^h /^t 
 
 S. 8. UBR/^R^ 
 
 BV 1533 .V55 1872 
 
 Vincent, John Heyl, 1832- 
 
 1920, 
 
 Sunday-school institutes anc 
 
 normal classes 
 
SUNDAY-SCHOOL 
 
 f ujititutc5 and ponnal ^lasjicis. 
 
 By J. H. VIKCK^iT. 
 
 "WITH AX INTRODUCTION BY ALFRED TAYLOR. 
 
 Thou that tcachest another, leachust thou not thysolf ?— St. Paul. 
 
 New Yof\k: ; 
 C A R L T O X & L A N A H A N. 
 
 SAN FRANCISCO: V. THOMAS. 
 CINCINNATI: HITCHCOCK & WALDEN. 
 
 SUXDAV-SCnOOL DEPA.P.TMENT. 
 
Entered accofdiug to Act of Coiigfess, in the year 1872, by 
 CARLTON & L A N A H A N, 
 
 in the Office of the Librarian of Congress at "Washington. 
 
INTRODUCTORY, 
 
 The active interest which the author of this book 
 has taken in urging Sunday-school teachers to a 
 higher ambition, a more thorough preparation, and a 
 holier consecration to the work of their Master, gives 
 force and authority to what he has to say on such a 
 valuable department of teacher-training as the Sunday- 
 School Institute. 
 
 With the growth of our work, and the advancement 
 of the standard of excellence in teaching, the increase 
 of the demand on the part of teachers for any thing 
 and all things that will help them to become better 
 workmen in the Lord's vineyard is as gratifying as 
 it is vigorous. The time was wdien the teacher was 
 not spending much effort on personal improvement in 
 the art and science of teaching ; when good intentions 
 w^ere suffered largely to take the place of skill in im- 
 parting the knowledge of divine truth ; when at gath- 
 erings of Sunday-school teachers gratulation at the 
 greatness and importance of the work was more 
 prominent than suggestion for improvement in the 
 method of carrying it on. 
 
 The work of the last few years has wrought a won- 
 derful change. The teacher who was formerly satis- 
 lied with his attainments is now asking for light on 
 his teaching work. The half-competent teacher, who 
 
2 Intkodl'ctoky. 
 
 skimmed over his lesson and gave bis scholars a 
 meager amount of scriptural infurniatiou from it, is 
 seeking help from those whose experience is richer 
 and fuller than his own. The teacher vvho studied 
 the lesson carefully for himself, but forgot to consider 
 how to impart his store of knowledge to bis children, 
 is taking lessons in the real teaching work — the science 
 of communicating truth. Teachers who in former 
 days bad little more than speaking acquaintance with 
 each other are now statedly holding delightfully 
 profitable meetings for edification, counsel, and hard 
 study. Ko man has contributed to this gi'owth and 
 development more than Dr. Vincent, and no means 
 of growth shine more conspicuously than the Sunday- 
 School Institute. 
 
 From its necessarily transient character, the Sun- 
 day-School Institute has its imperfections. Held at 
 long intervals, and only for a few sessions at a time, 
 its efiiciency for training can hardly compare wnth that 
 of a permanent institution holding its stated sessions 
 through a term of months or years. We may hope that 
 the march of events in Sunday-school work will some 
 day bring a permanent Normal Class into every Church 
 as a part of the Church operations. Such an adjunct 
 to Church effort, so well described in the second part 
 of this work, will be inestimably valuable, whether 
 conducted by the pastor, tlie superintendent, or some 
 other fully competent person heartily in sympathy 
 with the real progress and development of Gospel ef- 
 fort in behalf of our children. Until such a perma- 
 nent Church Institute becomes general we must de- 
 pend on such Institutes as we can hold from time to 
 time, as they have been held. But let them be man- 
 aged with all the wisdom which experience can bring 
 
Introductoey. 3 
 
 to bear ui)on tliein. Failures, as well as successes, 
 iDiist throw light on tlie best ways of conducting them. 
 The continual growth of the training work must 
 modify their character as Institute after Institute is 
 held. In this, as in every other branch of Christian 
 work, we must strive for constant growth. The Insti- 
 tute must not be only a means of entertainment, but 
 a school of real study. While no effort should be 
 spared to make it so interesting as to'attract all whom 
 it can reach, the fact should be uppermost in the 
 minds of all who are engaged in it that it is not a 
 convention for the awakening of enthusiasm, but a 
 training-place for those v/ho want to improve. 
 
 This book will be especially valuable to those who 
 contemplate holding Institutes, and seek direction as 
 to how the time of the sessions may he occupied to 
 the best advantage. The cliief intirmity of many an 
 Institute has been that its promoters were short of in- 
 formation concerning arrangement and management. 
 For the lack of just such hints as are here given, in- 
 congruous subjects have been infelicitously grouped 
 together, and discussed by brethren whose chief qual- 
 ification for thus taking up the time of their audience 
 was the fact that they occupied certain stations in the 
 community which compelled their public recognition 
 in this way. A committee having an Institute in 
 charge can, by the use of this volume, avoid coming 
 in contact with such a stumbling-block. The pro- 
 grammes which are here given are of themselves val- 
 uable hints, and their importance in tracing the 
 growth of the Institute work is so great that it was a 
 happy thought thus to put them on record. The 
 eminently practical tone of every page of suggestion 
 and experience is so marked that the earnest and con- 
 
4 Tntrodixtorv. 
 
 scientious teacher seeking counsel and lielp cannot fail 
 to find it. 
 
 Teaclier ! our work is bnt in its infancy. While 
 we rejoice in its past growth, triumph in its present 
 condition, and glory in its coming prospects, let us, 
 with every lesson we study, and every hour we spend 
 in teaching, more and more feel our ignorance, our 
 infirmities, and our need of going to our blessed 
 Teacher and Guide for light and help. Our Father 
 will kindly take his children by the hand and help us 
 do our work so as to enjoy his favor. Our Eedeemer 
 will journey with us and make our hearts burn as he 
 lightens our path. Our Comforter will help our 
 infirmities, and give us the joy and the peace with 
 which he crowns the faithful. *'A7id let the heauty 
 of the Lord our God he %ipon us : and establish thou 
 the work of our hands upon us ; yea^ the work of our 
 hands establish thou itP A. T. 
 
CONTENTS 
 
 THE SUNDAY-SCHOOL TEACHERS' INSTITUTE. 
 
 Page 
 
 I. The Place and Aim of the Sunday-School 9 
 
 II. The Sunday-School Teacher Needs Preparation 10 
 
 III. AVhat Preparation is Needed IB 
 
 IV. Facilities for Preparation Needed 16 
 
 V. Sunday-School Institutes 19 
 
 VI. Sunday-School Institute Exercises 23 
 
 VII. Unity in the Programjie .* 45 
 
 VIII. The Superintendents' Institute 49 
 
 IX. The Local Sunday-School Teachers' Institute 56 
 
 X. A Course of Institute Study 59 
 
 XI. Sunday-School Institute Programme 63 
 
 XII. Preparation for an Institute 109 
 
 XIII. The Officers of an Institute 1 14 
 
 XIV. Sunday-School Topics 117 
 
 SUNDAY-SCHOOL NOmiAL CLASS. 
 
 I. The Church Normal Class 129 
 
 n. The Seminary " " 133 
 
 HI. The Normal Department 137 
 
 IV. The Course of Study 142 
 
 V. The Programme 151 
 
 Appendix 171 
 
 National Convention Announced for April. 1872 183 
 
PAET I. 
 
THE 
 
 SUNDAY-SCHOOL TEACHERS^ INSTITUTE. 
 
 I. 
 
 THE PLACE AID AIM OF THE SUNDAY-SCHOOL. 
 
 1. It is the mission of the Church of Jesus Christ 
 to secure the regeneration and sanctiiication of men, 
 making them " disciples," training them in Christian 
 truth, experience, and service. The Church is the 
 school of eternity, where immortal souls are taught, 
 and thus prepared for the fellowship and service of 
 heaven. 
 
 2. This blessed work of regeneration and culture 
 is to be accomplished, under the agency of the Holy 
 Spirit, through the ministry of the Christian home ; 
 the pleadings, admonitions, and instructions of the 
 pulpit; the meditations and divine communings of 
 the closet; the discipline and experience of life; the 
 inspiring service of the social meeting ; and last, 
 though by no means least, through the diligent, 
 prayerful study and teaching of the word of God in 
 the school of the Church. Let us call this last the 
 true Church-school^ the Bihle-school, the Bible- 
 Service of the Christian Church. 
 
 3. The Mission Sunday-School is that temporary 
 substitute for the regular appliances of the Church 
 
10 Sunday- School Teachers' Institute. 
 
 wliicli in its germ existed in tlie Jewish system, and 
 is provided for by specific scriptural commands, but 
 wliicli in its present form was ])rojected at a com- 
 paratively recent date. It is desio^ned to do the 
 parents' work for orphans and for those whose homes 
 are silent on religions matters. It is designed to 
 bring the Gospel to those who do not hear the word 
 preached. It proposes to inaugurate tlie Church 
 with all its appliances where hitherto unkno\vn, and 
 especially to re-establish the religious influence of 
 liome. The Mission Sunday-School is the Evangelist. 
 The Church School is the Pastor. The one " dis- 
 ciples" men, the other "instructs" them. Both 
 contemplate the same ultimate object — salvation. 
 Both depend upon one agent — the Holy Ghost. Both 
 use one text-book — the word of God. 
 
 II. 
 THE SUNDAY-SCHOOL TEACHER NEEDS PREPARATION. 
 
 1. It is difficult to ovefrestimate the importance of 
 the Sunday-school teacher's call. He comes before 
 his pupil in the parent's place, with the preacher's 
 theme — to do a parent's and a pastor's work. 
 
 2. First of all, the Sunday-school teacher needs 
 personal piety. Ko one can teach the Gospel of the 
 Son of God without some experience of his grace. 
 Can the blind teach painting? Can the deaf teach 
 music? We remember who asked the question, and 
 to whom : " Art thou a master of Israel, and knowest 
 not these things? " 
 
Sunday- School Teachers' Institute. 11 
 
 3. But with grace tlie teacher needs knowledge. His 
 success depends largely iipon his personal relations 
 with Jesus. But much also depends upon his fond- 
 ness for, and familiarity with, the word of God, and the 
 eagerness and aptness with which he comes to teach 
 it. The divine grace readies the heart through the 
 divine truth. Man is " born again," and " sancti- 
 fied," by the word of God, The teacher must himself 
 have a knowledge of the truth to be taught. 
 
 4. He should understand the principles involved in 
 'the work of teaching. ISrod's grace operating upon 
 character through truth communicated to tlie intel- 
 lect does not, ignore the laws of intellectual action. 
 "When God called his ministers he prepared them by 
 fire — a symbol of force. The fire of Pentecost was a 
 tongue of fire — a symbol of s])eech. It rested upon 
 the heads of the apostles, thus by a flaming sign 
 indicating the true power of the gospel ministry — 
 man's intellect, enlightened and vivified by the divine 
 wisdom and love. 
 
 Plain men, indeed, were the fishermen of Galilee 
 'who first taught the Gospel, but they were not un- 
 educated men. They may not have been familiar 
 w'ith the subtleties of Greek philosophy, nor were 
 they ranked as scholars in the then approved Jewish 
 schools. But they w^ere men of native strength, 
 taught in the Hebrew Scriptures. They enjoyed 
 intimate fellowship with the wisest of teachers for 
 three years. They were earnest men ; and then, there 
 came upon them a supernatural baptism. This gave 
 them power over the dogmatists of Judea, the false 
 philosophers of Greece, and the masses of tlie people, 
 both Jews and Greeks. 
 
 5. The standard of secular education in this coun- 
 
12 Sunday- School Teachers' Institute. 
 
 try is so high, and the appliances employed so perfect, 
 that the Sabbatli-school must elevate its standard if it 
 would maintain its power. Children measure their 
 teachers in these days. Many of them are able to do 
 it. No sincerity of character or earnestness of effort 
 can compensate for a poorly prepared lesson, or for 
 habitual incompetency on the part of a Sunday- 
 school teacher. It is a lamentable hinderance to 
 one's success in this field to have his scholars con- 
 trasting his matter and style of teaching with those 
 of ordinary teachers in the public schools, or detecting 
 the sophisms or superficial evasions of his explana- 
 tions. It is not only that the teacher suffers in the 
 estimation of his scholars, but the system of truth he 
 represents also suffers loss. 
 
 6. All truth is divine. We may regard the 
 teachers of natural science and mathematics in our 
 public schools and academies as so many embassadors 
 of God to the soul of the child. In the Sunday- 
 school we have cliarge of another department of 
 divine teaching. Ours is the ethical and spiritual, 
 and we deal with intellect. We seek to exalt and 
 sanctify it — to connect it with a *' pure conscience " 
 and a redeemed heart, that it may become the throne 
 of a " faith unfeigned." The secular teachers tell 
 the little ones of God in nature ; we, of God in grace. 
 They conduct them through the outer courts of the 
 cosmos ; we lead them beyond the vail, into the in- 
 nermost sanctuary, where God's voice is heard, and 
 where man may commune face to face with him. 
 We must, therefore, be " apt to teach." We are 
 to show ourselves " approved " — '' workmen that 
 need not to be ashamed, rightly dividing the 
 word of truth." Wisely did the apostle suggest to 
 
Sunday- School Teacheks' Institute. 13 
 
 Timothy, " Give attendance to reading," ..." to 
 doctrine." 
 
 All these considerations impel ns to offer our plea 
 in behalf of a more thorough preparation on the part 
 of Sunday-school teachers for their work. 
 
 III. 
 WHAT PREPARATION IS NEEDED ! 
 
 1. The Sunday-school teacher should at least have 
 a tolerable acquaintance with what are familiarly 
 called the " common English branches." The 
 i-easons for this are too obvious to require a state- 
 ment here. We are acquainted with persons who, 
 notwithstanding great ignorance and habitual vio- 
 lation of the laws of English grammar, are most 
 successful Sunday-school teachers. These cases are 
 exceptional. They show what consecrated hearts 
 may do. When some one complained to Rowland 
 Hill of the blunders in speech of one of his plain 
 preachers, Hill replied, " I^ever mind his breaking 
 grammar, if the Lord helps him to break the poor 
 sinner's heart." So we say concerning this work of 
 Sunday-school teaching. Let the truth be taught by 
 earnest hearts. Let the living water be dipped from 
 the fountain and distributed to thirsty souls. If this 
 can be done in a golden chalice, well. If God ap- 
 point for the service some marred or misshapen 
 pitcher, let it also drop into the crystal depths, and 
 be borne dripping with living waters to the thirsty 
 lips. But these exceptions in the line of divine 
 
14 Sunday- School Teachers' Institute. 
 
 Providence do not annul the law of human prepara- 
 tion. So we place as one of the first and plainest 
 requirements in tlie teacher's culture a tolerable 
 knowledge of his own language and of the b^st way 
 to use it. 
 
 2. The teacher should know something about the 
 Book which he makes his text-book — the Holy 
 Bible. He should know something of its construc- 
 tion ; how, and when, and where, its several parts 
 were prepared ; in what languages and for what 
 specific purpose. He should know^ also something 
 about the " canon " and the several " versions," espe- 
 cially our own precious English version ; the evidences 
 of genuineness and authenticity the Holy Scrip- 
 tures possess, together with the laws of interpretation 
 and criticism which are applied by wise biblical 
 scholars to this sacred volume — all these sliould have 
 a place in our Sunday-school teacher's preparation. 
 
 3. He should study the contents of the Book. 
 The truth is here : he should explore it. The Bible 
 is not a mint with the gold and silver in piles of 
 completed coin, stamped and polished, and ready for 
 easy appropriation. It is a mountain rather than a 
 mint. In its heart are the veins of gold. These are 
 to be sought after and dug out with patience, prayer, 
 and painstaking. 
 
 It is not enough to know what persons and places 
 and facts and principles are contained in a specific 
 lesson. The teacher should have a previous and 
 general knowledge of the leading characters, the his- 
 toric outlines and details, the geographical facts, the 
 chronology, the doctrinal system and ethical principles 
 of the Bible. He should have a reservoir of knowledge 
 which specific lessons would tap and utilize. He 
 
Sunday- School Teachers' Institute. 15 
 
 should be ready for unexpected questions on col- 
 lateral themes from his class. He would certainly 
 by this process be able to understand the meaning of 
 each lesson much more thoroughly tlian if he were 
 dependent upon its contents and the present examina- 
 tion alone for his knowledge of the subjects it in- 
 troduces to his pupils. 
 
 4. As already intimated, the teacher must know 
 the peculiarities of mind and its marvelous processes. 
 He must know how to excite this mind to independ- 
 ent activity. He alone is a true teacher Avbo in 
 accordance with the laws of mental and spiritual life 
 trains the pupil to put forth intellectual efforts at 
 will in the acquisition and appropriation of the 
 truth. Xow this whole question of education — the 
 principles and methods inv^olved in it — is one of vast 
 moment. Parents and Sabbath-school teachers, as 
 well as secular educators, should give it the most 
 candid and careful and exhaustive examination. 
 
 5. The teacher needs more than a knowledge of 
 the philosophy of teaching ; more than the statement 
 of the formal modes of teaching. What he most 
 needs here is practical illustration. He should be 
 permitted to examine, compare, and discuss various 
 plans of teaching. He needs practice under the eye 
 of experienced educators. There should be some 
 place to which he may bring the difficulties which 
 have embarrassed him, that, if possible, they may be 
 removed. 
 
 2 
 
16 Sunday- School Teacheks' Institute. 
 
 FACILITIES FOR PREPARATION NEEDED. 
 
 1. The labor of the Sunday-school teacher is volun- 
 tary, and performed under the pressure of secular 
 occupations. Mothers come to the Sunday-school, as 
 teachers, from the nursery, merchants and clerks from 
 the counter and countins:-room, mechanics from the 
 shop, farmers from the field, lawyers from the bar, 
 jurists from the bench, physicians from the bed-side, 
 students from the recitation-room. They are engaged 
 six sevenths of their time in callings wholly uncon- 
 nected with the specific work of the Sabbath-school. 
 To perform it they turn aside from their habitual 
 paths of thought and effort. Many of them are 
 wholly deficient in mental discipline, and, with no 
 time for preparation, must make sad work with the 
 brain of the })upil and the Book of God on the 
 Sabbath. 
 
 2. Eor other professions regular schools of prepara- 
 tion are established, and a curriculum appointed. In 
 tlie school of medicine, law, or theology, the student 
 gives his whole time to study. He secures the funds 
 requisite, abandons every other enterprise, and de- 
 votes all his energies to the one work. In the secular 
 normal schools the same singleness of purpose and 
 occupation gives the student power. He is a man of 
 one work, and he succeeds. In tlie same way, and 
 for the same reason, county or district institutes are 
 
Sunday- School Teachers' Institute. 17 
 
 efficient. Where have we any thing in the Snnday- 
 school department comparabl^to these Teachers' In- 
 stitutes of our public school system ? And yet, how 
 mucli more important the truth we teach, and the 
 . work we contemplate ; and how much more inefficient 
 and unprepared the persons now professing to teach 
 this important truth and do this great work ! 
 
 3. Yet we can have no permanent theological 
 normal school for the training of Sunday-school 
 teachers. The candidates have neither time nor 
 
 # means for such a course of preparation. Shall we 
 theretbre abandon all attempts at organizing a com- 
 mon plan for the culture of teachers ? Shall we leave 
 it to the schools themselves to devise methods adapted 
 to their needs? Because we cannot enjoy the priv- 
 ileges of the university, shall we despise proffered 
 academic aid ? If daily toil keeps the apprentice 
 boy from the advantages of the public school, may he 
 not be partially compensated for his loss by the 
 evening school of his ward or village ? 
 
 4. The necessity indicated may not be felt by 
 individual schools which enjoy the advantages of a 
 good teachers' meeting. Usually in such schools 
 only the most efficient persons are appointed to the 
 teacher's office, and these are regularly and carefully 
 taught, that they may profitably teach ; and yet the 
 best teachers' meeting we ever knew failed to become 
 an effective training-school for teachers. Business to 
 be transacted, specific lessons to be prepared for the 
 ensuing Sabbath, and a certain amount of devotional 
 serv'ice to be engaged in, rendered the pursuit of a 
 regular course of study impracticable. There are 
 various exercises which the teacher needs, and studies 
 which he should prosecute, all of which are prohibited 
 
18 Sunday- School Teachers' Institute. 
 
 by the ])ressiire of current preparations. A clergy- 
 man may increase iff theoloirical knowledge and 
 pulpit efficiency while engaged in appointed clerical 
 labors ; but, before all this, there is a certain pre- 
 paratory training \diich fits him for his subsequent 
 efforts, and ^yhich is indispensable to his success. 
 This is no more a necessity of the preacher tlian of 
 the teacher. Even our best schools, then, would be 
 benefited by a general plan of teacher-training. 
 
 5. But we must remember that first-class Sabbath- 
 schools, with well-ordered teachers' meetings, are 
 rare and exceptional. In many schools the teachers' 
 meeting is limited to a small n\inority of those en- 
 o-a^ed in the Sabbath work. In some schools this 
 meeting is held annually, and then for the election of 
 officei's ; or monthly, and merely for the transaction 
 of business. In all schools of this class teachers are 
 expected to do their work without other specific prep- 
 aration than they voluntarily give at home to the 
 lesson, and with no previous training whatever. 
 
 6. Suppose, then, that any one school has a corps 
 of good teachers and a good teachers' meeting, and 
 suppose it does riot need any outside help in the 
 culture of its teachers, the whole duty of that school 
 is not done when it becomes in itself strong, studious, 
 and successful. I assert that no school can be thus 
 independent by virtue of its own internal strength ; 
 for it still owes sympathy, counsel, and assistance 
 to the weaker and less successful schools of its 
 neighborhood. 
 
 7. Whether, therefore, we look at the best or the 
 poorest of our schools, the conclusion is forced upon 
 us: We must have a general system for the training 
 of teachers — a system that will secure the establish- 
 
Sunday- School Teachers' Institute. 19 
 
 meut of regular weekly teachers' meetings where 
 they are not now held, and provide, in some form or 
 other, a complete preparatory course of training in 
 connection with those schools which have all along 
 sustained the teachers' meeting. 
 
 8. Conventions, local and general, may render as- 
 sistance by the dissemination of Sunday-school ideas, 
 the comparison of plans, the discussion of principles, 
 and the occasional illustration of approved methods. 
 But the best convention we ever attended left an im- 
 portant work undone. Mere conventions, in which 
 whole counties, and even States, are represented, 
 cannot meet the demand we have specified. The 
 introduction of institute exercises, or normal methods, 
 into these conventions, has been a means of improving 
 their character. But in the midst of these occasional 
 and exceptional exercises we have asked. Is there 
 not yet something more practical — some plan better 
 adapted to the necessities of the work ? 
 
 SUNDAY- SCHOOL- INSTITUTES. 
 
 1. The friends of popular education many years 
 ago felt the imperative demand for some plan or 
 organization by which a higher standard of culture 
 should be attained by those professing to teach the 
 rudiments of secular knowledge to the children of the 
 land. Dr. William E. Channing, in an address de- 
 livered at the Odeon in Boston in 1837, thus plead 
 
20 Sunday- ScnooL Teachers' Institute. 
 
 for an institution in which teachers should be pro- 
 fessionally trained : 
 
 " We need an institution for the formation of better 
 teachers, and until tliis step is taken we can make no 
 important progress. The most crying want in this 
 commonwealth is the want of accomplished teachers. 
 AYe boast of our schools, but our schools do com- 
 paratively little for want of educated instructors. 
 Without good teaching a school is bnt a name. An 
 institution for training men to train the young would 
 be a fountain of living waters, sending forth streams 
 to refresh present and future ages. As yet our legis- 
 lators have denied to the poor and laboring classes 
 this principal means of their elevation. We trust 
 they will not always prove blind to the highest inter- 
 est of the State. We w^ant better teachers and more 
 teachers for all classes of society— for rich and poor, 
 for children and adults. One of the surest signs of 
 the regeneration of society will be the elevation of 
 the art of teaching to the highest rank in the com- 
 munity. . . . Socrates is now regarded as the greatest 
 man in an age of great men. The name of king 
 has grown dim before that of apostle. To teach, 
 whether by word or action, is the highest function on 
 earth." 
 
 2. In the autumn of 1839 Mr. Barnard held " the 
 ih'st of the class of meetings now known as ' Teach- 
 ers' Institutes,' in Connecticut." It met in Hartford 
 ^' under the invitation and preliminary arrangements 
 of the Secretary of the Board of Commissioners of 
 Common Schools." Mr. Barnard made this experi- 
 Tnent in order •' to show the practicability of making 
 some provision for the better qualification of common 
 school teachers, by giving the opportunity to revise 
 
Sunday- School Teacheks' Institute. 21 
 
 and extend their knowledge of tlie studies usually 
 pursued in district schools, and of the best method of 
 school arrangements, instruction, and government, 
 under the recitations and lectures of experienced 
 and well known teachers and educators." These 
 meetings had long been known in the world of 
 common schools before they were employed by 
 Sunday-school people. Great good was produced by 
 them. Teachers were quickened and instructed ; 
 mere drones dropped out of the ranks. The teacher's 
 profession was exalted. 
 
 3. The success of Teachers' Institutes in advancing 
 the interests of secular education throughout the 
 country suggested to Sunday-school workers the 
 practicability and desirableness of adopting a similar 
 method for the promotion of the higher and nobler 
 ends which this institution contemplates. For sev- 
 eral years the Sunday-School Institute has been in 
 successful operation. 
 
