himself patiently to work to get those who 
 instruct adolescents to receive and practice 
 them. 
 
 4. The Adults, One of the criticisms 
 against Christianity advanced by many 
 in these days is that its teachings are im- 
 practicable; that it deals with the other 
 world to the exclusion of the afTairs of this 
 one. Good men have absented themselves 
 from the Bible school for the reason, they 
 said, that they received nothing there to 
 help them in their daily life. How much 
 truth there is in these strictures it is im- 
 possible to decide. One fact, however, 
 needs renewed and repeated emphasis, 
 namely, there is no book, no literature in 
 the world that contains so much that is 
 applicable to everyday life as does the old 
 Book. Perhaps the fault has been with 
 
THK PASTOR AND BIBLK STUDY. 67 
 
 the teachers of adult classes. Perhaps fur- 
 ther back has been the fact that the pastor 
 has not interested himself to any great ex- 
 tent in the endeavor to help the instructors 
 of men and women in their great work of 
 preparing to teach tlie Word. 
 
 \^ery much has been done to enable the 
 teachers of Primaries to bring the truths 
 of the Bible to influence the lives of little 
 children. The teacher in a Junior Depart- 
 ment will soon be able to get all the infor- 
 mation that she can assimilate, along the 
 line of suggestions for teaching her boys 
 and girls. How may we interest the big 
 boy and the big girl in the study of the 
 Scriptures? is a question that is being an- 
 swered by many and in varied ways. Now 
 comes the thought of adequate instruction 
 of the adults of the congregation. The 
 principle to be borne in mind in this con- 
 nection is — The truth should he made appli- 
 cable to everyday life. While this principle 
 is easily uttered, there is much that it pre- 
 supposes. The teacher of adults should 
 know their life; their sorrows, their sufl'er- 
 ings and their sins on the one hand; their 
 hopes, their ambitions, their longings on 
 
6S THE PASTOR AND TEACHER TRAINING. 
 
 the other hand. He should make it his 
 constant endeavor to bring the truths of 
 the Word of God to bear on the Hvcs of 
 those whom he is leading in study. This 
 will make him a fellow-student with his 
 pupils as well as a careful student of them 
 and their surroundings. He will enter 
 sympathetically into all that concerns them. 
 He will not dogmatize, nor teach from the 
 standpoint of his own experience or attain- 
 ments. 
 
 Where are we to get such teachers? the 
 pastor exclaims. They are to be had. 
 There are already very many such in our 
 Bible schools. The best-known business 
 man in the city whence I come teaches 
 thus every Sunday a large class of adults. 
 There are many such to be had in our con- 
 gregations to-day, men and women who 
 remain out of the Bible school because they 
 look upon it as a rather small institution, 
 not worthy of the very best efforts of strong 
 men and women. 
 
 Here is the golden opportunity for the 
 pastor. First, let him be impressed to the 
 very center of his being with the impor- 
 tance of Bible-school work. Then, let him 
 
THE PASTOR AND BIBLE STUDY. 69 
 
 realize that the Bible may be made a prac- 
 tical, everyday book, whose truths may 
 be applied to the smallest as well as the 
 greatest affairs of life. Finally, let him 
 set himself to convincing some of the biggest 
 and noblest members of his congregation 
 that they cannot fmd anywhere a work 
 better or more helpful to humanity than 
 that of leading men and women in the study 
 of the Bible. Such leadership must have 
 back of it another kind of leadership, that 
 of the pastor. Here is a work worthy of 
 the best efforts of the best men in this 
 seminary — to be the leaders of those who 
 are to lead the instructors of the adults 
 . of the congregation. 
 
 * ' But such leaders are born, not made ; 
 how can you expect to fmd them for Bible- 
 school work?" This statement is no less 
 a fallacy because it is heard so frequently. 
 Leaders are not born; they are made. 
 In very rare cases there is a born leader, 
 and he soon takes his proper position in 
 the sphere in which he is fitted to lead; 
 but where one leader is born, a thousand 
 leaders are developed. In business, in pol- 
 itics, in the professions, in warfare, in 
 
70 THE PASTOR AND TEACHER TRAINING. 
 
 diplomacy, everywhere, except in the Bible 
 school, leaders are trained for their leader- 
 sliip. For what do West Point and Annap- 
 olis stand? "V^Hiere did our great Secretary 
 of State receive his training? To-day there 
 is working as a clerk in a small railway 
 station the son of one of the w^ealthiest 
 bankers of New^ York City. Why? He 
 expects to be a great leader in the railroad 
 world, and is preparing himself for that 
 leadership by mastering the details of the 
 the business. 
 
 One aim of this course of lectures, in 
 common wdth much that you receive in 
 this seminary, is to start you on that course 
 of thinking, praying, studying, experiment- 
 ing which will result, not in one nor tw^o 
 years, but in time, in your being prepared 
 for just such leadership as we are now 
 considering, as w^ell as for leadership in 
 other lines of Bible-school effort. Pastors 
 lead in other departments of church work, 
 why should they not lead in that which 
 is coming to be recognized as the most 
 important of all the departments, the Bible 
 school ? 
 
THE PASTOR AND BIBLE STUDY. 7 1 
 
 V. From the standpoint of easier work by 
 the teacher. In all our discussions of this 
 matter of Bible study, it must not be over- 
 looked that a body of workers more loyal 
 or more faithful than our Bible-school 
 teachers cannot be found anywhere. Many 
 of them study diligently and work hard in 
 the preparation and presentation of the 
 truth. The pastor must give due credit 
 for this, while he realizes that much of the 
 study and labor is misdirected. His aim 
 should be, not to discourage his workers by 
 putting upon them more than they are 
 able to bear but to encourage them by 
 indicating how their study and their labor 
 may be more productive of results. To do 
 this requires thoughtful, prayerful prepara- 
 tion on his part. In no department of 
 effort more than in that of Bible study is 
 there danger of "the blind leading the 
 blind." 
 
 I. The pastor who enables his teachers 
 to understand that what is needed is better 
 Bible study rather than more Bible study, 
 and that his efforts are directed to the en- 
 deavor to save their time, wall be treated 
 by them as a benefactor. To do this, lie 
 
THE PASTOR AND TEACHER TRAINING. 
 
 will pursue in a large degree the plans 
 adopted for himself in sermonizing. Who 
 is master of himself and his audience during 
 the delivery of the sermon? Is it not the 
 preacher who has a good outline well in 
 mind? Apply this principle to Bible studv 
 and teaching. Get your teachers to make 
 and to use outlines of those things which 
 they are to teach, and you have done much 
 toward making them good Bible students 
 so far as the lessons to be taught are con- 
 cerned. The lecturer has frequently urged 
 teachers as follows: 
 
 MAKE 
 MEMORIZE 
 PRAY OVER 
 BROOD OVER 
 PRESERVE 
 
 MiTl 
 
 E 
 
 OF EVERY LESSON. 
 
 Why preser\^e the outlines? That they 
 may be looked at from time to time, and 
 so studied that the teacher may vary his 
 methods of presenting the truth. There 
 are few things that make Bible study 
 more imattractive to the young than same- 
 ness on the part of the instructor. There 
 
THE PASTOR AND BIBLE STUDY. 73 
 
 is nothing that makes the work of prepara- 
 tion more difficult than the uncertainty 
 as to just what ought to be prepared and 
 taught. The systematic habit of preview- 
 ing the lessons, followed by the outlining 
 of each lesson as suggested in the foregoing, 
 will accomplish very much in making the 
 teacher's task lighter and his work more 
 enjoyable. 
 
 2. The pastor who inspires his teachers 
 to get a background of biblical knowledge, 
 into which every lesson selection will fit, 
 and upon which isolated texts or portions 
 of vScripture may be placed, will be giving 
 his teachers a foundation upon which they 
 may build with certainty. Imagine a teach- 
 er of arithmetic who has not memorized 
 the multiplication table. What drudgery 
 would be his in being compelled to look 
 at the table every time he wished to be 
 certain concerning his multiplying! This 
 is exactly analogous to the case of many 
 Bible-school teachers. Fundamentals have 
 not been mastered, details therefore are 
 always confusing and embarraSvSing. To 
 give the teacher confidence and ease the 
 pastor can do nothing better than to outline 
 
74 THE PASTOR AND TEJACHER TRAINING. 
 
 a very simple scheme of Bible study for his 
 teachers, and lead them through it either 
 from the pulpit, in teachers' meeting, or in 
 some other way best suited to local con- 
 ditions. For the lecturer to outline a 
 course of study would be to defeat his pur- 
 pose, which is to so influence his hearers that 
 they will work out for themselves a course 
 which, because of their mastery of it, they 
 can with enthusiasm and ability suggest 
 to their teachers. 
 
 Years ago there was in the city of New 
 York a professor in a law school who gave 
 a course of instruction which was productive 
 of marked results. At first he presented 
 a very simple outline of his whole subject. 
 At this the students would smile and won- 
 der where the profundity of law came in. 
 The professor, however, insisted on their 
 mastering what he had given. Next he 
 would offer another outline of the same 
 subject, continuing the points of the first 
 outline with a few additional ones. These 
 he insisted should be learned. A third out- 
 line containing exactly the points given in 
 the preceding outlines with some others 
 added in their proper places was given. 
 
THE PASTOR AND BIBLE STUDY. 75 
 
 This, too, must be memorized before any- 
 thing new was attempted. Long before 
 this the students had begun to appreciate 
 the wisdom of their instructor's method, 
 and to study so as to become absolute 
 masters of what he gave them. They were 
 ready for the fourth outline, which con- 
 tained all the points of the preceding three 
 outHnes, but in addition thereto many 
 things essential to the lawyer's knowledge 
 of his subject. The students were now 
 prepared to meet and to master all the 
 niceties and subtleties of law. There was 
 nothing given to them in the way of a 
 problem, nothing that they would meet in 
 actual practice, that could not be referred 
 to its proper place in their outlines. The 
 most complicated cases could be resolved 
 to first principles. 
 
 How unlike this is our method of pre- 
 paring for the great w^ork of instructing 
 others in the truths of the Book which 
 touches history, society and the individual 
 life at every point ! Can we not take a hint 
 from the method of the great lawyer, and 
 give our teachers a background of Biblical 
 knowledge which they may increase in- 
 
76 THE PASTOR AND TEACHER TRAINING. 
 
 definitely, and to which they may refer 
 every new point presented in any way to 
 their attention? 
 
 With whom, when, where shall the pastor 
 begin? With himself, to-day, in his study. 
 Let him begin to get for himself what he 
 wishes his teachers to have. Doing this 
 he will be prepared to lead his teachers 
 in Bible study. The end will not come 
 to-day nor to-morrow. He may go on 
 throughout his lifetime adding, for himself 
 and for his teachers, to that v/hich he now 
 begins. Only let there be the beginning, 
 and let the beginning, no matter how small, 
 be correct and so constructed that it is 
 capable of almost indefinite expansion. 
 
 Young gentlemen, concerning this most 
 vital matter of Bible study, you must get 
 away from that hinderer of all true progress, 
 INDEFINITENESS. Definitely determine 
 something that you will do for yourself and 
 your teachers, and then 
 
 P 
 
 RAY 
 LAN 
 REACH 
 RACTICE 
 
THE PASTOK AM> HUMANITY 
 
 LECTURE III. 
 
 THE PASTOR LEADING HIS TEACHERS IN 
 THE STUDY OF THEIR PT'PILS. 
 
 There are three great books which every 
 pastor and every Bible-school teacher should 
 study for at least two definite purposes, 
 namely, for fitting themselves to bring 
 souls to Christ and to buiid up souls in 
 Christ. These books are: 
 
 I. The Bible, There are those who fear 
 that the study of God's boys and girls and 
 the study of how to teach his boys and 
 girls will some how decrease reverence for, 
 and interest in, the written Word. Such 
 fear is groundless. What is pleaded for in 
 these lectures is not less study of the Bible 
 but more study of those for whom the Book 
 is intended. For centuries the Scriptures 
 have been examined from every conceivable 
 standpoint, while the consideration of hu- 
 manity has been overlooked by all but a 
 very few. To-day the attempt is being 
 
J^^ THE PASTOR AND TEACHER TRAINING. 
 
 made to apply the corrective. Preachers 
 and teachers are urged to devote time and 
 thought to the soil into which the seed is to 
 be put, without at all neglecting the seed. 
 The only possible place for any conflict be- 
 tween a real psychology- and a true peda- 
 agogy on the one hand and the Bible on 
 the other hand, is in the minds of those 
 who forget that he who gave us the Bible 
 also made the minds of those who are to 
 study it. Is it not a blessed thought that 
 as we study the Book we may also learn 
 to know the mind for which it was intended? 
 2. Nature. The Book of Nature should 
 not be closed to him whose chief work is 
 to get others acquainted with the God of 
 Nature. On the one hand, as Addison has 
 so beautifully sung, God reveals himself 
 in the heavens. 
 
 The spacious tiniianient on high, 
 With all the blue, ethereal sky, 
 And spangled heavens, a shining frame, 
 Their great Original proclaim. 
 
 In reason's ear they all rejoice, 
 And utter forth a glorious voice; 
 Forever singing, as they shine, 
 "The hand that made us is Divine." 
 
THE PASTOR AXU HUMANITY. 79 
 
 On the other hand, that part of nature 
 which Hes all about us, even at our very 
 feet, reveals God. Said a devout scientist : 
 "Every blade of grass that I see speaks to 
 me of God." The teachers of the Primary 
 Department are appreciating what an ally 
 nature is to them in teaching the little ones 
 to know^ the God of nature. Those who are 
 striving to lead others than Primary chil- 
 dren to know and obey God may obtain 
 substantial help from the study of nature. 
 It is not, however, within the scope of these 
 lectures to do more than allude to these 
 facts. Recall how well acquainted our 
 Savior w^as with the Book of Nature, and 
 how incessantly he made use of his knowl- 
 edge thereof. In this respect, as in so 
 many others, the Great Teacher has set 
 us an example that we will do well to 
 follow. 
 
 3. Human Nature. This is a great book, 
 in many volumes, worthy of the best efforts 
 of the greatest minds of our day. In these 
 lectures some things are to be suggested 
 that it is hoped will be practical and stim- 
 ulating to the pastor who wishes to help 
 his teachers to do the very best work for 
 
8o THE PASTOR AND TEACHER TRAINING. 
 
 humanity and for the kingdom of him who 
 loved mankind so much that he took upon 
 himself a human body. 
 
 To show how little equipment is really 
 needed in order to begin this study, the 
 lecturer ventures to tell how he was started 
 in his studies of human nature. By so 
 doing he may encourage others to begin. 
 
 It was just after the close of the session 
 of the Bible school that a teacher came 
 to 'speak to the superintendent who had 
 stepped down from the platform. Taking 
 his hand in hers she smiled and said: **I 
 am the mother of seven children, and I 
 could treat no two of my children alike." 
 Giving the superintendent's hand a gentle 
 pressure, she smiled again, turned and 
 walked away without another word. 
 
 She has gone home to her reward; she 
 never learned while on earth the effect of 
 her words, nor hass the superintendent ever 
 come to know what blunder he had m.ade 
 to call forth the gentle rebuke. That he 
 had been blundering he had no doubt. 
 After the little woman had left him, he 
 stood thinking somewhat on these lines: 
 "vSeven children, and she could treat no 
 
THE PASTOR AND HI MANITV. 8 1 
 
 two of them exactly alike. What then am 
 I to do with the eight hundred persons w^ho 
 are members of this school? Lord, help 
 me to learn how to avoid making mis- 
 takes." 
 
 That was the starting point. From that 
 day to this the superintendent has never 
 ceased to study people, especially boys, 
 not to find defects and flaws, but in order 
 to learn how they may be approached with 
 the Word of God and with the offer of Jesus 
 Christ as their All-in-all. In this lecture 
 time will permit only the suggesting of 
 some answers to three general questions, 
 that may encourage pastors to lead teachers 
 in the study of their pupils. 
 
 I. Why should the pastor lead his teachers 
 in the study of his pupils ? Or, to express it in 
 another way, Why should the pastor lead 
 his teachers in the study of human nature? 
 
 The three-fold answxr may be: Because 
 
 I. Human nature is a most fascinating 
 study. The Greek philosophers said, 
 * ' Know thyself. ' ' Long ago it was declared, 
 **The proper study of mankind is man." 
 vSpurgeon, the greatest preacher and the 
 most successful soul-winner of the last 
 6 
 
82 THE PASTOR AND TEACHER TRAINING. 
 
 century, was an incessant student of human 
 nature, which is but a homely way of say- 
 ing that he studied paidology, ephebics and 
 the other high-sounding divivsions of human 
 nature of the present time. Great preach- 
 ers Hke Parker and Berry have insisted on 
 the fascination in the study of those who 
 are to be reached by the Gospel stor}\ 
 This is no less interesting than the study of 
 that story itself. What was begun by many 
 successful preachers as a matter of duty 
 has been continued through pure love for 
 the study. 
 
