Contents
| I. The Teacher's Crown | [9] |
| II. Who Should Teach in the Sunday-School? | [14] |
| III. Preparing the Lesson | [21] |
| IV. Something about Teachers' Meetings | [32] |
| V. A Teacher with a Schedule | [39] |
| VI. My Lesson Chart | [42] |
| VII. The Value of a Monotessaron | [46] |
| VIII. Getting Attention | [52] |
| IX. Keeping Attention | [57] |
| X. The Importance of Questioning | [64] |
| XI. A Good Question | [69] |
| XII. Inspiring Questions | [75] |
| XIII. Trigger-Teaching | [80] |
| XIV. Galvanic Teaching | [85] |
| XV. Serial Teaching | [89] |
| XVI. Teaching the Psalms | [95] |
| XVII. Those Temperance and Missionary Lessons | [104] |
| XVIII. Topical Lessons | [114] |
| XIX. Introducing Thoughts | [119] |
| XX. Illustrations and Applications | [125] |
| XXI. Righteous Padding | [130] |
| XXII. The Sunday-School and the Newspaper | [134] |
| XXIII. On Taking Things for Granted | [139] |
| XXIV. Utilizing the Late Scholar | [143] |
| XXV. Side-Tracking the Teacher | [146] |
| XXVI. The Problem of the Visitor | [150] |
| XXVII. "Under Petticoat Government" | [154] |
| XXVIII. The Teacher's Three Graces | [160] |
| XXIX. Something to Belong to | [163] |
| XXX. Through Eye-Gate | [167] |
| XXXI. Foundation Work | [178] |
| XXXII. The Trial Balance | [193] |
| XXXIII. At the Helm | [201] |
| XXXIV. The Superintendent's Chance | [209] |
| XXXV. The Sunday-School and the Weather | [213] |
| XXXVI. A Profitable Picnic | [217] |
| XXXVII. A Singing Sunday-School | [221] |
| XXXVIII. A Praying Sunday-School | [227] |
| XXXIX. S. S. and C. E. | [233] |
| XL. Teachers in 8vo | [241] |
| XLI. Around the Council Fire | [256] |
| XLII. The Incorporation of Ideas | [267] |
| XLIII. From a Superintendent's Notebook | [272] |
| XLIV. From a Teacher's Notebook | [287] |
Sunday-School Success
Chapter I
The Teacher's Crown
In one of those dreams which are truer than waking there passed before me a long line of the Sunday-school teachers I have known. One after the other they appeared—those that had taught my childish lips to repeat the Bible words, those that had led my youth into the opening glories of the International Lessons, those that had put to rest the rising doubts of the young man and clinched his faith to the Rock of ages; those, also, of less blessed memory, whom I knew in early or later years, that had done none of these things, but other good things not so good.