 4. But wliat is an institute f To this question 
 Mr. Barnard, in his " Keport to the Board of Regents 
 of ]N"ormal Schools in the State of Wisconsin," gives 
 the following reply : " A Teachers' Institute is a 
 gathering of teachers — old and young, experienced 
 and inexperienced, of both sexes and of schools of 
 different grades — in such number as will develop the 
 sympathies and powder of a common pursuit, and yet 
 not so large as to exclude the freedom of individual 
 action ; for a period of time long enough to admit 
 of a systematic plan of operations, and yet not so 
 protracted as to prove a burdensome expense, or an 
 interruption to other engagements ; under the direc- 
 tion of men whose only claim to respect and con- 
 tinued attention must be their experience and 
 
22 SUiXDAY- School Teachers' Institute. 
 
 acknowledged success in the subjects assigned tliem, 
 and ill a course of instruction at once theoretical and 
 practical, combined with opportunities of inquiry, 
 discussion, and familiar conversation." 
 
 5. To illustrate this definition let me answer 
 another question : What are Sunday-school instihitc 
 exercises f They differ from convention speeches just 
 as an actual plow difi'ers from the picture of a plow. 
 They require work instead of talk. At an institute 
 some one teaches a Bible class, instead of telling how 
 a Bible class should be taught. The teacher is 
 w^atched, criticised, his methods commended or 
 condemned. Some one resolves the institute into a 
 school, and shows how in his own school he calls to 
 order, opens, conducts, and closes a session. This 
 gives rise to' a comparison of programmes and plans. 
 A teacher or minister gives a lesson in sacred history 
 and geography. All present are students. He uses 
 the blackboard and maps ; communicates facts, elicits 
 them again, drills the institute in concert answers, 
 etc. Again, the institute becomes a Bible class, and 
 spends two hours or more in the critical study of 
 some biblical selection. An infant or elementary 
 class is brought in, and an experienced teacher gives 
 a specimen lesson. The institute listens to carefully 
 prepared lectures on various subjects, as " Illustration 
 in teaching;" " The art of asking questions;" " The 
 mind of a child;" "Memory— its power and cultiva- 
 tion ;" '' The teacher in the preparation of his 
 lesson ;" " Bible architecture ;" " Palestine ;" " Man- 
 ners and customs of the Bible times," etc., etc. These 
 and many other exercises may be introduced. The 
 practical advantages are apparent. 
 
Sunday- School Teachers' Institute. 23 
 
 VI. 
 
 SUXD AY- SCHOOL INSTITUTE EXERCISES. 
 
 Let ns now present some of the exercises ap- 
 propriate to a Sunday-School Institute. It is not to 
 be expected that their practical value will be esti- 
 mated alike by all wlio read our suggestions. In the 
 hands of one worker a plan may be exceedingly 
 useful, which other men would never adopt. We 
 therefore place before our readers a large variety of 
 methods. Should these suggest other and original 
 plans not here indicated, and more effective than any 
 of these, the object of the author will have been 
 attained. 
 
 1. Opening Services. — The religious devotions 
 of the institute should receive careful attention, espe- 
 cially the initiatory devotions, when the key-note is 
 to be struck — the plane of thought and sentiment for 
 the whole session to be determined, ^o careless ap- 
 pointment should here be made. The dull routine 
 of a "prayer-meeting liour" is to be avoided. A 
 topic being announced beforehand on the programme, 
 all the Scripture readings, remarks, songs and prayers 
 of the service should have reference to it. The 
 following topics have been thus used with admirable 
 results: "The Spirit of God now present;" "Our 
 Homes ;" " The Preachers of the Word ;" " The Un- 
 converted Scholars ;" " Senior Scholars," etc., etc. 
 The reading of several Scripture selections, alternat- 
 
24 Sunday- School Teachers' Institl'te. 
 
 uvj: with prayer and sinoiiifi;, will tend to instruct as 
 well as to guide the teachers in their devotions. 
 
 2. The Entire Work.— It will be desirable at 
 times, where the institute is a short one, to present 
 in very condensed form the whole range of practical 
 Sunday-school work in a single session. We knew 
 this to be done at an institute in Ohio, when the fol- 
 lowing addresses, each occupying seven minutes, were 
 delivered. Of course every thing was very much 
 condensed. Each speaker occupied all his time, but 
 his limitation compelled careful elimination and 
 abridgment. He said only his best things, and said 
 them in the shortest and plainest w^ay possible. 
 
 Thd Entire Work. [Seven Minute Addresses.] 
 
 1. Words from Parents to the Sunday-School, Eev. 
 C. A. Yak Anda. 
 
 2. Words from the Sunday-School to Parents, 
 William Mitchell, Esq. 
 
 3. Words from the Pulpit to the Sunday-School, 
 Eev. P. P. Ingalls. 
 
 4. Words from the Sunday-School to the Pulpit, 
 Kev. E. House. 
 
 5. The Order of Exercises in Sunday-School, Rev. 
 
 C. Z. Case. 
 
 6. Bible Study in Sunday-School, Rev. J. H. 
 
 YiNCENT. 
 
 7. The Infant Scholars in Sunday-School, Rev. 
 
 D. H. Moke. 
 
 8. Senior Scholars in Sunday-School, Professor 
 Smith. 
 
 9. The Teachers' Meeting, Rev. H. M. Simpson. 
 10. The Sunday-School felt during the Week, Dr. 
 
 Walden. 
 
 3. Institute Conversations. — Long speeches are 
 
Sunday- School Teachers' Institute. 25 
 
 tlie bane of Conventions. In Sunday-school institutes 
 they should always be discouraged. If instead of 
 speech-making we could occasionally have conversa- 
 tions our work would be nnicli more profitable. 
 Let the following serv^e as good examples of what 
 we mean : 
 
 No. 1. Teachers' Meeting. 
 
 Mr. A. A live Sunday-school must have a teachers' 
 meeting. 
 
 Mr. B. But it is so difficult to get all the teachers 
 to attend. 
 
 Mr. C. If only two come they may spend an hour 
 profitably. 
 
 3fr. A. But we must be careful not to find fault 
 and complain because so few are there. 
 
 3fr. C. Should teachers be selected with reference 
 to their residence near the place of meeting? 
 
 Mr. A. Certainly not. The main question is one 
 of qualification. 
 
 Mr. D. Indifi'erent and incompetent teachers re- 
 siding near the place of meeting will be less likely to 
 attend than the earnest teacher who lives farther 
 away. 
 
 Mr. E. Teachers at a distance who, on account of 
 bad weather, rough roads, family cares, ill health, 
 etc., are unable to attend the teachers' meetino; reo-- 
 ularly, may promise to spend at home in prayerful 
 and careful study of the lesson the hour devoted to 
 the meeting. This would interest them in the meet- 
 ing, and guarantee their attendance at the earliest 
 opportunity. 
 
 Mr. B. What exercises are appropriate to a 
 teachers' meeting? 
 
2G Sunday- School Teachers' Institute. 
 
 Mr. F. The i-ecittation by every teaclier from 
 memory of the next Sabbath's lesson. 
 
 Mr. E. The liour should be spent, not on the 
 subject-matter of the lessons, bnt on methods. 
 
 Mr. A. I iinrlerstand that the teachers' meeting is 
 not a Bible class. 
 
 Mr. G. It is rather to test the teacher's familiarity 
 with the lesson, and, by illustrating methods of teach- 
 ing, to aid him in his work. 
 
 Mr. B. Why not bring a class of juvenile pupils 
 and have them taught by a teacher? 
 
 Mr. G. Then let the rest criticize the plan of the 
 teacher. 
 
 Mr. A. Should this criticism take place before or 
 after the class is dismissed. 
 
 Mr. G. Certainly after. Children should not hear 
 criticisms before their teacher. 
 
 No. 2. How TO GET Attention". 
 
 Mr. A. We can do nothing with a class unless we 
 have the attention. 
 
 Mr. B. The attention, too, of every pupil. 
 
 Mr. A. All the time. How shall we secure this? 
 
 Mis8 C. By being awake ourselves. 
 
 Miss E. By being ourselves absorbingly interested 
 in the scholars and in the lesson. 
 
 Mr. D. By having something new to tell. 
 
 Mr. F. In an emergency I would rise and stand 
 while teaching. 
 
 Mr. A. I should like a blackboard, or at least a 
 slate, on which to record some outline or initial letters 
 to excite curiosity. 
 
 Miss G. The class should see that the teacher fullv 
 
Sunday- School Teachees' Institute. 27 
 
 understands his lesson and is independent of book and 
 lesson-paper. 
 
 Mr. IT. His eyes slionld be free. 
 
 Mr. I. He should use his lo'dl silently, and thus 
 smnnion himself and command his class. 
 
 3Ilss E. The true teacher will address questions 
 and remarks to persons most remote and to those who 
 are most inattentive. 
 
 Mr. J. I use pictures a great deal in getting the 
 attention of little people. 
 
 Mr. K. They may be used with older classes. 
 
 Mis8 L. I keep three or four little stories on^hand 
 to illustrate the lesson, but keep them in reserve for 
 use when the interest flags a little. I can sometimes 
 go through the lesson without using more than one 
 of the stories. 
 
 Mr. A. If I can succeed in getting my scholars to 
 question me I find no ditiiculty in getting attention. 
 
 4. Sunday-School Miscellany. — An hour may 
 be set apart for every body to say something on any 
 and all subjects, the time of each speaker being lim- 
 ited to one, two, or three minutes. A single sentence, 
 a word of advice, a bit of experience, a very short 
 incident, an objection, a difficulty, a brief quotation 
 from Scripture or poetrj^ — so will the time pass by 
 pleasantly and profitably to all. Written suggestions 
 may also be forwarded to the Conductor's desk to be 
 read during this exercise. 
 
 5. The Promise Meeting.— This is a suggestion 
 of that successful evangelist, D. L. Moody, of Chicago. 
 We saw him conduct such a meeting at the California 
 State Sunday-School Convention. Any one was per- 
 mitted to rise and repeat or read one of the " ex- 
 ceeding great and precious promises" of Scripture. 
 
28 Sunday- School Teachers' Institute. 
 
 An expository or ex[)eriineiital sentence was allowed, 
 but no long speeches. As passage after passage of 
 tlie pure word dropped from living lips npon the ears 
 of that vast assembly, it seemed as though a " shower 
 of diamonds" was falling from the open heavens. 
 Our institutes cannot have too much of God's word 
 in them, nor can they err by introducing warm per- 
 sonal religious experience to illustrate and enforce that 
 word. 
 
 6. The Lecture-Lesson combines the peculiarities 
 of a regular lecture and a recitation. The lecturer fol- 
 lows his outline of thought, but is at liberty to stop 
 at any time and question his audience, subject them 
 to a regular examination of the ground he has covered 
 in his lecture, while they also are at liberty to arrest 
 him by questions at any step of his discourse. What 
 goes by the name of Bible-class teaching in many 
 adult classes is little more than a lecture-lesson, and 
 perhaps too often it is lecture without lesson — dis- 
 course without drill — preaching rather than teaching. 
 The advantages of the lecture-lesson in an institute 
 are apparent in the carefulness of preparation and 
 of statement which it secures from the teacher, and 
 the attention w^liich it is apt to beget in the audi- 
 ence. 
 
 7. Institute Catechism. — The eighth annual ses- 
 sion of the Detroit District Institute was held in 
 Wayne, Mich., October 13th and llth. The follow- 
 ing "Institute Catechism" was sent beforehand to 
 all teachers : 
 
 The teachers in attendance are requested and ex- 
 pected to answer the following questions, writing the 
 answer opposite the question. ISTo names are to be 
 furnished or read. The list will be distributed and 
 
Sunday- School Teachers' Institute. 29 
 
 collected proiriiscnouilv, and no one will know the 
 author of any of the answers made. 
 
 Careful and candid answers are desired. 
 
 (1.) How many scholars are there in your class ? 
 
 (2.) How many of them have you visited at their 
 houses within a year? .... 
 
 (3.) How many hours a week on an average do 
 you give to studying the lesson ? .... 
 
 (4.) Have you any Bible maps? How^ 
 
 many ? .... 
 
 (5.) Have you a Bible Dictionary ? Whose ? 
 
 (6.) Do you use a Commentary ? . . . . Whose ? . . . . 
 
 (7.) What other helps do you have or use in prepar- 
 ing your lessons? 
 
 (8.) What books ou the subject of Sunday-school 
 teaching have you read ? 
 
 (9.) Do you ever take maps or pictures into your 
 class to siiow to the scholars ? .... 
 
 (10.) Do you keep a blank book and scrap book to 
 note down and preserve illustrations for future use ? . . 
 
 (11.) Have you ever used a paper or slate or pencil 
 as an aid to illustrate lessons in your class? .... 
 
 (12.) How many from yoTir class have united with 
 the Church during the last year? .... 
 
 8. Test-Q,uestions or Report ftuestions. — In- 
 stead of spending whole hours in hearing dull " re- 
 ports " from ten, tw^enty, or fifty different schools, let 
 a few pointed questions be put by the conductor, and 
 answered prouiptly and briefly by representatives from 
 the several schools. For example, How many schools 
 are here represented ? Pastors rise. If the pastor 
 be absent let the superintendent rise. If neither 
 pastor nor superintendent be here will a teacher rise 
 to represent his school ? You now have a representa- 
 
30 Sunday- School Teachers' Institute. 
 
 tion on the floor from every school. These persons 
 are requested to answer the questions as thej may be 
 announced by tlie Conductor. ''How long is your 
 Sunday-school session ? " Replies come in something 
 like the following from the audience : " First Presby- 
 terian, one hour and thirty minutes." " Second Bap- 
 tist, one hour and ten minutes." " Third Method- 
 ist, generaily two hours, altliough the time on tlie pro- 
 gramme is one hour and fifty minutes." " How much 
 time do you spend in actual Bible study?" An- 
 swers : " Forty minutes ; " " Twenty-five minutes ; " 
 "Including general review, thirty-five;" "Twenty- 
 seven;" "Twenty," etc. "Do you have regular 
 teachers' meetings for the study of the lessons?" 
 "Do you hold Sunday-school concerts?" 
 
 9. The Question Drawer needs no more than a 
 mention. The whole audience is permitted to ask, 
 in writing, any question on any phase of Sunday- 
 school work. The person whose answer is desired 
 may be indicated on the slip containing the question, 
 otherwise the Conductor may reply himself or per- 
 mit any one present to do so. 
 
 10. Serial ftuestions. — On the published pro- 
 gramme there may appear several questions, which, 
 beino* circulated before the institute commences, will 
 excite some thought. To these questions the pro- 
 gramme may request " written replies to be presented 
 at the first session." The following are specimens : 
 
 (1.) What are the duties of the family to the Sun- 
 day-school ? 
 
 (2.) What are the duties of the Pastor to the Sun- 
 day-school? 
 
 (3.) What are the duties of Sunday-school officers 
 and teachers to the Church? 
 
Sunday- School Teachers' Institute. 31, 
 
 (4.) AVliat are the duties of tlie Sunday-school 
 teacher to the family ? 
 
 (5.) How may teachers' meetings be made most 
 useful ? 
 
 (6.) What are the principal defects in our Sunday- 
 scliool system ? 
 
 (7.) How shall we retain youth and adults as mem- 
 bers of the Sunday-school ? 
 
 Answers having been reported, the institute may 
 appoint "Councils" of two or three persons each to 
 examine, arrange, and present in due form the an- 
 swers given to each question. For example, at the 
 meeting where the seven questions above were asked 
 we find the following item in the programme : 
 
 Appointment of "Councils" on the answers pre- 
 sented : 
 
 (1.) On Home Help in Sunday-school. 
 
 (2.) The Pastor and the Sundaj^-school. 
 
 (3.) The Sunday-school and the Church. 
 
 (4.) The Sunday-school Teacher's duties to the 
 Family. 
 
 (5.) On Teachers' Meetings. 
 
 (6.) On Sunday-school defects. 
 
 (7.) On retaining youth and adults in Sunday- 
 school. 
 
 Another use of Serial Questions will be seen on 
 Programme, pa,2;e 81. 
 
 11. Institute Lecture. — The rio^ht man having 
 been engaged for the purpose, give him the best hour 
 of the day or evening for a lecture on some important 
 and practical subject. Let his lecture be followed by 
 either the ftuestion Drawer, or Institute Con- 
 versation, or both. 
 
 12. Specimen Teaching.— One can do any piece 
 
,o2 Sl'^day- School Tkaciikks' Institute. 
 
 of work the better ibr haviiiii; first seen tlie same thing 
 done I/V ajiother. Younfi; teachers of the Bible 
 frhonhi enjoy freqnent opportnnities of tliis kind in 
 their &])ecial work. We ])]ace sncli observation of 
 actual teacliinij: only second in practical value to the 
 young teacher's practice under the eye and subject 
 to the keen criticism of the accomplished instructor. 
 Tlie very best use of '' specimen teaching " is that 
 proposed not long since by an efficient Sunday-school 
 Superintendent, wlio, feeling the need of raising up 
 a better class of young teachers, thus proposes to 
 utilize the weekly services of his very best teachers. 
 
 " I'propose to appoint in my school a corps of assist- 
 ant teachers. These assistant teachers are to be se- 
 lected from our oldest scholars, and are each to sit 
 and recite with some one of the classes for two or 
 three Sundays, and then wntli another class, and so 
 on, until each assistant shall have had au opportunity 
 of noting the methods of management and instruction 
 adopted by a majority of the regular teachers. They 
 are always to recite and take part in the lesson in the 
 class with which they sit, so as not to embarrass the 
 teacher. They are to take private notes, and com- 
 pare for themselves the different methods of instruc- 
 tion, culling out the best features in each. With the 
 practical information thus obtained, revised and 
 strengthened b}^ a further comparison with the sys- 
 tems reported in the published works upon the sub- 
 ject!, these assistants will be prepared to enter upon 
 their work with great advantages, and we shall uever 
 be at a loss to supply a class with an efficient instruct- 
 or, nor to provide a substitute for an absent tea(?her. 
 
 " These assistants are to pledge themselves never, 
 either publicly or privately, to make comparisons be- 
 
Sunday- School Teaciieus' Institl'te. 33 
 
 tween the inetliorls of the teachers whom tiiey watch, 
 but are to keep wholly and sacredly to themselves 
 the result of their observations. They may, at tlie 
 end of their probation, ij^ive a synoptical memorandum 
 of the ditferent modes noticed, and of the excellences 
 and deficiencies observed, provided it is done in such 
 a manner as not to connect the one or the other with 
 any individual. These precautians seem necessary, 
 in order to prevent the possibility of ill-feeling or em- 
 barrassment among the regular teachers from a criti- 
 cism of their eftbrts." 
 
 13. Specimen Bible Class. — The local and perma- 
 nent Sunday-school institute should pvovide speci?/ic?i 
 Iesso?}fi. liesolve the whole institute into a class, ai^.d 
 appoint some one to conduct a lesson. Assign thirty 
 or forty minutes to the service, after wdiicli permit 
 and encourage exhaustive oral or written criticism. 
 
 Itt. Comparison of Methods. — Occasionally re- 
 solve the institute into three, five, or more classes, each 
 under a teacher selected beforehand, so as to permit 
 a careful preparation. At a given signal let all the 
 classes commence the study of the same lesson, the 
 full text of which may be printed on the programnie. 
 The time assigned to this exercise having expired, 
 allow each teacher to report briefly the sul)ject-matter 
 and metliod of his teaching. xVfter all have made 
 their reports, elicit written and anonymous criticisms 
 from the whole institute, carefully suppressing every 
 thing which would indicate the teacher criticised. 
 This will guarantee the largest liberty, avoid giving 
 offense, and make duly prominent the ordinary mis- 
 takes which occur in Sunday-school teaching. After 
 this criticism the conductor should allow the teachers 
 another opportunity to speak, and should himself 
 
34: Sunday- School Teachers' iKSTiTinE. 
 
 call attention to the principal practical lessons to be 
 drawn from the excellences and defects of the whole 
 exercise. 
 
 15. The Model Class. — If the andience be not too 
 laro^e it may be well to place a yonths', or inter- 
 mediate, or infant class on the ])latform, to be taught 
 by some competent person. If criticism follow it 
 would be well to dismiss the class, that the good 
 impressions of the lesson be not dissipated by the 
 obje(;tions to the teacher's method which a frank 
 criticism might call forth. Classes of di if e rent grades 
 may be taught the same lesson by different persons 
 during a single session. 
 
 16. Illustrative Specimens.— Better than the 
 formal specimen recitation is the introduction into a 
 regular address of class exercises designed to illustrate 
 the speaker's theory. For example, a teacher lectures 
 on Infant Sunday-school work. He develops a 
 principle, and, turning to the class placed by his side 
 on the platform, illustrates it in a brief exercise. 
 Suppose he recommends clUjjtical teaching. He 
 turns at once to his little pnpils, and, telling them a 
 story, secures their assistance in re-telling it accord- 
 ing to the elliptical plan. So he illustrates question- 
 ing, concert replies, physical movements, blackboard 
 drills, etc. 
 
 17. Specimen teachers' meetings may be held 
 before a small teachers' institute. 
 
 18. A Specimen normal class session on such 
 an occasion will illustrate a most important part of 
 our modern Sunday-school work. 
 
 19. A Specimen Sunday-school session may 
 be conducted by the institute, the teachers constituting 
 the classes; or children may be invited, instructed be- 
 
SuxD AY- School Teachers' Institute. 35 
 
 forehand in tlie order to be observed, and then taii|rvht 
 by regular teachers. The Superintendent, publicly 
 examining the school, may dismiss it in due form. 
 An illustration of such an exercise will be found 
 on page 80. 
 
 Let us here say to conductors and teachers in all 
 *' specimen exercises" before an institute, avoid making 
 a mere shoio of the children or of your method. Espe- 
 cially avoid all pretending " that this is Sunday," that 
 "these men and women are little children." Don't 
 teach an imaginary class, and go through the farce 
 of personal applications and appeals to " play " chil- 
 dren. AYe have seen some of the shallowest and most 
 puerile performances in the name of "specimen exer- 
 cises " before institutes. Do not let ns, however, mis- 
 take the abuse for the thing itself, and ignore a serv- 
 ice which, properly managed, must do incalculable 
 good to young superintendents and teachers. Deter- 
 mine just what the specimen is to be, a lecture, a 
 lecture-lesson, a theological discussion, a simultaneous 
 class drill, a preparation class, a teachers' class, or a 
 regular juvenile recitation. Then in all earnestness 
 and self-forgetfulness carry out your plan. 
 
 We are convinced that as a general thing speci- 
 men illustrations of the character recommended will 
 not succeed before large and popular audiences. Let 
 our evenings at great institutes be spent in addresses 
 of a general character, and let us give specimens be- 
 fore those, and those only, who are directly interested. 
 The distinction between the " General Meetings " 
 and " J^ormal Class Exercises " will be observed in 
 the programme of the Eirst Brooklyn Institute. (See 
 page 92.) 
 
 -0. Map Drawing. — All maps being removed from 
 
36 Sunday-School Teachers' Institute. 
 
 the walls, the Condnctor requests the institute to 
 prepare rough draughts of one or more maps, eon- 
 tainmg the following places, the names of which he 
 writes on the bL^-ckboard : 
 
 First Map. — Mesopotamia, Nineveh, Babylon, Eu- 
 phrates, Tigris, Persian Gulf. 
 
 Second Ma-p. — Gulf of Suez, Akabah, Mount Sinai, 
 Suez, Mount llor, Kadesh-Barnea, Cairo. 
 
 Third Map. — Dead Sea, Jerusalem, Bethlehem, 
 Kazareth, Sea of Galilee, Jordan. 
 
 Fourth Map. — Ephesus, Smyrna, Troas, Samo- 
 thracia, Philippi, Thessalonica, Berea, Athens, 
 Corinth. There is scarcely a limit to the sub- 
 jects. 
 
 Five or ten minutes should be given the institute 
 to prepare. The maps should then be collected, and 
 the best and poorest of them reproduced bj the con- 
 ductor u|)on the blackboard. 
 
 21. A Practice-Preparation.— A lesson fiom 
 Scripture having been selected and printed in full on 
 the |)rogramme, let the institute spend an hour or more 
 in (1.) Selecting the Golden Text ; (2.) In ascertain- 
 ing the central tJiought • (3.) In framing questions ^ 
 (4.) In the choice of illustrations ; (5.) In the topiecd 
 analysis; (6.) In pictoriiil representation or word- 
 picturing of the incident. This may seem at first 
 thought a dry and uninteresting exercise. It niay, 
 indeed, be uni)opular with a large audience wdio as- 
 semble merely for an evening entertainment ; but a 
 small institute made up of earnest teachers will find 
 intense interest and pernjanent profit in such practical 
 training. This very thing is what teachers are re- 
 quired to do every Vv'cek at home. The suggestions 
 n^ade bv the best workers at an institute in this orac- 
 
Sunday-School Teachers' Ixstitute. 37 
 
 tice-preparation nuist be invaluable to tlie majority 
 of teachers in attendance. 
 
 Under this head we are reminded of a report made 
 to "The Sunday-School Journal'' of an exercise on 
 the use of ilJustrations at a " monthly institute." 
 
 Subject : " How to illustrate a lesson. This was 
 a sort of conversation, and one that w^as full of 
 profit. First of all a subject was jnentioned, and 
 facts, fables, Bible stories, and other incidents which 
 would illustrate it w^ere called for. We worked for 
 some time on two sul)jects, 'God's ways of an- 
 swerini^ prayer,' and tlie ' Prop;ressive teiidency 
 of sin.' IIow much there is in such an erirrcisel 
 We forgot all embarrassment, and spoke out or wrote 
 out the illustrations that came pouring into our 
 minds. I did not think I could think so fa.Bt on any 
 theme. Then we took up facts to see wdiat could be 
 illustrated by them. This was even more dcliglitful 
 than the other exercises. Here are the points given 
 us. Tliey do not seem to be muc'ii, but they are full 
 of meat and meaning. (1.) An elegant library, in an 
 elegant case. Yery excellent lock. Good key. But 
 the key is lost; cannot be found. Case cannot be 
 cpened. What is all this like \ What moral or spirit- 
 ual lesson may be drawn from it ? (2.) A copyist in a 
 ]Mcture gallery, looking so closely and constantly at 
 the picture he would reproduce, and laboring faith- 
 fully to get an exact imitation; what does he teach 
 us? (3.) The carpet weavers of the Gobelin tapestry 
 do not sit on the side of the tapestry vrhicli bears the 
 finished picture, but behind it, where it has a rough 
 look all the v,diile. What is this like ? (4.) I passed 
 a liouse and grounds with no trees. I passed another 
 full of trees and shrubs and flowers. Passino^ the 
 
38 Sunday-School Teachers' Institute. 
 
 latter lieard sweet songs of birds. There were no 
 birds about tlie former house."" 
 