 2. It is a profitable study. There is noth- 
 ing that will yield the true student such 
 large dividends as those obtained from the 
 study of people. To-day men, for the sake 
 of profit, are engaged in the study of poul- 
 try, horses, cows and many other animals. 
 It is money in a man's pocket to under- 
 stand, for example, the nature or the habits 
 of sheep. There are some things much 
 better than money; many of these will 
 come as results of the study of boys and 
 girls, men and women. This study should 
 be deliberately persisted in because of the 
 results that will come to the student. 
 
THE PASTOR AM) HTMANITV. 83 
 
 Then, of course, there will be rich fruitage 
 as the result of applying in the Bible school 
 what has been learned. 
 
 3. It is a broadening study. She is a 
 woman of culture. vShe has spent large 
 sums of money on apparatus and books. 
 For what purpose? To study the animal- 
 culse that are found in stagnant w^ater. 
 What she does not know^ about those tiny 
 creatures is not w^orth knowdng. Why is 
 she engaged in this study? Because it 
 helps to give her breadth of mind. She has 
 two sons, one sixteen, the other nineteen. 
 What she does not know about her boys 
 would fill a good-sized volume. Not only 
 would it be of advantage to her and her 
 boys if she w^ere to study them, but the 
 results of that study would be much more 
 broadening than those which come from 
 studying animalculse. The study of hu- 
 man nature merely for culture, for breadth 
 of mind, is w^ell worthy the serious con- 
 sideration of all w^ho are striving for culture 
 and broadening. 
 
 11. What will be the results of the pastor lead- 
 ing his teachers in the study of human nature ? 
 They will be many as regards the student 
 
Sj 'J'HE PASTOR AND TKACHER TRAINING. 
 
 himself, as regards those with whom he 
 labors, as regards those for whom he labors. 
 It is wdth this last class of persons that we 
 are concerned here. A verv^ few results 
 are suggested: 
 
 I . For the teacJicr of Primaries. The pas- 
 tor who studies boys and girls will be en- 
 gaged in his investigations but a very 
 short time before he comes to conclusions 
 that will be of immense value to himself, 
 to the parents in his congregation, and es- 
 pecially to the Primary class teacher. 
 
 He w^as about four years old. His head 
 was adorned with curls, but the time had 
 come for them to be sacrificed. One day 
 his mother told the little fellow that during 
 the afternoon he was to go with his father 
 to the barber to have his curls cut off. 
 
 The boy refused absolutely to consent 
 to go to the barber's shop, and so strenuous 
 was his refusal that the matter was dropped 
 for the present, with the thought that his 
 attitude was but a childish whim. 
 
 vSome time afterwards his mother in- 
 formed him that father would take him to 
 have his curls cut off. Again there was a 
 refusal so obstinate that nothing could 
 
THIJ PASTOR AND HUMANITY. 85 
 
 change the boy's determination not to go 
 to the barber. 
 
 Father and mother consulted and laid 
 their plans, which were to insist on the 
 boy going to the barber's shop or else to 
 get him to give a reason for his refusal to 
 do so. Accordingly, one day w^hen CA'ery- 
 thing was pleasant and he was playing about 
 the house, the subject of curl-cutting was 
 broached. It instantly aroused in the child 
 the opposition that had been so apparent 
 on the previous occasions. His mother 
 said, "All right; if you do not want to go 
 to the barber's shop you must tell me why 
 you do not wish to go." 
 
 "If I go they'll cut all my hair off." 
 
 "O, no, they will not." 
 
 But he insisted that they would until 
 his mother concluded that he had some 
 reason for taking the position which he did, 
 so she said, "Tell me why you think they 
 will cut your hair oft'?" 
 
 Stopping in his play, the little fellow 
 pointed his finger at his mother and with 
 the earnestness of conviction said: "You 
 look at my Uncle Al; he's been to the 
 barber shop." 
 
86 TH^ PASTOR AND TKACHER TRAINING. 
 
 Then the facts were understood. At 
 some time Uncle Al had visited his sister. 
 Some one had said, '*A1, you've been to 
 the barber's shop!" The nephew, hearing 
 the statement and looking at the bald head 
 of his uncle, had concluded that barbers 
 make people bald-headed. He did not wish 
 to be a bald-headed boy of four. Would 
 you? He concluded that he would not go 
 to the barber's shop. Can you blame him^? 
 
 His parents learned that the child was 
 beginning to reason, and they were glad 
 that they had not punished him for stand- 
 ing by the results of his reasoning. 
 
 A pastor who studies little people will 
 learn that they reason, that their conclu- 
 sions are often based on false premises or 
 on insufficient data. He will conclude that 
 his chief business is to give the children 
 facts so that both in the present and in 
 days to come they will not form wrong 
 conclusions concerning the truths that 
 ought to dominate their Uyqs here and pre- 
 pare them for their life hereafter. Leading 
 his Primary teacher to appreciate that her 
 pupils are constantly reasoning, he will 
 help her to avoid the injustice that charac- 
 
THE PASTOR AND HUMANITY. 87 
 
 terizes the treatment of young children by 
 many grown persons, who insist upon literal 
 and absolute obedience without first ex- 
 plaining why there should be such obedi- 
 ence. Moreover, the teacher who is led 
 to recognize the strength of the reasoning 
 power of a child w will be very careful as to 
 the information which she gives her pupils 
 and upon which their conclusions will be 
 based. Her methods of study and of in- 
 struction will be radically different from 
 those of the teacher who thinks, if she does 
 not say, concerning her pupils, "O, they 
 are only little children. Anything is good 
 enough for them." Much has been said 
 about children's rights; they are now being 
 recognized and respected as one of the 
 results of child study. 
 
 Other characteristics of early childhood, 
 such as imitation, imagination and curiosity, 
 which we will consider in our next lecture 
 as being valuable from the pedagogical 
 standpoint, will be recognized by the pastor- 
 student of child nature, and will be made 
 allies in the impartation of the truths of 
 the Word whether presented by pastor or 
 teacher. 
 
88 TH^ PASTOR AND Tl^ACHER TR^UNING. 
 
 The delight that he will experience as 
 he notes the results of the intelhgent appli- 
 cation of the studies of himself and his Pri- 
 mary teachers will stimulate the pastor to 
 make experiments concerning other traits 
 of childhood, such as activity, affection, 
 sensitiveness and reverence. By degrees 
 changes in methods of discipline Avill be in- 
 troduced to the great comfort of all con- 
 cerned. 
 
 By this time he will probaljly be interested 
 in the plays of children, and lie will 
 soon discover that an acquaintance with 
 the psychology of pla}^ will be of great 
 pedagogical value not only in the training 
 of children in the Primarv' class but also 
 in their development in many other places. 
 
 2. For the teachers of Juniors. The pastor 
 that studies his pupils who are between 
 nine and twelve years of age will have con- 
 victions that ought to be of the greatest 
 advantage to him and to his Bible-school 
 teachers. Among other things, concern- 
 ing the pupils of the so-called Junior De- 
 partment, he will conclude : 
 
 (a) Juniors form a most important part 
 not onlv of the Bible school but also of the 
 
THE PASTOR AND HUMANITY. 89 
 
 congregation. Until recent years but little 
 attention was paid to them from scientific 
 standpoints. Now they arc beginning to 
 enjoy the results of careful study by special- 
 ists. 
 
 (b) The knowledge obtained in the study 
 of the Primary pupils must be added to 
 if Junior bo3^s and girls are to be dealt 
 with in an adequate manner. Thc}^ arc 
 still children, but children quite diiTerent 
 from those in the Primary Department. 
 
 (c) Junior pupils have some character- 
 istics in common with the members of the 
 Primary Department. A knov/lcdge not 
 only of these traits but of how they may 
 be made of pedagogical value is most im- 
 portant. -Such for example are the charac- 
 teristics of 
 
 ACTIVITY 
 CURIOSITY 
 IMITATION 
 THE PLAY INvSTINCT 
 
 (d) Junior pupils differ from both the 
 Primary and the Adolescent in literalness. 
 A knowledge of this single characteristic 
 rightly applied \\dll be of great benefit to 
 the home, the church and the Bible school. 
 
90 
 
 the: pastor and teacher training. 
 
 (e) ^Junior pupils are now distinctively 
 in the 
 
 READING 
 
 RECEPTIVE 
 
 MEMORY 
 
 LITERAL 
 
 SUBMISSIVE 
 
 FRUITFUL 
 
 LEAKAGE 
 
 PE 
 
 il 
 
 (/) The results of this study intelligently 
 applied will bring about changes in our 
 Bible-school work which will be to the ad- 
 vantage not only of the boys and the girls 
 who are of the Junior age, but which will 
 also help greatly in the strengthening of 
 the church of to-morrow and in the progress 
 of the kingdom of our Lord and Master. 
 
 Imagine the power exerted, not only for 
 the local Bible school but for the Kingdom 
 at large, by the pastor who knows these 
 things and who will lead his teachers in 
 becoming acquainted with them, and in 
 prayerfully applying the results of study 
 for the sake of the Master, who does so 
 much for them and for those whom they 
 are endeavoring to train to be his sincere 
 disciples. 
 
 "For an extended study of these pupils see "After tho 
 Primary, What ? " 
 
THE PASTOR AND HUMANITY. 91 
 
 3. For the teacher of Adolescents. I re- 
 member the first formal lecture that I ever 
 delivered on the subject of adolescence. 
 It was given on the invitation of a friend, 
 who was president of a county association. 
 He wished me to speak to the workers of 
 his county on some phases of the subject 
 which were not such common property as 
 they are now. Accordingly, I prepared 
 myself so that when I faced my audience I 
 had the consciousness that I knew what T 
 was going to talk about and that what I 
 intended to say was true. 
 
 My friend, the pastor, took a seat directly 
 in front of me. When I began to talk he 
 was looking me in the eye. After a little 
 time his head drooped, and before I had 
 gotten half through my talk his head was 
 down and his face was covered with his 
 hands. He gave every indication of being 
 displeased with what I was saying. Fired 
 with the thought that I was doing the right 
 thing, I redoubled my efforts to arouse and 
 interest him, but without avail. That head 
 was lowered, and those eyes that I so much 
 desired to see approving my words were 
 covered. 
 
92 the; pastor and tkachrr training. 
 
 At the close of that session of the con- 
 vention I went toward my friend, expect- 
 ing to demand an explanation of his con- 
 duct, but before I could say a word, he ex- 
 claimed, "I am going home to talk to the 
 members of my session." The explanation 
 that followed revealed the fact that the 
 "session" were considering the advisability 
 of excommunicating some boys, who at 
 one time had seemed to be converted but 
 who had suddenly become so outrageous in 
 their conduct that it was thought thc}- 
 should be excluded from church m^ember- 
 ship. The pastor had grasped some basal 
 principles, and intended to return home 
 to tell his church officers how to deal with 
 the disorderly young adolescents. 
 
 The pastor who attempts the study of 
 adolescence will be utterly bewildered at 
 first because of the multiplicity of things 
 that are being said and written on this 
 subject, and because of the various stand- 
 points of lecturers and writers thereon. 
 He should not be discouraged, but, begin- 
 ning somew^here, he should go on to separate 
 from the great mass of material offered 
 
THE PASTOR AND IIUMANITV. 93 
 
 those things which will help him to lead 
 his Bible-school teachers in their study. 
 
 One foundation stone upon w^hich he 
 may do some good building is the statement 
 so often made, namely, ''The young ado- 
 lescent is a bundle of self-contradictions." 
 When he grasps that fact and gets his 
 teachers to apprehend it, he and they will 
 not be surprised by anything that a boy 
 or girl of the adolescent age will do. This 
 will help them to keep their equilibrium 
 at all times. 
 
 vSome of the distinguishing traits of early 
 adolescence are self-consciousness; day 
 dreaming; the beginnings of motives such 
 as ambition, philanthropy, pride, courage ; 
 the beginnings of emotions, which fmd ex- 
 pression in various ways; the stirrings of 
 doubt; the awakening of a kind of love 
 difTcrent from that of the child; and the 
 appearance of atavism. The pastor who 
 not merely knows about these traits, but 
 who is able to recognize them in the young 
 people and to advise his teachers as to what 
 may be done under certain circumstances, 
 has gone a long way toward solving two 
 perplexing problems, namely. How shall 
 
94 'i'HE PASTOR AND TEACHER TRAINING. 
 
 we hold our young people in the Bible 
 school? How shall w^e find teachers for 
 our young people? Many of our adolescents 
 leave the Bible school because they are not 
 understood there. Many good persons re- 
 fuse to teach because they do not know 
 how to deal with adolescents. In both 
 directions the pastor w^ho is informed as 
 w^ell as consecrated may be very helpful. 
 As this subject is such a broad one, with 
 so many ramifications, perhaps a concrete 
 illustration or two of what is possible for 
 a pastor may be most helpful. We will 
 suppose that he has made a study, say, to 
 begin with, of day dreams. He gathers 
 his teachers and officers together and reads 
 them an essay, or better still, delivers 
 them a lecture on the subject. Here is 
 a specimen of what might be given: 
 
 Mr. Brow^n and His Class 
 
 (A Study in Day Dreams) 
 
 *'Will Brown as a boy was very trouble- 
 some, and somewhat inclined to be wild," 
 says his mother, with that charity that 
 covers a multitude of sins. Many an earnest 
 prayer did she offer for, and many a bitter 
 
THE PASTOR AND IIl-MAXIT\ . ()5 
 
 tear did she shed because of, her boy. 
 The superintendent of the Bible school 
 was obliged more than once to face the 
 question: **Shall we allow Will Brown to re- 
 main in the school?" because he seemed to 
 be the ring-leader in most of the disorder 
 in his class. 
 
 But that is all past now. Mr. Brown, 
 who is forty- three, settled down years ago. 
 To-day he is an eminently respectable and 
 highly useful citizen, the soul of honor, 
 whose word is trusted without question, 
 and whose life is held up before the minds 
 of wayward boys as worthy of imitation. 
 He is devoted to church work, and believes 
 so thoroughly in the mission of the Bible 
 school that for years he has been a pains- 
 taking teacher therein. 
 
 Mr. Brown's class consists of eight boys, 
 ranging in age from thirteen to fifteen. 
 Mr. Brown loves his pupils, prays for them, 
 studies hard in order to interest them, 
 but does not understand them. His most 
 carefully arranged programs for class work, 
 and his most prayerfully prepared lessons 
 are frequently rendered useless by imex- 
 pected, and therefore unprepared for, mani- 
 
96 THE PASTOR AND TEACHER TRAINING. 
 
 festations on the part of his boys. That 
 duty that seems to him to be so clear, those 
 truths that he realizes should be accepted 
 by everybody, are received by the boys 
 with unconcealed indifference, or even with 
 open expressions of contempt. 
 
 Wherein lies the difficulty? Mr. Brown 
 overlooks the facts that are fundamental 
 in dealing v/ith young adolescents. First: 
 ?Iis boys are not forty-three years old, but, 
 being in their teens, view almost every- 
 thing from standpoints very different from 
 his. vSecond: The standpoints of all the 
 boys are not the same. Each one is so 
 positive that his point of view is the cor- 
 rect one that he pays no attention to the 
 positions of the others. Each is enraptured 
 with his series of day dreams, so that all 
 his thoughts and actions, if not his words, 
 are influenced by these day dreams. 
 
 Let us go to the Bible school with Mr. 
 Brown, and look at his class. As he faces 
 them he thinks of them as so many ordinary 
 boys, who ought to be ready to receive 
 and act upon the teachings which he has 
 carefully planned for them. But who 
 really sit in these two pews? In the corner 
 
THE PASTOR AND HUMANITY. 97 
 
 there is a boy who is a great general. The 
 victories won by Alexander, Napoleon, 
 Washington, Lee and Grant are nothing 
 in comparison with the success that has 
 attended him as the leader of mighty armies. 
 To be sure he is only fourteen, and his 
 conquests are all in his mind as yet, but 
 oh! how real they are to him. When Mr. 
 Brown urges him to strive for victor}^ over 
 some bad habit or evil tendency he smiles 
 pityingly or even sarcastically, because Mr. 
 Brown does not know the victor}^ that 
 gives such sweetness to his day dreams. 
 
