Sunday-School Success

bout Teache

nd arrange them. The leader does not teach the lesson unless he

ake good plans for themselves. The gathering is not to listen to a lecture. You cannot

put into the meeting every one's peculiar talent, and must draw out from the meeting for every one's peculiar n

ve a constitution, a full set of officers, and stated business meetings. Make the teachers feel that they "belong." Many a teachers' meeting goes to pieces for lack of something to tie to. Cultivate the feeling of responsibility. Insist on rotation in office. Give every teacher possible some regular duty, if only t

s, and sometimes of neighboring churches in cities. What finer close to a year's harmonious work tha

risome ere long; his methods grow familiar. The heart of the teachers' meeting is the programme committee

icult exegesis, blackboard work, plans for the little folks, lesson analysis, and so on, may be ta

not draw, an assistant should be appointed who can. The remainder of the time, after these regular exercises are over, will be at the disposal of the leader of

learned doctor of divinity who is not also a teacher. None of these, but teachers. The obscure layman, if he knows how to

xt time. Promptness begets promptness. And let the meeting close on time, though in the midst of the most interesting discussion. All the be

ng the narrative. Divide the lesson into sections that will analyze the thought or the story, and read these sections alternately, the leader prefacing each with a suggestive title. Divide the teachers into two portions,-right and left, front and back,-and let them read antiphonally. Let the leader read the entire lesson, injecting crisp comments carefully prepared beforehand, these comments being all in one line-exegetical, historical, explanatory of customs or of phrases. Let the leader pr

, when the track is invisible to all but the leader! "First," says the experienced teacher, "we'll form a scheme for our guidance in study; second, we'll go over the story of the lesson in a preliminary survey; third, we'll tak

ore the meeting was half through what are the chief teachings of that lesson, it surely will not be made evident by this hurried question, whose answers are punctuated by the donning of overcoats. If the leader began with a good

t to particular teachers. A question spread over a roomful is about as efficient as a bullet would be if fired flat enough to cover ten men. Don't be afraid to use proper na

not touch the teachers' consciences, hardly will those teachers touch the consciences of their scholars. Let the leader ask at every turn this question in effect: "What need of your scholar

head off unseemly and prolonged discussions; he must have sprightliness to keep the meeting taut;

ving ten times as much as is asked for from him, thus stealing from the meeting the sprightliness of nine questions and answers, even when all he says is to the point. He will make suggestive answers rather than exhaustive ones. His eager note-book