 22. Class Studies in Bible History.— Suppose 
 an hour to be assigned to the following or some other 
 historical exercise, (tlie plan to be printed on the pro- 
 gramme:) 
 
 (1.) Scripture Selections. — Exod. i, 7-14 ; iv, 27-31 ; 
 xii, 40-42 ; xiii, 17, 18 ; IS^um. xxxiii, 1-48. [Instead 
 of the last named chapter read Psalm cvi.] 
 
 (2.) Qiccstiojis. — [Answers may be given in writing,] 
 
 1.) Why did the Israelites forsake Egypt ? 
 
 2.) Might not the same results have been secured 
 by leaving them there? If not, why not? 
 
 3.) What was the route taken by the Israelites from 
 Egypt to Canaan ? 
 
 4.) Why did they not take a shorter route to 
 Canaan? 
 
 5.) What divine attributes are especially revealed 
 through this part of the Jewish history ? 
 
 6.) What human imperfections and sins and 
 virtue are exhibited in this history ? 
 
 (3.) 3fap Exercise on " The wanderings of Israel.'" 
 
 (4.) Simultaneous Review. — In this exercise the 
 whole institute should join with heartiness. If at 
 first the answers are few and feeble, let the con- 
 ductor patiently but firmly insist upon prompt, loud, 
 simultaneous answers. A very little tact will insure 
 gratifying success. 
 
 23. An Analytical Exercise in the books of 
 Scripture. — At an institute held several years ago 
 one hour was given to the analysis of " Matthew." The 
 leader gave a V)rief lecture upon the author and his 
 book, calling upon the institute to substantiate the 
 several points by Scripture references, admitting 
 
I. 
 
 AUTHOE. 
 
 II. Book. 
 
 1. 
 
 Names. 
 
 1. Object. 
 
 2. 
 
 Country. 
 
 2. Contents. 
 
 8. 
 
 City. 
 
 3. Size. 
 
 4. 
 
 Business. 
 
 4. Style. 
 
 5. 
 
 Cliaracter. 
 
 5. Language. 
 G. Sources of 
 Information 
 
 Sunday- School Teachers' Institute. 39 
 
 questions and the expression of dissenting or varying 
 opinions all the way through. After this he placed 
 the outline on the blackboard, as follows : 
 
 1. Genealogy of Jesus. 
 
 2. Infancy and youth. 
 
 3. Episode : The Baptist. 
 
 4. Introduction to His ministry, 
 
 5. In Galilee. 
 
 6. Galilee to Jerusalem, 
 
 7. In Jerusalem. 
 
 This analysis, with the facts it elicits, is copied by 
 each teacher. The lecturer or conductor drills the 
 institute upon it. All answer in concert. Then 
 word after word is erased from the board, and from 
 memory the whole analysis is repeated by the class. 
 24. A Single Subject might occupj- the attention 
 of a two days' institute, supplying all the variety 
 needed to keep up the interest, and concentrating all 
 the energies of the workers upon one subject so as to 
 secure thoroughness and completeness. Suppose, for 
 example, that an institute spent six sessions on The 
 Wanderings of Israel. In this you have (1.) Ge- 
 ographical Exercises on Egypt, Arabia, and Ca- 
 naan. (2.) Exercises on Ancient Manners and Cus- 
 toms. (3.) Object lessons, blackboard outlines, etc. 
 (4.) Specimen infant, juvenile and adult class exercises 
 may be found in abundance in this most interesting 
 department of the Bible. (5.) What more suggestive 
 and inspiring topics for the prayer-meetings and 
 opening exercises than are suggested by the pil- 
 grimage to Canaan? (6.) Moses, as a model super- 
 intendent, wonld furnish a most fruitful theme, 
 opening up the whole question of organization and 
 
40 Sunday- School Teachers' Institute. 
 
 admiiiiritratiim, -^rA i^'ivini; admirable illustrations of 
 true triij^t in (;(Otl- 
 
 25. Ob-'ect and Blackl-o:.rd Lessons.— We be- 
 Heve ill them. They should be eueoiiraged in the in- 
 stitutes. We never reject a good theorij because 
 weak people abuse it. Let the critici.sms upon all 
 ►sueli exhibitions, however, in an institute be very 
 candid and searching. 
 
 2{). The US3 of Text-books in a Suuday-school 
 institute should be encouraged. A few pages from 
 Pardee, Inglis, Hart, Eggleston, or other standard 
 Sunday-school authors may be read, and dib-cussiou 
 follow. Or on a given subject many anthorities may 
 be taken up. At an institute for thorouijch work in two 
 days (by taking lialf an hour at a time) several small 
 tracts on 8unday-sciiool teaching may be read and 
 discussed. A normal class in the institute maj- be 
 required to recite lessons from such text-books. See 
 programme, page 81. For a Normal Class Cate- 
 chism see page 117. 
 
 27. Sacred Memories of Sacred Places. — The 
 topic for a half-hour may be " Sacred Memories of 
 Gethsemane," '' Sacred Memories of Bethlehem,'" '^ Of 
 the Temple," etc. Let each person be expected to 
 furnish some fact. Use maps. Record the facts stated 
 on the blackboard and in chronological order. Read 
 Scripture references in concert. A descriptive passage 
 from a standard author relating to the place or its as- 
 sociations may be read by a member of the institute. 
 
 28. Temple Studies, or investigations into the ar- 
 chitecture, turniture, utensils, services, offices, spiritual 
 meanings, etc., of the Jewish tabernacle and temple. 
 
 2'J. Pictorial Illustrations may be extensively 
 and proiitablv used in the Sundav-school institute. In 
 
Sunday-School Teachers' Institute. 41 
 
 our Aiiruial Keport may be found a list of colored 
 diagrams large enough to be seen in all parts of a 
 large lecture room or church. These are often em- 
 ployed by lecturers on sacred history and archaeology, 
 and we have seen them used with fine effect in Sun- 
 day-school convention.- and institutes. 
 
 30. The Biblical Museum. — The diagrains al- 
 ready described render it practicable for the Sunday- 
 school workers in any community to open for a few days 
 a Biblical musenm which will contribute to a better 
 understanding of the Holy Scriptures. Curiosities 
 from the Holy Land may be borrowed tor tlie occa- 
 sion. Addresses may be delivered by persons who 
 have visited the far East. In tliis way teachers, 
 parents, and senior scholars will be interested and 
 instructed. An exhibition like this in connection 
 with an institute would be of good service. 
 
 The JVorlh-iveslem Sunday-School Teachers' In- 
 stitute was oi-ganized in Chicago in the winter of 
 1861: and 1865. A " v\'inter course" of institute lec- 
 tures and other exercises was carried through. One 
 evening was devoted to the study of Jerusalem. A 
 concert recitation on the gates, walls, etc., of the 
 Holy City was conducted by Eev. J. H. Yineent. 
 Short addresses by Dr. Yandoren, Tuthill King, Esq., 
 of Chicago, and Rev. Dr. Kerr, of Rockford, all of 
 whom had visited Palestine, were delivered. A va- 
 riety of maps, pictures, panorann'c views, etc., adorned 
 the walls. Three or four tables were filled with curi- 
 osities from the Holy Land : articles made of Olive 
 wood, water from the Jordan, oriental wearing ap- 
 parel, shells from the Sea of Galilee, flowers, speci- 
 mens of Syrian wheat and barley, lamps, pipes, 
 shoes, Damascus " kob-kobs," sand from Lebanon, 
 
42 Sunday- School Teachers' Institute. 
 
 mosaic frac^inents from Tabor, etc. One table con- 
 tained a large number of Oriental pictures, engrav- 
 ings, photograjibs, and stereographs. A stereoscope 
 of large size contained thirty-six beautiful views of 
 Rome, Eirjpt, Palestine, and Jerusalem.* 
 
 At the Anniversary of the Sunday-School Union (of 
 the Methodist Episcopal Church) held in Columbus, 
 Ohio, October, 1869, the Normal Department of 
 the Union opened its Biblical Museum in the lec- 
 ture room of the Town-street Methodist Episcopal 
 Church. One of the local daily papers thus de- 
 scribes it : 
 
 " In connection with the Anniversary Institute 
 there is placed in the large lecture room of the Town- 
 street Methodist Episcopal Church, for the inspection 
 of all visitors attending the institute, the very large 
 and valuable archaeological collection of Palestine an- 
 tiquities, which comprises more than one hundred and 
 litty of the photographs of the Palestine Exploration 
 Fund, two hundred highly-colored diagrams illustra- 
 tive of the Eastern manners and customs, and an- 
 tiquities of Egypt, Nineveh, Assyria, etc., the beauti- 
 ful photographs of the Ordnance Survey of Jerusalem, 
 the best and most approved maps, charts, etc., of the 
 Eastern lands. We also found models of Eastern 
 objects of interest, a model of the Temple of Solomon, 
 a model of the Jewish Tabernacle upon the exact 
 scale of four cubits to an inch, a model of an Eastern 
 khan, or inn ; also, one of the city of Jerusalem and 
 its surrounding country. 
 
 " Collected in one room were complete Eastern 
 costumes ; also valuable relics, as lamps, bottles, shells, 
 woods, water, and such a variety of those things as 
 
 * "The SuvKlay-School Quarterly," July, 18G5. 
 
Sunday- School Teachers' Institute. 43 
 
 are designed to teach and untold Scri])ture truth as 
 cannot be recalled. 
 
 " These are a part of the collection belonging to 
 the ]S"ormal Department of the Sunday-School Union, 
 a new, but rapidly-developing branch of the Method- 
 ist Sun day -School Union. The Rev. H. M. Simpson, 
 of Isew Jersey, who showed to us the collection, is 
 the Secretary of the Department, which has for its 
 object the collection of objects illustrating Bible 
 archaeology. 
 
 "These diagrams, maps, and other valuable helps 
 are loaned extensively to the Sunday-schools who 
 need them, in accordance with the regulations of the 
 Department — as stated in the Annual Keport. The 
 whole thing is an indication of the earnest purpose 
 of the Church to advance its standard of Sunda3'-school 
 learning and sound education to greater perfection.'' 
 
 Mr. A. O. Yan Lennep, of ISTew York, (76 East 
 Ninth-street,) has one of the largest collections of 
 pictures, specimens, models, Sunday-school requisites, 
 maps, Oriental curiosities, etc., in the United States. 
 He delivers popular and instructive lectures (illus- 
 trated by maps, paintings, archseological objects) be- 
 fore Conventions, Institutes, Normal Classes, and 
 Sunday-schools. 
 
 31. Essays by ladies or gentlemen at an institute 
 should be short and practical. Essays need not al- 
 ways be read by the author of them. Some person 
 with a clear, strong voice, who is a good reader, may 
 be requested to give them to the audience. 
 
 32. Mutual Confessions. — This describes a serv- 
 ice held at a certain institute which more than any 
 other stirred up intense feeling. The question was 
 asked at the morning session, " What are your per- 
 
44 SrxDAY- School Teachers' Institute. 
 
 soiial habits concerning tlie word of God ? For what 
 ol)jects, in what way, and how much do you read it ? " 
 AVritten and anonymous answers were presented 
 ill tlie afternoon from '' Mothers," " Sunday-school 
 Teachers," Pastors," " Private Christians," and others. 
 All seemed to feel anew^ the claims of God's word, 
 and to be amazed at their strange neglect of it. 
 
 33. Subdivision of Institutes.— It is a good 
 thing to devote an afternoon to separate meetings of 
 the several classes of worker?. In one place let all 
 Pastors convene, in another place the Superintend- 
 ents. Hold one meeting for Lihraricins and Secre- 
 taries^ another ^oy Senior ov Adult Cleiss Teachers^ an- 
 other for Juvenile Class Teachers, and last, though by 
 no means least in importance, a meeting for Infant 
 Class Ttacliers. 
 
 34. Social Moments.— All who attend the ses- 
 sions of a hard working institute w^ill appreciate the 
 announcement from the conductor's desk once at 
 least during every session : '' Ten minutes will now 
 be spent in social conversation." 
 
 35. Institute Discipline.— Tiiis will be made 
 clear by examining Programme, page SO. The 
 series of exercises published and circulated before 
 the institute becomes virtually a text-book of prepa- 
 ration, and the occasional drills may illustrate meth- 
 ods of teaching. 
 
 3r>. Service of Consecration. — At the final ses- 
 sion of an institute it will generally be ai)pro|)riate 
 to close with a special season of singing and ])rayer. 
 We have seen hundreds of teachers rise in token of 
 their entering into covenant to labor more faithfully 
 in the Sunday-school than ever before. For the form 
 of the covenant See page 140. 
 
Sunday- School Teachers' Institute. 45 
 
 YII. 
 
 UXITY IX THE PROGRAMME. 
 
 Unity is essential to the liigliest effect of a sermon, 
 lecture, or other production. Limiting eacli thought 
 to the specitic object fur which it is introdnced, it 
 holds the mind at every stage of a discussion to the 
 end proposed. Thus it tends to tlie logical treat- 
 ment of a subject, and prevents giving undue promi- 
 nence to subordinate points. It deepens the impres- 
 sion which truth makes, for every new phase of the 
 subject is a reiteration of the leading idea. The sys- 
 tematic investigation which it secures makes previous 
 knowledge available. Thus uuity aids in the reten- 
 tion, aggregation, and, of course, in the communica- 
 tion of truth. To it also we owe the admirable effect 
 of climax. The sculptor aims at unity in his groups 
 of marble. We trace it in the paintings of the old 
 masters. In oratorios and symphonies movements 
 the most diverse are connected by this unifying 
 principle. There is economy in unity. The ex- 
 penditure of force which occurs in a series of mental 
 efforts may be economized by so connecting these 
 efibrts as to prevent sudden reactions and difficult 
 transitions. 
 
 In the public religious services that one attends for 
 two hours eveiy seven days unity is indispensable. 
 It is worth more than variety, or a wide range of 
 thought. Our wisest ministers make every part of 
 
40 Su>' DAY- School Teachers' Institute. 
 
 the Clinrcli service contribute to the leading idea of 
 the sermon. The instrumental voluntary is, by a pre- 
 vious understanding between pulpit and choir, ani- 
 mated by the idea which breathes through every 
 hymn, is the burden of every prayer, shines from the 
 Scripture lesson, and which, in the sermon, lays under 
 requisition the charms of rhetoric, the force of logic, 
 and the graces of elocution. 
 
 The same principle should characterize the sessions 
 of the Sunday-school. The " key-note " of the day, 
 sounded from the lesson, should awaken its echoes 
 alike in the adult and infant departments, and every 
 service, from the opening to the closing, be pitched 
 in accord with it. And if this " central idea" could 
 find a place ii^^ the pulpit, the school, the social 
 meeting, and the family for that day, what a con- 
 centration of moral power might be experienced ! 
 
 Let us apply the same principle to the Sunday- 
 School Institute, which, by its discussions and illustra- 
 tions of Sunday-school topics, proposes to educate the 
 teachers of the Church. The infrequency of these 
 meetings makes the economy of unity more impor- 
 tant. The programme should have educating power 
 in it. It should present a logical outline of the 
 subjects to be examined, assigning to each its ap- 
 propriate place. Undue prominence is often given 
 to subordinate and comparatively unimportant topics, 
 while the great questions too frequently receive but a 
 superficial notice. 
 
 It will be readily conceded by all that if the 
 institute sessions could be continued through several 
 weeks such unity might be attained. We think, for 
 reasons already stated, that the shorter the session 
 the greater the need of it. This conceded, we see 
 
Sunday- School Teachers' Institute. 47 
 
 the necessity for great care in tlie preparation 
 of the programme. This work should be committed 
 to no novice or bungler. Effect is too often sacrificed 
 for want of a well-matured, logical plan of work. 
 This is true of too many sermons, and we fear of 
 most Sunday-school sessions. And we have often 
 asked whether the efficiency of an institute might 
 not have been vastly increased by a little more 
 attention to the plan of work laid out in the pro- 
 gramme. 
 
 We propose the ground- work of a programme in 
 which the principle under consideration will be 
 illustrated, and this we do with some hesitancy, and 
 with the conviction that our effort must fall far short 
 of perfection. #1 
 
 We hold our institutes in order, primarily, to 
 awaken an interest in the great object of the Sunday- 
 school on the part of pastors, superintendents, 
 teachers, parents, and also on the part of those 
 Church members usually indifferent to this important 
 department of labor. Now, the chief object of the 
 Church Sunday-school should be the thorough, prac- 
 tical, devotional study of the word of God. The 
 Sunday-school is essentiall}^ the Bible school. Its 
 text-book is the Bible. Its teachers must be Bible 
 scholars. Its most important service is Bible study. 
 The organization of the school should be consum- 
 mated with this fact constantly in view. Its order 
 of exercises for each Sabbath should be framed upon 
 this idea. We wish that the very title of the school 
 might indicate not the mere accident of time, but the 
 principal service for which it exists. 
 
 In harmony wdth this thonght, the key-note of a 
 certain institute ])rogramme was, '' The Book of 
 
48 Slnday- School Teaciieks' Institute. 
 
 God." After the title-page, and iimiiediately before 
 the detailed programme, the following Scheme was 
 inserted : 
 
 I. The Church and the Book. 
 
 1. The dependence of tlie Churcli upon the Book. 
 
 2. The use of the Book. (1.) In the closet ; (2.) In 
 the family ; (3.) In the pnljnt ; (4.) In the school. 
 
 11. The Study of the Book. 
 
 1. How prepare to study a Bible lesson. (1.) Mo- 
 tives ; (2.) General knowledge ; (3.) Apparatus. 
 
 2. How stud;^ a Bible lesson ? (1.) The facts ; 
 (2.) The difficulties ; (3.) The lessons. 
 
 III. Teaching the Book. 
 
 1. What is it to teach? 
 
 2. Methods and systems of teaching. 
 
 3. Bules for preparing to teach a lesson, the con- 
 tents of which are already mastered. 
 
 4. Class-teaching. (1.) Arresting attention ; 
 (2.) Reading the lesson ; (3.) Memorizing; (4.) Ques- 
 tioning ; (5.) Drawing lesson ; (6.) Analysis ; (7.) Il- 
 lustrations ; (8.) Application ; (9.) Topical arrange- 
 ment ; (10.) Use of slate and blackboard. 
 
 5. Simultaneous teaching. (1.) Advantages ; 
 (2.) Dangers ; (3.) Bules ; (4.) Teaching catechism ; 
 (5.) ^[issionary concerts ; (6.) General review. 
 
 6. Illustrations of above in lessons on Scripture in- 
 cidents, parables, epistles, sacred geography, histor}^, 
 manners, and customs, etc. 
 
Sunday- School Teaciiees' Institute. 49 
 
 lY. Organization and Management of the 
 Bible School. 
 
 Y. Week-day Influence of the Bible School. 
 
 4 
 
 1. Pastoral work of the superiiitendeiits and 
 teachers. 
 
 2. Tlie Snnday-scbool teacher at the social meet- 
 ings of the Church during tlie week. 
 
 3. Sunday-school accessories. 
 
 4. Home, liow^ it may help or hinder. 
 
 This furnishes material enough for an institute one 
 week in duration, and yet, in two days, the outlines 
 of it may be presented to the teachers of a com- 
 munity. We suggest that in every possible w^ay our 
 institute managers should economize the precious 
 time given them, and we ask whether tbis arrange- 
 ment of the programme is not w^ortby of careful con- 
 sideration in view of this necessity. 
 
 VIII. 
 THE SUPERINTENDENT'S INSTITUTE. 
 
 Merchants, mechanics, and professional men unite 
 in permanent associations, or assemble in occasional 
 conventions, for deliberation and discussion upon 
 subjects relating to their respective departments of 
 labor. Oneness of aim begets oneness of spirit. 
 The consultation and comparison of views, the state- 
 ment and solution of difficulties which are promoted 
 
50 Sunday- School Teachers' IxsTiTrrE. 
 
 by sncli convention or association, deepen entlmsiasni 
 and increase efficiency. 
 
 Sunday-scliool superintendents slionld do the same 
 tiling. Some months ago a so-called " Superin- 
 tendent's Sociable," but to all intents and purposes 
 an institute, was held in Kew York City, in Grace 
 Mission Eooms. The reproduction of a carefully 
 prepared report of that occasion may suffice to de- 
 scribe and commend such gatherings. 
 
 More than eighty superintendents were in attend- 
 ance. Mr. Ealph Wells called the meeting to order, 
 and introduced the Eev. J. H. Yinceut as chairman 
 for the evening. Mr. Wells' address of welcome was 
 characteristic, racy, warm, and practical. "We meet 
 to touch elbows. The ward politicians-know what 
 the phrase means. The devil sha'n't have all the 
 advantages of touching elbows. Let our words and 
 our prayers be short to-night. Let us feel at home. 
 Let us help lift up each other." After, singing, 
 prayer was offered by Theophilus A. Brouwer, Esq. 
 The president suggested that we are here to " strike 
 for higher wages" by working more diligently, and 
 that we must go to the " ten-hour " system, that is, 
 at least ten hours a week devoted by each superin- 
 tendent to the study of Sunday-school lessons. 
 
 He then called for schools holding regular teachers' 
 meetings. About sixty responded, and about as 
 many reported the use of uniform lessons. About 
 twenty schools hold teachers' prayer-meetings. Some 
 hold the meeting before school on Sabbath morning, 
 say for fifteen minutes. '* It's like taking breakfast 
 before going to work." Some hold this meeting 
 after school and invite scholars to remain. 
 
 After singing, the question of teachers' meetings 
 
Sunday- School Teachers' Institute. 51 
 
 was taken up. Mr. Sutton reported : " Meeting 
 Friday evening in a large dining-rooin — teachers 
 seated around the table. Average attendance within 
 two of the whole number of teachers. We try to so 
 conduct the exercises that the teachers may go away 
 furnished with both material and method." Mr. 
 Bell, of the Bethel : " Saturday evening at 7*45. 
 Fifteen minutes spent socially, then the lesson studied 
 for forty-five minutes. I vary my method, some- 
 times teaching teachers as if they were children, 
 again as adults," etc. 
 
 Mr. Wells : "Was it easy when you began ? " 
 
 Mr. Bell: "Xo; very, very difficult; but we have 
 held our meetings through the whole year, even 
 through July and August." 
 
 Dr. Perry, of Morning Star school, said they elected 
 a teaclier each evening to conduct the meeting. Mr. 
 Stevens, of Fifty-third-street Baptist, reported that 
 their Tuesday evening lecture was their teachers' 
 meeting. The superintendent of Eev. Mr. Wilson's 
 school (Presbyterian) said, " Our Pastor teaches the 
 teachers himself." Fourteen pastors were reported 
 as doing the same. A. A. Smith, of Brooklyn : '* ]^o 
 teachers' meetino;. Shall fiirht for it still. Our 
 Pastor, Dr. Duryea, holds a sort of lecture Bible class 
 on Wednesday evening. But no questions are asked, 
 and we have no conference in reference to the real 
 work." 
 
 Mr. Wells : " Hold on, Brother Smith. I should 
 never have had a teachers' meeting if I had known 
 when I was whipped. First year I had only five 
 teachers ; second year ten. We held on with ' Dutch 
 grit.' I have no objection to the pastor leading the 
 class, but it is better to have the superintendent do 
 
52 Sunday- School Teachers' Institute. 
 
 it ; he can get down better to where the teachers are.* 
 We hold our teachers' meeting in the afternoon of a 
 week day. T know ' it is impossible for gentlemen 
 to come then,' but they do come. I personally speak 
 to employers, and secure their consent to have their 
 clerks come. They cannot lose by it. Again, I re- 
 gard teachers' meetings as great helps to the making 
 of good mothers." 
 
 The Rev. Dr. Hatt reported a public Bible service 
 on Monday evening for teachers and older scholars, 
 instead of a regular teachers' meeting. It has been 
 in operation for six months, and with increasing at- 
 tendance and interest. 
 
 After singing, the difficulties of superintendents 
 were called for. Among the most prominent were : 
 
 1. "AVant of hearty co-operation of all the teach- 
 ers." 
 
 2. "Principally," said a superintendent, "in my- 
 self; I don't study the lesson enough during the 
 w^eek." 
 
 3. " The superintendent doesn't strike the key- 
 note — Jesus." 
 
 4. " The superintendent does not pray enough." 
 
 5. " Want of converted teachers." 
 
 6. '• When elected superintendent I read a list of 
 seventeen teachers' names, all of whom had resolved 
 to leave if I were elected. Rather disheartening. 
 But I went to work, and none resigned. I try to 
 cultivate a social spirit among teachers. I speak to 
 every teaclier and shake hands every Sabbath." 
 
 * To this doctrine of our excellent Brother Wells we cannot sub- 
 scribe. We think pastors can "get down" to the teachers even more 
 easily than the superintendents. If they cannot they need tiainiwj 
 in that important element of a pastor's success, and the teachers' class 
 may be a good practice-school for such pastors. 
 
Sunday-School Teachers' Institute. 53 
 
 Here the proceedings were iiiterru})ted by a call 
 to tlie chapel belo^y, where an elegant collation of 
 coffee, sandwiches, cakes, ice cream, etc., had been 
 prc)vided through the generosity of the Grace Mission 
 workers. 
 
 Half an hour was spent in the discussion of these 
 refreshments, aud in delightful social fellowship. At 
 tlie stroke of the bell a motion was made inviting 
 Mr. Wells to give two or three blackboard exercises. 
 A hearty vote called out our noble friend. He gave 
 blackboard illustrations ou " Asleep in Jesus," '' Thou, 
 God, seest nie," " The other side," and " The fount- 
 ain." After a hearty song the discussion of the 
 superintendents' difficulties was resumed. 
 
 7. " Hard to get parents and adults generally to 
 the evening meetings of our mission schools." 
 