 Next to him sits a boy who is a great 
 admiral. The achievements of Dewey, Samp- 
 son, Schley and Hobson sink into insignifi- 
 cance when placed beside what he has ac- 
 complished. As commander of the finest 
 ships that the world has ever yet dreamed 
 of he has been instrumental in putting this 
 nation in what he thinks to be her proper 
 position at the head of the nations of the 
 earth. Only fifteen, and he has never seen 
 a battle ship! That makes no difference 
 to our young day dreamer. He has done 
 these things, and if you and Mr. Brown 
 do not recognize the facts, so much the 
 
98 THE PASTOR AND TEACHER TRAINING. 
 
 worse for both of you, he thinks, as he 
 goes on to dream of still more wonderful 
 exploits. 
 
 That third boy's name is on the roll of 
 fame, not only in his village, in his State 
 and in the United States, but throughout 
 Great Britain and over the whole continent 
 of Europe. You do not know it, but that 
 does not alter the fact that he is a great 
 surgeon, performing miraculous operations 
 for the relief of vSuffering humanity. Should 
 yon remind him that the only instrument 
 which he possesses is a rather dilapidated 
 pen-knife, he faces you with that far-away 
 look in his e^'CS which indicates how real 
 to him are the day dreams of his great- 
 ness. 
 
 On this side of the surgeon is a successful 
 author. He has read of editions of books 
 which have gone out in the hundreds of 
 thousands, but already of his great work 
 over a milHon copies have been sold, and 
 he is just now writing another story which 
 is to go far ahead of his past success. If 
 you venture to remind him that his last 
 high-school composition was not a success, 
 that he received a low mark because of 
 
THK PASTOR AND IIUMAXITV. 99 
 
 misspelled words and unpunctuated phrases 
 and sentences, he wonders why you mention 
 such trivialities to one who is such a great 
 writer. 
 
 And so we might go on with Mr. Brown's 
 boys. One is to-day in his own imagina- 
 tion the greatest preacher in America. 
 Sitting next to him is perhaps a great 
 prize fighter. There is a boy that is a 
 pirate, and there one that is a great states- 
 man. Whatever life-work they have chosen 
 they excel all that ever went before them 
 in that particular line, as they sit in Bible 
 school, dream their rosy dreams, and form- 
 ulate their great plans. 
 
 Is it now any secret why Mr. Brov/n fails 
 to gain the attention and excite the interest 
 of these great personages? How childish 
 seem his teachings in Comparison with 
 their accomplishments! How common- 
 place are the actions to which he vainly 
 endeavors to urge them on when viewed 
 in contrast with their unparalleled achieve- 
 ments ! 
 
 Is there no hope for Mr. Brown and his 
 boys? Yes, great hope, if Mr. Brown is 
 wise. Must Mr. Brown give up his efforts 
 
lOO THE PASTOR AND TEACHER TRAIXIXO. 
 
 to teach, and must the boys be allowed to 
 go on unrestrained in their day dreaming? 
 No! No! Mr. Brown may use those 
 dreams as powerful levers to uplift the boys, 
 to benefit the church, and to help in the 
 development of the kingdom. In order 
 to accomplish this possibility at least four 
 things are necessary for Mr. Brown: 
 
 He mUvST recall his own bo\tiood. 
 He has forgotten it. He has been uncon- 
 scious of the fact that his boys, in the 
 main, are about like what he was at their 
 age. If he sits down occasionally, shuts 
 out the present and lives for a while in the 
 past, he will be face to face with many for- 
 gotten thoughts, words and actions, the re- 
 membrance of which will help him wonder- 
 fully in handling his boys. How vividly 
 will come to him the recollection of the time 
 when most persons predicted for him an 
 aimless future, w^hile in his ov/n imagina- 
 tion he was a great merchant. How much 
 of his success in the commercial world had 
 its inspiration in, or was the outgrowth 
 of, his adolescent day dreams, he may be 
 able to determine now that he has his at- 
 tention called to the subject. 
 
THE PASTOR AND HUMANITY. lOI 
 
 He must vSTudy his boys. Not as he 
 sees them on the Lord's day, when they are 
 under restraint because of their ineffectual 
 efforts to lay aside their day dreams in 
 order to conform to the pattern according 
 to which their thoughtless elders are trying 
 to develop them. Just when and ivhere 
 and how these boys are to be studied must 
 be left to Mr. Brown's newly-quickened 
 common sense, because it is obvious that 
 no rules can be set for dealing with boys 
 who differ so much from one another in 
 their make-up. 
 
 Hk must sympathize with his boys. 
 This will not be difficult now that he has 
 studied himself and them. Recalling what 
 he had to contend with, and realizing 
 somewhat the present struggles of his boys, 
 he will be able to feel with them. Then 
 what a difference the- re will be in his prayers 
 for his boys, in his methods of preparation 
 for the class, in his manner of presenting 
 the truth and in the kind of truths he se- 
 lects! This sympathy will lead him to 
 treat them no longer as practical men of 
 forty, but as day dreamers of fourteen. 
 
I02 the; pastor and teacher traixixg. 
 
 He: must treat each boy as an indi- 
 viduality. His study of, and his sympathy 
 with, his boys have prepared him to do this. 
 No longer will he come to the class chafmg 
 under his failure to make the boys conform 
 to his ideals, but his constant effort will 
 be to so present those ideals that they 
 may appeal to the personality that he longs 
 so much to help. 
 
 Outsiders, as well as fellow workers, will 
 notice the influence that Mr. Brown is ex- 
 erting over his boys. ]Many will be the 
 questions as to the magic that is trans- 
 forming the former indifferent pupils into 
 attentive students of the Word. When 
 Mr. Brown explains his change of attitude 
 toward the boys, how it was brought about 
 and the results thereof, some of his hearers 
 may smile incredulously, and some may 
 declare that it w^ould be useless for them 
 to try to imitate him, but those who can 
 appreciate what he has done and can learn 
 the necessary lessons will be as successful 
 as he is. 
 
 When Miss White, who has a class of 
 girls about the same age as Mr. Brown's 
 boys, is impressed w4th the latter's story 
 
THE PASTOR AND HUMANITY. 1 03 
 
 and begins to think of herself and her girls 
 just as Mr. Brown studied himself and his 
 boys, she will find that, with minor varia- 
 tions, her girls are like the boys. They, 
 too, have their day dreams. One is dreaming 
 of the nobleman that is coming from Europe 
 to marry her preparatory to installing her 
 as the lady of his castle. Another pictures 
 herself the wife of a millionaire, dispensing 
 hospitality with an unstinted hand. One 
 is a great authoress, another a famous 
 philanthropist, the third a successful re- 
 former, the fourth the champion of the 
 down-trodden of the earth, and so on 
 through the list. Their achievements are 
 as wonderful as those of the boys across 
 the aisle, although like theirs they are all 
 in their imagination. 
 
 When ]\Iiss White talks to them as a 
 class her girls now handle their gloves, 
 make tumecessary efforts to get their hats 
 to remain in position, or even talk about 
 last week's party, because they think her 
 talk commonplace for such wonderful peo- 
 ple; but when she learns her lesson of Mr. 
 Brown, treats her class as individuals and 
 makes use of their dav dreams to hcli) her 
 
I04 run PASTOR AND TEACHER TRAINING. 
 
 teach the lesson, she will have the same 
 success with her girls that Mr. Brov/n will 
 have v/ith his boys. 
 
 Surely that talk on *'day dreams," fol- 
 lowed by an interchange of opinion among 
 the teachers, should open up un thought of 
 fields of investigation and should result 
 in unmeasured good for the school! 
 
 A month hence the pastor gives his 
 workers another talk. Here is a specim.en 
 of what he might say: 
 
 Inez and her Grandmother 
 
 (A study of Atavism) 
 
 She was tall, slim and fairly good-looking. 
 No one except herself would give her face 
 a second thought. When she gazed into 
 the mirror to behold the dazzling beauty 
 reflected therefrom, she thought it no won- 
 der that she was the cynosure of all eyes. 
 She was so ungainly in form and awkv/ard 
 in movement that a chair in the corner 
 was her most comfortable retreat. Not- 
 withstanding this, as she trod the avenue 
 with airy step, no gazelle was ever m.ore 
 graceful, in her estimation. Kept away 
 from school for long periods at a time be- 
 
THE PASTOR AND HUMANITY. 105 
 
 cause of illness, she was deficient in much 
 that is merely rudimentary. She knew, 
 however, that the knowledge, wisdom and 
 culture which she possessed wTre merely 
 lying dormant to be displayed when the 
 auspicious time should arrive. Her irrita- 
 bility was such that her nearest and dearest 
 friends found it very diflicult to bear with 
 her. She was positive, however, that if 
 she had her due she would be wearing a 
 medal for amiability, voted to her by the 
 admiring neighborhood. The reason for 
 the great difference of opinion between her 
 and her friends was due to the fact that 
 Inez was sweet sixteen. Sixteen, you have 
 perhaps learned, has spectacles and mirrors 
 peculiar to itself. 
 
 The grandmother, of course, was old. 
 vShe has seen much of the world and the 
 inhabitants thereof. vShe had acquired 
 funds of knowledge, had attained to great 
 wisdom and had developed an infallible 
 judgment. Therefore she knew just what 
 what was right and her word must be law. 
 So she thought and so she acted, but, oh! 
 what a different opinion had been formed 
 of her by those who knew her best. To 
 
I06 THE PASTOR AND TEACHER TRAINING. 
 
 them she was known as a shallow, foolish, 
 unreasonable creature. It is no w^ondcr 
 that there were constant clashes between 
 those who so differed in opinion, with the 
 result that the old lady became deeph' 
 rooted in the conviction that she was a 
 cruelly misjudged and badly treated indi- 
 vidual. She resolved to bear her martyr- 
 dom with heroic fortitude, never neglecting 
 to let her listener know how bravely she 
 was facing her fate. In her own estimation 
 she had few friends and many enemies. 
 In order to make the proper allowances 
 for her it must be borne in mind that she 
 was seventy-one, and of course the way 
 that seventy-one views matters depends 
 upon how the fleeting years have been 
 spent. 
 
 The quarrel was in many respects a very 
 natural one. Inez was guilty of an in- 
 discretion incident to her age. To be sure 
 there was a young man in the episode, but 
 the whole matter could have been laughed 
 away easily, if grandmother had not been 
 so aggressively determined about it. She 
 took Inez to task, very emphatically ex- 
 pressed her opinion and laid down the law. 
 
THE PASTOR AND HUMANITY. 107 
 
 The spirited retort of Inez was followed 
 by a bitter rejoinder from grandmother. 
 Word followed word, each cutting deeper 
 than the preceding one, until, stung to 
 the quick, the younger belligerent vehe- 
 mently expressed her opinion of the elder 
 one, who, vanquished, retired to weep and 
 to coddle her martyrdom. 
 
 Then followed a period which, if not un- 
 bearable to the principals, was, at least, 
 very painful to others. Inez arid her 
 grandmother would meet at the tables or 
 in the parlors of mutual friends and rela- 
 tives without seeming to be conscious of 
 each other's presence. In the private con- 
 fabs which each held with her intimates, 
 she laid the blame on the other in the most 
 expressive language at command. Inez 
 claimed that her grandmother was unreason- 
 able in her demands and unjust in her 
 commands. Altogether she considered her- 
 self a greatly injured young lady. Grand- 
 mother complained of the girl's lack of 
 love and obedience and reverence for age. 
 Inez added emphasis to her words by de- 
 termined tosses of her head. Grandmother 
 shed tears easilv and abundantlv. 
 
I08 THE PASTOR AND TEACHER TRAINING. 
 
 Thus matters stood when a mutual friend 
 was called in to advise and if possible to 
 arbitrate. Years before he would have de- 
 cided at once in favor of the grandmother 
 on the score that youth should yield to 
 age. But his study of adolescence had 
 brought him to understand how impossible 
 it is for sixteen to view anything from the 
 standpoint of seventy. So he explained 
 to the elderly lady some of the difficulties 
 that stood in the way of her offspring. She 
 was obdurate, demanded a full apology 
 and a promise of future submission. Of 
 course the younger woman refused these 
 terms of surrender. What was to be done? 
 In the hopes of getting the elder lady to 
 have a Httle forbearance for the younger 
 one, the friend made inquiries as to the 
 behavior of the former when she was sixteen. 
 To his surprise, although he should have 
 been prepared for the discovery, he learned, 
 as the result of his investigations, that at 
 sixteen grandmother had been just what 
 Inez is, or, to tell the truth, a good deal 
 worse. Inez has her grandmother's dispo- 
 sition ; she thinks, talks and acts just as her 
 grandmother did. The action for which 
 
THE PASTOR AND HUMANITY. I09 
 
 Inez was so severely reprimanded was a 
 ver>^ mild reflection of a similar one of 
 which her grandmotlier had been guilty 
 at the same age. The tongue thrashing 
 w^hich Inez had administered to her grand- 
 mother was a very gentle one in comparison 
 with those with which the latter frequently 
 had lashed her elders when they had dared 
 to cross her pathway. The outbursts of 
 temper which vrere so marked in the younger 
 woman wxre considered mild by those who 
 could recall the violence of the youthful 
 outbreaks of the elder woman. So the re- 
 semblances were noted when this one and 
 that one were interviewed. As one old 
 lady expressed it, "They are as alike as 
 two peas." What grandmother was at 
 sixteen Inez now is, only she is not so ex- 
 treme. It is a clear case of atavism. The 
 marked characteristics had skipped a gen- 
 eration to appear in somewhat modified 
 form in the granddaughter. 
 
 It was, however, absolutely impossible 
 to get the old lady to see or to acknowledge 
 those facts so patent to everybody else. 
 So nothing could be done. 
 
no THE PASTOR AND TEACHER TRAINING. 
 
 The obvious lessons for those who have 
 the handHng of young adolescents are two: 
 
 1. GrKAT AI.LOWANCES SHOULD BE MADE 
 FOR ABNORIVIAL CHARACTERISTICS OF DIS- 
 POSITION DISPLAYED BY YOUNG PEOPLE. 
 
 2. The elder SHOULD STUDY THE YOUNG- 
 ER. Those in authority should study those 
 who are to be disciplined. Those w^ho 
 know more (or ought to know more) 
 should make allowances for those who 
 know less. It has not always been thus. 
 Forty rises in the superiority of its position 
 of parent or teacher and demands that 
 fourteen shall study it, so that all its whims 
 and crotchets may be understood and sym- 
 pathized with. Seventy-one demands that 
 sixteen shall study it, so that the latter 
 shall }deld in all things. This is contrary 
 to common sense, to reason, and to the 
 spirit of Christianity, which teaches that 
 the strong should bear the infirmities of 
 the weak. 
 
 The hopeful thought in connection with 
 this characteristic of atavism is: Much 
 may be done by judicious and persistent 
 training to develop the opposite of those 
 traits which are objectionable, and thus 
 
THE PASTOR AS I) H I MAN IT V. Ill 
 
 give no room for their manifestations. A 
 child with an inherited tendency to give 
 way to a hasty temper may be so schooled 
 in self-control that the very forces which 
 make his or her outbreaks so terrific may 
 be expended in the performance of heroic 
 deeds. While there is more hope for vic- 
 tory if the training is begun in infancy, 
 still the crucial period is during early ado- 
 lescence. Then the tendency to recur to 
 type is most marked. Primary and Junior 
 teachers can do much, and in many cases 
 help to win the battle before it is really 
 fought; but to the teacher of young ado- 
 lescents above all others is given the priv- 
 ilege of understanding the subject of ata- 
 vism, of stud}ang the pupil and of exerting 
 influences on the side of what pupils ought 
 to be. 
 
 Finally, it must never be forgotten that 
 grace is stronger than atavism. If the 
 pupil is born again, many struggles will 
 be avoided. When the forces within the 
 young adolescent come into play, and the 
 tendency is to recur to a trait that should 
 be eradicated, grace will help mightily in 
 the process of eradication. Where the Di- 
 
I I 2 THE PASTOR AND TEACHER TRAINING. 
 
 \'ine Life controls, that which is in oppo- 
 sition to it must go. Hence, the teacher's 
 aim constantly should be to lead the young 
 people to Christ, and, if they are disciples, 
 to lead them to a better knowledge of and 
 a closer union with him who said: "I am 
 come that ye may have life and that ye 
 may have it more abundantly." 
 
 This talk, followed by a discussion, which 
 should have for its object, not the forcing 
 of the teachers to agree with the pastor's 
 conclusions, but the stimulating of the 
 teachers to investigate the subject for 
 themselves, would result in an altogether 
 different attitude toward many of the pupils 
 than that which is assumed by some Chris- 
 tian workers to-day, who are living in the 
 twilight of the past, when God in many 
 ways is offering them the sunlight of these 
 blessed times. 
 
