WE are all more or less influenced by others. Especially is this true of children. Knowing their own weakness and being aware of their own ignorance, children naturally follow the example of those older than themselves. The parent exerts the most powerful influence; next comes the teacher, whose influence is very great—few realize how great.
A teacher whose standard of morality is low sows the seeds of vice and wickedness broadcast. On the other hand, a teacher who has a sacred regard for truth and justice, and shows by his daily life and example that he respects whatever is pure and holy, exerts a powerful influence for good.
Every father worthy of the name wishes his sons and daughters to become noble and true men and women. Every mother worthy of the office wishes her children to form good characters, and to be governed by pure and high principles. Parents, if you desire these things, then see that you place your children under right influences. It is better to place them among vipers, than in a school taught by a man or woman of immoral character. It is better never to send them to school, than to send them where they will be taught wrong ideas of life and its object.
The character of the teacher is of more importance than his literary qualifications,—yea, of infinitely greater importance. The worst class of teachers are those who are openly profane and vulgar. This class, it is to be hoped, is small. What can be said of that district which annually employs a person who poisons the atmosphere of the school-room with profane words, vulgar jests, and tobacco-smoke? I think its inhabitants must be demoralized, deluded, blinded, and ignorant, and wish to hurry their children to perdition.
There is a class of teachers, extensively employed, whose influence is not good. I refer to those who are outwardly moral, but inwardly corrupt. This class of teachers appear well in society, and give the community the impression that they are about right, yet all the while their influence over young minds is ruinous. They have no regard for religion or the truths contained in the Bible. Their hearts have never been purified by the Spirit, and, consequently, they cannot govern themselves, and miserably fail in governing others. The teacher who suffers his temper to get the mastery of him, lowers himself in the estimation of his pupils. This class of teachers cause children to think lightly of the rights and privileges of others, to regard the great truths of Christianity as a fable, and to desire worldly honors more than those virtues which can alone give vitality to the mechanism of existence.
There is another class of teachers who are characterized by their dignity of manners and purity of conduct. The great object for which they labor is to do good and to elevate the human family. Their hearts glow with love to God, and genuine love for the children. By example and precept they daily teach morality, and by a holy life testify to the reality of the Christian religion. They command first the respect, then the love of their pupils. This gained, their influence for good is unbounded. A word let fall from the lips of a beloved teacher has a greater influence over a child than a long sermon from a minister; and such words have led many noble youths and lovely maidens to realize that the “fear of the Lord is the beginning of knowledge;” and have induced them to seek “to know Him, whom to know aright is life eternal.”
Parents, I appeal to you. Think of these things. Place your children under right influences, and you will give them something of infinitely greater value than houses or lands. Better than temporal wealth is strength of character. With proper instruction and guidance, your sons may be as “plants grown up in their youth; and your daughters as corner-stones, polished after the similitude of a palace.”—Maine Journal of Education.
THE BIRTH OF CHRIST.
By John Gottlieb Matteson
BY ELD. J. G. MATTESON.
“Fear not; for, behold, I bring you good tidings of great joy, which shall be to all people. For unto you is born this day in the city of David a Saviour, which is Christ, the Lord.” Luke 2: 10, 11. Thus sounded forth the joyful message of salvation on that memorable night when our Saviour was born. The believing shepherds on the fields of Bethlehem listened with rapture as the angel of the Lord came upon them, and the glory of the Lord shone round about them. And suddenly there was a heavenly choir,—a multitude of the heavenly host,—who joined the first angel, and said: “Glory to God in the highest, and on earth peace, good will toward men.” The Father smiled on high. He caused a lovely ray of light to shine through the dark clouds of the curse and to light up the dark night of sorrow. The Son smiled on earth.
He was born of a poor woman, and found room with the beasts of the stall. There was no room for him in the palaces of the world; no, not even in the simplest dwelling for men. He was wrapt in swaddling clothes and laid in a manger. But a heavenly light shone around the lovely countenance of this babe. He smiled to the shepherds with a sweeter smile than had ever been seen on the lips of an infant. The angels rejoiced exceedingly as they saw a glimpse of that grace, which, through this child, should be imparted to their fallen fellow-creatures on the earth, and heavenly joy filled the hearts of the children of God. The fire of divine love was kindled through the blessed gospel of the birth of Christ.
Dear friend who reads these lines, do you not desire to bow with the shepherds, and worship your Saviour? Do you believe in Christ who alone can save you? Do you love him more than all others? Oh, come to the Lord! Seek him in his word and in earnest prayer. Behold, Jesus stands at the door, and knocks. Will you make room in your heart for your best friend?