 Remarks were here offered on the opening of read- 
 ing rooms, with writing materials, games, lectures on 
 secular subjects, etc. ; on visiting the homes of the 
 children and relieving their physical wants. Mr. 
 Bell gave an interesting report of the Bethel. " V7e 
 are not a Sunday-scbool. We are not a Church. 
 We have a reading-room for working men. It is 
 open every evening e"xcept Sunday. We have also a 
 reading-room for boys. We do not make the me- 
 chanics' reading-room a religions room, but it leads 
 men upstairs. At our Sunday evening services we 
 have no sermon, but three short speeches. Morton, 
 of Chicago, the one-armed soldier, is in charge. 
 Wednesday nights we have popular entertainments, 
 concerts, exhibitions, etc., charging fifteen cents ad- 
 mission." 
 
 Mr. Wells : " Grace Mission is ahead of the Bethel. 
 We give onr entertainments for five cents a ticket. 
 
54 Sunday- School Teachers' Institute. 
 
 Said a rough man in this neighborhood wlio could 
 not be brought in by onr prayer-meetings, but suc- 
 cumbed when we began the concerts, ' You've got 
 the right end now. These are the things to fetch us 
 fellows.' " In reply to the question, " How can super- 
 intendents secure the co-operation of their teachers ? " 
 Mr. Wells said, "Love them like every thing, and 
 get them to love each other. We have forty-seven 
 teachers. We have bought forty- seven little Scrip- 
 ture text-books for every day in the year. Every 
 teacher's birthday is indicated in all these forty-seven 
 books, and we have a rale tliat on each other's birth- 
 day we are to pray especially for each other. So 
 when my birthday comes I know that there are 
 forty-six teachers praying for me." 
 
 After singing " Blest be the tie," etc., Mr. J. B. 
 Tyler said, "We need a higher appreciation of our 
 work. After the war General C. B. Fisk re-entered 
 the Sunday-school work, and said, ' I have been pro- 
 moted from the office of major-general to that of 
 Sunday-school superintendent.' We should also be 
 polite to our teachers. Call on them. Especially 
 call on New Year's day. Give more attention to the 
 sensitive than any othei*s. Make as much as possible 
 of teachers; cheer them, and commend whatever is 
 worthy of commendation. Better encourage too 
 much than not enough. We should pray for our 
 teachers." 
 
 8. A •' superintendent for -fifteen years " said, " I've 
 just found out my principal difficulty — the want of 
 just such a meeting as this." 
 
 Rev. Alfred Taylor, editor of " The Sunday-School 
 Workman," said that in reply to the institute ques- 
 tion, " Have you any obstacles ? " a superintendent 
 
Sunday- School Teachers' Institute. 55 
 
 replied in writing, " Yes, plenty of them, but we go 
 right over them." 
 
 Some one suggested that '' our home schools are 
 undervalued. We need as much earnestness there as 
 in the mission field. The guards about kings' houses 
 in Europe are better dressed than other soldiers, but 
 they are not play soldiers. T have endeavored to 
 make my Church school as much as possible like the 
 , mission schools." 
 
 10. Another difficulty was named by some one, 
 " Making the standard of diligence high enough 
 among the scholars to insure preparation during the 
 week." 
 
 11. ''How shall we get more teachers?" An- 
 swer: "By special prayer. Converts in tlie adult 
 classes may soon be set at work. We do not have 
 faith enough in God's power to save souls." 
 
 12. " How manage the rough boys?" Answer by 
 Mr. Herrick : " I invited njy class to my own house. 
 I took them in at the basement door. First I washed 
 myself, and then had them follow m}^ example. Had 
 refreshments and a good time. The next meeting I 
 took them up into the parlor, somebody sang for them, 
 and we played a few games together." 
 
 The interest of the meeting continued until the 
 lateness of the hour compelled adjournment. 
 
 After singing and the benediction the meeting 
 adjourned. The occasion w^as a rare one, and will 
 long be remembered by all present. 
 
56 Sunday- School Teaciieks' Institute. 
 
 IX. 
 
 THE LOCAL SUNDAY- SCHOOL TEACHERS' L\STITUTE. 
 
 1. Few ccmiitry Churebes are strcnii: enough to 
 sustain a normal class or institute. Manj^ Cliurclie^ 
 sufficiently strong for the work, hick enterprise. A 
 iniion of schools and Churches is in sugh cases tem- 
 |K>n\rily advisable. Denominational integrity will 
 not be impaired by the most active co-operation in 
 this labor. The training required' by a teacher in 
 one Church is required by teachers of every other 
 Church. The ability possessed by one may be ex- 
 erted in behalf of all, with no loss of prestige or 
 power to the original. The association will excite 
 healthful emulation. One feature of the institute 
 system is, the provision of a biblical library for the 
 use of teachers. Five schools in a town can more 
 easily establish a teachers' library than one alone can. 
 
 2. From these considerations, the union of teach- 
 ers, schools, and Churches, in tbe work of teacher- 
 training, is cordially recommended. Organize an in- 
 stitute, hold monthly meetings, perhaps an afternoon 
 and evening session once a month ; or provision may 
 be made for twenty sessions a year, one each month, 
 with four extj'a sessions in the spring, and four more 
 in the fall. 
 
 3. We furnish a brief Constitution for such an in- 
 stitute as above recommended. 
 
Sunday- School Teachers' Institute. 57 
 
 CONSTITUTION OF THE SUNDAY-SCHOOL 
 
 TEACHERS' INSTITUTE. 
 
 Article I. — Name. 
 
 This organization shall be known as the 
 
 Sunday-School Teachers' Institute. 
 
 Article II. — Objects. 
 
 The encouragement of a higher culture on the part 
 of Sunday-school teachers, and the provision of a 
 system of training b}^ which this end can be accom- 
 plished. 
 
 Article III. — Officers. 
 
 Its officers shall consist of a President, Yice- 
 President, Secretary, Treasurer, and Librarian, who, 
 witli a committee of five persons representing differ- 
 ent denominations, (if it is a Union Institute,) shall 
 constitute the Board of Managers, all of w^hom shall 
 be elected annually, on the second Monday evening 
 of , by a general meeting of the Institute. 
 
 Article TV. — Duties of Officers. 
 
 Such as are usually performed by these officers in 
 similar associations. [These may be specified if de- 
 sired.] 
 
 Article Y. — Committees. 
 
 The following permanent committees shall be ap- 
 pointed by the Board of Managers: (1.) The Com- 
 mittee on Business^ consisting of three persons, whose 
 duty it shall be to prepare (one or two) courses of 
 lectures, lessons, and other exercises for the year. 
 (2.) The Coiamiitee on Jiooins, whose duty it shall be 
 to provide and keep in order a suitable room for the 
 meetings of the Institute, with such furniture, books, 
 
58 Sunday- School Teachers' Institute. 
 
 and other apparatus as may be required in the oper- 
 ations of the Institute. (3.) The Committee on Ex- 
 amination, for graduation. 
 
 Article YI. — Members. 
 
 Pastors, Sun da)' -school officers, teachers, and senior 
 
 pchohirs may, by the payment of a year for eacli 
 
 person, become members of this Institute. 
 
 Article YII. — Course of Study. 
 
 The Institute year shall be divided into two Courses : 
 (1.) Tlie Winter Course, commencing on the second 
 Monday evening of January, and continuing for tliir- 
 teen weeks, with one session each week. (2.) The 
 Summer Course, which shall comprise a monthly 
 meeting from the first of May to the first of Decem- 
 ber, inclusive, witli a regular Institute meeting in 
 September, to continue three days, holding at least 
 two sessions a day, or, the Institute course of study 
 shall comprise fifty exercises, (as prescribed on page 
 17.) These shall be continued through two years, tlie 
 
 Institute meeting monthly on the , with special 
 
 sessions in the spring and autumn. 
 
 Article YII I.— Certificates. 
 
 Persons attending the Institute sessions regularly 
 through two years, and passing a satisfactory exam- 
 ination upon the subjects studied, shall receive a cer- 
 tificate to that effect, signed by the President, the 
 Secretary, and the Committee of Examination. 
 
 Article IX. — Amendments. 
 [Make sucli provisions as are deemed advisable.] 
 
Sunday- School Teachers' Jkstitute. 59 
 
 X. 
 
 A COURSE OF Ix\STITUTE STUDY. 
 
 1. In addition to the several elements of a Sunday- 
 school institute already de^ribed, we greatly need a 
 Sunday-school teachers' curriculum^ one which enter- 
 prising teachers, and candidates from our senior 
 classes for the teachers' office, may pursue. This 
 course of study should cover, in a general way, the 
 field of Biblical investigation most important to the 
 ordinary teacher. It may then be woven into pro- 
 grammes of local institutes and normal classes. 
 
 2. In 1866 we recommended the followiuo^ as a 
 general course of study. 
 
 First. A series of about fifty exercises, to extend 
 through one or two years, as circumstances may de- 
 termine, as follows : 
 
 (1.) Five lectures by a professional and experi- 
 enced teacher on the principles and art of teaching. 
 
 (2.) Ten lectures on the Bible, its history, writers, 
 inspiration, original languages, style, evidences, etc., 
 with some simple statements concerning biblical 
 criticism and interpretation. 
 
 (3.) Ten specimen lessons for infant, advanced, and 
 adult classes. 
 
 (4.) Ten exegetical exercises from the Old and ]^ew 
 Testament history, from the Psalms, Prophecies, and 
 Epistles. 
 
 (5.) Ten Catecheticcil lessons for concert recitation 
 on Bible history, geography, chronology, ancient man- 
 
60 SrxL^AY- School Teachers' Institute. 
 
 ners and customs, etc., covering in cornpreliensive 
 lessons the field of biblical archaeology. 
 
 (6.) Five lectures on the organization, objects, his- 
 tory, management, Church relations and development 
 of the Sunday-school work. 
 
 Secondly, A prescribed conrse of reading, which 
 shall ensure the careful perusal of the best books on 
 teaching. 
 
 3. The normal studies ^escribed by the " Depart- 
 ment of Instruction of the Methodist Episcopal Sun- 
 day-School Union " — of which a fuller account will be 
 given in the second part of this work — have frequently 
 been incorporated in the programmes of District In- 
 stitutes which held sessions for three consecutive days. 
 Six or seven hours a day spent in lectures, specimen 
 lessons, drills, reviews, criticisms, etc., conducted by 
 gentlemen and ladies who had made special prepara- 
 tion for the purpose, would enable a large company 
 of teachers to pass over a wide range of subjects. If 
 several practical tracts, previously announced, should 
 be read before the institute, (as a part of the Normal 
 Department curriculum,) the work would be all the 
 more profitable. We have known districts where 
 two such normal institutes were held annually with 
 reference to the normal course and the diploma 
 provided by the Board of Management in ^N'ew 
 York. 
 
 4. Every theological seminary should introduce 
 this or a similar course of exercises, and in this way 
 make the coming pastors of the Church familiar with 
 an important department of labor. In this way, too, 
 we should provide lecturers and instructors for the 
 further preparation of Sunday-school teachers through 
 public institutes and local normal classes. 
 
Sunday- School Teachers' Ixstitl'te. 61 
 
 5. Several of tlie ladies' seminaries and colleges of 
 America have already adopted a course of Sunday- 
 school normal study, and from several of these insti- 
 tutions cultivated young people — ladies and gentle- 
 men — have come forth to engage in a service, the 
 dignity of which tliey learned to appreciate by the 
 readings, lectures, and practice-exercises of their 
 "Sunday-school Normal Class." 
 
 6. Local Unions may organize Sunday-school 
 teachers' institutes in our principal cities, adopting a 
 course of study, and by regular weekly meetings kept 
 up through the year, encouraging teachers and older 
 pupils to complete the course. 
 
 7. Why might not the State conventions appoint 
 a summer institute in the principal cities, to continue 
 three or four weeks, taking candidates through the 
 course in that time ? We are sure that the Christian 
 families of these cities would open their homes to the 
 country teachers for that length of time, as they are 
 riow so often opened to the members of general as- 
 semblies, conferences, and conventions. And we are 
 confident that no hospitality would pay as well to the 
 Church. With competent lecturers and instructors, 
 what moral power might these institutes soon wield, 
 and right liberally could themanagers, lecturers, etc., 
 be paid. 
 
 8. We have good hope that the '' International 
 College" movement, inaugurated at the National 
 Convention in 1869, may (with a less cumbrous 
 and pretentious title) develop into something more 
 than a plan on paper, and aid in the realization of 
 the suggestion made above. We need a wisely and 
 thoroughly prepared course of study for all teachers, 
 a course that may be employed in theological scliools, 
 
62 Sunday- School Teachers' Institute. 
 
 colleges, seminaries, local institutes, teachers' meet- 
 ings, and regular Church normal classes. Will the 
 Convention of 1872 give us such a course ? . 
 
 9. Among the advantages to be reaped from such 
 an arrangement we may rtiention the following : * 
 
 (1.) Its universal use, actual or contemplated, will 
 incite many to use it. Men go. in crowds. AVhat 
 interest and power attach to the " week of prayer," 
 from the simple fact that each offered prayer is a 
 iilament in that w^ondrous belt of Christian devotion 
 that girdles the globe during the first eight days of 
 the new year ! 
 
 (2.) The plan will tend to unite schools, and bring 
 the talent of each into the service of all. One reason 
 of our present impotency is the w^ant of harmony and 
 co-action amono^ the various denominations, 
 
 (3.) It w^ill encourage the right men to prepare 
 suitable text-books and manuals for teachers. There 
 has hitherto been singular deficiency in this depart- 
 ment of religious and educational literature. Give 
 us the institute as a fact, and there are men among 
 us who will provide " helps " for the teachers. 
 
 (4.) It may be said that we cannot find competent 
 lecturers, etc. The movement will develop the men. 
 Pastors will become theological professors, and the 
 practical teachers of our public schools will be de- 
 lighted to use their talents in aiding this Sunday- 
 school reform. At any rate the most careless use of 
 a prescribed course will be a vast improvement upon 
 the present indifi'erence and neglect which so weaken 
 the influence of our Sunday-schools. 
 
 * These words were written in 1866. 
 
SpNDAY- School Teachers' Institute. 63 
 
 XL 
 
 SUNDAY-SCHOOL INSTITUTE PROGRAMME. 
 
 1. The best of programmes will not make a good 
 institute; and yet a good programme, carefully pre- 
 pared beforehand and faithfully adhered to by the 
 conductor, will contribute no little to the success of 
 the meeting. 
 
 2. As a matter of historic interest, and for the 
 purpose of furnishing a variety of specimens, we have 
 decided to reproduce in this volume several of the 
 oldest and several of the hest Sunday-school institute 
 programmes which have been used in the United 
 States. We are the more strongly disposed to do 
 this in view of the frequent calls received at our office 
 for "specimen programmes." 
 
 3. A few historic notes in this connection will not 
 be inappropriate. They v/ill serve as links to con- 
 nect the earlier programmes, and perhaps form a 
 not uninteresting chapter in the development of the 
 American Sunda;y-school work. 
 
 First Institute. 
 
 At the Kock River Annual Conference of the 
 Methodist Episcopal Church held in Chicago in Oc- 
 tober, 1860, the Conference Committee reported as 
 follows: "The importance of Teachers' Institutes to 
 the educational interests of the country cannot have 
 escaped your attention. May we not profitably in- 
 troduce somethinu^ similar amono: us? Such an insti- 
 
GJ: Sunday-School Teach eks' Institute. 
 
 lute, conducted by our ablest Sunday-scliool educators, 
 could not fail to elevate our standard, and improve 
 onr system of religious culture." This report was 
 unanimously adopted by the Conference. 
 
 At the Galena District Convention, held in Free- 
 port, Illinois, April 16, 1861, the following question 
 was proposed and discussed : '^ How may we carry 
 out the suggestion of our Conference Sunday-School 
 Committee relative to the Sunday-School Teachers' 
 Institute?" 
 
 After some discussion it was resolved to organize 
 an institute. The following Constitution was pre- 
 sented and adopted : 
 
 Constitution. 
 
 Article I. This organization shall be called the Galena Dis- 
 trict Sunday-School Teachers' Institute, having for its object 
 the increase of Sunday-school interest and cfRciency throughout 
 Galena District. 
 
 Article II. The officers (who shall be elected annually at 
 the first District Convention of the Conference year) shall consist 
 of a President, four Vice-Presidents, and four Secretaries, who, 
 with the Presiding Elder of the District, shall constitute a 
 Board of Managers, whose duty it shall be to rei>ulate the In- 
 stitute meetings at each convention, and to attend to the Sub- 
 District Institutes. 
 
 Article III. For the accomplishment of its objects the Dis- 
 trict shall be divided into four Sub-Districts, as follows : 
 
 1. Galena, including Coimcil Hill, Ebenezer, and Hanover. 
 
 2. Warren, including Apple River and Lena. 
 
 3. Frceport, including Cedarville, Eleroy, and Forreston. 
 
 4. Mount Carroll, including Brookville, Elizabeth, and Sa- 
 vaniui. 
 
 Article IV. A meetino^ of the Institute shall be held during 
 ciich convention of the District. Each Sub- District shall hold 
 an Institute at such time as the President, resident Vice-Presi- 
 dent, and resident Secretary shall determine. 
 
Sunday-School Teachers' Institute. 65 
 
 Article V. The President shall l)e elected by ballot, and 
 shall ])re3ide at all Sub-District Institutes, and his ex^Deuses be 
 provided for by each Institute. 
 
 Article VI. The Officers and Teachers of the several Sab- 
 bath-schools in each Sub-District are members ex officio of 
 their Institute, and their names shall be rejDorted by eacli Pastor 
 to the Secretary of the Institute. 
 
 Article VII. The order of exercises shall be determined by 
 a ''Business Committee"' appointed for this purpose at each 
 Institute. 
 
 Article VIII. This Constitution may be altered or amended 
 at any regular meeting of the District Convention by a vote of 
 two-thirds of the members present. 
 
 The next day, Wednesday, April 17, 1861, the 
 following programme was carried out in what we 
 believe to have been the first regularly organized and 
 permanent Sunday-School Teachers' Institute in the 
 country : 
 
 Galexa District. 
 
 Sunday- Scliool Taichers Institute^ First Meeting in Freeport, 
 April 17, 1861. 
 
 Wednesday, A. ]M. 
 From 8.00 to 8.20, Devotional Services. 
 
 8.20 to 8.45, Scnpture Study, (historical,) conducted by 
 
 Rev. D. Casseday. 
 8.45 to 9.10, Drill, on Order of Exercises in Sabbath- 
 School, by Rev. C. M. Woodward. 
 9.10 to 9.30, Remarks on Public Examinations in Sab- 
 
 Ijath-Schools, by Rev. C. F. Wright. 
 9.30 to 10.00, Scripture Study, (doctrinal,) conducted by 
 Rev. H. Ely. — ^Adjourned. 
 
 Wednesday, P. M. 
 From 2.00 to 2.10, Devotional Service. 
 
 2.10 to 2.30, Plan of conducting Teachers' Meeting, by 
 
 Rev. J. M'Clane. 
 2.30 to 3.00, Sacred Geography— Drill conducted by G. 
 J. Bliss. 
 
66 Sun DAY- School Teachers' Institute. 
 
 From o.OO to 3.30, Lecture on " Our Institute and Sub-Insti- 
 tutes," by Rev. J. H. Vincent. — Ad- 
 journed. 
 
 The district was subdivided. Sub-district iusti- 
 tues were held that year at Council Hill, Mount 
 Carroll, Warren, and Freeport. The most gratifying 
 results were realized. The following year three 
 more districts organized institutes. A careful exam- 
 ination of the records made at the time of these 
 institutes satisfies us that for thoroughness and 
 practicalness they deserve highest praise. At every 
 session a Bible lesson was conducted, and the teacher 
 subjected to the most searching criticism. The in- 
 stitutes of these latter days which the author has 
 attended do not excel, and in some cases are not equal 
 to, those of the earliest date in those features which 
 tend to train teachers for their work.''^ 
 
 Other Early Institutes. 
 
 The Detroit District Methodist Episcopal Sunday- 
 School Institute, Rev. M. Ilickey, President, was held 
 in Detroit, Mich., June 25, 26, 1861. Since that 
 time this institute has held twenty semi-annual ses- 
 sions, the last being at Wayne, Mich., April 10, 12, 
 1871, the following programme of which we fur- 
 nish. 
 
 *The aullior may add tliat in November, 1861, he issued a circular 
 explaining the institute, its objects, success, etc., and giving full direc- 
 tions for its organization and management, with a list of oVv/r ft riy 
 topics for essays and discussion. This circular was widely copied by 
 the religious press. 
 
Sunday- School Teachers' Institute. 67 
 
 The Twenty-First Semi-Anniial Session of the 
 
 DETROI m 
 ISTRIci l^^l- 
 
 Methodist Episcopal Sunday-School Teachers' Institute, at 
 Wayne, April 10, 11, 12, 1871. Silas Farmer, President. 
 
 Circular Letter from the Presiding Elder. 
 
 Detroit, March 3, 1871. 
 To the Ministers and Sunday- ScJiool Worlxrs within the hounds 
 of the Detroit District of the Methodist Episcoj'ial Church. 
 Dear Brethren and Friends : Let me call special atten- 
 tion to our Sunday-School Institute to be held at Wayne. I 
 hope there will be a general attendance. Our Sunday-school 
 woik needs to be looked after more carefully and earnestly in 
 some places, and at no place that I know of are we more likely 
 to become alive to tlie true interests of the Sunday-school than 
 at our institute, where the earnest laborers come together for a 
 review of the past, and to lay i)Lins for the future. Let us 
 have a large gathering. Truly your fjUow-laborer, 
 
 F. A. Blades. 
 
 Special Notices. 
 
 1. Our friends in Wayne invite a large attendance, and free 
 entertainment will be gladly provided for all Sabbath -school 
 workers on the district that attend. 
 
 2. Each school on the district is earnestly requested to send 
 to the institute a committee of three, wath the understanding 
 that they report on returning concerning the work and sugges- 
 tions of the institute. 
 
 3. Every person whose name appears on the programme in 
 connection with any duty consented to serve, and was duly 
 notified from six to ten weeks previous to the time fixed on for 
 the session. 
 
 4. Ministers and Superintendents receiving this programme 
 are paiticularly requested to call special attention to the insti- 
 tute in their Churches and Schools on the two Sabbaths next 
 preceding the session. 
 
 5. Please give the institute a place in your prayers. Surely we 
 
GS Sunday- School Teachers' Institi'Ta. 
 
 need wisdom in our work, and we tliink the Lord will give it 
 us through this institute if we pray about and attend it. 
 
 6. Please try and arrange your business so as to Ite present at 
 the first session on Monday evening, and, if possil^le, stay througii 
 the entire session of the institute, and you will surely be greatly 
 the gainer. 
 
 Programme. 
 
 Monday Evening. 7.3U o'clock — Opening Exercises. 
 
 1. Why ought every one to be interested in the Sunday-school 
 work, and how may its usefulness be increased by those who 
 are not directly laboring in it ? — Rev. W. X. Ninde, Detroit. 
 
 2. The Sabbath-school a national defense.* — Prof. W. C. Clemo, 
 Farmington. 
 
 Tuesday, A. M. 8.30 o'clock — Prayer Meeting. 
 
 3. Sunday-school Concerts ; what may and what should not 
 be done ; names and kinds of appropriate exercises. — Rev. L. 
 Lee, Northville. 
 
 4. Bible Classes: Their management, subjects of study, and 
 helps in the work. — W. J. M'Cune, Detroit. 
 
 5. Singing in our Sunday-schools ; how can it be made more 
 artistic, ajDpropriatc, devotional, and general, and what is its 
 relative value as an auxiliary in our work. — C. T. Barnard, 
 Wayne. 
 
 Asking and answering. 
 
 Tuesday, P. M, 2 o'clock— Opening Exercises. 
 C. Qualilications and deportment of Sabbath-school Teachers. 
 —Rev. VV. H. Benton, Plymouth. 
 
 7. Change places. — J. E. Jacklin, Detroit. 
 
 8. The Teachers' Meeting. — Silas Farmer, Detroit. 
 
 Tuesday Evening. 7.30 o'clock— Opening Exercises. 
 
 9. In what particular kinds of religious work may children 
 engage, and how shall we enlist them in it. — H. Hitchcock, 
 Detroit. 
 
 10. Institute Class Meeting. Personal experience in the 
 Sunday-school work, especially as teachers. Were you con- 
 verted before or while teai;hing? How long have you been 
 
Sunday- School Teachp:rs' Institute. GO 
 
 engaged in teaching, and in what pL^ces? What difficulties 
 and hindernnces do you meet, and what compensations and 
 rewards have you had ? 
 Asking and answering. 
 
 Wednesday, A. M. 8.30 o'clock — Praise ]\Ieeting. 
 
 11. What accessories to the Sunday-school can be employed 
 during the week to interest, entertain, and profit the entire 
 community, especially its young people? Rev. G. C. Yemans, 
 Detroit. 
 
 12. What can we do to promote the permanent growth in 
 chaiacter and intellect of those now in our schools? Rev. J. 
 Frazer, Trenton. « 
 
 13. Self-sacrifice on the part of teachers an antidote to per- 
 sonal ambition, and an essential element of success in the Sun- 
 day-school work. Rev. J. G-, Morgan, Belleville. 
 
 Asking and answering. 
 
 Wednesday, P. M. 2 o'clock — Opening Exercises. 
 Business. 
 3 o'clock — Children's Meeting. 
 
 After the presentation of each topic, from 10 to 20 minutes 
 will be allowed for verbal questioning of the essayist or any 
 member of the institute. 
 
 Union Institutes. 
 