 Hard work! Patience required! Perse- 
 verance needed! Ah, yes, but how blessed 
 the pastor who engages in this work! 
 He may not know so much about some good 
 people who died centuries ago, but he will 
 learn a great deal about some who are 
 much alive to-day, and he may be a bless- 
 
THK PASTOK AM) UrMANITV. II3 
 
 ing to his teachers in helping them to be 
 what God desires them to be. 
 
 4. For the school as a whole. By the time 
 that the pastor is able to assist his teachers 
 as suggested in the foregoing, he has so 
 secured their confidence that they a,re very 
 willing to be advised by him. He is in a 
 position not only to benefit individual 
 teachers or groups of teachers, but also 
 to make suggestions for the good of the 
 school as a whole. Among the many points 
 which the pastor, because of his knowledge 
 of the traits and capabilities of those who 
 form its membership, may suggest in order 
 to raise the tone of his Bible school, the 
 following are offered by way of sugges- 
 tion : 
 
 (a) Grading. To those who know the 
 facts, the gradation of the Bible school is 
 not now a fad, but it is understood by 
 them to be based on true psychology and 
 approved pedagogy. The student of paid- 
 ology and ephebics will be able, not only 
 to propose some such scheme as the fol- 
 lowing for the gradation of the Bible school, 
 but also to tell v/hy the divisions are as 
 made and why they should be maintained. 
 
114 
 
 THE PASTOR AND TEACHER TRAINING. 
 
 A Graded Bible School. 
 
 
 NAME OF 
 DEP'T. 
 
 S^ 
 
 Pi 
 
 a; 
 
 03 
 
 s 
 
 mior. 
 
 iterme- 
 diate. 
 
 1 
 
 1 
 
 si 
 
 1^ 
 
 o« 
 
 CQ 1 CU 
 
 ^ \^ 
 
 OQ 
 
 < 
 
 HH 
 
 WP 
 
 .^^ ^^ Birth 
 
 1 1 ' 
 
 
 
 
 All 
 
 AGE OF , 
 PUPII^. jI%^ 
 
 3-6 6-9 9-1212-16 
 
 16-18 
 
 18-80 
 
 16-20 
 
 Oth- 
 ers. 
 
 (6) Promoting. If a school is to be 
 kept graded there must be annual promo- 
 tions. The pastor who has studied his 
 pupils will be able to show" how selfish 
 or how foolish is the boast of the teacher 
 who declares, "I took my girls just as they 
 came out of the Primary' Department, and 
 I have some of them yet, although the>^ 
 now have children of their own in the 
 Primary." There was a time when such 
 a boast was to the credit of the teacher, 
 but that time is in the darkness of the past. 
 
 (c) Assigning of teachers. Plis studies 
 in childhood and adolescence will convince 
 the pastor of certain facts concerning which 
 teachers are best suited for certain classes. 
 Some of these facts he will be able to state 
 in the teachers' meeting; others of them, 
 for obvious reasons, he will tell to individ- 
 uals. The point is: He \vill be able to 
 
THE PASTOR AND HUMANITY. I15 
 
 make out his case so well that the school 
 will accept some such scheme of assign- 
 ment of teachers as the one that follows: 
 
 In the Primary Department boys and 
 girls should be together. The sex of the 
 teacher makes no difference, but the one 
 appointed to take charge of the depart- 
 ment should love children, should be able 
 to talk to the children in their own lan- 
 guage, and should have the power of illus- 
 trating spiritual truths with illustrations 
 on the plane of the children's experience. 
 If, in addition, he or she is a musician, 
 so much the better, but this is not a sine 
 qua non, as an assistant may attend to 
 the musical part of the work of the de- 
 partment. 
 
 In the Junior Department boys and girls 
 may be together, and the teacher may be 
 of either sex, but should be one who under- 
 stands the characteristics of young people 
 between nine and twelve years of age, and 
 how the knowledge of those characteristics 
 may be employed in teaching. 
 
 In the Intermediate Department the 
 boys and girls should be separated. The 
 former should have a male teacher, the 
 
Il6 THE PASTOR AND TIvACHEK TRAINIXO. 
 
 latter a female. Above all tilings the teach- 
 er should be one who will study the traits 
 of the pupils and enter sympathetically 
 into their joys and sorrows. 
 
 In the Senior Department again the 
 sexes should be separated, and the teacher 
 may be of the sex other than tha,t of 
 the pupils. One w^ho w^ill be a fellow- stu- 
 dent and a fellow-worker with the pupils 
 is most likely to succeed. * 
 
 In the Adult Department the two sexes 
 may be in the same class. The sex of the 
 teacher makes no difference, provided that 
 one will help the pupils in the intellectual 
 difficulties in which they find themselves 
 involved. 
 
 In only exceptional cases should the 
 teacher move with the class out of the 
 department. The greatest skill is de- 
 veloped through the teacher instructing 
 the same grade year after year. 
 
 I am aware of the trouble that would 
 be caused in many Bible schools by simply 
 mentioning the points named above. The 
 reason is that most workers in those schools 
 do not understand why such things should 
 be done. They fear an upheaval which 
 
THE PASTOR AND HUMANITY. II7 
 
 they consider harmful. Hence, the urgency 
 of the plea in this lecture that the pastor 
 lead his teachers in studying their pupils. 
 In order to lead them, he also must study. 
 When the facts are known the misconcep- 
 tion that the school is to be injured will 
 be removed, and that which, perhaps, is 
 impossible now, will be accomplished easily 
 in the days to come. Above all things, 
 the pastor should refrain from the attempt 
 to make radical changes before the workers 
 in the school are ready for them. If con- 
 templated changes are considered radical 
 by a large number of workers in a Bible 
 school the time to m.ake them has not yet 
 arrived. WTien the proper tim.e comes, 
 they will be looked upon as what ought 
 to be. Changes should come as an evo- 
 lution and not as a revolution. In order 
 to hasten their coming the pastor should 
 not be discouraged, but should be an en- 
 thusiastic student of mankind, especially 
 as represented by the numerous types in 
 his Bible school. 
 
 in. How shall the pastor lead hU teachers 
 in the study of human nature ? I can see the 
 look of despair on some of your faces as this 
 
Il8 THE PASTOR AND TEACHER TRAINING. 
 
 question comes to your mind. I hear you ex- 
 claiming: When shall I find time for this 
 study? Where shall I go to engage in it? 
 Perhaps there is already forming the 
 thought of going to some university in 
 order to take a special course in psychology 
 and paidology. This might, of all things, 
 be the very worst that you could do, for 
 then you might become a theorist instead 
 of a practical worker. My thought is, 
 not that you shall know the boy about 
 whom we read, but that you shall under- 
 stand the boy who is in your Bible school. 
 Read a few books to get your starting 
 points, your principles, but remember that 
 the real book of human nature lies open 
 all about you. Use your eyes, use your 
 ears, use your brain, and you will soon 
 know so much about human nature that 
 you will desire to know more. Do not 
 wait until you know it all before you begin 
 to practice what you do know. To-day 
 you have, perchance, learned a few facts; 
 on next Sunday begin to experiment on 
 what you have learned. 
 
 Above all do not forget that all this study 
 is not for vour own sake alone. It is not an 
 
THE PASTOR AND HUMANITY. II9 
 
 esoteric matter. It is for the sake of 
 helping your Bible-school teachers to get 
 the training necessary for their great work. 
 You are to lead them in the study of their 
 pupils. You are to be a fellow-student 
 with a group of men and women who are 
 interested in this subject. Therefore, it 
 would not be wise for you to take a course 
 of training, which is altogether out of their 
 reach. This point is emphasized because 
 it is the conviction of the lecturer that 
 the average Bible school is to be benefited 
 by the line of study for which he has been 
 pleading. 
 
THK PASTOR AND PEDAGOGY. 
 
 LECTURE IV. 
 
 THE PASTOR LEADING HIS TEACHERS IN THE 
 THE STUDY OF RELIGIOUS PEDAGOGY. 
 
 The good man was in his study all the. 
 morning preparing for the midweek prayer 
 meeting. He had studied, prayed and 
 communed much. He had ascended the 
 heights, and he felt confident that he had 
 a message to which his people would listen 
 and from which they would derive great 
 benefit. Under the inspiration of his prep- 
 aration he does his very best in delivering 
 the message, but his efi'orts seem to be 
 almost fruitless. It is as much as some 
 of his hearers can do to keep awake, while 
 the faces of others plainly indicate that 
 they are listening more because of habit 
 than because they arc really interested. 
 
 The pastor goes to bed, and tosses about, 
 as he prays and questions himself as to 
 why his w^ell-prepared message failed to 
 arouse his people. He blames them, then 
 
122 THE PASTOR AND TEACHER TRAINING. 
 
 he blames himself, but there is no satis- 
 faction in either course of procedure. He 
 gets nothing to help him in his preparation 
 for the next prayer meeting. 
 
 Wherein lay the fault? Not in the pas- 
 tor's preparation, but in his ignorance of, 
 or neglect of, a well-known pedagogical 
 principle, that known as apperception. Ac- 
 cording to this principle it is impossible 
 to make any impression on the mind un- 
 less there is something in the mind upon 
 which the fact or truth to be learned 
 may be placed. 
 
 "The following account of an unsuccess- 
 ful attempt to illustrate 'the love of God' 
 proves the necessity for the recognition 
 and the application of this principle: 
 
 "I had taught the class for about six 
 weeks, and had gotten on well with all 
 the boys except one, who was about thir- 
 teen years of age, and who seemed to be 
 interested in the topic of the day until the 
 time came for making the personal appli- 
 cation. For example, the thought was, 
 'God is love.' I wished to illustrate it, 
 and I would say to my boy: 'Albert, God 
 loves vou. He loves \'ou more than your 
 
THK PASTOR AND PEDAGOGY. 1 23 
 
 father loves you.' Then there came into 
 the boy's eye a look that I could not under- 
 stand. It was hard and cold. Sometimes 
 there was a sneer on his faco, and I imag- 
 ined that my boy did not care to learn 
 about the love of God. 
 
 "One Sunday afternoon he was absent 
 from the class, and the next morning I 
 was irresistibly impelled to visit his home. 
 On entering the room in the rear tenement, 
 to my surprise I found that the boy was 
 there instead of at school. His mother 
 was very silent and reserved. After re- 
 peated efforts to engage her in conversa- 
 tion I said to myself, 'That is what is the 
 matter with Albert; he takes after his 
 mother.' But the vSpirit said to me, 'That 
 is not all; there is some other reason for 
 the boy's actions.' So I chatted as pleasant- 
 ly as I could to the woman, who responded 
 in monosyllables. vSuddenly, without any 
 apparent cause, she burst out weeping, 
 and said: VDon't be hard on my boy.' I 
 replied: *I am not hard on your boy; I 
 love him. That is the reason I am here 
 this morning instead of being at my work.' 
 
 "Again I went on talking, while the 
 
124 THE PAMUR A.\D THACHivK TRAINING. 
 
 woman merely said ' yes ' or ' no, ' as occasion 
 demanded. Again, apparently without any 
 reason, she burst out crying. When she 
 could control herself she said: 'I must tell 
 somebody; I may as well tell you as any- 
 body else. My boy and I spent the night 
 out in that area v/ay, and his father was 
 in this room crazy drunk, threatening to 
 kill us with a bread knife if either of us 
 came into the room.' Then it was as if the 
 heavens had opened to give me light. I 
 had been trying to teach the boy that God 
 loved him, and had foolishly illustrated 
 that love by a father's love. He had no 
 father. A brute lived in the same house 
 with him. Was it any wonder that he did 
 not want God's love? Afterwards, how- 
 ever, when I could take my boy aside and 
 say to him, 'Albert, God loves you more 
 than your mother loves you,' he understood 
 just what I meant, and responded to my 
 teachings. 
 
 "That God is love is a grand truth; but 
 that we are illustrating that truth in the 
 right way is a question. Perhaps some 
 with whom we have to deal do not know 
 of the love of God because of our lack of 
 
. OF THE 
 
 i UNIVERSITY 
 
 THE PASTOR AND PICDAC.OGV. 125 
 
 wisdom in presenting that love. The prin- 
 ciple of apperception will help us here as 
 elsewhere." — Bible School Pedagogy. 
 
 It is not a rare occurrence to meet a pastor 
 who declares that, in spite of his studious 
 preparation for preaching and his earnest 
 delivery of what he has prepared, the mem- 
 bers of his congregation seem to have very 
 hazy notions concerning the fundamental 
 truths and great facts of their religion. 
 This, alas! in many places is only too true. 
 Wherein lies the blame? Far be it from 
 me to assume to answer that question ade- 
 quately. The suggestion is made, however, 
 that perhaps the preacher has ignored another 
 great principle of pedagogy, namely, that 
 knov/n as the principle of correlation. 
 
 vSome preachers have attempted to ascer- 
 tain how much of a certain sermon was 
 grasped ])y the people; whether the salient 
 ]X)ints were apprehended. Such attempts 
 have frequently resulted in humihation to 
 the preacher. Were others of his ministerial 
 brethren to make similar experiments cha- 
 grin would I^e a mild word to describe their 
 feelings at the result. Why is there such a 
 lack of apprehension of the contents of even 
 
126 THE PASTOR AND TEACHER TRAINING. 
 
 the best sermons on the part of the most in- 
 telHgent hearers? Is it an indication that 
 their intelhgence has been over-estimated? 
 In some cases it may be so, but most fre- 
 quently the fault lies in the preacher, who 
 violates a third great principle of peda- 
 gogy, that known as the principle of con- 
 centration. 
 
 If the average pastor is so unfamiliar 
 with the principles of pedagogy, it would 
 seem hopeless in attempting to persuade 
 him to become the leader of his teachers 
 in their study and application of these 
 principles. But one of the aims of this 
 series of lectures is to convince pastors 
 of the great help that a knowledge of these 
 principles will be to them in their own 
 work. Once they have grasped, and have 
 begun to apply, them in their preaching 
 and lecturing, the value thereof will be 
 so self-evident that they will go on to future 
 study and experiment for themselves and 
 become the inspirers and perhaps the 
 leaders of their Bible school teachers in 
 this most important science. 
 
 To do this requires first of all the willing 
 mind. The pastor who realizes the need 
 
THE PASTOR AND PEDAGOGY. I27 
 
 of the application of pedagogical principles 
 to his own work, and that of his Bible-school 
 teachers, must have as his first and chief 
 preparation the willingness to be a leader 
 in the study and application of these 
 principles. 
 
 It is said that years ago when one of 
 our great universities was a small college, 
 there was a \'acancy in the department 
 of geology. A young man applied for an 
 appointment as instructor. He was asked 
 if he knew much about the subject in 
 which instruction was to be given. He 
 replied that he did not, but that he was 
 full of enthusiasm for the subject, that he 
 was willing to study hard and to make ex- 
 periments, and that he knew sufficient to 
 keep so far ahead of his class that he would 
 be able to lead them. He obtained the 
 coveted appointment. He lived up to his 
 promises, making a first-class instructor be- 
 cause he was a fellow-student with the 
 members of his classes. He knew enough 
 to lead them, and did not overlook the 
 fact that they did not know very much 
 geology. He afterwards became one of the 
 most distinguished professors in his subject. 
 
IZS THE PASTOR AND TEACHER TRAIXINC. 
 
 Is there not a hint here for those who 
 would become leaders in the study of ped- 
 agogy in connection wdth the Bible school? 
 Shall we not so seriously ponder this hint 
 that in the years to come our Bible schools 
 will show the result of our acting upon it? 
 
 The definite question for our consideration 
 in this lecture is: How shall the paster lead 
 his teachers in the study of religious peda- 
 gogy? 
 
 vSuggestively, a six-fold answer is offered 
 to this question: 
 
 I. There are great fundamental principles of 
 pedagogy, which are applicable to religious 
 worlc. Having accepted this statement as a 
 fact, the pastor should make up his mind that 
 he will grasp and apply these principles 
 in his own work as a teacher and preacher. 
 At first, he need not be concerned with 
 many principles. A veteran, successful 
 day-school teacher once declared^ that all 
 pedagogy might be comprehended in three 
 principles. Many teachers of religious 
 truths have accepted these three, and have 
 found them admirable for a beginning. 
 They are the three referred to in the fore- 
 going, namely: 
 
THE PASTOR AND PEDAGOGY. I 29 
 
 1. The Principle of Apperception. 
 
 2. The Principle of Correlation. 
 
 3. The Principle of Concentration. 
 
 Beginning with the three, and carefully 
 considering the results of their proper ap- 
 plication, the pastor will find himself 
 greatly helped in his work, and may be- 
 come a great help to his Bible-school 
 teachers. From time to time it will be 
 very easy for him to make additions to 
 his collection of principles, providing he 
 has laid the foundation properly. 
 