ONE MORE WORD.
By R. V. Foster
WHILE I say over and over again, as I am conscientiously bound to say, that a properly and thoroughly educated young minister can, other things being equal, do vastly more good than the young minister who is not thus educated, it is by no means to be understood that I speak to the disparagement of those grand and faithful old heroes of the cross whose early opportunities were limited. They have done much more in their day than many of this younger and more highly favored generation will ever do in theirs; but the young and the old are never to be compared with each other, not by me at least. It is the young with the young, and the old with the old. It does not make any difference with me whether the old man has been thoroughly “educated” or not; provided, only, he has been faithful in his efforts to save souls and build up Christ’s church, I shall reverence him. His success is to be marked by his joyous and generous faithfulness, whether over a few things or many. But as for our young men, they may be compared one with another, and it may be truly said, and it ought to be repeatedly said, that he who is best educated in the schools and out of them, by the Spirit and providence of God, will far excel in usefulness him who is not thus educated. Why, then, may not all our older men urge our young men forward, and thus by enabling others to do more work and better work, add stars to their own crowns of rejoicing? —Prof. R. V. Foster.
The Church Needs a Christ-Like Life
By Ormiston
—THE Church has creed enough and orthodoxy enough; what she wants is to fill up the measure of her creed with a clear, clean, Christ-like life.—Ormiston.
Balancing Work and Prayer in Christian Life
—If we rush into a constant round of working, without a corresponding increase in prayer, the work will wane away like the flame of a lamp when the oil is expended. “Still, spiritual contemplation,” says Dr. Arnot, “soon runs to seed when practical duty is neglected.”
AN OLD NEW-YEAR'S POEM.
Though I be poor, yet will I make hard shift
But I will send my God a New Year's gift;
Nor myrrh nor frankincense
Can I dispense,
Nor gold of ophir
Is in my coffer;
With wealth I have so small acquaintance as
I scarce know tin from silver, gold from brass.
Oriental rubies, emeralds green,
Blue sapphires, sparkling diamonds, I have seen,
Yet never yet did touch
Or gem or ouch,
Nor pearl nor amber
Is in my chamber;
These things are in my mind, but never yet
Vouchsafed to lodge within my cabinet.
My ever-living, ever-loving King
Yet shall from me receive a better thing;
For princes' diadems,
Flaming with gems,
With riches drest
Of East and West,
Match not this gift, which, if God shall own,
I'd not change lots with him that wears a crown.
A heart with penitence made new and clean,
Filled with faith, hope, and love, must be my strain;
My God, who didst not slight
The widow's mite,
Accept of this
Poor sacrifice,
Though I but give that which before was thine,
A treasure taken out of thine own mine.
—London “Notes and Queries,” from the fly-leaf of an old book.
A WEEK'S WORK.
By G. A. Peltz
When at school, in boyhood, it was taught that “seven days make a week.” Sabbath-school teachers, to some extent, compute their time very differently. “Two hours make a week” would more nearly express the idea of many on the subject. The Sabbath-school session occupies an hour and a quarter, and then forty-five minutes for going, coming, and incidental chat, round out the whole matter, and the work for the week is done. These short-time workers are becoming fewer, comparatively, year by year, but they are not yet extinct. And then, there are many others who are but little better. From the extreme just stated, there is a gradual grading and shading upward; a few more items and hours of toil being added, until the realm of the reasonable is reached, above which lies that of the excellent, then the satisfactory.
The true week’s work of the Sabbath-school begins as soon as teacher and class have separated on any given Lord’s Day. The successes or the failures of that day are the basis on which, in part, the next week’s work must rest. Has there been unusual hardness or carelessness? It must be met. Has there been unusual tenderness and attention? It must be met. Has the attendance been small? Was a new pupil present? Were all there? Each of these special phases demands special attention at the moment. Work in the class adapts itself to these requirements. So does the work immediately after class, and possibly on the way home. But this does not end it. The outlook for another week must be made through the media of the session just closed, and this outlook must be made at once. This will disclose various aspects of duty. Whom to visit; whom to address by letter; whom to invite to your own house; on whom to place a burden of duty in visiting a comrade. . . . All these, and many other phases of duty, will be disclosed to him, who, through the media of a session just ended, looks out over a new week of opportunity.