 On November 17, 1864, an essay was read by the 
 author of this volume before the Cook County 
 Sunday-School Teachers' Convention in Chicao-o : 
 subject : ''A permanent Sunday-Scliool Teachers' In- 
 stitute for the Xorth-west." Having discussed with 
 some carefuhiess and thoroughness the demands of 
 the Sunday-school work upon the teacher the follow- 
 ing suggestion was made : " What we want is to lift 
 up before all the schools and the teachers a regular 
 system of teacher-training; not merely to provide a 
 printed outline of studies, but to organize a class for 
 
70 Sunday- School Teacheks' Institute. 
 
 the training of teachers to which certain persons 
 shall be admitted, and which shall serve as a public 
 model of w^hat ought to be done in every school, and 
 of jnst how it ought to be done. One such model 
 class, or institute, or normal school in a city like 
 Chicago would do more in one year toward attract- 
 ing attention to the important subject of training, 
 and of prescribing the practicable plan for securing 
 training every-where, than twenty conventions a 
 year, with all the talking and discussing incident to 
 such convocations. Such a class, permanently or- 
 ganized, could bring to its aid the Ifest talent of our 
 pulpits, colleges, and theological schools. Illustra- 
 tions of teaching among all classes, lectures upon the 
 various departments of Bible investigation, critical 
 study of the sacred text itself, weekly preparation of 
 assigned tasks, would soon raise up a class of com- 
 petent Sunday-school teachers in our midst, every 
 one of whom would inspire the teachers of our schools 
 with holy ambition to secure greater efficiency in 
 teaching. An institute of this kind in Chicago, 
 under the auspices of your Union, in rooms ap- 
 proi)riately furnished for the use of Sunday-school 
 teachers, might wield an amount of influence through- 
 out the schools of the North-west which at a casual 
 glance you may not estimate. 
 
 " As it is, our labors are too much divided. Your 
 Union meets in a dozen different places during the 
 year. You must depend on fifty different men to 
 talk, teach, and suggest. No fixed place is prescribed 
 for more than one or two meetino;s at a time. No 
 continuous course of investigation is followed. It is 
 a noble Convention in itself, and does good, but we 
 need concentration. We must put more strength 
 
Sunday- School Teachers' Institute. 71 
 
 into our Union efforts, and let the preparation for 
 tliem be of the highest class. There -is no one room 
 where teachers may meet. We should be able to 
 find in some central place maps, charts, cards, 
 Sunday -school apparatus of various kinds, the latest 
 and best works on Sunday-school teaching, etc. To 
 such a center teachers from the country may come 
 and receive suggestions, all Sunday-school informa- 
 tion and appliances may here be concentrated, and 
 every winter a regular course of evening lectures 
 and lessons be given to our teachers or to a select 
 number of our senior scholars from the different 
 schools whom we wish to prepare for the teacher's 
 office. 
 
 " In this hurried essay it is difficult to convey a 
 correct idea of what I propose without leaving upon 
 your minds the impression that the method is heavy, 
 complicated, and impracticable. That it requires 
 effort and yjerseverance I do not deny. The lack of 
 these is what makes our schools so inefficient. We 
 uho are awake to tlie value of the Sunday-school as 
 part of the Church, and who are willing to work, 
 must be ready for difficult labor. An organization 
 of this kind might at first enlist comparatively few, 
 but it would present a model to the Sunday-school 
 laborers throughout the country, and thus increase 
 the interest of our teachers in the work of prepara- 
 tion. It would require time and money ; but the 
 ends contemplated would compensate us a hundred 
 fold for all expenditures. 
 
 " The plan proposed is not new. Our English 
 brethren illustrate the scheme in the London Sunday- 
 School Union. In the Memorial Building — erected, 
 I think, in 1856 at ^o. 56 Old Bailev — you mav see 
 
72 Sunday- School Teachers' Institute. 
 
 the plan in successful operation. In connection with 
 ample publishing and sales-rooms they have a large 
 and elegantly furnished committee-room, an extensive 
 teachers' library, two or three Bible-class rooms, and 
 a hall, with gallery large enough to accommodate five 
 hundred persons. Here Sunday-school teachers of 
 every denomination meet for consultation, for read- 
 ing, for study, and worship. 
 
 " A regular Sunday-School Union N"ormal College 
 is organized ; and, as the first important step toward 
 its full establishment, a training class meets in the 
 Lecture Hall, No. 56 Old Bailey, on every Wednes- 
 day evening, commencing at half past seven o'clock 
 precisely and closing at nine o'clock. 
 
 '• The Sunday-school work in England is not gener- 
 ally so prosperous as with us ; but the London workers 
 have adopted the true method for acquiring power, 
 and of achieving great things from God. All the 
 schools under the care of the London Union must 
 certainly prosper. Their Memorial Building, with 
 its library for teachers and its lecture hall — the 
 Union, with its training class, regular lectures, and 
 normal colleo^e, are the best things Eno-land has done 
 in the Sunday-School Department. What they have 
 we ought to have, and we might enjoy at once sub- 
 stantially all that they possess, and our schools grow 
 rapidly under the new regime. 
 
 " Sunday-school teachers, let us remember that if 
 we fail in our work it will be either because we do 
 not trust enough in God, or because we do not aim 
 high enough in seeking the qualifications requisite 
 to the faithful performance of the work appointed. 
 Let us aim high and trust in God. A field broader 
 than ever opens before us. We are planting seeds and 
 
Sunday- School Teachers' Institute. 73 
 
 saplings that shall flourish in noble forests ages 
 hence. Let us put in the ground trees that shall rise 
 high, cast broad shadows, and bear perennial fruit, 
 and a thousand years from now, when w^e sleep in 
 Graceland or Greenwood, or on some battle-field or 
 in mid-ocean, they who live shall say, 'Blessed are 
 they who planted trees of such noble height, broad 
 branches, and bearing such goodly fruit.' " * 
 
 On November 22 in the same year, and independ- 
 ently, we have no doubt, of the previous movements, 
 the following programme was issued, and on Decem- 
 ber 6, 1864, Messrs. Pardee and Wells held their first 
 regular Sunday-School Institute, to which Mr. 
 Pardee makes reference in his admirable " Index :" 
 
 Steuben County 
 
 Sallatli- School Teachers Institute. Ralph Wells, Esq., and R G. 
 Pardee, A.M., of New TorTc City, Instructors. 
 
 This Institute or Training Class is to be held at the Methodist 
 Church in Coming, beginning on Tuesday evening, December 
 C, 1864, is to continue through Wednesday and Thursday, 
 and is intended to aid in the supply of a felt need in all our 
 SabI»atli-schools for increased efficiency in Sabbath-school in- 
 struction. It is believed to be a step in advance. The names 
 of the gentlemen who have consented to give us the benefit of 
 their large experience, extensive observation, and careful study, 
 constitute a full guarantee to those who know them that no 
 Sabbath-school teacher in the county cnn afford to miss this op- 
 portunity for gaining practical knowledge with reference to the 
 best method of Sabbath-school teaching. The older members 
 of our Bible classes, as well as those already teachers, should 
 attend. We hope that every Sunday-school will send a dele- 
 gation, and we will undertake to provide entertainment for all. 
 
 * The above suggestions were adopted by the Convention, a com- 
 mittee appointed, and a regular course of meetings announced. (Sec 
 pp. 75-77.) 
 
74 Sunday- School Teachers' Institute. 
 
 The Institute is not for sijeech making, or reports, or Bible- 
 class teaching, but for tlic purpose of imparting and receiving 
 instruction and suggestions in tiie art of teaching in the Sunday- 
 school. 
 
 Those who receive this circular are earnestly requested to in- 
 tenst themselves in securing a good attendance from their 
 locality, and to send to either of the undersigned the names of 
 those who will attend, that we may make proper arrangements 
 for their entertainment. 
 
 We shall be happy to greet Sunday-school laborers from 
 abroad who may be interested to see the Nvorking of this ex- 
 periment. 
 
 It is earnestly desired that all who can will be present at the 
 opening and remain to the close of the exercises. 
 
 Obder of Exercises. 
 Tuesday Evening, December 6, 7 o'clock. 
 Three addresses, introductory. It is quite important that all 
 hear these first addresses. 
 
 "Wednesday, A. M., 9 o'clock. 
 
 1. Devotional exercises for half an hour. 
 
 3. Sunday-School Teachers' Meeting, conducted by Mr. Wells. 
 
 3. Criticisms, and questions asked by the class. 
 
 Wednesday, P. M., 2 o'clock. 
 
 1. Teachers' meeting, conducted by Mr. Pardee. 
 
 2. Criticisms and questions as before. 
 
 3. Model lesson by Mr. Wells. 
 
 Wednesday Evening, 7 o'clock. 
 Addresses, etc. 
 
 Thursday, A. M., 9 o'clock. 
 
 1. Half hour spent in devotional exercises. 
 
 2. Best methods of conducting Sabbath-schools, by Mr. 
 Wells and Mr. Pardee. 
 
 3. Methods of Bible-cla8s teaching, by Mr. Wells, followed 
 by criticisms, etc. 
 
Sunday- School Teacheks' Institute. 75 
 
 Thuksday, p. M., 3 o'clock. 
 1, Methods of infant-class instruction, by Mr. Pardee, fol- 
 lowed by criticisms, etc. 
 
 3. Model lesson by Mr. Wells. 
 
 8. At 4 o'clock a children's meeting. 
 
 Thursday Evening, 7 o'clock. 
 A geiieral Sundaj^-School Meeting, closing the institute. 
 
 Will not every friend of the Sabbath-school make an earnest 
 eflbrt to secure the complete success of this undertaking? 
 
 G. A. Staekweather, Pastor of tlie Bcrptist Church. 
 
 R. HoGOBOOM, Pastor of the M. E. Church. 
 
 W. A. NiLES, Pdfstor of the Presbyterian Church. 
 
 Tiie following is tlie course of study which was 
 adopted by the Chicago brethren after tlie sugges- 
 tions made at then'. Convention, repoi'ted on pages 
 69-73. 
 
 NOHTH-WESTERN SUNDAY-SCHOOL TeaCHERS' INSTITUTE. 
 
 Wilder Course. 
 
 1. Jan. 9, 1805. Lecture on "Concert Exercises in the Sab- 
 bath-school," by Rev. J. H. Vincent. 
 
 [This lecture will be illustrated by the " Palestine Class " 
 method, with a recitation on "The Bible Lands.] 
 
 Business meeting. 
 
 3. Jan. 16. " The Teacher in the Preparation of his Lesson." 
 An address, with illustrations, by Rev. E. A. Pierce. To be 
 followed by general conversation on the subject. 
 
 3. Jan. 33. Specimen lesson : "The Temptation of Christ," 
 Matt, iv, 1-11, by Rev. E. G. Taylor. 
 
 [Twenty minutes Avill be devoted to a criticism of the method 
 adopted by the conductor of the lesson ; to be followed by a 
 conversation on the subject of " Order in Sabbath-Schools." 
 
 4. Jan. 39. Lecture on "The History of the Bible." 
 
 [An analysis of the lecture will be given on the blackboard, 
 and the class exercised in a concert drill upon it.] Thirty 
 minutes spent in a soci;il interview. 
 
76 Sunday- School Tkacheks' Institute. 
 
 5. ¥('h. G. Preparation Class: Subject, "Tlie four thousand 
 leil," Matt. XV, 29-39. 
 
 [In this exercise all members are expected to bring some facts 
 or suggestions ilkistrative and exphmatory of the lesson. 
 
 On this evening the " Question Drawer " will be opened, at 
 Avliich time any practical difficulties in the organization, gov- 
 ernment, and instruction of Sunday-schcols may be proposed 
 and discussed. 
 
 G. Feb. 13. Lecture on the " Teacher's Qualifications," by J. 
 L. Pickard, Esq., Superintendent of Public Schools. Conversa- 
 tion on the topic of the lecture for twenty minutes. 
 
 Business meeting. 
 
 7. Feb. 20. AValks about Jerusalem. [In this exercise the 
 blackboard, maps, photographs, stereoscopic views, etc., will 
 be employed. 
 
 8. Feb. 27. The Infant Class : A specimen exercise, followed 
 by conversation. 
 
 Social interview for thirty minutes. 
 
 9. March 6. Lecture on " What and How to Teach in Sun- 
 day-School," by J. S. Dennis, Esq. 
 
 Conversation on topic of lecture for twenty minutes. Busi- 
 ness meeting. 
 
 10. March 13. Model Adult Bible Class: Subject, "Char- 
 acter of Peter." Criticism for twenty minutes. Conversation 
 on " Sunday-School Kooms and Furniture." 
 
 11. March 20. Lecture on "The Teacher's Office," by Rev. 
 D. P. Kidder, D. D. 
 
 [After the lecture the class wall spend thirty minutes in col- 
 lecting scriptural texts, allusions, illustrations, etc., descriptive 
 of the true teacher.] 
 
 12. March 27. Specimen Lesson: Subject, "The Conversir)n 
 of Saul." Business meeting. 
 
 13. April 3. Preparation Exercise on " The Domestic Habits 
 of the Bible Times, as illustrated by the present habits of the 
 East." 
 
 The first meeting of the institute will be hold in the prayer 
 room of the Young Men's Christian Associaticm, unless the at- 
 tendance shall be large enough to justify the opening of the 
 lectuie-room of the First Methodist Episcopal Church in the 
 same building. E. W. IIawley, Secretanj. 
 
Sunday- School Teachers' Institute, 77 
 
 Concerning this ])rogi*annne tlie Chicago ''Sunday- 
 School Quarterly " for July, 1865, says : 
 
 The North- western Sunday-School Teachers' Institute, 
 Hk! orgauizatioii of wiiicli was annoiinced m the January 
 number of the Quarterly, has proverl a gratifying success. 
 Over seventy regular students are reported. [Then follows a 
 report of the winter course.] 
 
 The summer course commenced May 22, by a geographical 
 recitation on "The Wanderings of Israel." 
 
 The sec(md session was held June 5. A Scripture lesson 
 was given by Rev. J. H. Vincent : Subject, " The Transfigura- 
 tion of Christ." The following is the remainder of the course 
 for the year: 
 
 July 10. Lecture and concert recitation on " The Historic 
 Books of the Old Testament." 
 
 Aug, 7. Lecture and concert recitation on '• The Prophetic 
 Books." 
 
 Sept. 4. At 3 o'clock P. M., Special Juvenile CLiss. 
 
 Sept. 4. At 8 o'clock P. M., Lecture on " The History of the 
 Sunday-School Movement." 
 
 Sept. o. At 9 o'clock A. M., Bible study, " Saul at Endor." 
 
 Sept. 5. At 3 o'clock P. M., G-eonraphical recitation, " The 
 Captivity of Israel." 
 
 Sept. 5. At 8 o'dock P. M., " Tlie Model Sunday-School 
 Illustrated." 
 
 Oct. 2. Lecture and concert recitation on " The Historic 
 Books of the New Testament." 
 
 Nov. G. Bible study, " Job, first chapter." 
 
 Dec. 4. First anniversary. Lecture on "Teaching." 
 
 Autumnal Reunion 
 Of the Chicago Sunday-School Unmi, the Cook County Stinday- 
 School Convention, and the North-ic ester n Sunday- School Teach- 
 ers' Institute, Tuesday, Wednesday,. Thursday, and Friday, 
 JVoveniher 7-10, 1865, at the First Methodist Ejnscopal Church, 
 Chicago, III. 
 
 Order of Exercises. 
 1. General meeting, Tuesday evening-, November 7, audience 
 room. E. S. Skinner, Esq., Pjesident of Chicago Sunday-School 
 
78 Sunday- School Teachers' Institute. 
 
 Union, in the Cliair. Addresses by Rev. W. B. Wright, Rev. 
 E. J. Goodspec'd, Rev. O. H. Tifl'any, D. D., and Rev. Frederick 
 T. Brown, D. D. Singing by the Snnday-School Quartette Club 
 and the congregation. Exercises will commence precisely at 
 7.30 P. M. 
 
 2. Cook County Sunday-School Convention, Wednesday, 
 A. M., November 8, lecture room. 
 
 Programme. 
 
 9.30 to 10, Devoticmal. 
 
 10 to 10.45, Temporary organization ; Permanent organiza- 
 tion. 
 
 10.45 to 11.55, Discussion: ^' How shall we reach the children 
 of Cook County with the Gospel and its means of culture ? " 
 
 11.55, Adjourn to noon meeting, Young Men's Christian As- 
 sociation Rooms. 
 
 Wednesday, P. M., Lecture Room. 
 
 2.30 to 2.45, Opening ser\dce. 
 
 2.45 to 3.30, Discussion : " How shall we more deeply in- 
 terest the Church in the Sunday-school, and how increase our 
 adult classes ? " Essay by Rev. J. M. K. Looker. 
 
 3.30 to 4, Discussion : "Is it practicable to introduce a uni- 
 form system of lessons into all our Sunday-schools?" Opened 
 by G. W. Perkins, Esq. 
 
 4 to 4.15, Singiug. 
 
 4.15 to 5, Discussion : " What are the princij^al difficulties 
 experienced in the prosecution of the Sunday-school work, and 
 how may they be obviated ? " 
 
 Wednesday Evening. 
 
 Evenino- of prayer for the Sunday-school. [Special request 
 l)y the Committee of the Cook County Sunday-School Conven- 
 ti<m.] As this is the evening usually spent by the Churches in 
 the regular Church prayer-meeting, we have decided to hold 
 no general meeting ; and we respectfully request all pastois of 
 the city and county to call the attention of their Churches to 
 the Sunday-school cause. Let the following topic be presented 
 at every meeting throughout the city and county for practical 
 and very brief suggestions : " How shall we secure the spiritual 
 results whidi, as Sunday-school workers, wc have a right to 
 
Sunday-School Teachers' Institute. 79 
 
 expect, ? " Will the pastor or other person take brief notes of 
 the suggestions offered, and be prepared to present them at the 
 meeting of the Convention on Thursday morning? We re- 
 quest prayers in behalf of all pastors and Sunday-school officers ; 
 in behalf of adult, juvenile, and infant classes; of converted 
 scholars, and especially of the unconverted ; in behalf of mis- 
 sion-schools, and of the thousands of children in our city and 
 county who are not reached as yet by Sunday-school influence. 
 
 Thursday, A. M., November 9, Lecture Room. 
 
 10 to 10.45, Opening exercises and transaction of business. 
 
 10.55 to 11.55, Reports from the various prayer-meetings of 
 last evening with especial reference to the topic, '' How shall 
 we secure the spiritual results which, as Sunday-school workers, 
 we have a right to expect ? " 
 
 11.55, Adjourn for noon prayer-meeting. 
 
 3. North-western Sunday- School Teachers Institute, 
 Thursday, P. M., lecture room. 
 
 3.20 to 3, Opening exercises. 
 
 3 to 3.45, Bible study : " Elijah and the Prophets of Baal." 
 Conducted by Mr. William Lawrence. 
 
 3.45 to 4.15, Conversation on methods of Bible teaching. 
 4.15 to 5, Lecture on the inspiration of Scripture by Rev. C. 
 H. Fowler. 
 
 Thursday Evening, Audience Room. 
 
 7.30 to 8.30, The model Sunday-school described and illus- 
 trated. [A school of twenty classes, and over one hundred 
 scholars, will assemble in the Church and hold a regular ses- 
 sion.] 
 
 Friday, P. M., Lecture Room. 
 
 2.30 to 2.45, Opening exercises. 
 
 2.45 to 3.30, An object lesson by Miss M. E. Davis. 
 
 3.30 to 4, Conversation on object teaching. 
 
 4 to 4.30, Geographical recitation. Subject : " Hebron." 
 
 4. Annual Festival and Sociable of the Chicago Sunday- 
 School Union, Friday evening, November 10, at Bryan Hall. 
 
 
 
so Sunday- School Teachers' Institute. 
 
 Refreshments, music, and adflresses. Philip Phillips, of Cincin- 
 nati, the swett singer of the Snnday-Scliool Israel and author 
 of " Musical Leaves,'' uill sing several pieces. Tickets of ad- 
 mission, including a supper check, $1. 
 
 QuiNCY SuNDAY-ScnooL Teachers' INSTITUTE, Saturday 
 afternoon^ Novemher 25, 1805. The model Sunday-school de- 
 scribed and ilbistruted. 
 
 Programme. 
 2.30 to 2.45, Singing by the congregation. 
 2.45 to 3.45, A Sanday-school session. 
 Name of school : "The Institute Sunday-School." 
 Officers : J. H. Vincent, Superintendent ; Thomas Pope, As- 
 sistant ; A. C. Skinner, Secretaiy ; G. W. Foss, Treasurer ; S. P. 
 Church, Librarian ; Dr. Talcott, Chorister. 
 
 The audience is requested — 1. To join with the school in 
 singing. 2. To maintain perfect order during the thirty minutes 
 spent l)y the school in Scripture study. 
 
 The Institute Sunday-School, Saturday afternoon, November 25. 
 
 Order or Exercises. 
 
 I. Opening. 
 
 1. Singing. 
 
 2. The Beatitudes read by the assistant superintendent and 
 the school. (Matt, v, 1-10.) 
 
 3. Prayer, (the entire school standing.) Close by repeating 
 in concert the Lord's Prayer. 
 
 4. Singing. 
 
 5. Roll of teachers. 
 
 II. Bible Study. 
 
 1. Announcement of the lesson. 
 
 2. Preparatory prayer. 
 
 3. Study for thirty minutes. 
 
 4. Recitation of the Golden Text. 
 
 5. General Review. 
 
 III. Cldsing 
 1. Singing. 2. Closing s:rvice. 
 
 Let the whole school rise at the signal and repeat the follow- 
 ing : "Let the words of my mouth and the meditation of my 
 
Sunday- School Teachers' Institute. 81 
 
 heart be acceptable in thy sight, O Lord, my strength and Re- 
 el temcr/' 
 
 Then the superintendent shall say : '"The Lord watch be- 
 tween me and thee when we are absent one from the other/' 
 
 Bell signals: One stroke, "silence," or ''be seated." Two 
 strokes, whole school rise. Three strokes, teachers only rise. 
 
 The Lesson, Matt, v, 1-10. 
 
 Golden Text,. verses 6, 8. 
 
 3.45 to 4, Geographical recitation : " The Wanderings of 
 Israel." 
 
 4 to 4.15, Question-Drawer Opened. 
 
 4.15 to 5, Business. 
 
 M. E. S. S. Teachers" Institute of Washington and George- 
 town, D. C. Foundry M. E. Churchy Tuesday^ May 15, 1867. 
 Scriptural Study : The Childhood and Youth of Jesus. 
 Institute Text-Book : Helpful Hints for the Sunday- 
 School Teacher. 
 
 I. Tuesday Morning, The Student-Teacher. 
 
 I. Introductory. 
 Opening services, 9 to 9.15. 
 
 II. The Teacher s Acquisition of Knoicledge. 
 
 1. Remarks, 9.15 to 10.15. 
 
 (1.) Why does a Sunday-school teacher need a general jDi'e- 
 2)aratory training in order to teach specific lessons successfully'- ? 
 
 (2.) What does this general prepaiatory tiaining comprise ? 
 
 (3.) Why docs an educated Sunday-school teacher need 
 special preparation for each lesson ? 
 
 (4.) What are some of the best methods for studying the word 
 of God? 
 
 2. Reading exercises, 10.15 to 10.45. "Helpful Hints."' 
 C. v., page 16. 
 
 3. Preparation exercises, 10.45 to 11.10. 
 
 (1.) Examine the accounts we have of Christ's birth and 
 youth; when, where, and by whom written ? 
 
 (2.) Analyze and arrange these accounts in several distinct 
 topics. 
 
 (3.) Study as in preparation for teaching, Luke ii, 8-14, 
 "The w^onderfal watch-nit^ht."' 
 
82 Sunday- School Teachers' Institute. 
 
 III. The Teacher communicating Knowledge, 
 
 1. Essay, 11.10 to 11.2.). ITow shall we hold the attention 
 of our scholars ? 
 
 2. Remarks, 11.25 to 11.35. 
 
 3. Specimen lesson, 11.35 to 12. "From star to star, or wise 
 men in search of Jesus," Matt, ii, 1-11. 
 
 4. Reading exercise, 12 to 12.15. " Helpful Hints," C. VII, 
 page 28. 
 
 II. Tuesday Afternoon, Sacred Geograj)hy and Antiquities. 
 I. Introductory. 
 Opening services, 2.30 to 2,45. 
 
 II. Uses^ Methods, and Illustrations. 
 
 1. Remarks, 2.45 to 3.15 : (1.) Of what advantage to the 
 Bible student is the study of sacred geography ? (2.) Is it 
 proper to make it a subject of Sunday-school study ? (3.) How 
 sliall we teach this and kindred topics so as not to interfere 
 with the spiritual objects of the Sunday-schools? 
 
 2. Studies in sacred geography and antiquities, 3.15 to 4.30 : 
 (1.) What civil and religious laws existing in the times of 
 
 Christ are indicated in the lessons for the day ? (2.) What an- 
 cient manners and customs ? (3.) What places are mentioned ? 
 (4.) Trace the journeys of Jesus during his youth. (5.) Exer- 
 cise on "The Mountains of Jesus." (6.) The Palestine class 
 described and illustrated. 
 
 The Question-Drawer Oi^ened. 4.30 to 5. 
 
 III. Tuesday Evening, Miscellaneous. 
 
 I. Sunday-School Teachers'' Prayer Circle. 7.30 to 8. 
 
 II. Infant Class. 8 to 8.30. 
 
 III. Question Drawer. 8.30 to 9. 
 
 New York Sunday-School Institute, 
 To he held at the Reformed Dutch Church {corner of 5th Ai^enue 
 
 and 2dth street, New Yorlc) on Sunday, Monday, Tuesday, Wed- 
 
 nesday, Thursday., and Friday evenings^ March 17-22, 1867. 
 
 Conductor : Rev. J. H. Vincent. 
 
 Lectureis and Teachers: Rev. T. E. Vermilye, D. D.,LL.D. ; 
 Rev. S. H. Tyng, D. D. ; Rev. Howard Crosby, D. D. ; Ralph 
 
Sunday-School Teachers' Institute. 83 
 
 Wells, Esq. ; R. G. Pardee, Esq. ; Andrew A. Smith, Esq. ; Rev. 
 T. W. Chambers, D. D. ; K A. Calkins, Esq.; John 8. Hart, 
 LL. D. ; Rev. C. 8. Robinson, D. D. ; Rev. S. H. Tyng, Jr. ; Rev. 
 H. D. Ganse ; Rev. R. J. W. Buckland ; Rev. William M. 
 Paxton ; Rev. Dr. Anderson ; Rev, W. T. Sabine. 
 