 II. From the principles of pedagogy may be 
 deduced rules applicable to religious work. It 
 must ever be borne in mind that a princple is 
 always more important than any rule. At 
 the same time, when the principle is under- 
 stood, the rule or rules that are deduced 
 from it may be \'cry helpful. 
 
 John M. Gregory was at one time a day- 
 school teacher, then a superintendent of 
 public instruction and finally a college 
 president. As the result of his long ex- 
 perience in teaching, he formulated a series 
 of laws which are as applicable in the 
 Bible school as they are in the day school. 
 These are known as 
 9 
 
130 THE PASTOR AND TEACHER TRAINING. 
 
 The Seven Laws of Teaching. 
 
 I. The Law of the Teacher. 
 
 The teacher must know that which 
 he would teach. 
 
 IL The Law of the Learner. 
 
 The learner must attend with interest 
 to the fact or truth to be learned. 
 
 in. The Law of the Language. 
 
 The language used in teaching must 
 be common to teacher and learner. 
 
 IV. The Law of the Lesson. 
 
 The truth to be taught must be 
 learned through truth already known. 
 
 V. The Law of the Teaching Process. 
 Excite and direct the self-activities 
 of the learner, and tell him nothing 
 that he can learn himself. 
 
 VI. The Law of the Learning Process. 
 The learner must reproduce in his 
 own mind the truth to be acquired. 
 
 VII. The Law of Review. 
 
 The completion, test and confirma- 
 tion of teaching must be made by 
 reviews. 
 
THE PASTOR AND PKDAGOGV. I31 
 
 Any teacher who will paste a copy of 
 these laws in his Bible and from week to 
 week test his methods of teaching by them, 
 will gradually come to understand not only 
 what mistakes he is making but also how 
 to overcome these mistakes. For example, 
 a vast number of the mistakes made by 
 our Bible-school pupils may be traceable 
 to the violation of Law III on the part of 
 our teachers. Many talk, and talk elo- 
 quently, but produce small results because 
 much of W'hat they say is not understood. 
 
 in. Pedagogical principles may be explained 
 and illustrated in language understood by the 
 average Bible-school teacher. Many scholars 
 are so learned that it seems im.possible for 
 them to speak in the language of everyday life. 
 They have vast funds of information, but only 
 a favored few have the benefit thereof, be- 
 cause of the methods by which attempts are 
 made to convey it to others. Three teachers 
 spent a week in examining two recent pub- 
 lications intended to help teachers. One 
 was a two-volume work written by a very 
 learned man. The other was a small primer 
 written by one not so learned. The ver- 
 dict of the three teachers was: ''We have 
 
132 THE PASTOR AXD TEACHER TRAINING. 
 
 gotten more that is helpful out of the little 
 primer than out of the two volumes." 
 Why was this? Not because there was 
 more in the primer, but because what it 
 contained was put in such a way that the 
 reader could easily understand it and make 
 it his own. 
 
 Here is a field of almost limitless useful- 
 ness for the pastor. As he gets hold of 
 great pedagogical truths and recognizes 
 their value in his own work, he may so 
 translate those truths that the youngest 
 or least educated teacher in his school will 
 be able to understand their meanings. As 
 a general thing the illustration will be of 
 more value than the statement of the truth. 
 
 How few persons can get answers to 
 their questions! The cause is frequently 
 laid to the ignorance of the one questioned, 
 whereas it is just as often the fault of the 
 one asking the question. It will not be 
 of much avail for the pastor to talk to his 
 teachers about asking questions, if he is 
 not prepared to shov/ by illustration what 
 a good question is as well as to call attention 
 to poor ones. Here is a specimen of the 
 sort of questions that should be avoided: 
 
THE PASTOR AND PEDAGOGY. 133 
 
 * ' Where is to-day's lesson found ? " Then 
 came the answers: 
 
 "In the Bible." 
 
 *an Acts." 
 
 "In the Book of Acts." 
 
 "Acts eighteen." 
 
 "Acts, eighteenth chapter and twenty- 
 fourth verse." 
 
 "In the twenty-fourth verse of the 
 eighteenth chapter of Acts." 
 
 To the visitor in the back of tlie school 
 room this seemed bad enough, but much 
 worse was the fault-finding of the super- 
 intendent, who did not seem to realize 
 that this was just what he ought to expect. 
 
 What could he have done? He could 
 have so framed his questions that there 
 could have been but one correct ansv;er 
 to each one. Here are specimen questions 
 and answers: 
 
 From what book of the Bible is to-day's 
 lesiion taken? 
 
 The Book of Acts. 
 
 From what chapter of Acts? 
 
 The eighteenth. 
 
 At what verse? 
 
 The twentv-fourth. 
 
134 THE PASTOR AND TEACHER TRAINING. 
 
 PREPARATION 
 ERSPICUITY 
 OINTEDNESS 
 IQUANCY 
 ERSONALITY 
 ATIENCE 
 
 NEEDED 
 
 ERvSEVERANCE 
 RACTICE 
 
 Imagine a pastor taking a blackboard 
 outline like the above and so mastering 
 it that he can teach it to his Bible-school 
 workers, illustrating each point! Would 
 he not derive great benefit himself? Would 
 he not be greatly helping his teachers? 
 This is a kind of pedagogy that is not only 
 sensible, but also within the compass of 
 every one who will use the brains vvdth 
 which God has endowed him. 
 
 IV. Experiments in pedagogy should be 
 made in the B^ble school. Some may object 
 to this statement on the score that the Bible 
 school or the Lord's Day is neither the time 
 nor the place for experiments. But con- 
 sider how much experimentation is carried 
 on all the time in our Bible schools, for no 
 other reason than that our teachers do not 
 know exactly w^hat to do. From time to 
 time they try new^ plans, many of which 
 
THE PASTOR AND PEDAGOGY. 1 35 
 
 have neither rhyme nor reason to support 
 them. When a tried and approved prin- 
 ciple is grasped, or when a good rule has 
 been evolved, shall we not try it in order 
 to ascertain how it will work? After being 
 fairly tried, the results should be carefully 
 noted and deductions made therefrom. 
 This is the proper kind of experimentation. 
 Let us see how it may be carried on 
 in specific cases. There are many things 
 which our study of humanity has led us 
 to adopt as part of our working pedagogy. 
 Recall some of the characteristics of our 
 pupils : 
 
 I. Imitation. This trait is very strongly 
 marked in our Primary pupils, and is not 
 altogether wanting in those who have long 
 since been graduated from that department. 
 What pedagogical value has our knowledge 
 of the fact that our little ones are imita- 
 tive? Emerson stated not merely a ped- 
 agogical but a universal truth when he 
 declared, "What you are speaks so loud 
 that I cannot hear what you say/' Value! 
 Who is able to estimate the value of this 
 fact in our Bible-school work, especially 
 work among little children? 
 
136 THE PASTOR AND TEACHER TRAINING. 
 
 Is a teacher fussy, talkative, . noisy, dis- 
 orderly? In these things her pupils will 
 imitate her not only within, but also with- 
 out, the walls of the class room. 
 
 Is a teacher quiet, self-composed, rev- 
 erent? Then the power of imitation will 
 lead the little ones in a very marked degree 
 to be as she is. 
 
 Listen to a teacher leading in the recital 
 of the Lord's Prayer. The pupils use al- 
 most exactly the same tone of voice that 
 she employs. 
 
 Watch those children ! They are playing 
 Sunday school. Look carefully at their 
 acting and you may form a tolerably correct 
 idea of how their teacher conducts her 
 school service. Catch their leader's tone 
 of voice, and you may imagine how the 
 teacher uses her voice in the class room. 
 
 Do you want a child to do a certain thing? 
 Do it yourself. Do you want a child to be 
 a certain thing? Be it yourself. 
 
 You say, This is nothing new to us. 
 Is this religious pedagogy? It is, and it 
 is as old as the time of the Great Teacher 
 himself, who taught his disciples, not so 
 much by telling them what to do, as by 
 
THE PASTOR AND PEDAGOGY. 1 37 
 
 showing them what he was and how he 
 acted. All we need is to have these simple 
 but everlastingly-important facts called 
 to our attention in order to recognize their 
 worth. vShall we not go farther while we 
 put them into operation — inspire our teach- 
 ers to experiment with them in the class 
 room? Blessed is the Bible school who 
 has a pastor who will lead his teachers in 
 experimenting in pedagogy in order to 
 better teaching. 
 
 2. Imagination. One of the most active 
 powers of the child's mind from the stand- 
 point of pedagogy is his imagination. For 
 the teacher who knows the facts, the possi- 
 bilities within her reach in this field are 
 numberless. If she sees a picture, she can 
 get the Httle one to imagine that picture ; 
 so also with facts or truths. 
 
 ''Mother, there is a robber in the house." 
 
 "No, dear, there is not." 
 
 "Mother, I tell you there is a great, 
 big robber in this house." 
 
 "You are mistaken; there is no robber 
 here." 
 
 "But mother, there is a robber in this 
 house." 
 
138 THE PASTOR AND TEACHER TRAINING. 
 
 To soothe her little one the mother 
 thought she would humor him, so she 
 asked, "What does he look like?" Then 
 followed a description of the robber so 
 complete and so thrilling that the mother 
 was alarmed. His size, his face, his cloth- 
 ing, his arms w^cre all described so minutely 
 that it seemed as if the boy were looking 
 at the robber as he spoke. At this juncture 
 the father came in, and as the mother, out 
 of hearing of the boy, narrated the story 
 and expressed her fears, he burst out laugh- 
 ing, as if the whole matter w^ere a great joke. 
 To his astonished wife he explained that on 
 a bill-board not far from the house v/as the 
 picture of a robber just such as the boy 
 had described. With his vivid imagina- 
 tion aflame it w^as but natural that the 
 picture should make a strong impression 
 upon the little fellow and that he should 
 bring it home. Had he been accused of 
 untruthfulness he would have stuck to his 
 story because he really saw that robber 
 in the house. 
 
 Let a pastor understand what he can 
 do with the imagination of a little child, 
 and he will have a leverage for lifting that 
 
the; pastor and pedagogy. 139 
 
 one into realms of knowledge with which 
 he ought to be familiar. Led by the pas- 
 tor the teacher may experiment until she, 
 too, masters the secret of how to make 
 use of her pupils' imagination in the im- 
 partation of biblical facts and spiritual 
 truths. 
 
 .3. Curiosity. Any person who has had 
 nuich to do with little children knows 
 that curiosity is a very marked character- 
 istic of their make-up. Indeed, it is re- 
 ported on credible authority that there are 
 persons nearer their second childhood than 
 their first who have never gotten their 
 curiosity fully satisfied. How^ever, from 
 the standpoint of the teacher to know that 
 the child is curious amounts to but very 
 little unless one knows how to make use 
 of that curiosity in the impartation of those 
 things for which the Bible school stands. 
 
 I hand one of you young gentlemen a 
 newspaper, saying, ''There is something 
 that will interest you." You take it, look 
 at it, and then look up at me. I ask, "What 
 is the matter?" You respond, ''This is 
 last week's paper; I read it some days ago." 
 Do I chide vou for not wantin^: to read it 
 
140 THE PASTOR AND TEACHER TRAINING. 
 
 again? No, indeed; I blame myself for 
 being so stupid as to expect you to be in- 
 terested in news a week old. 
 
 What frequently takes place in the Pri- 
 mary Department? The teacher has a 
 picture roll on which is some scene connected 
 with the lesson of the day. Before the 
 children arrive she very carefully exposes 
 the roll to view, arranging the frame so 
 that the picture will be visible to the largest 
 possible number of pupils. They come in, 
 one at a 'time, by twos and threes. They 
 take their seats, and, urged on by their 
 curiosity, look at the picture. Because 
 their receptive powers are strong, in a very 
 few minutes they take in all that they are 
 able to get out of the picture. From time 
 to time they glance at it, and each time 
 it becomes less interesting to them because 
 their curiosity concerning it has been sat- 
 isfied. 
 
 It is the time for lesson study. Teacher 
 turns to the picture which means so much 
 to her and to which she has given much 
 study. She is surprised that the scholars 
 are inattentive, that they do not seem to 
 appreciate the picture. Her efforts to get 
 
THE PASTOR AXD PEDAGOGY. 1^1 
 
 them interested result in nothing but 
 nerve wear and tear for herself. Wherein 
 lies the difficulty? In the teacher, most 
 assuredly. She has given the children last 
 week's newspaper and they are not at all 
 pleased with it. Long ago they had gotten 
 out of the picture all they desired. Long 
 ago they had discounted what vShe so 
 earnestly tried to say. Can you blame 
 these little ones? 
 
 Some one inquires, What should the 
 teacher do? Banish the picture roll from 
 the class room? By no means. She should 
 make of it a most valuable adjunct to her 
 teaching. In order to do this she must 
 understand that her pupils are curious, 
 and that their curiosity may be made one 
 of her strongest allies in teaching. Instead 
 of exposing to the pupil's view the picture 
 on the lesson for the day, 'she should take 
 pains to let her pupils know that she is 
 concealing something from them. This 
 will whet their curiosity. If, as she ought 
 to be, she is on good terms with them, 
 one of them will come up to her and some- 
 thing like the following dialogue will take 
 place : 
 
14^ THE PASTOR AND TEACHER TRAINING. 
 
 "Have you got a picture there, teacher?" 
 
 "Yes, indeed.'' 
 
 "Is it a nice one?'' 
 
 "Yes, it is a very fine picture. I think 
 that you will be very much pleased to see it." 
 
 "Will you let me look at it?" 
 
 "Certainly; go to your seat, be a good 
 boy and bye and bye I will show you this 
 beautiful picture." 
 
 The little fellow returns to his seat and 
 informs the one next him that the teacher 
 has a nice picture and that she is going to 
 show it to them soon. This information 
 is passed to others, and they fairly quiver 
 with curiosity to know what the picture 
 is. They wonder and speculate, and the 
 more they do so the more anxious are they 
 to see the picture. 
 
 The time for teaching arrives. After 
 a few preliminary sentences tending to 
 arouse further curiosity in the picture, 
 the teacher exposes it, and while the curi- 
 osity of the children directs to it not only 
 their eyes but also their minds with ab- 
 sorbing interest, the story which it depicts 
 is drawn out by questions and the lesson 
 is taught. Then the picture for that day 
 
THE PASTOR AND PKDA(;()GV. 1 43 
 
 has lost its value. It may afterwards be 
 referred to very briefly for the purpose of 
 recalling something to the minds of the 
 cliildren. Ah! fellow-students of pedagogy, 
 do we not realize the difference between 
 last week's newspaper and the latest extra? 
 
 What is done with the picture roll may 
 likewise be done with the blackboard, 
 objects, symbols, small pictures or any- 
 thing else intended to attract and to hold 
 the attention of the pupils. The peda- 
 gogical value of sSuch materials is not so 
 much in themselves as in the way in which 
 they are employed. Do we not realize 
 what possibilities lie within the proper 
 knowledge of, and the proper treatment 
 of, the curiosity of children? 
 
 V. The results of pedagogical experiment 
 should be carefully considered and compared. 
 The pastor who is leading his teachers in ex- 
 periments in pedagogy, having grasped the 
 great truths connected with what may be done 
 with the curiosity of children, gives his teach- 
 ers a talk on the subject . Among his listerners 
 is one who says, "That is fine. I'll begin 
 to appeal to the imagination of my boys." 
 Accordingly, during the week she prepares 
 
144 '^^t:FC PASTOR AND TKACH1:k TKAINIXd. 
 
 herself and comes to her class on the Lord's 
 Day conscious of her ability to apply what 
 she has learned. She begins on her boys. 
 They look at her and at one another stupidly. 
 The stronger her appeals to their imagina- 
 tion, the less the effect produced. It would 
 not be strange if one of the boys were to 
 nudge his seatmate in the ribs and say 
 under his breath, What's she giving us, 
 anyhow ? 
 
 Discouraged she goes home, and soon 
 seeks an opportunity to tell her pastor 
 that she tried w^hat he advised in regard 
 to making use of the imagination and that 
 the attempt was a failure. A few questions 
 by the intelligent, w^ell informed pastor en- 
 ables him to diagnose the case exactly. 
 The following is a summary of what is said : 
 
 "How old are your boys?" 
 
 "They will average about eleven years 
 of age." 
 