How to study, as well as how to work, will be made plain by this early beginning. Of course, one must study to command the lesson in its subject matter, in its presentation, and in its enforcement. He must know it, and impart it, and fasten it. But all parts are not equally important at all times. Selection is essential. The man who deals with bodily ills, selects his remedies and their uses. So must he who deals with spiritual ills. To do this wisely, demands a careful study of the patient. Then, there is hope of a skillful use of remedies.
To understand each scholar, may take much time. Visits to and from the scholar may be required. Correspondence may be needed. His companionships and surroundings must be appreciated. He must be studied. Why did he flash with interest to-day? Why did his interest flag last Sabbath? Why was he absent two weeks ago, and late to-day? Know him whom thou wouldst benefit. Work for it, pray for it, and use the knowledge you may gain. In pursuit of this fullness of information, many parts of each week will be consumed; but these may be secured by a wise economy of time. As one goes to his business or comes from it, as he finds a few spare moments in the midst of his day, he may make a brief visit here or there, and so push his efforts. Of course he must not parade his object. Nobody likes to be inspected. But he can push things in an unobtrusive way, and yet reach the desired points.
The superintendent, too, must push work in this manner. With the scholars he has not so much to do directly, except as the ally and fellow-helper with the teachers. His special field is with these workers. They have their difficulties, and doubts, and troubles, just as pupils have; and, as each teacher is the friend and helper in his own little sphere, so the superintendent stands among his associates in toil. The secretary and the librarians may also find good objects on which to expend their attention in visitation each week. They shorten the hours far too much. More time spent by them would produce better results in their respective departments. Everything which can be looked after and accomplished during the week, is deserving of attention and care.
These points are specialties. They need attention from special workers in the school. But thorough study is demanded of all. Especially should those officers who neither teach nor sit in classes study the lesson, else they wholly lose the benefit of this method of Bible instruction. With all these, studying should be a growth through each week. No one season spent in preparation can be so valuable as protracted progress. It gives the benefit of that “unconscious cerebration” which, like “simmering” in cookery, thoroughly penetrates the subject in hand, and brings a final condition of complete preparation, such as no hurried work could secure. Every day of every Sabbath-school worker’s week should witness the accomplishment of something, (1.) in mastering the lessons of the week, and (2.) in securing hold for good upon the pupils of the class. When fifty-two such seasons of effort are laid together each year, then a year’s work will have a meaning; and when a teacher adheres to such work for a long term of years, his life will be one of incalculable good.—Rev. G. A. Peltz, in Baptist Teacher.
THE TEACHER'S EYE.
It is with the eye that the teacher will most readily and accurately keep himself informed as to the degree of attention which his pupils are paying to the exercises in which they are engaged. You will see at a glance whether they are following you, or whether, through inability to understand your meaning, or through distraction, their minds are wandering. Your eye, then, is your sentinel. But it is capable of much more than informing your mind what is going on in your class. It will convey and emphasize your commands. Look what you mean when you give a command, and your words will be obeyed. Very often it will be needless to employ words at all. A look will suffice to express your wish and the intensity of the will that lies behind it. It will compel attention silently and promptly, without interruption to the exercise in hand, and without needless expenditure of physical energy. It will encourage and stimulate, admonish and rebuke, with a delicacy far beyond the power of language. Perhaps the most affecting of the reproofs given by the Divine Teacher was that referred to in the words, “The Lord turned and looked upon Peter.”—School Guardian.
FAMILY SABBATH-SCHOOLS.
By H. Peebles
How many are there in Vermont? The head of each family having a Sabbath-school will please send his address, immediately, to Frank S. Porter, North Fayston, Vt., and other families remote from any Sabbath-school should start a Sabbath-school at once. Any who are at a loss how to begin, or have any difficulty in the way, are requested to correspond with me about it. Families so located as to be often kept at home on the Sabbath by winter storms, can at such times have a family Sabbath-school.
We aim to have every Sabbath-keeper in Vermont accommodated with S. S. privileges, and our ministers and all interested in the work are requested to work to this end.
H. Peebles.
So. Lunenburg, Essex Co., Vt.
VERMONT SABBATH-SCHOOL REPORTS.
By H. Peebles
Why not all report? Nearly all did report last quarter; but some reports did not reach Bro. Porter in time to be forwarded to the Secretary of the General S. S. Association, and some schools sent no report. Let us make thorough work this quarter, and have a report on time from every organized Sabbath-school in Vermont.
H. PEEBLES, Pres. Vt. S. S. Association.
Our Casket.
