SUNDAY-SCHOOL CONVENTION by Evangeline Bell

Seventh-Day Adventist Publishing Association · Battle Creek, Mich. · Thursday, June 24, 1880

FromAdvent Review and Sabbath Herald, Vol. 56, No. 1

SUNDAY-SCHOOL CONVENTION.

By Evangeline Bell

BY EVANGELINE BELL.

The twentieth annual session of the Michigan Sunday-school Convention was held at Lansing, June 8-10. It was attended by many of the most earnest workers in the State; for all were made welcome, without regard to denomination. The President said in his opening address, The Sabbath-school is the hope of the church and the world; on this we can all unite. The growing condition of the work creates a demand for increased efficiency on the part of our workers; and to consider this matter of mutual improvement is the object of our meeting.

Addresses were made and papers read on subjects both interesting and practical; and after each, a little time was usually given for remarks by other members of the Convention. The meeting commenced on the evening of June 8, and the time was occupied by opening exercises and an address on the Centennial of Sabbath-schools. In the Wednesday morning meeting the subject of organization was considered. District presidents and delegates were called on to give reports of the condition of the work and the degree of organization in the different parts of the State. Some very interesting experiences and reports were given. A free discussion on organization was opened by an address by Rev. Wm. Dawe.

An excellent paper by the Rev. Mr. Ford of Bay City was read in his absence, which was caused by sickness. His subject was, The Aim of the Sabbath-school

Teacher's Work. We can give only a few of the many good thoughts. Said he,—

The Sunday-school teacher's work is that of training and instructing. He must become deeply convinced of the importance of his work and of the worth of souls. Nothing else can lift the work of the teacher from mere drudgery, and make it a blessed, glad work. No amount of training will make a teacher of one who has not the teacher's spirit. He must have the spirit which Christ had, and a burning love for those for whom Christ died. The scholar will partake of the spirit of the teacher. If you have not a heart in the work and a real love for the truths you teach, your pupils will not have. They will be quick to discern between an affected interest and a real one. You must teach as if you were teaching the word of God,—precious indeed!

The teacher must take pains to illustrate and make the lesson seem real. These things are facts, not idle tales; and you must teach as if you believed what you teach.

Finally, the question of the teacher's success resolves itself into the question of the teacher's character. True Christian teaching must come from character. The teacher must be in himself an enforcement of the truth taught. It is not culture, nor organization, nor excitement, nor stimulation of pride, but Christian character and earnestness that will make the teacher's work a success. With such a character, success is sure, without the modern appliances of awakening the interest by concerts, rides, etc.

In the afternoon Rev. A. S. Badger considered the question, How shall the Sabbath-school be rendered attractive without impairing its spiritual aim? He thinks that the common idea of considering ordinary Sabbath-school work as dull and unattractive,—something which must by some foreign means be rendered endurable, if not pleasant, a very poisonous one. The Sabbath-school should be in itself attractive,—a place where the children will love to go. While outside methods of awakening an interest may sometimes be allowable to a certain extent, the main dependence should be put upon the solid, earnest work of the school. The demand for some foreign means of rendering the school attractive is frequently created more by the parents than by the children.

Mr. Hyndeburg, though the oldest man present, is still enthusiastic in the Sabbath-school work, in which he has been actively engaged for sixty years. It was enough to put to shame those who are younger to hear his earnest words, and his declaration that “this is a good work; I want to labor in it as long as I live.” He had prepared a paper, but said his voice was too weak to make the people hear, so he asked another to read it. His subject was, Sunday-schools now and Fifty Years ago. He spoke of the changes that had taken place during that time, and followed the work through all its successive steps. Though the way has been mainly one of progress, yet there are some things in which we may look to the S. S. workers of fifty years ago for example.

A chance was given for those who wished, to pass in questions, and the opening of the question-boxes Wednesday afternoon was one of the most interesting features of the meeting. Hon. W. H. Boyd, an elderly gentleman of long experience in the Sunday-school work, answered most of the general questions, and by his concise yet comprehensive answers showed that he understood that of which he spoke. We will give a few of the questions and answers.

What should be the qualifications of a teacher? Ans. Study, love for the work, earnestness, courage.

Should we have reviews? and how?—Yes! How?—Prepare for them; have a plan, secure attention, put soul and life into them.

What is the design of reviews?—To deepen the impression of the lesson.

Should tableaux and charades be used in presenting Scripture truths?—Positively never. They are oftentimes a mockery. The truth is obscured in the manner of presentation. There is enough in the truth itself to render it agreeable.

What is the design of blackboard exercises?—They reach the heart and mind through the eye; they are good when properly used, but do not make a hobby of them.

There were many other practical questions, some of which called forth considerable discussion from the members of the Convention.

Mrs. Geo. M. Lane of Detroit answered questions on primary work, and by her apt and ready answers showed herself to have had not only experience with the children, but a real love for them. Among other good things, she said,—

Endeavor to teach the child something definite every Sabbath. If the children go to Sabbath-school, and are there only amused for an hour, by music, stories, pictures, etc., it seems to me that the time is almost lost.

Some one asked, How shall we interest the children in singing? She replied that one of the first and most important things was that the children understand the words they sing. The words should be such as the childish mind can comprehend, then take pains to explain the words before you undertake to teach the tune. In this way the children may be able to sing with the spirit, and also with the understanding. Have them feel that everything done for God should be done in the very best manner possible. Teach them that singing is a part of their worship,—something they are doing for God,—and they should try to do it just as nicely as they know how. God will not be pleased with their song, nor accept it, if they are careless and gaze idly about while they sing.