 "To whom was I talking about the ped- 
 agogical power of imagination, when you 
 heard the address that made you resolve 
 to appeal to the imagination of your boys ? ' ' 
 
 "I thought you w^ere talking to all the 
 teachers." 
 
THH I'ASTOK AXl) PKDACHHJV. 145 
 
 "So I was, but I meant to impress the 
 fact that the trait of imitation is of especial 
 pedagogical value when instructing young 
 children, especially those who are under 
 nine years of age. Your boys are in the 
 literal, matter-of-fact period, which is one 
 of the marked characteristics of pupils of 
 the Junior Department, or of those be- 
 tween the ages of nine and twelve years." 
 
 Then the pastor comforts the teacher, 
 gives her some points in reference to the 
 method of teaching pupils of the age of 
 those in her class, and she departs not only 
 with more confidence than ever in her pas- 
 tor, but also with a greater determination 
 to be a better teacher. 
 
 Is there any more valuable work for the 
 pastor than this one of considering and 
 comparing the results of pedagogical ex- 
 periment, so as to be able to help his 
 teachers in their work? 
 
 An ideal exercise would be for those 
 gathered at a teachers' meeting to give to 
 one another the results of experiments that 
 they are making along certain pedagogical 
 lines. 
 10 
 
146 THE PASTOR AND TEACHER TRAINING. 
 
 VI. A record should be kept of the results 
 obtained in pedagogical experiments. Wc 
 
 all knov/ how treacherous the memory is. It 
 is well known that frequently the exception 
 makes m.ore impression upon the mind itself 
 than does the rule. The teaching force of the 
 school is constantly changing. For these 
 and other reasons, it will be wise for the 
 pastor, as he, in cooperation with his 
 teachers, proves the value of a pedagogical 
 principle, to make a record of that principle. 
 So with rules that may be deduced from 
 that principle. In a short time there would 
 be gathered a series of principles and rviles 
 the worth of which is understood by the 
 teacher. These could be given to the 
 young people who are being trained as 
 teachers and to the new teachers entering 
 the school, and by this simple method 
 they could be kept from repeating the 
 blunders 'of those v/ho have gone before 
 them. It is true that experience is our 
 best teacher, but sensible is that one who 
 is willing to profit by the experience of 
 others. 
 
 One reason why such excellent work is 
 done by teachers in the Primary Depart- 
 
Till': PASTOR AND I'EDA(;OGV. I .• 7 
 
 ment is because they have learned the 
 value of passing from one to another the 
 results of what they have learned in their 
 efforts to instruct the little ones. Let us 
 take the hint from them. Let us keep a 
 record of those things in pedagogy which 
 we can mark ''tried and approved/' and 
 let us turn this record over to each one in 
 the congregation who is or who may become 
 a teacher. 
 
 If there is in the mind of any who are 
 being addressed the slightest suspicion that 
 all this is not biblical, and in accord with 
 the work of the true minister of Jesus 
 Christ, I beseech you to study our Lord's 
 methods as he approached various indi- 
 viduals. He was indeed the Master. He 
 was a Master in his knowledge of humanity 
 for we are told he knew what was in man. 
 More than this he was in a pre-eminent 
 degree a Master of Pedagogy. Although 
 he never used the term, his teachings give 
 us the thing. Although apperception, cor- 
 relation and concentration were words that 
 were not current in his day, he taught 
 according to the principles for which these 
 words stand. Does anyone doubt this? 
 
1 |.S THiC PASTOR A.\'l) TiCAClllCR TRAINING. 
 
 Let him study pedagogically the record 
 of the Savior's interview with the woman 
 of vSamaria at the well. Note how the 
 Great Teacher applied the princpile of ap- 
 perception in talking to the woman about 
 something Vvdth which she was thoroughly 
 familiar. Consider how he applied the 
 principle of correlation by m.aking every- 
 thing she said contributory to the point 
 that he wished to impress. That point 
 was that he is the Christ. The principle 
 of concentration w^as so well applied that 
 the wom.an is led apparently without any 
 effort on the part of the Master to accept 
 his statement concerning the Christ : "I 
 that speak unto thee am he," and to go to 
 her fellow townsmen and say: "Come, see 
 a man, who told me all things that ever I 
 did: can this be the Christ?" 
 
 Although the Bible is not a text-book 
 on either psychology or pedagogy, it abounds 
 in illustrations of the applications of the 
 principles of both. 
 
 "My trouble," someone interposes, "is 
 that I do not knovv how to get my teachers 
 started in this great work of learning how 
 to teach." 
 
THE PAvSTOR AND PEDAGOGY. 14; 
 
 "My difficulty lies farther back than 
 tliat,'' says another. "I do not see with 
 all that I have to do how I am ever going 
 to find time in which to make myself 
 either the inspirer or the leader in this 
 most important line of effort." 
 
 For the benefit of both classes permit 
 me to repeat a story. It is entitled 
 
 Mrs. Brown's IvEmon-raisin Pies 
 
 Mrs. Brown's aunt was a maker of lemon- 
 raisin pies whose fame was county wide. 
 Her niece asked for the recipe. She gave 
 it, and IMrs. Brow^n made some pies w^hich, 
 while passable, were not to be compared 
 to her aunt's. She got some information 
 with the result that the next lot were a 
 little better. She kept on experimenting 
 and asking questions and talking wdth her 
 friends about hov/ to make lemon-raisin 
 pies until now she is an expert. I was 
 going to ask: Are pies of more value than 
 boys and girls? but I will not, as you see 
 the moral. 
 
THK PASTOR AT WORK. 151 
 
 LECTURE V. 
 
 THE PASTOR TRAINING HIS TKACHKRS. 
 
 My friend, a farmer in Seneca county, 
 New York, who is also the superintendent 
 of a Baptist Sunday school, once said to 
 me, "It takes eight years for me to pro- 
 duce the kind of peach that I want to send 
 to the Philadelphia market, but in our 
 neighborhood persons expect to go out and 
 pick Sunday-school teachers from black- 
 berry bushes." The farmer's meaning is 
 obvious; producers are willing to work pa- 
 tiently for eight years for perfection in peach- 
 es, but Sunday-school teachers are supposed 
 to spring up ever\^4iere without any effort 
 on anybody's part. We are pleased to be 
 able to report that since these words were 
 uttered a great change of sentiment has 
 developed concerning the need of prepar-. 
 ing for the work of teaching in the Sunday 
 school. 
 
 In most places the question to-day is 
 not: Ought we to have trained teachers 
 
1 5-! THE PASTOR AND TEACHER TRAINING. 
 
 for our Sunday school? but: How are we 
 to have our teachers trained? In this lec- 
 ture there will be given some suggestions 
 as to the hoiv of teacher training. It must 
 be kept constantly in mind that there can 
 be no haste, much less hurry, in this work. 
 Like the farmer who is willing to wait 
 eight years for perfection in peaches, we, 
 who are alive to the im.portance of ha\dng 
 skilful teachers, must labor \xry patiently, 
 being satisfied with smiall results at first, 
 in the hope that greater ones will come 
 in good time. "In due season we shall 
 reap if we faint not." 
 
 In addition to the time element, which 
 must always be considered, the pastor who 
 sets about training his teachers will be 
 obliged to face and to overcome many 
 deeply-rooted prejudices. He can hope 
 for success only as he is certain of his ground, 
 and is convinced that the principles for 
 which he is striving are not only true, but 
 will stand the test of time and everyday 
 use. He may be helped in his wx^rk by 
 knowing and repeating the following nar- 
 ration of facts, which the lecturer has 
 frequently employed under the caption 
 
THE PASTOR AT WORK. 1 53 
 
 Pe:aches and Plums: Boys and Girls. 
 
 "There hasn't been any fruit in this 
 neighborhood this year." So spake my 
 hostess, when asked if some rosy-cheeked 
 apples that graced the table were from 
 her orchard. 
 
 The afternoon session of the Institute 
 was concluded, and the conductor thereof 
 had gone to fill his lungs and clear his 
 brain by means of a brisk walk. As he 
 was hastening along, he heard some one 
 call out: "Mr. Blank! Mr. Blank!" Turn- 
 ing in surprise he beheld a lady coming 
 toward him with outstretched hands. 
 
 "Won't you try one of our peaches?" 
 she inquired, as she opened the extended 
 hand, disclosing therein two as delicately 
 tinted peaches as human eyes could wish 
 to look upon. 
 
 "My! Where did you get those beau- 
 ties?" 
 
 "In our orchard." 
 
 "In your orchard? Where is it? I 
 thought that this neighborhood did not 
 produce any fruit this year. Those are 
 as beautiful as I have ever seen." 
 
154 f^^^ PASTOR AND TEACHER TRAINING. 
 
 "Yes, in our orchard. It is just beyond 
 the road. Would you Hke to look at the 
 fruit on the trees?" 
 
 ' ' Indeed, I would, if you have any more 
 specimens like these." 
 
 The owner of the orchard was called. 
 He and two of his children responded, and 
 the five persons were soon among the 
 peach-trees, which were of many varieties, 
 and nearly all of which were bending under 
 their loads of luscious fruit. 
 
 Mr. Wood was an enthusiast. He had 
 planted the trees, and not only knew each 
 one particularly and intimately, but was 
 also familiar with the pedigree of many of 
 them. Lovingly and intelligently did he 
 discourse concerning the various occupants 
 of his orchard, upon which he had expended 
 much thought and labor. How interested 
 was the Institute conductor as his guide 
 led him from place to place, pointing out 
 the peculiarities of the trees and giving 
 reasons for the abundance of fruit or the 
 reverse! "This tree needs a little nitrogen. 
 We shall have to put some phosphate at 
 the roots of this one. This one will have 
 
THE PASTOR AT WORK. 1 55 
 
 to be trimmed a little." So he went on, 
 until his listener simply mar\'eled at the 
 amount of knowledge that had been gained 
 concerning peach-trees. 
 
 "And still the wonder grew, 
 That one vSmall head could carry all he knew." 
 
 It was similar when the group entered 
 the plum orchard. Perfection of shape, 
 size, color and taste had been attained in 
 many varieties, and almost reached in 
 others. Stupid, indeed, would be he who 
 would ask the reason for this, when he had 
 an opportunity to listen to the enthusiastic 
 plum-raiser. 
 
 A little saddened, however, was the Bible- 
 school man when he left the orchard on 
 that bright September afternoon. He was 
 thinking of the boys and the girls. How 
 many of them are not producing the fruitage 
 that is expected of them! Wherein lies 
 the fault? ''In the boys and girls," say 
 \cry many. But suppose that the boys 
 and girls were as intelligently studied and 
 as laboriously dealt with as are Mr. Wood's 
 peaches and plums; would there be any 
 more and any better fruitage? 
 
156 THE PASTOR AND TEACHER TRAINING. 
 
 The time has not yet arrived, but the 
 day is coming when a boy will be considered 
 of infinitely more value than a peach, and 
 when there will be no comparison between 
 the worth of a girl and the worth of a plum. 
 When that day comes in practice, as it is 
 now here in theory, will not Bible-school 
 teachers study their pupils more keenly and 
 intelligently than peaches and plums are 
 now being studied? Will there not be a 
 richer yield of moral and spiritual fruitage 
 on the part of our boys and our girls as 
 the result of this study, blessed by the 
 lyord of the harvest?"^' 
 
 Do not for one instant give place to the 
 thought that in order for him to lead in 
 the training of his teachers, the pastor must 
 give up any other necessary work. Some 
 of you have been saying to yourself, Enough 
 has been outlined in these lectures to keep 
 a pastor employed without attempting any 
 other work. Not so; the possibility of 
 doing what we have been considering is 
 simply a question of making this teacher- 
 training dove-tail in with other duties, or, 
 
 *The New Century Teacher'^ Monthly. 
 
'nil-: PASTOR AT \\'<);;!v. 157 
 
 better still, of making it a real, vital part 
 of pastoral effort. Without any increased 
 expenditure of time, labor or nerve force 
 the work may be carried on as follows: 
 
 I. From the pulpit. Above all things in a 
 congregation, if not in a community, 
 sentiment in favor of teacher-training must 
 be created. From time to time the pastor 
 has an opportunity to refer to it, to give 
 some information concerning it, or to em- 
 phasize its importance just as he would 
 treat any one of a dozen other subjects 
 in his regular sermons. A brother paster 
 once declared that it took him five years 
 to get any decided action on anything that 
 his people considered to be new. This 
 was his way of working : He had in his own 
 mind a very well-outlined plan of operation. 
 First, he, as it were incidentally, referred 
 to the matter in conversation with the 
 leaders in his church. Then his sermons 
 contained references to it. After a while, 
 he devoted a whole sermon to the subject. 
 Dropping all references to it for a time, 
 he afterwards preached on it in such a 
 way that his people felt that they had 
 long been Vv-anting this particular thing and 
 
1 58 THE PASTOR AND TEACHER TRAINING. 
 
 were a little grieved at not getting it sooner. 
 The time had come for action, and that 
 which formerly had been considered an 
 intrusion was welcomed as the long-ex- 
 pected improvement. This is a hint as 
 to the way in which a patient, well-informed 
 pastor may lead his people to see the need 
 of teacher training. 
 
 Perhaps long before his teachers have 
 accepted the thought that they must be 
 trained, the pastor m^ay have been training 
 them from the pulpit. For example, the 
 text: ''Never man spake like this man" 
 (John 7 : 46) may furnish the basis of a 
 sermon on Jesus, the Master of Pedagogy. 
 From it the preacher ma}^ be able to show 
 how Jesus employed the pedagogical prin- 
 ciples which to-day are formulated and 
 followed by the best teachers. He may 
 insist on the truth : If we are to imitate 
 the example of our Great Teacher, like 
 him we must be skilled in the use of those 
 methods which are best suited to convey 
 the truths of God's Word to those for whom 
 they are intended. 
 
 Again, that interview so concisely and 
 strikingly pictured in Matthew 18: 1-14, 
 
THK PASTOR AT WORK. 159 
 
 taken with the words in Matthew 19: 14, 
 where Jesus is represented as saying: "Suf- 
 fer the little children and forbid them not 
 to come unto me, for of such is the king- 
 dom of heaven," may be made the founda- 
 tion of a sermon on Jesus, the Great Paid- 
 ologist. In this discourse it may be shown 
 that Jesus understood the needs of the 
 child better than do some moderns. 
 
 When the members of the congregation 
 are in harmony with the pastor on this 
 subject, he will find and will make many 
 opportunities for giving his Bible-school 
 teachers help which they will thoroughly 
 appreciate. For example: 
 
 I. Sermons may be preached in order to 
 give the teacher clearer ideas of the Bible 
 as a whole. The vagueness now existing 
 in many places concerning the Book may 
 be overcome in a large degree by the pas- 
 tor's systematic instruction of his people, 
 including his Bible-school teachers. The 
 eifort put forth to help especially his teach- 
 ers will be of great benefit to all who hear 
 him. The fruitage of this effort, although 
 slow in appearing, will be v^ry great as 
 the years roll on. 
 
l6o TIIIC PASTOR AND TKACHKR TRAIXIN(';. 
 
 2. Many pastors preach on books of the 
 Bible. It will be of increased value for 
 them to consider a book of the Bible a 
 week or two before the teachers come to 
 it in their regular Simday-school work. 
 By urging the teachers to procure note- 
 books and to take notes of the sermon, 
 the pastor is giving them help not only 
 for the present, but for the future also. 
 Book by book, the Bible could be taken 
 up and studied according to some plan 
 announced beforehand, with the view of 
 presenting to the teachers some very clear- 
 cut facts concerning each book. Your own 
 outline of study and of teaching is by far 
 the best for use. Here is one that has 
 been used with acceptance: 
 
 P 
 
 LACE AND TIME OF WRITIXG 
 URPOSE OF WRrriNG 
 LAN OF THE BOOK 
 RACTICAL APPLICATIONS 
 
 Under "plan of the book" may be given 
 a very brief summary of its contents, which 
 summary should be memorized by those who 
 expect to derive benefit from the sermon. 
 
THE PASTOR AT WORK. l6l 
 
 II. In the teacher's meeting. At once we 
 are face to face with the oft-recur- 
 ring question: Shall the pastor lead the 
 teachers' meeting? The answer is: The 
 pastor should not lead the teachers' meet- 
 ing, if he can find some one else to do so. 
 Perhaps a more suggestive question is: 
 What more profitable labor could the 
 pastor perform than that put into his 
 teachers' meeting? If the business men 
 of the church would relieve him of some 
 of the executive work, especially that 
 which has to do with the raising of the 
 money necessary for the Expenses of the 
 church, the pastor could do work for and 
 in the teachers' meeting that could not 
 be equaled in any other place outside 
 the pulpit. 
 