“A little balm, and a little honey, spices and myrrh, nuts and almonds.” Gen. 43:11.
—SELF-SACRIFICE is part of the Lord’s refining fire, in which he prepares the gold for the building of the heavenly city.—Interior.
—“My will, not thine, be done,” turned Paradise into a desert. “Thy will, not mine, be done,” turned the desert into a paradise and made Gethsemane the gate of Heaven.—Dr. E. Pressense.
—THE best type of Christian character must be that of the man who mixes his daily work with conscience, and strives to do everything, even the most insignificant, as unto the Lord.—Examiner and Chronicle.
—THE shortest and surest way to live with honor in the world is to be in reality what we would appear to be; and, if we observe, we shall find that all human virtues increase and strengthen themselves by the practice and experience of them.—Socrates.
—WE see it stated that Charles Beecher, twenty-two years pastor of the South church, Georgetown, Mass., has resigned. But whether his adoption of spiritualism has led to it or not, we have not learned.—World’s Crisis.
—THE National Baptist would like to have a day of fasting and prayer to ask the blessing of the Lord on the effort to relieve the churches of their burdens; and the Christian at Work thinks fasting, prayer, and common sense might prevent churches from running into debt at all.
—ONE of our Unitarian friends at Providence handed us this most excellent thought, written on a torn leaf of his memorandum-book: “The demand now is for a science that is philosophical, a philosophy that is scientific, and a religion that is both philosophical and scientific.” Not much Christianity about that!—Index.
—THE Presbyterian Banner takes it for granted that a man who had committed four murders, or four burglaries, or four perjuries, would not be allowed to take his seat in Congress, and then with reference to the well-known Mormon delegate, wonders how a man who has four wives is esteemed worthy of a place among our nation’s law-makers.—Christian Weekly.
NEW ENGLAND SABBATH-SCHOOL ASSOCIATION.
By D. A. Robinson; E. D. Robinson
A SESSION of this Association was held in connection with the annual meeting of the New England T. and M. Society at South Lancaster, Mass.
The first meeting was held Sunday, Dec. 7, at 4 P. M. Opened with singing “Whiter than Snow,” and prayer by Eld. R. S. Webber, of Maine.
Eleven schools were represented by twenty-one delegates. Report of last meeting read and approved.
On motion, Eld. G. F. Haines, Judson Rice, and F. W. Mace were appointed by the Chair as a Committee on Resolutions. The question of Sabbath-school contributions and their appropriation was then quite freely discussed by Eld. S. N. Haskell, Bro. Rice, Tucker, Mace, and others, after which Eld. R. S. Webber made some remarks in regard to the Sabbath-school work in Maine, and spoke of the advantages arising from visiting different schools. The utility of Sabbath-school maps and text-books was then clearly set forth by Eld. Haskell.
Adjourned to call of Chair.
SECOND MEETING, Dec. 8.—Prayer by Eld. A. S. Hutchins. Report of last meeting read and accepted. The Committee on Resolutions then presented the following report, which, after some discussion, was fully adopted:—
Whereas, God has signally blessed our Sabbath-school work in the past, and through its influence many have been led to embrace present truth, therefore
Resolved, That we will put forth greater efforts in future to interest all in this branch of the work.
Whereas, There are many isolated families that are not benefited by the Sabbath-school instruction, therefore
Resolved, That we make it a point to interest such families in the Sabbath-school work, and urge them to organize, as far as possible, family Sabbath-schools.
Whereas, The use of lesson books in our Sabbath-schools makes it very difficult for all to unite in the Sabbath-school at our general meetings; and whereas the loss of a single Sabbath-school proves an injury to them and the school to which they belong, therefore
Resolved, That we recommend that, as soon as practicable, our schools throughout the Conference provide themselves with the Lesson Sheets, and thus secure a uniformity in our schools.
Resolved, That we recommend our Sabbath-schools in the New England Conference to provide themselves with such aids as will help them in the study of these lessons; such as maps, text-books, etc.
Whereas, Our past experience has taught us that our present system of penny offerings has not been sufficient to sustain our Sabbath-schools, therefore
Resolved, That we recommend our schools to adopt the weekly class contribution.
The matter of increasing the circulation of the Instructor was introduced by the President, and an appeal was made for each school to engage the services of one or more of its members who would make a specialty of canvassing for it.
It was moved that the President be instructed to prepare an address on Sabbath-school interests, to be delivered before the Association at a future meeting.