Another asks, How shall we interest the children in Bible history?—One good way is to draw a map of the country in which the scene of the lesson may lie. Let them see you draw it; no matter if the drawing is rude, they will not mind; for are they not helping you make it? Go with them from place to place, and tell them about the country along the way; describe the place and the events which occurred there. Make them feel that these were real places, and real persons who lived on this same earth on which we live. If we can make these seem like real things to the children, we shall have accomplished no small good.

Prof. W. L. Smith of Lansing, who conducted the Song Service during the Convention, read an eloquent and interesting essay on Sabbath-school music. By his singing he showed himself skilled in the art of music, and by his writing a man of true Christian culture,—a lover of the good, the true, and the beautiful, wherever it is found. The few notes at hand would not do him justice. We would be glad to give his article in full, and perhaps may be able to do so ere long.

Mrs. C. E. Fox considered the question, How shall we secure the study of the lesson by the scholars? Said she,—

The teacher must lead the way in this. We must be what we would have our scholars become. In this we have the example of the Saviour, who said, “Follow thou me.” The teacher should spare no pains in preparation of the lesson; he should be ahead of the class at least a week, more, if may be. Talk with your scholars about the lesson when you meet them, study with them, try to awaken independent study on their part.

Make the lesson interesting in recitation. It is sometimes a pleasant change to have the scholar recite the lesson topically, without questions. Let one give the connection between that lesson and the preceding one, and another take up the lesson of the day and tell a part of the story, and then another take it, and so on. Thorough and systematic reviews and examinations are all-important. If the scholar understands that his knowledge is to be called for, he will usually try harder to remember from one week to another. If your class is not accustomed to reviews, make them very simple at first, supplying any lack yourself; and then by degrees they may grow more difficult.

But all this is hard work! Of course it is; there is no such thing as a successful teacher who is not willing to devote much hard, earnest work.

Wednesday evening, Rev. John C. Hill, in an address on the Spirit's Power in Teaching, said,—

We as teachers must feel that we can do nothing without the aid of the Holy Spirit. All outward appliances,—music, books, lessons,—helps of all kinds; capable officers, conventions, etc., will accomplish little real good, without the influence of the Holy Spirit to set home the truths taught. The Holy Spirit can qualify the teacher to do his work as he could never do it otherwise.

In the closing meeting on Thursday morning the Rev. Dr. Hough gave an earnest and able consideration of the perplexing question, How shall adult classes be sustained? Said he,—

1. Create a demand for such classes; for although there is a great need, there is, I am sorry to say, but little demand. The pastors have a work to do in this. Talk the necessity of systematic Bible study among adults. Keep the necessity before the people. Create a taste for Bible study. Fathers and mothers also have a work to do. Let them act as if they believed the Bible true and of the highest possible value. It is a sad fact that in these days the newspaper crowds out the Bible in too many of our homes.

2. Provide competent instruction. Intelligent young men and women will not come and sit for an hour under a teacher who has given little if any thought or study to the lesson, but simply comes there and talks the rambling thoughts that happen to come through his mind. The teacher need not be learned, but he should be studious and faithful at least. If you want your class to come, you must bring them something worth coming for. The teacher should have that earnestness and love for the truths he teaches which will shine out of his eyes, and thrill in his voice. Such a teacher can hardly fail to exercise some drawing influence upon his pupils.

But many times there will come into such classes young men who pride themselves on being advanced thinkers,—wiser than their fathers and mothers, wiser than their pastors and teachers. They are ever ready with their specious arguments to take up the time and perplex the teacher. It is seldom advisable to use the time of the class in endeavoring to satisfy them. Yet as an answer to all the conflicting views and cavils of skeptics, scientists, and free-thinkers, we have, coming to us clear and strong through the din of the centuries, these precious words, “This is a faithful saying, and worthy of all acceptation, that Christ Jesus came into the world to save sinners.”

Speaking of other difficulties which are liable to arise in the way of every teacher of such classes, he said,—

There is no royal road over or around these difficulties; eternal vigilance, earnestness—hard work—is the price of success. We need to magnify the value of the word of God, to encourage study,—persistent and systematic study.

At this closing meeting, Mr. James Gallup was to have considered the question, How shall teachers' meetings be made successful? but it was crowded out by other matters till he was obliged to leave. However, the Rev. Mr. Spencer, pastor of the First Presbyterian church at Lansing, made a few general remarks on the subject. Said he,—

The first thing in regard to the teachers' meeting is to have one. Have a meeting, if there is only one person present. Some may regard me as an enthusiast, and perhaps it is true; but I hold that, as a rule, no teacher should be allowed to retain his position who will not attend teachers' meetings.

The leader, properly the superintendent, should make such preparation for his work that he may be able to make the meeting profitable as well as interesting. One great object of the meeting should be to consider the lesson of the coming week. All should learn the lesson before coming. Let the superintendent teach the teachers how to teach the lesson. Time should also be given for consultation and arrangement of plans for the school. The meeting should be opened and closed with prayer.

I say, have a teacher's meeting at all events. Make it such a meeting that it shall become a necessity to your teachers.

Business matters occupied the remainder of the time, and the Convention closed at 12 M., Thursday. All seemed to feel that in the main the meeting had been a success, and that they had been well paid for coming.