 Musical Director : Professor Philip Pliillips. 
 
 Committee of Arrangements : S. 8. Constant, Peter Balen, 
 William Phelps, Baptist; Caleb B. Knevals, Francis R. Batch- 
 elder. Congregational; Theophiliis A. Brouwer, Joseph B. 
 Lockwood, Richard Amerman, Reformed Dutch; William B. 
 Northrup, Riley A. Brick, William Harmon Brown, Episcopal; 
 William W. Cornell, B. C. Wandell, William K. Peyton, Meth- 
 odist; J. W. Lester, John E. Parsons, William F. Lee, Pres- 
 iyterian. 
 
 Theophelus a. Brouwer, Chairman. 
 
 Joseph B. Lockwood, Secretary. 
 
 To the Friends of fhe Sunday-School 
 
 By the accompanying programme you will see that arrange- 
 ments have been made for holding an institute for the benetit 
 of all who are interested in the extension and improvement of 
 our Sunday-school work. We cordially invite you to attend 
 these meetings. If practicable, be regularly and punctually 
 present. Seek the Divine blessing upon all the services, re- 
 membering that " Except the Lord build the house, they labor 
 in vain that build it." You will also find it profitable to bring 
 with you a Bible, a blank-book and pencil for taking notes. 
 
 Afternoon sessions will be held for lectures, practice-lessons, 
 the " question-drawer," etc., if a sufficient number of teachers 
 will pledge themselves to attend. 
 
 Programme. 
 Sunday Evening, March 17, at half past 7 o'clock. 
 Preliminary sermon by Rev. T. E. Vermilye, D.D., LL.D. 
 
 First Session, Monday Evening. 
 
 7.00. Devotional exercises, conducted by Rev. J. H. Vincent. 
 Subject: " Our Homes." 
 
84 Sunday- School Teachers' Institute. 
 
 7.30. Introductory address : "The Object of Sunday-School 
 Teaching," by Rev. S. H. Tyng, D. D . 
 
 8.00. fex( rcise in sacred toiDOgr.iphy, by Rev. J. H. Vincent. 
 8.15, Serial questions: 
 
 1. " What are the objects of the Mission Sunday-school ? " 
 
 2. " What ar^ the objects of the Churcli Sunday-school ? " 
 [Brief written answers to the above questions are requested 
 
 from the audience. They will then be relerred to a committee, 
 and reported at the second session.] 
 
 8.30. "The Relation of the Pastor and Church to the Sunday- 
 School," by the Rev. Howard Crosby, D. D. 
 
 Second Session, Tuesday Evening. 
 
 7.00. Devotional exercises, conducted by Rev. William M. 
 Paxton. Subject: " Our Unconverted Scholars." 
 
 7.20. Report of Committee on '' The Objects of the Sunday- 
 Scliool." 
 
 7.30. The Model Superintendent Described, by R. G. Pardee, 
 Esq. 
 
 7.55. The Duties of Sunday- School Teachers to the Super- 
 intendent, by Andrew A. Smith, Esq. 
 
 8.20. Defects in Sunday-School Teaching, by Rev. H. D, 
 Ganse. 
 
 8.50. Order of Exercises in Sunday-School. 
 
 [ReiDorts will be made from four schools.] 
 
 Third Session, Wednesday Evening. 
 
 7.00. Devotional exercises, conducted by Rev. Dr. Anderson. 
 Subject : " Sunday-School Teachers." 
 
 7.30. Bible Illustratious, by Rev. S. 11. Tyng, Jr. 
 
 8.0Q. Infant class lesson, conducted by Ralph Wells, Esq. 
 
 8.50. Blackboard, Picture, and Object Teaching, by R. G. 
 Pardee, Esq. 
 
 Fourth Session, Thursday Evening. 
 
 7.00. Devotional exercises, conducted by Rev. W. T. Sabine. 
 Sul)ject: "Mission Sunday-Schools." 
 
 7.20. Sacred geography. 
 
 7.45. Bible class lesson, conducted by Rev. C. S. Robin- 
 son, D. D. 
 
 8.30. Serial questions : 
 
Sunday- School Teachees' Institute. 85 
 
 1. "Why sliould our Sunday-scliool Teachers receive some 
 preparatory training for their work ? "' 
 
 2. " What should this training comprise?" 
 
 8.45. Address to Sunday-school Teachers, by John S. 
 Hart, LL. D. 
 
 Fifth Session, Friday Evening, 
 
 7.00. Devotional Exercises, conducted by Rev. T. W. Cham- 
 bers, D. D. Subject: " Educational Institutions." 
 
 7.20. Report of Committee on '• The Training of Sunday- 
 school Teachers." 
 
 7.35. Address on " Teacher-Training," by Rev. J. H. Vincent. 
 
 8.05. Address on *' The Secular Scliool and the Sunday- 
 School," by K A. Calkins, Esq. 
 
 8.35. Address on " Teachers' Meetings," by R. G. Pardee, Esq. 
 
 9.00. Closing address by Rev. R. J. W. Buckland. 
 
 East Gesesee Conference 
 
 Sunday-School Trhining Institute, Geneva, New Yorh, (1867.) 
 
 I. The Pulpit and Sunday-School, Friday P.M., July 19. 
 
 2.30. -Opening service. 
 2.45. Introductory address. 
 3.15. The Pulpit : 
 
 1. What is its distinctive mission? by Rev. F. G. Hib- 
 bard, D. D. 
 
 2. How does its work differ from that of the Sanday- 
 School ? by Rev. J. D. Steele, A. M., of Elmira. 
 
 3. The Pulpit in the Sunday-School. 
 
 4. How may the Pulpit and the School render the most 
 efiicient service to each other ? by Rev. D. W. C. HunN 
 ington, of Rochester. 
 
 [The above topics will be open to discussion in brief papers, 
 addresses, free conversation, etc. Let all be prepared to make 
 some contribution to this exercise.] 
 
 II. The Family and the Sunday-School, Friday Evening. 
 
 7.45. Opening service. 
 8.00. The Family : 
 
 1. Its religious mission, by Rev. J. Alabaster, A. M. 
 
 2. Defects of the modern family. 
 
86 Sunday- School Teachers' Institute. 
 
 3. How may the Sunday-school aid the family ? 
 
 4. How may the family aid the Sunday-school ? 
 
 5. The Family Altar, by Rev. W. H. Goodwin, D. D. 
 
 III. The Mission Sunday-School, Saturday, A. M. 
 8.30. Opening sei-vice. 
 
 8.40. The Mission Sunday-School defined, by Rev. J. H. 
 Vincent. 
 
 8.55. Tlie Duty of the Methodist Episcopal Minister to or- 
 ganize Mission Schools, by Rev. C. Z. Case, A. M. 
 
 9.15. The irreligious, Popish and neglected populations of 
 our land. What can we do for them ? 
 
 IV. The Church Sunday-School, Saturday, A. M. 
 10.05. Principles of Sunday-School Organization. 
 
 10.45. The Duties of Church Members to the Sunday-School, 
 by James S. Ostrander, Esq., Albany. 
 
 11.10. The Missionary Cause in Sunday-School, by Rev. D. D. 
 Buck, D. D. 
 
 11.40. The Church Class and the Sunday-School. 
 
 V. Sunday-School Officers and Teachers, Saturday, P. M. 
 9.30. Opening service. 
 2.40. Topic presented by Rev. S. J. Rogers, A. M., of Geneva. 
 
 1. The model Sunday-school Superintendent. 
 
 3.00. Topic presented by Rev. A. A. Wood, D. D., of Geneva. 
 
 2. The model Sunday-school Teacher. 
 3.20. Topics presented by Rev. J. H. Vincent. 
 
 3. The teacher prepared for his work. 
 
 4. The Sunday-school Home Normal Class. 
 4.00. Open discussion of the above topics. 
 4.30. Blackboard exercises. 
 
 VI. A Pilgrimage to Palestine, Saturday Evening. 
 
 7.45. Opening seiTice. 
 
 8.00. Songs and recitations by a ckss. 
 
 8.20. Blackboard outline of a tour through Palestine. 
 
 VII. Special Services, Sabbath. 
 
 [To be arranged by the committee and announced on Satur- 
 day.] 
 
Sunday- School Teachers' Institute. 87 
 
 VIII. Bible Study and Teaching, Monday, A. M. 
 9.00. HaTif hour of prayer and soDg. 
 9.30. Preparation class, '^ The Transfignration." 
 10.00. Teaching defined. 
 10.30. Methods of teaching. 
 11.00. Blackboard exercises. 
 
 IX. Teaching, Monday, P. M. 
 
 2.30. Opening services. 
 
 2.45. Exercises in sacred geography. 
 
 3.15. Methods of teaching. 
 
 4.00. Question drawer. 
 
 X. Closing Exercises. 
 
 7.45. Oj)ening service, 
 
 8.00. Order of exercises in Sunday-school. 
 
 8.45. Farewell meeting. 
 
 Institute at Rochester^ New Yorl:^ Septemher 11-13, 1867. 
 Programme. 
 I. Introductory, Wednesday Evening, 7,45 o'clock. 
 Opening lecture by Kev. K. P. Jervis. Subject : " The Rela- 
 tion between Spiritual Character and Intellectual Growth." 
 
 II. Official Department, Thursday Morning, 9 o'clock. 
 Addresses, written notes and questions on the following 
 subjects : 
 
 1. The officers of the Sunday-school. 
 
 2. Manner of election. 
 
 3. Duties and trials of the librarian, treasurer, secretary, 
 chorister, and the several committees, by Dr. A. Mandeville 
 and Mr. Charles Airing. 
 
 4. Relation and duties of the Pastor to the Sunday-school. 
 
 Thursday Afternoon, 2.30 o'clock. 
 
 5. The superintendent. " Moses, the Hebrew Lawgiver and 
 Leader, as a Model," by Rev. J. E. Latimer. 
 
 6. The superintendent's difficulties. 
 
88 Sunday- School Teachers' Institl'te. 
 
 7. The Sunday-school teacher's duties to the officers of the 
 school. 
 
 8. Question-drawer. 
 
 9. General review. 
 
 III. Educational Department, Senioh Grade, Thursday 
 
 Evening, 7.45 o'clock. 
 
 1, Why should there be such a grade ? 
 
 2, Its relation to the remahider of the school. 
 
 3, Its teachers and lessons, by jNIr. James Vick. 
 
 4, How attract and retain youncr people and adults in our 
 Sunday-school ? by Rev. D. W. C. Huntington. 
 
 5, The normal section of the senior grade. 
 
 Juvenile Grade, Friday Morning, 9 o'clock. 
 
 1. System of lessons. 
 3. Preparation to teach. 
 
 3. Home-help in study, by Miss Carrie E. Tuttle. 
 
 4. Analysis of lessons. 
 
 5. Illustration, by Mr. J. Walton. 
 
 6. Holding attention, 
 
 7. Practical application, by Mr. T. G. Young. 
 
 8. Topical arrangement. 
 
 9. Blackboard and slate. 
 
 10. General review in Sunday-schooL 
 
 11. A specimen lesson. 
 
 12. Christ the model teacher. 
 
 Infant Classes, Friday Afternoon, 3.30 o'clock, 
 
 1. Sunday-school classification. 
 
 2. The infant class — its organization, teachers, room, ap- 
 paratus. 
 
 3. Infant cla^s lessons. 
 
 4. Question drawer. 
 
 IV. Sunday-School Accessories, Friday Afternoon, 3.45. 
 
 1. Architecture ; 3. Furniture ; 3. " Annual " or " Catalogue ; " 
 4. l*a-!tor's " Address ; " 5. Sunday-School Jourmd ; 6. " Our 
 
Sunday- School Teacheks' Institute. 89 
 
 Sunday-school Card ; " 7. Life Guard ; 8. Class of Honor ; 
 9. Cold Water Bands; 10. Rewaitls; 11. Missionaiy circles, etq. ; 
 12. Singing classes ; 13. Palestine class. 
 
 V. Institute Discipline. 
 
 Mnemonic Aids and Exercises. 
 [A portion of each session will he spent in drilling the Insti- 
 tute in the following- exercises. Let all prepare.] 
 
 1. The Ten Commandments. Exodus xx, 3-17. 
 
 2. The Lord's Prayer. Matt, vi, 9-13. 
 
 3. The Apostles' Creed. 
 
 I believe in God tlie Father Almighty, Maker of Heaven and 
 Earth ; and in Jesus Christ his only begotten son, our Lord, 
 wiio was conceived by the Holy Ghosr, born of the Virgin Mary' 
 suffered under Pontius Pilate, was crucified, dead, and buried ; 
 that he rose again the third day: that he ascendecl into iieaven' 
 and sittetli at the right hand of God the Father Alrtighty, and 
 from thence shall come again at the end of the world to judge 
 the quick and the dead. I believe in the Holy Ghost, the Holv 
 Catholic Clmrch, the communion of saints, the remission of 
 sins, the resurrection of the body, and everlasting life after 
 death. 
 
 4. Historic outline. 
 
 ^Antedil. - Disper. "'Abrah. "Mosa. 'Dislodg. "Allotm. 
 ' Viceger. judg. ^Imper. ^ Divns. ^" Captiv. "Home. '-Revers. 
 ^^Independ. '* Savi. '^Twelve Apos. 
 4004—2348=1056. 352. 425. 120. 356. 120. 575. 257. 80. 92. 70. 
 
 5. St. Paul. 
 
 Fint Exercise : The Apostle — was born in — a city of — in — . 
 His earlier name was — . Tlie change of his name Irom — to — 
 probably took place because of—. He says of himself: "I am 
 verily a man which am — , born in — , a city of—, yet brought up 
 in—, at the feet of — , and taught according to the^of the law of 
 the—." Again he «ays: " For I also am an — , of the seed of — , 
 of the tribe of — ." And again : " An Heb — of the — ; as touch- 
 ing the law, a — ; concerning zeal, — the Church ; touching the 
 righteousness which is in the law — ." By trade Saul was a — . 
 He was present at the martyrdom of — ; j)robably protecting 
 the — of those that— the holy man. Saul was converted at — , 
 whither he w^cnt breathing out — and — against the — .'' He 
 carried with him — to — to the — from the — , authorizing him 
 '•if he found any of — whether they were — or — ,"' to "brir.g 
 them — unto — .'' After his entrance into — he stopped at the 
 
00 Sunday- School Teachers' Institute. 
 
 house of— in — street Avliere he "was — days without — and nei- 
 ther did — nor — . By divine command a certain disciple at — - 
 •named — visited and counseled Saul. And straightway Saul 
 "preached — in the — , that he is the — of—." This occurred 
 probal>ly about A. D. — After tills Saul went into — and returned 
 again to — . He then went up to — and abode — days. This 
 was about — years after his conversion. From Jerusalem he 
 went by way of — to — . From — he came to — in — , and thence 
 on a mission of relief to the disciple's in — . After this Paul 
 made— great missionary tours. He went finally from — to — and 
 thence by sea to — , where he, though a prisoner, " was suffered 
 to dwell by — with a — that kept him." Tradition says he died 
 a martyr in — al>out A. D. — . 
 
 Second Exercise^ Early Journeys : 1. Saul from T — to J — . 
 2. J— to D— , 136 ni. 3. D— to A—, and return to D— . 
 4. D — to J — , C — , T — , and thence to A — . 5. On mission 
 of relief from A — to J — , and return. 
 
 6. Rules for teaching, by Mr. Fitch, of London : 
 
 (1.) Never to teach what you don't quite understand. 
 (2.) Never to tell a child what you could make him tell you. 
 (3.) Never to give a piece of information without asking for 
 it again. (4.) Never to use a hard word if an easy one will 
 convey your meaning, and never to use any word at all unless 
 you are quite sure it has a meaning to convey. (5.) Never to 
 begin an address or lesson without a clear view of its end. 
 (6.) Never to give an unnecessary command, nor one which 
 you do not mean to see obeyed. (7.) Never to permit any 
 child to remain in the class, even for a minute, without some- 
 thing to do, and a motive for it. 
 
 7. Dr. Wise's method of studying a lesson : 
 
 (1.) What are the relations of this text ? (2.) What is its 
 
 subject f (3.) What are the terms which describe the subject ? 
 
 (4.) What is affirmed or denied? (5.) What do the terms of 
 
 . affirmation or denial mean ? (0.) What is the doctrine or duty 
 
 taught in this text ? 
 
 8. Questions for parables : 
 
 c 
 
 ollateral Scripture? /"J onduct described? 
 
 iroumsbances of pjirable? I ' onsequences recorded? 
 
 ustoms referred to? It entral thought? 
 
 haracters introduced? \J onclusions, doctriiiiil and practical? 
 
 9. Freeman on the use of illustrations. 
 
 (1.) lUustraticms should be selected within range of juvenile 
 thought and knowledge. (2.) Must be given in clear and sim- 
 
Sunday- School Teachers' Institute. 91 
 
 pie langnac^c. (3.) Must be applicable to the case in hand. 
 (4.) ShouUl not be trifling or ludicrous. (5.) Should be made 
 as brief as is consistent with clearness. (6.) Should be care- 
 fully selected in the preparation of the lesson. (7.) Visiljle illus- 
 trations should be as appropriate and attractive as possible.= 
 1. Maps and pictures, (the best that can be procured.) 3. Ob- 
 jects presented from nature and art. 
 
 ScRANTON Sunday-School Institute, Noveiriber^ 1867. 
 Preliminary. 
 
 1. Children's reunion, at the Presbyterian Church, Sab- 
 bath P. M., 3.15 o'clock. 
 
 2. Introductory sermon, "Christ the Model Teacher," Sab- 
 bath evening, 7 o'clock. 
 
 3. Lecture, " Palestine — the Memorial Land," (an account of 
 a trip from Joppa to Jerusalem and Damascus in the spring of 
 1803.) Monday evening, 7 o'clock. 
 
 4. The Institute prayer-meeting, 4.30 P. M., on Tuesday. 
 
 5. Institute work. 
 
 I. Lectures 
 Will be delivered upon — (1.) Sunday-school organization and 
 order. (2.) Home, pulpit, and school. (3.) The call, qualifi- 
 cations, and culture of Sunday-school teachers. 
 
 II. Scripture Studies. 
 (1.) In preparation-classes. The Institute will be divided 
 into six or more classes, and, under the direction of as many 
 teachers, will examine some selected Scripture lessons, after 
 which reports and criticisms upon the methods adopted will be 
 received. (2.) In lecture lessons on sacred geography, ar- 
 chsBology, etc. 
 
 III. Experimental Teaching. 
 
 (1.) Of infant class. (2.) Of juvenile class. (3.) Simultane- 
 ous teaching, illustiated in lessons from the catechism, general 
 review, Palestine class, etc. 
 
 rV. Conversation and Illustrations. 
 (1.) Holding attention. (2.) Questioning. (3.) Heading. 
 (4.) Memorizing. (5.) Drawing lessons. (6.) Analysis. (7.) II- 
 
92 Sunday- School Teaciieiis' Jnstitlte. 
 
 lustration. (8.) Application. (9.) Topical arrangement. 
 (10.) 01)ject illustration. 
 
 V. Imtitute Discipline. 
 
 Tlie members of the Institute will spend some time in drill 
 upon the following: (1.) The books of tlie Bible. (2.) The 
 history of the Jews. (3.) The Bible lands. (4.) The geog- 
 raphy of Palestine, (o.) The tabernacle and its service. 
 
 Brooklyn Sunday-School Institute. 
 
 To he held in the Reformed Dutch Churcli^ on the Heights^ Pierre- 
 po7it-street, near Henry-street^ Brooklyn^ L. /., Deceniber 16-20, 
 1887. Rev. J. H. Vincent, Conductor. 
 
 Committee of Arrangements : 
 
 S. L. Parsons, Chairman; A. D. Matthews, A. B. Capwell, 
 M. Dupuy, I. A. Barker, John Young. 
 
 General Meetings on Monday and Friday Evenings. 
 
 Normal Class Exercises on Tuesday, Wednesday, and Thurs- 
 tlay Afternoons and Evenings. 
 
 Board of Instruction : 
 
 Rev. J. H. Vincent, Conductor. Rev. Z. Eddy, D. D., Brook- 
 lyn ; Rev. George L. Taylor, Biooklyn ; Rev. J. Clement French, 
 Brooklyn ; Rev. J. B. Thomas, Brooklyn ; Rev. W. I. Buding- 
 ton, D. D., Brooklyn ; Rev. D. R. Brewer, Brooklyn ; Rev. C. S. 
 Robinson, D. D., Brooklyn ; Rev. K E. Smith, D. D., Brooklyn ; 
 Rev. Robert Lowry, Brooklyn ; Rev. Wayland Hoyt, Brooklyn ; 
 Rev. E. O. Andrews, D. D., Brooklyn ; Rev. T. Sewall, D. D., 
 Brooklyn ; Rev. C. H. Everest, Brooklyn ; Rev. E. Eggleston, 
 Chicago, 111.; W. B. Bradbury, Esq., Bloomfield; Rev. Charles 
 Yu Knox, Bloomlield ; Rev. T, D. Anderson, D. D., New York ; 
 N. A. Calkins, Esq., New York ; James Strong, S. T. D., Flush- 
 ing ; Rev. Alfred Taylor, Philadelphia; A. A. Smith, Esq., 
 Railway ; W. H. Sutton, Jersey City ; Rev. O. H. Tiftany, D. D., 
 New Brunswick ; R. W. Raymond, Esq., Brooklyn. 
 
Sunday- School Teachers' Ixstitl'te. 03 
 
 The music books used will be the "Clarion" and "Fresh 
 Laurels," kindly furnished by W. B. Bradbury, Esq. The 
 blackboards used arc kindly furnished by J. W. Schermerliom, 
 Esq., 430 Bro()nie-stre;.t, New York. 
 
 Announcements. 
 
 1. Object.— It is the design of this Institute to aid parents, 
 pastors, Sunday-school teachers, and other Chui'ch officers in 
 the boly and delightful work of building up the Church of 
 God. 
 
 2. Prayer. — " Except the Lord build the house, they labor in 
 vain that build it." Psalm cxvii, 1. " Continue in prayer, and 
 watch in the same with thanksgiving.' Col. iv, 2. 
 
 3. Parictiuil.ti/. — The hours and place of meeting are indi- 
 cared elsewhere. Let all earnest teachers resolve to be regular 
 and punctual in attendance. 
 
 4. Apparatus. — Each person should have a Bible, a blank- 
 book, Bible maps, and a lead pencil. 
 
 5. Queries and Suggestions. — Send your questions and written 
 suggestions on all subjects to the conductor's table, or to the 
 question box at the door. 
 
 G. Normal Glass Section. — Tiie body of the church will be re- 
 served for the normal class section. 
 
 Scheme. — The general outline followed in the discussions 
 and illustrations of the Institute may be found on page 48 of 
 this volume. 
 
 I. First General Meeting, Monday Evening. 
 
 President for the evening, Hon, Samuel Booth, Mayor of 
 Brooklyn. 
 
 7.30, Ope-jing exercises. Conducted by Rev. J. H. Vincent. 
 
 7.45, The Bible in the Family. Address by Rev. Z. Eddv, 
 D.D. 
 
 8.05, The Bible in the Closet. Ajo. address by Rev. G. Lansing 
 Taylor. 
 
 8.30, The Bible in the Congregation. Address by Rev. J. 
 Clement French. 
 
 8.50, The Bible in the Sunday-school. Addi-ess by Rev. J. 
 B. Thomas, D. D. 
 
 Musical director, George Stowe, Esq. 
 
94 Sunday- School Teachers' Institute. 
 
 II. First Normal Class Exercise, Tuesday Afternoon. 
 2.30, Opening exercises. Conducted by Rev. J. M. Buckley. 
 2.45, Manners and Customs in tlie times of the Saviour. 
 Address by Rev. W. I. Budington, D. D. 
 
 3.10, The Teachers' Meetings. Presented by Rev. E. Eggle- 
 ston. 
 
 3.35, The Teachers' Meeting Illustrated. The Institute will 
 be divided into ten preparatory classes or teachers' meetings ; 
 tliese will be placed under the direction of the following gen- 
 tlemen, who will illustrate their methods of conducting teach- 
 ers' meeting.-;, and of preparing Scripture lessons. Four of the 
 classes will study Matt, viii, 1-4; Four, Luke viii, 16-18 ; Two, 
 Romans viii, 14-18. 
 
 Teachers : 
 Matt, viii, 1-4. Luke viii, 16-18. 
 
 J. D. Reed, Esq., Rev. W. Hoyt, 
 
 A. B. Capwell, Esq., Rev. F. W. Osborn, 
 
 Rev. T. Sewall, D. D., Rev. S. T. Spear, D. D., 
 
 Rev. N. E. Smith, D. D., Rev. C. S. Robinson, D. D. 
 
 Romans viii, 14-18. 
 Rev. E, O. Andrew^s, D. D., Rev. J. Clement French. 
 4.00, Reports, criticisms, remarks. 
 Musical director, William Menzies Adams, Esq. 
 
 in. Second Normal Class Exercise, Tuesday Evening. 
 
 7.30, Opening exercises. Conducted by A. Woodruff, Esq. 
 
 7.45, Jesus the Model Teacher. An Essay by Rev. D. R. 
 Brewer. 
 
 8.05, Blackboard Exercises. By William H. Sutton, Esq. 
 
 8.25, Books, and other Apparatus, for the thorough Study of 
 a Lesson. Paper presented by Rev. C. S. Robinson, D. D. 
 
 8.50, The Sunday-school Teacher in the Preparation of his 
 Lesson. 
 
 Musical director, William Menzies Adams, Esq. 
 
 IV. Third Normal Class Exercise, Wednesday Afternoon. 
 
 2.30, Oi)ening exercises. Conducted by N. E. Smith, D. D. 
 
 2.45, Sunday-school Music. A paper by William B. Brad- 
 bury, Esq. 
 