 We will suppose that the pastor is not 
 the regular leader of the teachers' meet- 
 ing, but that he attends it a§ one deeply 
 interested in the moral and spiritual train- 
 ing of the children and youth of the con- 
 gregation. Here is a field for usefulness 
 second to none. Here he may indeed be 
 the inspirer, the adviser, the encourager 
 of his teachers. His position will give him 
 
l62 THE PASTOR AXD TEACHER TRAIXIXG. 
 
 a certain standing with his workers, but 
 his abiHty to help will count for more. 
 Here are a few of the applications of his 
 study which he may make in the teachers' 
 meeting. He will advise his teachers to: 
 
 1. Consider the last five ininutes of the 
 study period the most iinportant. There have 
 been teachers who said, Give me a good 
 story with which to begin my teaching 
 and I will let the lesson take care of itself. 
 A good story is an excellent help, but un- 
 less it is in harmony with, or at least in- 
 troductory to, the truth to be emphasized 
 at the close of the lesson study, it may 
 do more harm than good. The pastor 
 who is a student of pedagogy, knows this 
 and will keep repeating it until his teachers 
 also learn it. By degrees they will be led 
 to appreciate the value of Fitch's rule: 
 "Never begin a lesson without having in 
 mind a definite idea of how^ it is to end.-' 
 
 2. Teach one truth rather than 7nany 
 truths in a given lesson. It is much better 
 to teach well one truth on each of the fifty- 
 two Sundays of the year than to tr}^ to 
 teach fifty-two truths on one Sunday. 
 The fault with most preachers is that they 
 
THE PASTOR AT WORK. 163 
 
 put SO many different and often unrelated 
 thoughts into their sermons that their 
 hearers derive but little benefit from their 
 eloquence. Many of their Bible-school 
 teachers imitate them in this respect, with 
 the result that very little is really fastened 
 in the minds of the pupils. 
 
 3. Remember the aim of teaching is to 
 produce action. It is not what a pupil 
 feels or thinks or says in regard to a truth, 
 but what he does that counts for most. 
 I am not putting action in the place cyf 
 faith; I am contending that much that is 
 labeled faith amounts to nothing, because 
 it does not lead to action. (James 2: 18.) 
 We hear frequently in these days the 
 phrase "the pKictice of righteousness." 
 This is just what should be aimed at in 
 every lesson : to get the student to do right 
 as the result of the teaching thereof. I 
 would that our pupils could repeat more 
 vScripture; but I am longing for them to 
 practice what they already know. The 
 pastor, in the teachers' meeting, may so 
 insist on this point that his teachers will 
 grasp it and apply it in their class work. 
 
 4. Use language common to teacher and 
 
164 THE PASTOR AND TEACHER TRAINING. 
 
 taught. This is one of Gregory's greal laws; 
 the one, perhaps, that is most frequently 
 violated. The pastor is in a position to 
 learn of the mistakes that are made because 
 of the violation of this rule and may set 
 himself to insist on its observance. Of 
 course he himself will observe it, before 
 he insists on his teachers doing so. 
 
 5. Use illustrations on the plane of the 
 learners experience. Many of the teacher's 
 finest illustrations produce no results, be- 
 cause they do not fit into the experience 
 of the pupil. The illustration may be re- 
 membered w^hile the truth that it was in- 
 tended to make clear is lost sight of. The 
 teacher puts the blame either on the truth 
 or on the pupil, whereas it should be put 
 on the one who uses the illustration. The 
 pastor who knows the facts may declare 
 to his teachers: The highest spiritual truths 
 may be taught to even young children, if 
 they are expressed in language w^hich the 
 pupils understand, and illustrated with 
 illustrations on the plane of their experience. 
 
 6. Learn how to ask questions. This is an 
 art which was referred to in Lecture IV. 
 In the teachers' meeting the pastor has 
 
THE PASTOR AT WORK 1 65 
 
 the Opportunity of not only giving hints 
 as to how questions may be asked, but 
 also of impressing his teachers with the 
 fact that they can never know how or what 
 they are teaching until they ask questions. 
 Taking too much for granted is one of the 
 grave defects of all our preaching and 
 teaching, A pastor living near Jersey City, 
 N. J., had this impressed upon his mind 
 once by a brother clergyman w^ho declared 
 that a large number of the pupils of the for- 
 mer's school could not tell where Jesus was 
 born. Preparations were made for the test. 
 To each pupil in the main room was given a 
 slip of paper, a pencil and a hymn book. At 
 a given signal they were all to write quickly 
 the answer to a single question asked from 
 the platform, and then to pass the written 
 answer to the class teacher. The question 
 was: Where was Jesus born? The pastor 
 aftenvards confessed with humiliation, "In 
 my school Jesus was born in every place 
 from Jericho to Jersey City." The result 
 of that experiment is that in that school 
 nothing is taken for granted. 
 
 More than once have I been chagrined, 
 as I realized how little impression I had 
 
1 66 THE PASTOR AND TEx\CHER TRAINING. 
 
 made by what I considered a carefully pre- 
 pared and well-delivered talk to children. 
 A specimen of my experience may be of 
 value to pastors. 
 
 It was Easter. My duty was to address 
 the members of a Bible school and their 
 friends gathered for an Easter celebration. 
 My theme was ''The Meaning of Easter." 
 My object was to show that if a person 
 grasps the real meaning of Easter, and lives 
 according to it, the whole life wall be 
 transformed. In order to accomplish my 
 purpose, because I was dealing chiefly 
 with children, I gave a number of illus- 
 trations, vv^hich would present my sub- 
 ject from various standpoints, and would 
 obviate the necessity for that didactic style 
 of teaching to which children rarely listen. 
 Among other things, I had summarized 
 the life of Paul, showing what he was be- 
 fore he had learned the story of Easter and 
 what he became after he really knew the 
 meaning of the day. I said to the Primary 
 children sitting directly in front of me, 
 *'I am going to tell you about a man who 
 learned the true meaning of Easter and 
 whose whole life was chano:ed because he 
 
TKK PASTOR AT WORK. 1 67 
 
 lived up to what he had learned. I am 
 not going to tell you his name. If you 
 know it, tell it to your parents; if you do 
 not know his name, tell your mother or 
 father the story, and they will tell you 
 the man's name." 
 
 Then I began my narration, watching 
 the children to note the effect produced. 
 As I went on, one little fellow nodded so 
 emphatically that I felt much encouraged, 
 and I said to myself, ''He knows about 
 whom I am talking, and I think the others 
 do, too." Thus encouraging myself, I 
 reached the end of my talk. 
 
 Before leaving the church, four persons 
 told me the following: Sitting by the side 
 of the boy who nodded so vigorously was 
 a kindergartner, who had learned not to 
 take too much for granted. She whispered 
 to the boy, "Whv are you nodding, Fred- 
 die?" 
 
 "I know the man he is talking about." 
 
 ''You do?" 
 
 "Yes'm." 
 
 "Who is it?" 
 
 "George Washington," very confidently 
 declared the little fellow. 
 
1 68 THE PASTOR AND TEACHER TRAINING. 
 
 You may imagine how small I felt when 
 this story was repeated to me. I had been 
 congratulating myself that the children 
 knew about whom I talked, basing my 
 judgment on the actions of the boy. That 
 he had fonned a misconception would 
 never have been discovered had it not been 
 for the kindergartner, whose experience 
 had led her to take nothing for granted 
 when dealing with children. 
 
 Of course the pastor who does not know 
 these things will not be able to introduce 
 them into the talks or the discussions of 
 the teachers' meetings, and in the ratio 
 that this is the fact will he be a less influ- 
 ential pastor. 
 
 III. In the homes. As the pastor goes 
 from home to home, he will meet in many 
 of them his teachers and also those who 
 are or who ought to be preparing to teach, 
 whom he may help very much by giving 
 the word of encouragement or advice which 
 they need for their particular difficulties. 
 Any one with large experience understands 
 that it is not the great sermon, but the work 
 that is done before and after its delivery, 
 that produces results. The pastor in the 
 
THR PASTOR AT WORK. 169 
 
 pulpit or in the teachers' meeting may 
 use an illustration that takes hold of his 
 teachers. As he visits he may deepen the 
 impression made and show how it may 
 be applied to concrete cases. If he does 
 not do this, the effect produced will soon 
 wear away. To bring this matter more 
 definitely before us, let us suppose that 
 the pastor has used an illustration which 
 we will entitle 
 
 Why He Was Good 
 
 At an Institute for the instruction of 
 Bible-school workers, the perennial question : 
 *'How can we hold the big boys in the 
 vSunday school?" was being discussed. 
 The usual answers were being given. 
 Among them was that one which slips off 
 the tongue so easily : "We must love them.'' 
 A worker arose and declared that while 
 this was true there was a great deal of 
 nonsense connected with the idea of lov- 
 ing our pupils. He showed that young 
 adolescents are in no humor for love in 
 the way we ordinarily use the term. That 
 is, they do not want any manifestations of 
 affection. Bovs or ":irls do not want to be 
 
I70 THE PASTOR AND TEACHER TRAINING. 
 
 told that one loves them. They do not want 
 to be kissed or made much of. They are too 
 big for this sort of thing. A boy of four- 
 teen does not want to kiss his mother. 
 In three or four years he will kiss her and 
 more persons than she wants him to kiss, 
 but just now he is not in the kissing age. 
 A strong plea was made for the exhibition 
 of a proper kind of love by those who 
 have the handling of young adolescents, 
 and not a namby-pamby sentimentality. 
 The audience either misunderstood or 
 objected to the speaker's position. One 
 after another declared that he was wrong; 
 that if his notions prevailed all the larger 
 boys and girls would be driven from the 
 Bible school. Stated, repeated and reiter- 
 ated was the affirmation: * 'We must love 
 our pupils." The discussion seemed about 
 to rest here when a clergyman, who was 
 sitting on the platform, arose and spoke 
 something as follows: "Mr. Blank is cor- 
 rect. I never sav/ the matter in the proper 
 light until to-day. We are hurting our 
 schools by our talking about love and by 
 the kind of love that we manifest." Then 
 he went on to recall his bovhood davs and 
 
THE PASTOR AT WORK. IJI 
 
 the school he then attended. He told of 
 his misbehavior and of one day when he 
 seemed especially disorderly. He said, ' ' The 
 teacher told me to remain after school. 
 She then called me to her desk, told me how'' 
 much she loved me and how grieved she 
 was at my conduct. To emphasize her 
 words she put her arm 'round my shoulder." 
 The speaker described his feelings and 
 then added, "As a result, I behaved my- 
 self all the rest of the term — I was afraid 
 she would try that sort of a thing again." 
 
 "That sort of a thing" is repellant to 
 the average adolescent. But is there no 
 way of making use of love in our treat- 
 ment of these young people? There is. 
 
 This is a good rule to adopt for ourselves : 
 Whenever I am in perplexity conce!ming 
 any question of conduct I will see what 
 the Bible has to say on the subject. Ac- 
 cordingly we turn to the love chapter of 
 the Book of books, and in the revised ver- 
 sion read as follows: "Love suflexeth long 
 and is kind ; love envieth not ; love vaunt- 
 eth not itself, is not puffed up, doth not be- 
 have itself unseemly, seeketh not its own, 
 is not provoked, taketh not account of evil , 
 
172 THE PASTOR AND TEACHER TRAINING. 
 
 rejoiceth not in unrighteousness but re- 
 joiceth with the tmth, beareth [margin, 
 covereth] all things, belie veth all things, 
 hopeth all things, endureth all things/' 
 
 Truly we have here a description of the 
 prime necessities for the teacher of ado- 
 lescents. Knowledge of ephebics is a great 
 help, but valueless apart from love. Ped- 
 agogical skill that will enable the teacher, 
 as it were, to speak in tongues is very de- 
 sirable, but apart from love it merely re- 
 sults in the sound of brass or in the clang- 
 ing of a cymbal. Real love will not only 
 lead the teacher to try to present the lesson 
 in the very best and most helpful manner, 
 but it will show the teacher what to do in 
 those exigencies which are constantly aris- 
 ing in dealing with adolescents. 
 
 The illustration has been given, the 
 point is understood and appreciated, but 
 how apply the principle involved? is the 
 question in the minds of those who have 
 heard it. Here is the opportunity for the 
 pastor. As he meets a perplexed or an 
 inquiring teacher, he may instruct him by 
 personal conversation far better than by 
 formal exhortation. In that heart to heart 
 
THE PASTOR AT WORK. I 73 
 
 interview, when both pastor and teacher 
 show that they axe deeply interested, the 
 former may say to the latter, Here, for 
 example, are some of the things that real 
 love will lead the teacher to do: 
 
 1. To believe in the possibilities for good 
 in his pupils. Let a teacher lose faith in 
 her pupils and the results will be disastrous 
 not merely in regard to the teacher's atti- 
 tude towards them, but also vice versa. 
 
 2. To stand up for the pupils. A well- 
 meaning busybody declares, '*Mt. Jones 
 has the worst lot of boys I ever knew of." 
 This is repeated to Mr. Jones, who quietly 
 answers, ''That is not so. There are many 
 boys a great deal worse than mine." Some- 
 how this comes to the ea^s of Mr. Jones' 
 boys, and although they do not talk much 
 about it, down in their hearts they have 
 the feeling that their teacher believes in 
 them, and although they may not act as 
 angels on next Sunday, still they have a 
 respect for Mr. Jones that they would not 
 have had had he spoken against them. 
 This respect will develop into love, which 
 will lead them to hear and to heed their 
 teacher's word. 
 
174 I'HEJ PASTOR AND TEACHER TRAIXIN'G. 
 
 Some one with more tongue than love 
 says, ' ' I do'not understand how Miss Adams 
 has patience to stand the frivoHty of her 
 girls." When this is repeated to Miss 
 Adams she says, "If you only knew how 
 much good there is in my girls, and how 
 much I am expecting from them, you 
 would not wonder at my patience." This 
 good word spoken in their behalf reaches 
 the ears of the girls, and they make up their 
 minds that they will try to be worthy of 
 their teacher's good will. 
 
 3. To help the pupils. Here is a young 
 girl whose over-confidence in herself has 
 led her to say or to do something that she 
 ought not to have said or done. Society 
 is scandalized. The culprit is feeling the 
 weight of its opprobrium. The girl needs 
 a friend and the teacher proves to be that 
 friend indeed. This gives the latter a 
 hold on the adolescent's affection that could 
 never be gained by honeyed words. 
 
 A boy is in trouble, as young adolescenls 
 are apt to be. His teacher goes to him, 
 helps him in his trouble, tries to get him 
 out of it, and encourages him to rise superior 
 to it. This is a kind of love he understands 
 
THE PASTOR AT WORK. 
 
 and appreciates, and that binds him to 
 the teacher who did something more than 
 say, ' ' O ! John, you do not know how much 
 I love you." 
 
 Perhaps he is a poor boy out of a position. 
 The teacher seeks employment for him. 
 Perhaps he is one struggling against hered- 
 ity, environment, or some other obstacle. 
 The teacher goes to him, tells him what 
 to do and how to do it. That is love talk- 
 ing in a language that the boy understands. 
 Only those who have been privileged to 
 see the results of this kind of love can ap- 
 preciate how powerful and how truly the 
 great apostle spake Avhen he declared, ''The 
 greatest of these is love." 
 
 These and similar facts repeated to sev- 
 eral teachers leave a leaven of truth con- 
 cerning the proper kind of love for 3'oung 
 people which is bound to spread, and, as 
 it does so, to produce results. Other sub- 
 jects of importance may be treated in the 
 same way, until a number of truths and a 
 variety of methods have been discussed 
 with the teachers. No time that properly 
 belongs to any other department of pastoral 
 effort has been used for this purpose, and 
 
176 THE PASTOR AND TEACHER TRAININ(i. 
 
 much time that otherwise might have been 
 frittered away in small talk, or in dealing 
 with glittering generalities has been made 
 to tell for good in the teacher's prepara- 
 tion and indirectly on the work of the Bible 
 school and the church. Still more indi- 
 rectly, but none the less really, has the 
 work of the kingdom been advanced. 
 Moreover, the pastor has secured a place 
 in the affections and the esteem of the 
 teacher whom he has helped, that will be 
 of priceless value to him. 
 
 IV. From the Study. In the great in- 
 stitutional churches of our large cities, 
 there are offices whence go forth those 
 things, which keep the work of the parish 
 in the very best possible running order. 
 Every pastor has not an office, but it is 
 a very poor pastor who has not a study. 
 From this should issue constantly help 
 for those engaged in the various depart- 
 ments of church work. We have to do 
 here only with those things that will be 
 helpful to the Bible-school teacher. Va- 
 rious methods of helpfulness will suggest 
 themselves as we consider but a few of 
 them. 
 
