The "photograph of Absalom's monument" reminds us that, to this day, every Jew casts a stone at it, and curses the hypocrite's memory; and so on with the other illustrations.
The following brief notes were taken at one of our New York Association's meetings: Subject—How to prepare a Sabbath-school lesson. "Piety alone is not what we want in Sabbath-school teaching any more than preaching." Take the lesson—Luke xviii. 35—"A certain blind man," etc. Take a good Reference Bible and a Bible Dictionary. I ask myself, What is in this passage? A miracle. Say something about miracles, but never lead a child into deep water. I can never make a thing plain to another that I cannot make plain to myself. You cannot teach more than you can put into words, etc.
Tell them about a particular part of the country Jericho (Josh. ii., and 2 Kings xvi. 34), sixteen miles from Jerusalem, and about six from the river Jordan. I find here a beggar—two, but one is silent. "Jesus, thou Son of David"—the sublime epithet applied to the Messiah. His suit is for mercy. "Cried the more"—evidence of faith—plea for mercy—earnestness. Jesus is arrested in his progress by the prayer of the needy man. Prayer arrests all laws. Jesus stood and commanded. You have got to come to Jesus. Submission to Jesus absolutely essential. What wilt thou? We are to tell Christ just what we want. Prayer is absolutely necessary. Jesus made the blind man tell Him. Revive thy faith. Must believe. How apply. What last impressions to leave. Jesus was going up to Jerusalem for the last time. Only opportunity, or last opportunity. All go. This opportunity, dear boys, may be the last.
The superintendent, as well as the teachers, needs the most ample and careful preparation of the lesson, in order to suggest and aid and sympathize with the teachers and school, and to conduct the teachers' meeting.
X.
THE TEACHER TEACHING.
THE teacher is the master and superior, and his character, attitude, bearing and words should be well calculated to govern and to guide. Teaching is not simply educating—namely, drawing out, nor simply instructing the pupil, but training him. It is taking my thought and converting it to his use.
With this view great care should be taken to begin a lesson aright. The teacher should come from communion with God, and his spirit and manner should be at once thoughtful, earnest and cheerful, never cold, cheerless, indifferent, or severe. Let him give to each scholar a warm, quiet, but hearty salutation; be early, be calm, be gentle, be firm and seriously in earnest; never allow any scholar to take any undue liberties; and see that each one and everything is in its place.