Sunday- School Teachers' Institute. 95 
 
 3.00, Prayer in Sunday-school. Paper presented by Rev. 
 N. E. Smith, D. D. 
 
 3.20, Sunday-school Gradation. Paper presented by Rev. 
 Charles E. Knox. 
 
 3.50, Infant Class Exercises. 
 
 4.15, Qut'Stion-drawer. Oj^en to the topics which relate to 
 infant and primary class teaching. 
 
 ^[usical director, George S. Weeks, Esq. 
 
 V. Fourth Normal Class Exercise, Wednesday Evening. 
 
 7.30, Opening exercises. Conducted by Rev. Z. Eddy, D. D. 
 
 7.45, The Sunday-School Teacher; his Object, and what In- 
 formation he most needs. Paper presented by Rev. Thomas 
 D. Anderson, D. D. 
 
 8.10. Class teaching. The Use of Illustration. By Rev. C. 
 S. Robinson, D. D. 
 
 8.35, The Art of Teaching. By N. A. Calkins, Esq. 
 
 9.00, Stereoscopic Views of Palestine. By George R. Tre- 
 main, Esq. 
 
 Musical director, George S. Weeks, Esq. 
 
 VI. Fifth Normal Class Exercise, Thursday Afternoon. 
 2.30, Opening exercises. Conducted by Rev. E. O. An- 
 drews, D. D. 
 
 2.45, Importance of Sacred Geography. Paper presented by 
 James Strong, S. T. D. 
 
 3.10, Topography of Palestine. Address by Rev. Alfred 
 Taylor. 
 
 3.40, Journeys of Jesus. Address by Rev. Robert Lowry. 
 
 4.00, Journeys oi"Paul. By Rev. E. O. Andrews, D. D. 
 
 4.20, Journeys of Abraham, and Journeys of the Israelites. 
 By Rev. J. H. Vincent. 
 
 Musical director, D. P. Horton, Esq. 
 
 VII. Sixth Normal Class Exercise, Thursday Evening. 
 
 7.30, Opening Exercises. Conducted bv Rev. J. W. Sarles, 
 D.D. 
 
 7.45, Sunday-school Concerts. An address by Andrew A. 
 Smith, Esq. 
 
 8.05, Sunday-School Acces^orios. By R. W. Raymond, Esq 
 
Oe] Sunday- School Teachers' Institute., 
 
 8.25, Cities and Mountains of Palestine. Lecture and lesson 
 by Rev. T. Sewall, D. D. 
 
 8.50, Exercises in l>il)le Ilistor}^ By Rev. Alfred Taylor. 
 
 D.IO, The Sunday-school Tabernacle. Address by Rev. J. 
 H. Vincent. 
 
 Musical director, D. P. Horton, Esq. 
 
 VIII. Second General Meeting, Friday Evening. 
 
 President for the evening. Rev. J. H. Vincent. 
 
 7.30, Opening exercises. Conducted by Rev. George Thrall, 
 D.D. 
 
 7.45, Pastoral Work of the Superintendent and Teachera. 
 Address by Rev. Wayland Hoyt. 
 
 8.05, Sunday-school Teachers and Scholars at the Social 
 Meetings of tiie Church. Address by Rev. Charles H. Everest. 
 
 8.30, Home in the Sunday-school, and the Sunday-school in 
 the Home. Address by Rev. O. H. Tiffany, D. D. 
 
 Address by Rev. Z. Eddy, D. D. 
 
 Closing address. 
 
 Lowell 
 
 Methodist Episcopal Sunday- ScJiool Institute^ 
 {January^ 1868.) 
 
 First Session, Sabbath, 2.15 P. M. 
 Lecture to Sunday-school scholars. 
 Topic : MHPSPLLS— a story of Egypt and the Arabian Desert. 
 
 Second Session, Sabbath Evening, 6.30. 
 Lecture to parents, by Rev. J. H. Vincent. Topic : Our 
 Homes. 
 
 Third Session, Monday Evening, 7.45, 
 An evening of sacred song. St. PauFs Methodist Episcopal 
 Chuich. Concert by Mr. Philip Phillips. 
 
 Fourth Session, Tuesday Afternoon, 2.00. 
 1. Class exercise: The Value of Divine Truth. 2. Bible 
 study. Lesson in New Testament History : " The man blind 
 
Sunday- School Teachers' Institute. 97 
 
 from his birth," John ix, 1-7, 35-38. 3. ReiDorts, criticisms, 
 and remarks. 4. Exercise in Bible geogiaphy. 
 
 Fifth Session, Tuesday Evening, 7.45. 
 1. Report of the committee on the afternoon Bible study. 
 
 2. Illustrative exercise : The Teacher in his Study. 3. Ques- 
 tion-drawer. 4. Partial report of the general committee. 
 
 Sixth Session, Wednesday Afternoon, 4.00. 
 1. Bible study. Lesson from the Epistles: "Paul's Prayer 
 for the Church at Ephesus," Eph. iii, 14-21. 2. Reports, 
 criticisms, and remarks. 3, Infant class teaching, with illus- 
 trations. 
 
 Seventh Session, Wednesday Evening, 7.45. 
 1. Class exercise : The Jewish Tabernacle, with pictorial 
 illustrations. 2. Partial report of the general committee. 
 
 3. Question-draw^er. 4. Lecture on " Simultaneous Teaching," 
 with illustrations. 
 
 Eighth Session, Thursday Afternoon, 2.00. 
 
 1. Class exercise: The Life and Journeys of Paul, with illus- 
 trations. 2. Partial report of the general committee. 3. Sun- 
 day-school accessories. 
 
 Ninth Session, Thursday Evening, 7.45. 
 
 1. " Walks about Zion," an exercise on the map of Jerusalem. 
 
 3. Final report of the general committee. 3. Question-drawer. 
 
 4. The Call, Consecration, and Culture of Sunday-school Teach- 
 ers, a closing address. 
 
 The general committee of the Lowell Methodist Episcopal 
 Sunday-School Institute will hold three sessions (on Tuesday, 
 Wednesday, and Thursday mornings, at 10 o'clock) for con- 
 sultation upon the following practical topics : 
 
 1. Relation of the Sunday-school to the Church. 2. The 
 officers of the school, and t'le manner of their election. 3. The 
 Pastor's place in the school. 4. The duties and embarrassments 
 of the superintendent. 5. The duties of the Sunday-school 
 OiEcers and teachers to the Church. 6. Sunday-school teach- 
 
08 SuxDAY School Teachers' Institute. 
 
 ers' meetings. 7. Order of exercises in Sunday-school. 8. ITow 
 c:m we increase both the hitellectual and spiritual power of our 
 schools ? 
 
 All persons are earnestly requested to forward to the General 
 Committee written opinions and suggestions on the above 
 tojDics. We may have no time for their general discussion in 
 the Institute proper, but full reports will be presented by the 
 committee at tiie evening session. 
 
 New York 
 Methodist Episcopal Institute, {Jiine^ 1868.) 
 
 I. Announcements. 
 
 This Institute will be held under the auspices of the New 
 York City Sunday-School and Missionary Society of the Meth- 
 odist Episcopal Church. 
 
 Design of the Institute. — To awaken an inteiest among 
 all classes of our people in the great work of Bible investiga- 
 tion and Sunday-school training, to illustrate the best methods 
 of teaching, and to encourage and j)romote the organization of 
 normal classes in every Methodist EpiscoiDal Sunday-school in 
 our city. 
 
 Scheme. — There will be eight sessions of the Institute, as 
 follows: Five evening sessions, presenting the relations of the 
 Sunday-school work : 1. To parents. 2. To pastors. 3. To 
 superintendents. 4. To teachers. 5. To scholars. 
 
 Three afternoon sessions, illustrating the method of the Sun- 
 day-school work : 1. By the pastor. 2. By the superintendent. 
 3. By the teacher. 
 
 Programme. 
 I. Monday Evening, 7.45, Parents and Sunday-School. 
 
 1. Opening exercises. 2. Scripture words about home and 
 its work, a class exercise. 3. Words from the Sunday-school 
 to parents, by Rev. J. M. Buckley. 4. Words from parents to 
 the Sunday-school, by Rev. G. S. Hare. 
 
 II. Tuesday Evening, 7.45, Pastors and the Sunday-School. 
 
 1. Opening exercises. 3. Review of first session. 3. AYonls 
 of experience in Sunday-school work from pastors. Rev. D. O. 
 
SuxD ay-School Teachers' Institute. 99 
 
 Ferris, Rev. W. C. Steel, Rev. B. M. Adams, Rev. G. S. Hare. 
 4. Written questions and suggestions. 
 
 III. Wednesday Afternoon, Pastors at Sunday-School Work. 
 1. Opening exercises. 3. Simultaneous teaching illustrated. 
 A class of one hundred young persons Tvill be in attendance to 
 aid ill the ilUistration of this sul)ject. (1.) Teaching the cate- 
 chism. (2.) Sacred history and geography, by Rev. A. D. 
 Vail. (3.) Sacred archaeology, with pictorial illustrations, by 
 Rev. J. M. Freeman. (4.) 3Iissionary concerts. (5.) Scripture 
 recitations. 
 
 IV. Wednesday Evening, 7.45, Superintendent's Work. 
 
 1. Opening exercises. 2. A statement of the superintend- 
 ent's duties, by Mr. Joseph Longking. 3. His difficulties, by 
 Mr. J. Q. Maynard and other superintendents. 4. Written 
 questions and suggestions. 5. Review. 
 
 V. Thuesday, p. M., 2.00, Sunday-School Superintendents. 
 
 1. Opening exercises. 2. Order of Sunday-school services 
 illustrated. 3. General review of the lesson. 4. The teachers' 
 meeting. 
 
 VI. Thursday Evening, 7.45, Sunday-School Teachers. 
 
 1. Opening exercises. 2. Simultaneous lessons reviewed. 
 
 3. The Sunday-school teacher's work, by Rev. A. D. Vail. 
 
 4. The Sunday-school teacher s motives, by Rev. C. D. Foss. 
 
 VII. Friday, P. M., 2.00, Sunday-School Teacher at Work. 
 
 1. Opening exercises. 2. In preparation of the lesson. 3. In 
 teaching: (1.) Infant class. (2.) Juvenile class. 
 
 VIII. Friday Evening, 7.45, Sunday-School Scholars. 
 
 I. Opening exercises. 2. Adults as scholars in Sunday- 
 school, by Rev. B. M. Adams. 3. The duties of scholars to 
 the teacher and officers. 4. Closing words, by Rev. J. E. 
 Cookman. 
 
100 Sunday- School Teachers' Institute. 
 
 Michigan 
 
 Methodist Episcopal State Sunday- Scliool Normal Institute^ 
 {June, 1868.) 
 
 Scheme. — The exercises of the Normal Institute will be di- 
 vided into four classes : 
 
 First Class, Bible Study and Teaching. 
 
 Practical illustrations given as follows : 1. How to study a 
 lesson. 2. Preparing to teach. 3. Teaching infant and juvenile 
 classes. 4. Teaching adult classes, Tlie lessons to be employed 
 in the above illustrations are Num. xiv, 40-45 ; Prov. i, 24-33 ; 
 lleb. vi, 1-9. • Let all prejoare them thoroughly. 
 
 Second Class, Sunday-School Experience. 
 1. From Presiding Elders and Pastors. 2. From Superin- 
 tendents and other officers. 3. From parents, teachers, and 
 scholars. 
 
 Third Class, Institute Discipline. . 
 
 A class of sixty scholars, between the ages of eight and 
 fifteen, will be in attendance, illustrate, and conduct the In- 
 stitute in the following exercises: 1. Sunday-school music 
 2. Sacred history and geography. 3. Sacred Archaeology. 
 4. Missionary facts. 6. The Catechism. 
 
 Fourth Class, Miscellaneous. 
 
 1. Lectures. 2. Question-drawer. 3. Serial questions. 4. In- 
 stitute, organization and management. 5. Criticism. 6. Busi- 
 ness. 7. The Institute Journal— a paper to be prepared dur- 
 ing the Institute, and read at the final session. 
 
 Programme. 
 First Session, Tuesday Evening, 7.45. 
 
 1. Devotional. 2. Business. 3. Address of welcome. 4. Lec- 
 ture on the Intellectual Value of Spiritual Character, by Rev. 
 B. F. Cocker. 
 
Sunday- School Tp:achers' Institute. 10 1 
 
 Second Session, Wednesday, A. M., 9.00. 
 1. Bible study, one liour. 2. Sunday-school experience, 
 Presiding Elders and Pastois, one hour. 3. Institute discipline, 
 half an hour. 4. Miscellaneous, half an hour. 
 
 Third Session, Wednesday, P. M., 2.30. 
 
 1. Bible study, one hour, 2. Sunday-school exi^erience, 
 superintendents, one hour. 3. Institute discipline, twenty 
 minutes. 4. Miscellaneous, forty minutes. 
 
 Fourth Session, Wednesday Evening, 7.45. 
 1. Musical entertainment, by Messrs. Pixley and G-rannis, of 
 Ypsilanti. 2. Lecture on the Organization, Management, and 
 Accessoiies of the Sunday-School. 
 
 Fifth Session, Thursday, A. M., 9.00. 
 1. Bible study and teaching, one hour. 2. Sunday-school ex- 
 perience, pastors, teachers, and scholars, one hour. 3. Institute 
 discipline, twenty minutes. 4. Miscellaneous, forty minutes. 
 
 Sixth Session, Thursday, P.M., 2.30. 
 1. Bible study and teaching, one hour. 2. Lecture on Sacred 
 Topography, by Dr. Jewell, of Chicago. 3. Institute discipline, 
 tl irty minutes. 4. Miscellaneous, forty minutes. 
 
 Seventh Session, Thursday Evening, 7.45. 
 1. Institute discipline, thirty minutes. 2. Reading of the 
 "Institute Journal," G. W. Hough, editor. 3. Closing words. 
 
 Third National 
 Sunday-School Convention of the United States, NewarTc^ N. J. 
 First Day, First Session, Wednesday, A.M., April 28. 
 1. Temporary organization. 2. Addressof Welcome,by Hon. 
 Theodore Kunyon. 3. Permanent organization. 4. Chairman's 
 opening speech, by George H. Stuart, Esq. 5. Paper on the 
 National Sunday-School Convention of 1832, by J. W. Weir, 
 Esq. 
 
102 Sunday- School Teachers' Institute. 
 
 Second Session, Wetlnesday, P. M. 
 1. Reception of delegates from British Provinces. 2. Re- 
 ports from National and State Societies. 3. Conversation on 
 Sunday-Scliool Conventions. 
 
 Third Session, Wednesday Evening. 
 1. Address: "Relation of the Sunday-School Work to Home 
 Instruction," by Rev. H. Clay Trumbull. 2. Address by H. 
 Thane Miller. 3. Address by Rev. Alexander Sutherland. 
 4. Address by Charles M. Norton, of Chicago. 
 
 Second Day, Fourth Session, Thursday, A. M. 
 1. Reports from the States. 2. Addresses on the Mission 
 Work of the Sunday-School, by Rev. II. W. Beecher, Rev. S. H. 
 Tyng, Jr., Ralph Wells, Esq., Rev. Jesse T. Peck, D.D., and 
 Rev. John M'Cullogh. 
 
 Fifth Session, Thursday, P. M. 
 
 The Convention met in six sections during the afternoon for 
 the discussion of the special duties and methods of different 
 claims of laborers. The sections were" denominated as follows : 
 
 Section 1. Pastors. Section 2. Superintendents. Section 3. 
 Librarians and Secretaries. Section 4. Teachers of senior and 
 Bible classes. Section 5. Teachers of juvenile or intermediate 
 classes. Section 6. Teachers of infant or primary classes. 
 
 Sixth Session, Thursday Evening. 
 1. Address on "The Sunday-School Work in Europe," by 
 Rev. John Hall, D. D. 2. Address on "The Sunday-School 
 Work and our Country," by Hon. F. T. Frelinghuysen. 3. Ad- 
 dress by Rev. Edward Eggleston. 4. Address by Robert Mac- 
 kenzie, of Scotland. 
 
 Third Day, Seventh Session, Friday, A. M. 
 1. Reports from the sectional meetings. 2. Address and 
 Discussion on Teacher Training, opened by B. F. Jacobs, Esq. 
 
 Eighth Session, Friday, P. M. 
 1. Discussion on " How shall we increase the Spirituality and 
 Religious Efficiency of our Sunday-Schools ? " 2. Address by 
 
Sunday- School Teachers' Institute. 103 
 
 Rev. S. PI. Tyng, D. D. 3. Report of Committee on Resolu- 
 tions. 
 
 Ninth Session, Friday Evening. 
 
 1. Report of Enrolling Committee. 3. Closing addresses. 
 
 Normal Institute 
 For Sunday- school Teachers, under tlie charge of the Sunday- 
 School Union of the Washington District, Baltimore Confer- 
 ence, Methodist Episcopal Chvrch. Commencing Sunday, May 
 22, and continuing during the week, until Thursday evening. 
 May 26, 1871. To he preceded hy sermons in relation to the 
 Sunday-school ico7'l\ preached on Sabbath morning by the j^ds- 
 tors in their respective churches. 
 
 First Session, Sunday Evening at 8 o'clock. Foundry Church. 
 
 Sermon : The Sunday-School Teacher's Work and its Reward, 
 by Rev. Dr. Alexander E. Gibson, President of the Sunday- 
 School Union. 
 
 The remaining sessions to be held at Wesley ChajDel, corner 
 of Fifth and F Streets ; exercises commencing promptly at a 
 quarter to eight o'clock. All persons interested in Sunday- 
 school teaching are cordially invited. In tlie addresses the 
 speakers will, as far as possible, exemplify the lesson to be 
 caught in our schools the succeeding Sabbath. 
 
 Second Session, Monday Evening, at 7.45. 
 
 Opening exercises : Singing, " We've 'listed in a glorious 
 war.'' Prayer. Singing, " Let us pray for one another." 
 
 First Topic : " Qualifications and Duties of Sunday-School 
 Teachers,"' by Rev. John B. Van Meter. Analysis : Qualifica- 
 tions : Natural and acquired. Duties : Preparation, general 
 and special ; discipline ; visiting. Singing : "Dare to do right.'' 
 
 Second Topic : '' Qualifications and Duties of Superintend- 
 ents," by Andrew B. Duvall, Esq. Analysis: The superin- 
 tendent as a director, a teacher, a man. Singing. Collection. 
 
 Third exercise : Questions on the First and Second Topics, 
 propounded by the Audience and answered by C. H. Stocking, 
 Esq. 
 
 Singing : " Lord, dismiss us with thy blessing.'" Benediction. 
 
104 Sunday- School Teachers' Institute. 
 
 f 
 
 Third SESsion, Tuesday Evening, at 7.45. 
 Opening exercises : Singing, " AVork, for the night is coming ; " 
 Prayer; Singing, " Watch and pray." 
 
 First Topic : " Training Classes in the Sunday- School," by 
 A. W. Eastlack, Esq, Analysis : Their necessity and practi<'a- 
 bility. Needs of Sunday-school teachers. Tliese wants may 
 be met by training classes. Course of study. Objections an- 
 swered. Singing: "Jesus the water of life will give." 
 
 Second Topic: ''Preparation of th^ Lesson," by Warren 
 Choate, Esq. Analysis: Evils of extemporaneous teaching. 
 Necessity, advantages, and plan of preparation. Singing. 
 Collecti(m. 
 
 Third Topic: "Explanation of the Lesson," by Professor 
 George S. Grape, Baltimore, Maryland. Analysis : Its import- 
 ance. The Bible. Catechism. Children's errors. Directions : 
 (1.) Simplicity. (2.) Examination. (3.) Paraplirase. (4.) Pro- 
 gressive explanation. (5.) Wandering. Singing : " Cast tliy 
 bread upon the waters." Benediction. 
 
 Teachers and friends are requested to prepare written or 
 verbal suggestions in regard to the " Revision of the Lesson by 
 the Superintendent" under the Third Topic for to-morrow 
 evening. 
 
 Fourth Session, Wednesday Evening, at 7.45. 
 
 Opening exercises: Singing, ''Never be afraid to speak for 
 Jesus ; " Prayer ; Singing, " Work to do for Jesus." 
 
 First Topic: "Illustration of the Lesson," by Rev. J. H. 
 Dashiell, Analysis : Intellectual teaching. Adaptation. Sim- 
 plicity. Minuteness. Parallel texts. Historical examples. 
 Imaginative illustrations. Singing, " Sowing and Reaping." 
 
 Second Topic: "Application of the Lesson," by Rev. J. A. 
 Macauley, D. D., Presiding Elder, Washington District. Analy- 
 sis : I. What? (1.) Connection between instruction and applica- 
 tion. (2.) Personal appeals. II. 117/y.? The home-bringing of 
 truth. (1.) Induces conviction. (2.) Leads to conversion. 
 (3.) Secures religious cultuie. Singing. Collection. 
 
 Third Topic : " Revision of the Lesson." I. By the teacher. 
 Rufus N. Tilton, Esq. Its importance. What is to be re_ 
 vised? (1.) Outlines of lesson. (2.) Outlines of history. 
 
Sunday- School Teachers' Institute. 105 
 
 (3.) Summaries!. II. By tbe superintendent. The audience is 
 requested to express verbal or written remarks upon this topic. 
 Written remarks sent up to the stand will be read to the meet- 
 ing. Singing : " Soldiers of the Cross." Benediction. 
 
 Fifth Session, Thursday Afternoon, at 2.30. 
 
 Opening exercises : Singing, " O we are volunteers I " Prajer. 
 Singing, " Saviour, like a shepherd lead us." 
 
 First Topic: "Infant Class Teaching," by John C. Harkness, 
 Esq. Analysis : Simplicity. Variety. Friendliness. Mode of 
 teaching. Capacity of scholars. Comprehension. Conversion 
 room. Time for lesson. Singing: "How I long to be like 
 Jesus." 
 
 Second exercise : " Miscellaneous observations on the diffi- 
 culties of Infant Class Teaching," by infant class teachers. 
 Singing. Collection. 
 
 Third exercise : " Practical Remarks in regard to Infant Class 
 Teaching," ])y Superintendents Ashley, Somerville, Terry, 
 Timms, AYoodward, and others. Singing : " My home is there." 
 Benediction. 
 
 Sixth and Last Session, Thursday Evening, at 7.45. 
 
 Opening exercises : Singing, " Only just across the river," 
 Prayer. Singing, " Safe within the vale." 
 
 First Topic : " How to Question," by Professor Lippincott, of 
 Baltimore, Maryland, Analysis : Uses, Elliptical catechising. 
 Direct catechising. Difficulties answered. Singing : " Resting 
 by and by." 
 
 Second Topic : " Teacher'§ Weekly Meeting for preparing the 
 Lesson," by David A. Burr, Esq. Analysis : Its objects and its 
 advantages. Who should conduct it? How should it be 
 conductetl ? What relation should it bear to the regular work 
 of the school ? Singing, Collection. 
 
 Third Subject : Miscellaneous Questions on Sunday-school 
 Teaching, propounded by the audience and answered. Sing- 
 ing : "Together let us sweetly live." Benediction, Social 
 reunion. 
 
loo Sunday- School Teaciekks' Institute. 
 
 New Jersey State Noi:mal Institute. 
 
 The Plainfield Sunday-School Institute for the development 
 of institute and normal class Avork in New Jersey was in every 
 respect a remarkable and gratifying success. Delegates from 
 all Imt four counties of that State were present. Invited guests 
 from Connecticut, Massacliusetts, Mainf, Illinois, New York, 
 and Pennsylvania added greatly to the interest of this Sunday- 
 school convocation. Five " public sessions," eight " normal 
 sessions," and three "special sessions," completed the pro- 
 gramme, which in every jDarticular was cariied out, to the 
 profit and delight of all who attended. 
 
 The public sessions were held in the largest churches of 
 Plainfield. Addresses were delivered as follows : Monday 
 evening, Dr. John Hall on " The Bil)le the Text-Book of the 
 Church." Tuesday evening, Dr. Edward Eggleston, " Froebel 
 and his Educational System," Ralph AVells on " The Conver- 
 sion of Little Children." Wednesday evening. Rev. H. Clay 
 Truralnill on " Sunday-School Progress," Rev. Alfred Taylor on 
 " Common Sense in Sunday-School Work," Rev. W. F. Crafts 
 on "Religious Object-Teaching." Thursday evening, Rev. 
 S. II. Tyng, Jr., on "The Sunday-School Teacher Selected and 
 Trained," C. B. Stout, Esq., on " The Blackboard in Sunday- 
 School." Friday evening, Rev. George A. Peltz on " Home, 
 Sweet Jlcme," Hon. John Ilill, Albert Woodruff, Esq , etc., etc. 
 
 The " special sessions " were held at four o'clock each after- 
 noon of Wednesday, Thursday, and Friday. The first was a 
 children's meeting, at which addresses were delivered by Rev. 
 J. S. Ostrander and Rev. W. F. Crafts. Miss Sarah J. Timanus 
 conducted the second special session on Thui sday afternoon, 
 illustrating h(r method of teaching an infant-clas?. A similar 
 illustration was given on Friday afternoon by Miss Hattie N. 
 Morris. 
 
 The important practical feature of the Plainfield Institute 
 Wfis the series of normal sessions held during the day. These 
 exercises took the form of conversations on topics especially 
 interesting to the conductors of institutes and normal classes. 
 
 The following subjects were discussed : " The Grounds of 
 the Demand for Sunday-School Institutes and Normal Classes," 
 
Sunday- School Teacheks' Institute. 107 
 
 *'Tl)e Forms in ^\•]^ch such Organizations may Exist," "The 
 various Exercises by which tliey may be rendered Profit- 
 able." 
 
 Programmes for institutes were proposed and examined. 
 Much time was spent in conversation on the order to be 
 observed in a Church normal class. Outlines of study for such 
 classes were drawn up. The duties of an institute conductor 
 were carefully considered. A conversation was held on 
 " Teachers' Meetings." The conversations were either intro- 
 duced or summed up by brief papers. Rev. J. S. Ostrander 
 read a j^apcr on ''The Conductor's Duties." J. B. Tyler, Esq., 
 on "Programmes." Miss S. J. Timanus prepared an abstract 
 of the conversati(m on "The Demand for Institutes," etc. 
 J. II. Kellogg, Ei:q., on " Teachers' 31cetiugs," etc. All proposed 
 exercises were illustrated before the Institute. 
 