THE PASTOR AT WORK. 177 
 
 1. Books. The pastor who is leading 
 his Bible-school teachers in their training 
 for more efficient service will keep track 
 of the books that wdll be helpful.* Some 
 of these he will purchase, or he will have 
 the church procure for the Bible school a 
 number selected for their value to the 
 workers therein. He will first read a book; 
 he will, on the back of its front cover, write 
 the names of those who ought to be most 
 benefited by the reading or the study of 
 it; he will write a request that the one to 
 whom the book is handed read it, draw a line 
 through his nanie, and pass it on to the 
 next one on tke list, the last reader to 
 return it to the pastor; he will send the 
 book on its round of usefulness by giving 
 it to the person whose name heads the list. 
 
 In a short time another book will follow, 
 and this operation will be repeated until 
 a number of books have been read. They 
 will then be put where they will be avail- 
 able for new teachers or for those wishing 
 especial help on some particular subject. 
 
 2. Periodicals. The pastor who is lead- 
 ing his teachers in their great work of being 
 
 ♦See Appendix 2. 
 12 
 
I7o TIIU PASTOR AXl) TKACHEk TKAIXINC. 
 
 trained for better service, will take his de- 
 nominational helps and also some other 
 publications on Bible-school work. He 
 will also be keen to note those periodicals 
 that contain help along the various lines 
 of teacher training that we are discussing 
 in these lectures. Instead of piling these 
 periodicals in the garret, or sending them 
 to the waste heap, he will keep them cir- 
 culating among his teachers. By marking 
 certain articles, and asking those who most 
 need the benefit of their contents to read 
 them, he will not only be keeping himself 
 up-to-date, but he will also be putting a 
 vast amount of information within the 
 reach of those who will benefit by it. 
 
 3. Clippings. In his reading he will 
 find many things that are so good that he 
 will cut them out and mail them to individ- 
 uals whose needs they fit. Here is a young 
 lady who ought to be teaching in the Bible 
 school. The pastor recognizes her plea 
 that she is not fit to teach; but he will not 
 agree with her positive statement: **I 
 cannot get the training necessary^ to pre- 
 pare me to teach," which she makes in 
 response to his endeavor to get her to be- 
 
TIIK PASTOR AT WORK. 1 79 
 
 gin to prepare for leaching. What is he to 
 do? Simply this: Be on the lookout for 
 those things in print which will show how 
 foolish is her position. Send them to her, 
 one at a time, with the request that they 
 be read and returned to the sender with 
 comments as to their truthfulness. A 
 specimen of what might be sent, clipped 
 from TJie Ahnv Century Teachers' Monihly, 
 is entitled: 
 
 Two Housekeepers. 
 
 Annie and Mary had gone to the same 
 public school, they had attended high school 
 together, they had received their professional 
 training at the same normal school, and in 
 the course of time they were prepared to 
 teach. 
 
 They made good teachers, but something 
 happened, as it frequently does to good 
 teachers. They migrated into the blessed 
 state of matrimony. Then their paths 
 began to diverge. 
 
 After the honeymoon, the frequent dec- 
 larations of Annie were: "I can't cook. 
 I can't keep house. I never had any ex- 
 perience in these things." The expres- 
 sions: **I can't cook, I can't keep house," 
 
l8o THE PASTOR AXD TEACHKR TKAlNINCi, 
 
 at first were very tiresome to her friends, 
 who by degrees stopped coming to Annie's 
 home. They had no need to be told that 
 she could not keep house. There were evi- 
 dences of it in all parts of her untidy 
 apartments. She proved that she could 
 not cook, by the apologies for meals which 
 she placed upon her table. 
 
 All this time Mary had been pursuing a 
 different line of action. At first, like her 
 schoolmate, she declared: "I can't cook. 
 I can't keep house;" but, unlike her friend, 
 she added: **I can learn how." So she 
 set herself to work, v/ith such good results 
 that at about the time Annie's friends were 
 dropping her out of pure pity, Mar}^'s 
 friends were saying to one another: "What 
 a splendid housekeeper Mary is! What 
 an excellent cook she has become!" How 
 she has accomplished what she did is an 
 open secret. She read on the subject 
 of housekeeping, especially concerning 
 those things which had to do with the 
 culinary department. She talked to her 
 friends and asked questions as to ways 
 and means, plans and methods. She ex- 
 perimented, and noted the results of her 
 
THE I'ASTOK AT WORK. l8l 
 
 experiments. Thus, in a short time, the 
 two young wives who stood together at 
 the time of marriage were very far apart 
 in their positions as housekeepers. They 
 started together. They both said, "I 
 can't" — a good thing to say. Why then 
 the dilTerence in results? One said, "I 
 can learn" — a declaration that always 
 ought to follow "I can't." 
 
 Is there not here a world of suggestion 
 for Bible-school teachers? When brought 
 face to face with some new method or plan, 
 how prone they are to say, "I can't!" 
 Those who keep on saying this do not 
 need to repeat it, because their poor work 
 makes it evident. To-day there are mul- 
 titudes of teachers in our Bible schools who 
 have little training for their work. There 
 is 'a crying demand for more teachers, and 
 other multitudes of Christians who ought 
 to be doing this most blessed work of in- 
 structing the young in things moral and 
 spiritual say, *'I can't." This is true, but 
 they can and ought to say, "I can learn." 
 
 'Tarn willing to learn if I could, but 
 how am I to take a course in child study, 
 in psychology, in pedagogy? I can't go 
 
1 82 THE PASTOR AND TEACHER TRAINING. 
 
 to a training school. I must earn my 
 living," are specimens of the exclamations 
 frequently heard. All this is tme, but 
 there are very few that cannot get training 
 for the work of the Bible School as Mary 
 got her training in housekeeping. "I can 
 learn," is the first requisite. Our re- 
 ligious periodicals are teeming with sug- 
 gestions for Bible-school teachers. The 
 books written for their especial help are 
 increasing in number almost daily. Suc- 
 cessful teachers are willing to help others. 
 Teachers' meetings, Bible-school workers' 
 institutes, conferences and conventions are 
 bringing the very best that the land aifords 
 to the very doors of our teachers. When 
 they begin to say, ''I will learn how to 
 teach," there is no question that the means 
 for their getting the longed-for training 
 will be within their reach, just as it was 
 ready for Mary when she determined to 
 become a good housekeeper. Alas! that 
 there should be so many Annies! 
 
 4. Eyivelopes. The alert pastor will have 
 a number of large envelopes, each one of 
 which is for an especial subject connected 
 with Bible-school work, such as, for example : 
 
THE PASTOR AT WORK. 183 
 
 Adolkscencb. Intermediate De- 
 
 Adult Classes. partment. 
 
 Bible Study. Junior Department. 
 
 Big Boy Problem. Missionary Associa- 
 Blackboard Work. tion. 
 Child Study. Pedagogy. 
 
 Christmas. Paidology. 
 
 Decision Day. Primary Class. 
 
 Discipline. Psychology. 
 
 Easter. Rally Day. 
 
 Giving. Supplemental Work. 
 
 Grading. Teachers' Meeting. 
 
 Home Department. Temperance Teach- 
 ing. 
 
 The number of envelopes will be increased 
 from time to time until the pastor has one 
 on almost every phase of Bible-school work. 
 In this will be put clippings and references 
 on that particular subject. A time comes 
 when a teacher or a committee wishes defi- 
 nite information on that subject. The en- 
 velope is loaned by the pastor; its contents 
 are overhauled ; the needed help is obtained ; 
 the pastor has risen another niche in the 
 estimation of his teachers, some of whom 
 will be stimulated to follow his example 
 in preserving, in an easily usable-form, 
 clippings that would otherwise be destroyed, 
 
184 the: pastor and teacher training. 
 
 or at least be put where they would be un- 
 available when needed. 
 
 5. Scrap Books. Pictures, maps, and 
 other materials too large for envelopes 
 may be put into scrap books, which should 
 be loaned to the persons who need the sug- 
 gestions furnished by their contents. 
 
 6. Advertisements. A vast amount of 
 information, as wxll as much valuable 
 suggestion, comes to the pastor in the 
 various Bible-school advertisements, which 
 are so freely circulated by both denomi- 
 national and non-denominational publish- 
 ing houses. These may be preserved in 
 the appropriate envelope or scrap book, 
 so as to be available when needed, or as 
 soon as read they may be sent by the pastor 
 to the person who will be most benefited 
 by them. An advertisement of something 
 that will be of especial help in the w^ork of 
 the Primary class may be sent to the 
 teacher of that class. The Junior teacher 
 wdll receive from the pastor an advertise- 
 ment that will call her attention to some- 
 thing which will make her w^ork more 
 effective. So with the workers in other 
 departments. 
 
THE PASTOR AT WORK, 1 85 
 
 In a word, the pastor who has learned 
 to make a servant of Uncle Sam's mailbag 
 can do an almost incredible amount of work 
 in training his teachers without leaving 
 his study any longer than is necessary to 
 post the letters that contain the informa- 
 tion which he desires to impart. If, in 
 addition to the m^ail, the pastor is able 
 to talk to his teachers on the telephone, 
 his possibilities in the direction of leading 
 in teacher training are immensely increased. 
 
 Many pastors are given to admonishing 
 their people as to the possibilities of way- 
 side ministries. To the alert, intelligent, 
 educated Bible-school pastor the opportu- 
 nities for these ministries are without num- 
 ber. A few have been indicated. How 
 many more there will be will depend on 
 himself. A little forethought, more pa- 
 tience, and much perseverance will enable 
 one to work wonders in one's congregation 
 in regard to the work of the Bible school. 
 
 For years the lecturer was pastor and 
 superintendent; for other years he had the 
 privilege of studying the Bible school from 
 the standpoint of a specialist; now he is 
 a superintendent without being a pastor. 
 
l86 THE PASTOR AND TEACHER TRAINING. 
 
 His calm judgment is: The pastor holds 
 the key to the Bible-school situation. To 
 him is given the privilege of leading his 
 workers to the highest plane of knowledge 
 and to the best methods of work. Upon 
 him rests the responsibility of knowing 
 what is needed, and of inspiring his teachers 
 in their endeavors to obtain what they 
 need. Young gentlemen, may you be true 
 to the light that is given you, may you rise 
 to your privileges, is the heartfelt prayer 
 of one who is a fellow-student with you 
 of these great problems. 
 
 As the memory of many mistakes comes 
 back to me, I desire to warn you against 
 the attempt to literally apply the methods 
 advocated in these lectures. Methods must 
 be selected, thought about and adapted 
 to local needs and local conditions. Learn- 
 ing this lesson yourself, you will be able 
 to insist upon it as you enter upon the 
 leadership of your teachers in this most 
 important matter of being trained for 
 better service. Insist that a method be 
 fairly tested, and do not allow of its being 
 condemned if any mistake has been made 
 in its application; otherv\ase you will find 
 
THE PASTOR AT WORK. 1 87 
 
 it most difficult to introduce other methods, 
 no matter how good or how needful they 
 may be. There are workers whose misap- 
 plication of methods is as grotesque as 
 was the attempt at imitation on the part of 
 the Irishman in the following story : 
 
 Two tramps, one from green Erin and 
 the other from the land of sauer-kraut and 
 beer, one night, excessively hungry, struck 
 a farmhouse, the owner of which would 
 give them a lodging but no food. So to 
 bed they went, supperless. 
 
 About twelve o'clock Hans got up and 
 went softly down to the pantry. Having 
 eaten a hearty meal he returned, being 
 compelled to pass the farmer's bed chamber. 
 When he got back Pat questioned him as 
 to how he passed Cerberus. 
 
 "An' did ye not wake him up?" he 
 asked. 
 
 *'Ya," answered Hans; "but I yoost 
 stand shtill und say, 'Miaow, miaow.'" 
 
 "You ought to be an Oirishman," said 
 Pat. "I'll do the same meself." And, 
 rising, he went slowly and cautiously down. 
 But he was not so successful as Hans. As 
 
1 88 THE PASTOR AND TEACHER TRAINING. 
 
 he entered the farmer's room he stumbled 
 over a shoe, kicked a chair, and awoke the 
 farmer, who cried angrily: "Who's there?" 
 
 "Oh, lay sthill," said Pat. "OI'M THE 
 CAT!" 
 
 As we come to the close of this course 
 of lectures, may I be permitted to give the 
 place of emphasis to this thought: There 
 are no patent methods, which of themselves 
 will do the work of the Bible school. There 
 is no **you-touch-the-button-and-I-will-do- 
 the-rest" way of doing things in Christian 
 work. Principles there are, methods there 
 are; rules may be deduced from these, 
 plans may be made in accordance there- 
 with, but the real work must be done by 
 human beings who are willing to be channels 
 through which the Holy vSpirit may operate. 
 Therefore, not less work, but work more 
 in harmony with God should be the thought 
 of every pastor for himself and for his teach- 
 ers. The conclusion is: Without the de- 
 votional study of God's Word, without 
 earnest prayer, without the help of the 
 Holy Spirit, paidology and pedagogy will 
 be useless in the real work of the Bible 
 school. 
 
APPENDIX. 1 89 
 
 APPENDIX I. 
 
 PROGRAM 
 
 or 
 
 Pastors' Sunday School Institute 
 
 Louisville, Ky., December 6, 7, 8, 9, 1904 
 Tuesday, December 6, 1904— Pastors' Day, 
 
 The Pastor and His Sunday School. 
 
 9.30. Devotional: The Bible and the Child, 
 10.00. Pastoral Leadership i n the Sunday 
 School : 
 
 1. Why Demanded, How Create a De- 
 mand. 
 
 2. In What Does It Consist ? 
 
 3. How Can He Prepare Himself for It 7 
 11.20. Address: The MavSter-piece of the Mas 
 
 ter. 
 
 ilfternoon. 
 2.15. Scripture Reading- and Prayer. 
 2.30. Agencies for Promoting the Sunday 
 School : 
 
 1. Theological Seminaries. 
 
 2. The Pastor and His Official Board. 
 
 3. The Denominational Weeklies — A 
 Symposium. 
 
 4.00. General Discussion of the Day's Program. 
 
190 APPENDIX. 
 
 Uledne$day» December 7— Superintendents' Day. 
 
 The Pastor and His Superintendent. 
 
 9.00. Devotional : The Superintendent and 
 His Bible. 
 
 9.30. Co-ordinate Duties of Pastor and Super- 
 intendent : 
 
 1. In Org-anizing- and Grading- the Sunday 
 School. 
 
 2. In Equipping- and Managing the Sun- 
 day School. 
 
 10.30. Fool Hill. 
 
 11.00. Studies in Human Nature for Pastor and 
 
 Superintendent. 
 11.30. General Discussion. 
 
 ilfternoon. 
 
 (I^ecture at Seminary by Dr. McKinney.) 
 
 Evening. 
 
 7.30. Song and Prayer. 
 
 7.40. A Trip Through the Holy Land, Illus- 
 trated with Stereopticon Views. 
 
 8 30. Address : Some Indications of Progress 
 in Sunday School Work. 
 
 8.50. Offering. 
 
 9.00. A Trip Throug:h the Holy Land, Contiu- 
 ued. 
 
 Thursday. December 8— Teachers' Day. 
 
 The Pastor and His Teachers. 
 
 9.30. Devotional : The Teacher and Hi» Bible. 
 10.00. Training the Workers : 
 
 1. The Keys to the Situation. 
 
 2. The Methods to be Employed. 
 11.30. Christ, the Great Teacher. 
 
APPENDIX igr 
 
 ilfternocn. 
 
 2.15. Song- and Prayer. 
 
 2.30. Class Problems. 
 
 3.15. Round Table : Teachers and Teaching 
 
 4.00. Address. 
 
 Triday, December 9~Parent$* Day. 
 
 The Pastor and the Parents, 
 
 9.30. Devotional : The Parents and the Bible. 
 10.00. Winnings the Parents to the Sunday 
 School : 
 
 1. Through the Home Department. 
 
 2. Throug-h House to House Visitation. 
 
 3. Through an Adult Department in the 
 Sunday School. 
 
 11.30, Plans for the Future. 
 12.30. Adjournment. 
 
 Note. — For three successive years this Institute has 
 been held at the same time with the Course of Lectures 
 delivered at the Southern Baptist Theological Seminary, 
 The Program is printed here in permanent form to incu- 
 cate its scope and to serve perhaps as an inspiration to 
 others. 
 
t4 , 
 
 h\^Ksys 
 
 1