 A very elaborate paper on " A Sundn^^-Scliool Curriculum " 
 was presented by Rev. II. C. M'Cook, of Philadelphia. 
 
 Among the Sunday-school leaders from abroad (besides 
 those already named) who gave counsel and encouragement to 
 this grand enterprise were Dr. J. Aldeii, of the Normal School 
 in Albany; L. D. Vail, of Philadelphia; I, Newton Baker, 
 Editor of the Sunday-School Times ; Rev. C. Munger, of Maine; 
 Rev. C. P. Hard, of 'Rochester, N. Y. ; J. E. Searies, Jr., of New 
 Haven ; Mr. Ilerrick, of New York ; Frank Ferris, of South 
 Norwalk, Conn. ; Miss Hanson, (;f Salem, Mass. 
 
 Of tlie Institute the Sunday-School Times re- 
 marks : 
 
 In many respects it was a very model of a Sunday-school 
 gathering. Free from all conventionality, the arrangement of 
 exercises secured the wielcst interchange of thought and the 
 largest liberty of speecli. The tone of the " Conversations," 
 which were wisely substituted for every thing like mere 
 speech-making, or formal question and answer, was thoroughly 
 sincere, thoughtful, and free from any savor of j)edantry. 
 Such pajDers as were presented were terse, concise, and of solid 
 value. A spirit of devoted truth-seeking and devout feeling 
 characterized the whole assemblage. The amount of chaflf in 
 the exercises was nierelv triflincr, while an abundance of the 
 
108 Sunday- School Teachers' Institute. 
 
 tincst wheat was gathered at every winnowing of the mass of 
 thought and experience which was heaped up in the store- 
 house of the Institute. 
 
 To our mind the Institute marks a new era in the history of 
 the cause in this country. We believe that its motto, jts enun- 
 ciated through the expressi(m of the Conductor, " xV Normal 
 Class for every Church and Mission Sunday-school," will yet 
 be realized. Its recommendation of a Sunday-school train- 
 ing of theological students, we believe, will not l^e ineffectual. 
 It will set so many warm-hearted pastors to work, through its 
 strong and potent influences, for the preparati(m of a Christian 
 teaching element in their congregations, that the example 
 must prove contagious. We believe our ministers, convinced 
 of this need, will soon press it, not only upon their congrega- 
 tions, but upon the theological institutions of their respective 
 Churches. 
 
Sunday- School Teachers' Institute. luO 
 
 XIL 
 PREPARATION FOR AN INSTITUTE. 
 
 For local and general institntes some i)revious 
 preparation is needed besides that expended npon 
 the programme. 
 
 1. It is important to select the proper persons to 
 aid in " carrying out " the programme. If a con- 
 densed address of fifteen minutes is required, do not 
 employ for the purpose a notoriously tedious essayist 
 or lecturer, who, having obtained the floor, will keep 
 it for any length of time in spite of the conductor's 
 Idnts and bell-taps. Do not engage men simply be- 
 cause of their personal worth, their relation to the 
 church in which you meet, or the public esteem in 
 which tliey are held as professional men. We know 
 more than one excellent doctor of law, medicine, 
 or divinity, and niore than one superior jurist, whom 
 we should not select to instruct a class of Sab- 
 bath-school teachers or to entertain an audience of 
 Sabbath-school people. General Clinton B. Fisk, in 
 writing about a certain convention, said : '' Pray that 
 the gift of ' speakin' in meetin' ' may be measurably 
 abridged for the week." Let us select men who have 
 something to say, and have also the gift of stopping 
 at the right time. 
 
 2. Have all officers and persons who are to take a 
 leading part in the exercises appointed sufficiently 
 long beforehand to warrant ample preparation, and 
 such adjustment of their business as to insure regular 
 
110 Sunday- School Teachers' Institute. 
 
 attendance. Insist upon a promise of sncli attend- 
 ance so as to guard a<>'ainst tbe slightest probability 
 of disappointment. There is a successful layman in 
 New York who, when an institute programme is 
 made out, forwards a cop}- and addresses a note to each 
 party interested in it, and the day before that for 
 which any special exercise is announced he addresses 
 a second connnunication to the party responsible for 
 it, to prevent forgetfulness and insure attendance. 
 
 3. Select a good room. Have it ready in time. It 
 is a serious hinderance to the success of an institute 
 to find at the appointed liour a room just opened, 
 cold, half-swept, or full of dust. 
 
 4. Let ample notice be given. See that the local, 
 secular, and religious papers frequently refer to the 
 institute. Pay them for the service if necessary. 
 Prepare pulpit notices and send them, not by mail, 
 but by some committee, to the several pastors, whose 
 cordial approval must by all means be secured. Large 
 posters in conspicuous places are sometimes used for 
 advertising institutes. Don't be afraid of a little 
 expense. 
 
 5. Request those in charge of the regular weekly 
 prayer-meetings of the several churches to make the 
 Sunday-school cause the topic of conversation and 
 prayer at the meeting immediately preceding the 
 institute. A special prayer-meeting for the success 
 of the institute may be held. 
 
 6. Request pastors to preach on the same subject 
 the preceding Sabbath. A circular indicating three 
 or four topics would not be improper. 
 
 7. Prepare a complete list of Sunday-school officers 
 and teachers connected with the schools to be repre- 
 sented in the institute. Resicister these in an Institute 
 
Sunday- School Teachers' Institute. Ill 
 
 Roll-Book, and send a special '' card of meinbershii) " 
 with an earnest appeal in the form of a circular to 
 every individual thus enrolled. Request from each a 
 reply pledging attendance. Inclose a blank for the 
 purpose. It may be a good plan to send to each 
 superintendent a certain number of cards for '' senior 
 scholars," inviting such to a place in the institute. 
 A personal invitation will often bring out persons 
 who would otherwise be entirely indifferent. 
 
 8. Furnish your institute room for the occasion. 
 Have Bible pictures and maps on the wall. Secure 
 the maps necessary to illustrate all parts of Bible 
 geography. Place a large, clean blackboard on the 
 platform, furnish a rubber or brush, and a supply of 
 crayons. Hang a clock where the conductor and 
 teachers can see it. Provide an organ or melodeon — 
 a piano also, if practicable. On the conductor's 
 table place a *' call-bell." Buy a full supply of paper 
 and pencils for the use of the institute. In every 
 seat put Bibles, singing-books, and programmes, and 
 do this before the hour for commencing. You need 
 a large dictionary. Sometimes a verbal criticism is 
 or ought to be made, and it is well to have an author- 
 ity convenient. For the same reason, such a Biblical 
 Cj'clopsedia as Smith's Unabridged ought to be on 
 the table. It will not always appear pedantic to 
 have Greek and Hebrew lexicons for reference. 
 
 9. Let the whole preparation for an institute con- 
 template the improvenient of teachers. Don't spoil 
 it by consulting the public taste. You do not mean 
 to entertain the public, but to prepare for edifying 
 them. Have your own way, and rather close the 
 door against the young and frivolous than allow them 
 to degrade the character of your work. 
 
112 SuxDAY- School Teachers' Ixstitl'te. 
 
 Do not consider (jreat numhers as necessary to suc- 
 cess. Ten earnest teachers can fill a meeting with 
 interest. I heard Ralph Wells say one day that the 
 best Sunday-school meetings he had ever attended 
 were incidental conversations at the close of some 
 regular service, when a few met at the door or in the 
 aisle and some question was started of practical im- 
 portance and every body said about it just what he 
 thought, and in an entirely informal way. 
 
 11. Resolve to have a season of profit. There is a 
 great deal in simply willing a thing to be. Ten 
 loungers in different parts of a church, wondering 
 why nobody comes, looking at their watches to see 
 whether they had not better adjourn siiie die because 
 so few have arrived, groaning over a lack of interest 
 in the cause — such men will soon disperse, to report 
 sad delinquencies in their fellows. But should one 
 earnest man summon the rest to the front seats, urge 
 all to wrest from the present disappointment a rich 
 blessing, and give all something to do, the institute 
 would be successfiil. 
 
 12. If strangers from abroad are expected, let the 
 committee of arrangements see that preparations are 
 made for conducting guests to their homes promptly. 
 Provide more homes than you may have pledged 
 names of delegates. 
 
 13. As for \\\Q jplace of holding an institute, let it 
 sometimes be where most needed, and not where 
 most welcome. A few living souls from one locality 
 passing over into a Macedonian neighborhood may 
 find no less profit to themselves in an institute 
 which shall quicken slothful, lukewarm, unawak- 
 ened Church-members into a new life and service. 
 
 14. On each programme or on a separate circular 
 
Sunday- School Teachers' Institute. 113 
 
 may be printed such of the following "Directions" 
 and " Mottoes" as may meet the approval of tlie 
 " Committee on Preparation : " 
 
 OUR SUNDAY-SCHOOL INSTITUTE 
 
 WILL SOON COMMENCE ITS SESSIONS. 
 
 DIRECTIONS: 
 
 1. Pastors, Parents, Sunday-School Officers and Teachers, the 
 Scholars, and all others who are interested in the study of the 
 Word of God, are cordially invited to attend. 
 
 2. Ascertain the day and date of opening, and resolve to 
 be present regularly and punctually until the close of the In- 
 stitute. 
 
 3. Bring with you a Bible, Bible maps, blank-book, and pen- 
 cil, and take full notes of the proceedings. 
 
 4. Study the lessons assigned with great Qare. 
 
 5. Pray at the jfireside and in the closet for God's presence 
 and blessing. 
 
 6. Send to the Conductor's table any suggestions or inquiries 
 you wish to make. It is not necessary that you sign your 
 name. 
 
 7. Invite your friends and fellow-workers to attend the In- 
 stitute. 
 
 8. Frequently, fervently, and with faith, ask God's blessing 
 upon all our exercises. 
 
 PROGRAMME MOTTOES: 
 
 The things that thou hast heard of me among many witnesseB, the 
 same commit thou to the faithful men, who shall be able to teach others 
 also.— 2 Tim. ii, 2. 
 
 God hath set some in the church, first apostles, secondarily proph- 
 ets, thirdly teachers. — 1 Cor. xii, 28. 
 
 Study to show thyself approved unto God, a workman that needeth 
 not to be ashamed, rightly dividing the word of truth. — 2 Tiir. ii, 15. 
 
 He whb neglects God's word, and saith 
 
 '* I know God," is deceived ; 
 The truth that quickeneth through faith 
 
 His heart hath not received ; 
 Belief that comes from heaven's abode 
 Inclines man to the Avord of God. — Gellert. 
 
114 Sunday- School Teacheks' Institute. 
 
 THE SUNDAY-SCHOOL TEACHER TO HIS CLASS. 
 
 '♦ On the next Sunday— who knows ?— perhaps I shall rest in the grave- 
 yard. 
 
 Some one perhaps of yourselves — a lily, broken untimely, 
 
 Bow down his head to the earth. Why delay 1 ? The hour is accom- 
 plished. 
 
 Warm is the heart. I will sow, for to-day grows the harvest of heaven?"* 
 (Teonek, Longfellow's Translation.) 
 
 XIII. 
 
 THE OFFICERS OF AN INSTITUTE. 
 
 1. An institute must have leaders who possess en- 
 thusiasm, common sense, tact, and experience. No 
 community need go far to find a man competent to 
 conduct a Sunday-school Institute. It is not eloquent 
 lectures we need. Blackboard ingenuities, dissolving 
 from acrostic into enigma, from enigma into rhyme, 
 etc., are not necessary to good institutes. Elaborate 
 essays, brilliant class-exercises, marvelous object-les- 
 sons, are not indispensable. A plain old farmer in 
 Western New York listened for a long time to some 
 details of method by ''representative men," as they 
 were called, at a Sunday-school Convention. He then 
 said : " Mr. Chairman, in oiiv school we begin the 
 session with common sense, continue it with common 
 sense, and close it with common sense." The old man's 
 growl, for it was nothing more, had after all a good 
 undertone. And we need to be frequently reminded 
 that after sanctified earnestness we need nothing so 
 much as common sense in our Sunday-school work. 
 Now let ten, fifty, or one hundred eai'nest men and 
 
Sunday- School Teachers' Institute. 115 
 
 women meet together to compare difficulties and 
 plans, to aid and edify each other, and I am confident 
 that the institute cannot be a failure. The man who 
 is to take charge of such meetings should be ac- 
 quainted with the practical details of the Sunday- 
 school, and should at the same time be competent to 
 manage a public meeting — should have at least a 
 slight acquaintance with parliamentary usages. 
 
 2. Samuel P. Bates, Esq., a distinguished public 
 school educator, in his lecture on the " Method of 
 Teachers' Institutes," says concerning the President 
 of such a body : " He should in the first place have 
 placed in his hands an exact programme of exercises, 
 detailing the time wdiich each is to occupy, and a 
 limitation upon that which is allowed to eacii person 
 in debate. Wlicn the time has arrived for an exer- 
 cise to close it is his duty to give prompt notice of 
 the fact, and announce and be ready to enter imme- 
 diately upon that which is to follow. Much of the 
 interest and profit depend upon the promptness and 
 dispatch with which the presiding officer brings on 
 and closes the exercises as niarked down in the pro- 
 gramme." Says Kev. Alfred Taylor: ''He should 
 be an earnest man, prompt, decided, courteous, well 
 acquainted with the rules of deliberative bodies. 
 He should keep the meetings moving briskly, confine 
 speakers in discussion to the subject announced to be 
 discussed, and have courage enough to stop, without 
 respect of persons, any speaker who exceeds his 
 allotted time, if a certain time has been allotted." 
 
 3. The Secretary should be able to report the best 
 things of an institute in such a systematic and 
 abridged form that the i-eading of his minutes will 
 form a resume of the session, and have all the advan- 
 
110 Sunday- School Teachers' Institute. 
 
 tages of a conductor's review. Indeed, every mem- 
 ber should keep full notes. The Secretary may put 
 a syllabus of tlie proceedings of each session on the 
 blackboard. 
 
 4. The opening exercises of an institute should be 
 models of order and fervor. Let no notions of pro- 
 priety chill the spiritual zeal of such an occasion. 
 Remember the spiritual aim of the Sabbath-schooL 
 and of the institute. Now and then engage in a 
 brief audible or silent prayer during the session. 
 Sing, read, and pray '' with the spirit and with the 
 understanding also." Dr. Edward Eggleston says on 
 the subject of singing at Sunday-school conventions : 
 "I^othing helps a convention more than good sing- 
 ing. By good singing we mean also religious singing. 
 Do not use dull hymns, nor hymns that are not just 
 in the key of the spirit of the convention. Sabbath- 
 school music, full of enthusiasm and of spiritual feel- 
 ing, is the very best. A good chorister, who under- 
 stands singing with devotional effect, should be 
 selected beforehand to lead the convention, and the 
 monotony of the exercises should frequently be broken 
 by singing one or two appropriate stanzas." 
 
 5. We may add to these suggestions the counsel 
 given by Professor Bates to the Instructors of public 
 school institutes. They apply to all who attempt in 
 Sabbath-school institutes to lecture and teach. He 
 says : " The Instructor should be apprised of the part 
 he is to perform in time for him to make careful 
 preparation, and be able to present well -digested 
 views. In order to discharge his duties profitably, 
 he ought to be able to answer in a clear manner the 
 following questions : For what purpose do scholars 
 pursue this branch? Are the methods of instruction 
 
Sunday-School Teachers' Institute. 117 
 
 wliicli have heretefore been practiced such as are 
 calculated to secure the best and the largest results ? 
 It* not, what changes can be made to improve them ? 
 Can I develop and elaborate the plan which I woukl 
 adopt in teaching this branch, so as to secure the re- 
 sults for which the study is pursued, and at the same 
 time secure the interest and enthusiasm of my pupils i 
 Until an Instructor can answer these questions intel- 
 ligently, he is not prepared to stand up before a com- 
 pany of teachers and demand their attention," 
 
 xrv. 
 
 SUNDAY-SCHOOL TOPICS. 
 
 We present a large number of subjects which from 
 time to time claim the attention of Sabbath-scliool 
 workers. The classification of them may be helpful 
 in making selections. 
 
 I. The Family. 
 
 1. How may home help the Sunday- school ? 
 
 2. How may Sunday-school help home ? 
 
 3. How may we have a Home Sunday-school in every family ? 
 
 4. Even if family instruction were of the best kind, why 
 would the Sunday-school still be valuable ? 
 
 5. What peculiar advantages as a school of religion does the 
 family possess ? 
 
 6. How may the family aid in the work of the pulpit and of 
 the social meetings of the Church ? 
 
 7. Why should parents attend Sunday-school ? 
 
 8. The " Mother's Meeting," and its relation to the Sunday- 
 school. 
 
 9. How may family prayer be rendered a help to Sunday- 
 school work ? 
 
118 Sunday- School Teachers' Institute. 
 
 II. The Church. 
 
 10. The Sunday-school a part of the Church. 
 
 11. The Better Name : Bible School of the Church, or Bible 
 Service of the Church. 
 
 12. The Eaily Church a school, and all its members disciples. 
 
 13. Paul's Model Church School. Col. iii, 16.- 
 
 14. Special services iu the Church, such as Conferences, Dedi- 
 cations, etc. Should they interfere with the Sunday-school 
 session ? 
 
 15. Sunday-schools and " class-meetings." 
 
 16. Sunday-schools and Churcli prayer-meetings. 
 
 17. How may the prayer-meetings be made more attractive 
 and profitable ? 
 
 18. The complete Sunday-school idea in the Bible. 
 
 19. What are the duties of the ruling officers of the Church 
 to the Sunday-school ? 
 
 20. Should cl.ildren attend the regular preaching service of 
 the Churcli ? 
 
 21. The duty of all Church members to the Sunday-school. 
 
 22. The value of denominational schools. 
 
 23. Should the distinctive doctrines of a denomination be 
 taught in its Sunday-school ? 
 
 24. The care of converted children. 
 
 25. The Church paying all Sunday-school bills. 
 
 III. The Pastor. 
 
 26. What is the relation of the Pastor to the Sunday-school 
 of his Church ? 
 
 27. What are his duties while in his study to the Sunday- 
 school ? 
 
 28. What are his duties to the Sunday-school while making 
 his pastoral visits ? 
 
 29. 'What are his duties to the Sunday-school while in the 
 pulpit ? 
 
 30. What are his duties in the Sunday-school itself? 
 
 31. Should he ever teach a class? 
 
 ♦ Sec Dr. Adam Clarke's sug-gcstions on the punctuation of this vtrso. 
 
Sunday- School Teachers' Ixstitute. ill) 
 
 33. What relation does he sustain, and what obligations does 
 he owe, to the teachers' meeting and normal class ? 
 
 33. What should every Sunday-school do for its Pastor? 
 
 34. How may a Pastor interest the children in his preaching ? 
 
 35. How may a Pastor most efFectiially secure the co-operation 
 of his Sunday-school teachers ? 
 
 36. The Pastor and the Catechism. 
 
 IV. Sunday-School Officers. 
 
 37. The list of officers and committees needed in a good 
 school.* 
 
 38. The model Sui^eiintendent described. 
 
 39. The Superintendent's difficulties. 
 
 40. The Superintendent as a teacher. 
 
 41. The Superintendent and the general review. 
 
 42. The mistakes of some Superintendents. 
 
 43. Moses as a model for the Sunday-school Superintendent. 
 
 44. The Assistant Superintendent — why needed? His duties 
 specified. 
 
 45. Duties and difficulties of the Sunday-school Secretary, 
 Treasurer, Chorister, Librarian, Sexton, etc. 
 
 46. " To what extent is the Superintendent of a country Sun- 
 day-school responsible for its continuance during the whole 
 year ? " 
 
 47. How distribute library books ? 
 
 48. Can we dispense with the Sunday-school library ? 
 
 V. In the Sunday-School. 
 
 49. What is the best hour for holding Sunday-school ? 
 
 50. How long should a session continue ? 
 
 51. How much time should be given to the class study of the 
 lesson ? 
 
 52. How much time to the general review ? 
 
 53. Are two sessions a day advisable ? 
 
 54. The model Sunday-school room described. 
 
 55. Order of exercises. 
 
 56. Uniform lessons — their value. 
 
 * Don't forget to write down first of all— The Pastok. 
 
120 Sunday- School Tkachers' Institute. 
 
 57. Where each class cannot have a separate room, how may 
 they be guarded against interruption during the recitation 
 hour ? 
 
 58. The opening prayer. 
 
 59. Scripture-readings at the opening of school. 
 
 60. How shall habits of reverence among our scholars be 
 promoted ? 
 
 61. The closing exercises. 
 
 62. The blackboard in the Sunday-school ? 
 
 63. Variety and monotony in the order of exercises. 
 
 64. Regular and punctual attendance of teachers and schol- 
 ars — how secured ? 
 
 65. How shall visitors in Sunday-school be treated ? 
 
 66. Who is responsible for good order in school ? 
 
 67. Should strangers be invited to address the school ? 
 
 68. Describe a model Sunday-school address. 
 
 69. How may the art of talking to children be cultivated ? 
 
 VI. The Teacher Chosen and Prepared. 
 
 70. What is a Sunday-school teacher's peculiar mission ? 
 
 71. Who should select Sunday-school teachers ? 
 
 72. The teacher's motive. 
 
 73. What is the most important element in the Sunday-school 
 teacher's character ? 
 
 74. The model teacher described. 
 
 75. Should we ever employ unconverted Sunday-school 
 teachers ? 
 
 76. If employed, how secure their speedy conversion ? 
 
 77. How promote spirituality among Sunday-school teachers ? 
 
 78. Jesus the model for Sunday-school teachers. 
 
 79. Why does the teacher need some general preparation for 
 his work ? 
 
 80. What should this general preparation comprise ? 
 
 81. How may it be secured ? 
 
 82. What are Sunday-school institutes ? 
 
 83. How does an institute difter from a convention ? 
 
 84. Sunday-school normal classes. 
 
 85. How may a normal class be organized in each Church ? 
 80. How shall we train up our scholars to be efficient teachers ? 
 
Sunday- School Teachers* Ixstitute. 121 
 
 87. Private praj-er a prcpanition for Bible teaching. 
 
 88. Plow best to acquire a knowledge of each lesson. 
 
 89. How to cultivate the memory. 
 
 90. The habit of thinking while engaged in daily labor — 
 how promoted ? 
 
 91. Teachers' meetings — where, when, and how to hold 
 them? . 
 
 92. Who should conduct a teachers' meeting? 
 
 93. Teachers' meetings in country places. 
 
 94. What is a good order of exercises for a teachers' meeting ? 
 
 95. The power of personal character in the teachers. 
 
 VII. The Teacher in School 
 
 96. Kegularity and punctuality. 
 
 97. Seven minutes early. 
 
 98. Power of example in a teacher. 
 
 99. The teacher in the maintenance of order. 
 
 100. Devotional spirit in the teacher a means of promoting 
 reverence on the part of scholars. 
 
 101. What is it to teach ? 
 
 103. Use of " Question Books " or " Lesson Papers " in the 
 class. 
 
 103. The eye and the iclll in teaching. 
 
 104. The difference between senior and infant class teaching. 
 lOo. Common mistakes of teaching. 
 
 106. Substitutes for genuine teaching. 
 
 107. The teacher's difficulties. 
 
 108. How to bring children to Christ. 
 
 109. How to get and keep the attention. 
 
 110. How to put questions. 
 
 111. How to win the love of our scholars. 
 
 113. Is punishment of Sunday-school scholars allowable ? 
 
 113. Illustration in teaching. 
 
 114. Use of objects, the slate and the blackboard, in teaching. 
 
 115. How to prepare a class for the general review by tlie 
 Superintendent. 
 
 116. The Sunday-school teacher a class-leader. 
 
 117. How does the work of the teacher resemble that of the 
 preacher and pastor ? 
 
122 Sunday- School Teachers' Ixstitcte. 
 
 118. How do they cliflFcr ? 
 
 119. How to deal with refractory scholars? 
 
 120. Tlie teachers' prayer-meeting. 
 
 VIII. Sunday-School Scholars. 
 
 131. How may Ave secure the regular attendancji) of our 
 pujjils? 
 
 122. Is it well to ofler prizes for attendance, or for memoriz- 
 ing Scripture ? 
 
 123. Should scholars attend more than one school ? 
 
 124. How win and retain young people and adults? 
 
 125. Sunday-school gradation. 
 
 126. How may we secure for every pupil a valuable reference 
 Bible, which he will always retain for its intrinsic wortli ? 
 
 127. Are separate religious services for children, in place of 
 the regular Church service, to be encouraged ? 
 
 128. Are children's prayer-meetings to be encouraged ? If 
 so, how and by whom should they be conducted ? 
 
 129. Special revival services in Sunday-school — by whom to 
 be conducted ? 
 
 130. What dangers to be guarded against in connection with 
 such services? 
 
 131. Duties of scholars to the officers of the Sunday-school. 
 
 132. Duties of scholars to the teachers. 
 
 133. To what peculiar dangers are our young people ex- 
 posed ? 
 
 134. How may we lead our young people to become intelli- 
 gent, stable, and useful Church members ? 
 
 IX. Infant Classes. 
 
 135. By whom taught ? 
 
 136. Peculiarity about the lessons for an infant class. 
 
 137. The room and its appointments. 
 
 138. Literature for little people, 
 
 139. Order of exercises in the infant class. 
 
 130. Object and blackboard teaching in the infant class. 
 
 141. Division into small classes. 
 
 142. Very early conversion practicable. 
 
Sunday- School Teachers' Institute. V2S 
 
 X. Music. 
 
 143. Sacred music in SiiDdny-school. 
 
 144. The latest Sunday-school music. 
 
 145. The old hj'^mns and tunes — how far should they have 
 place in Sunday-school ? 
 
 146. The Sunday-school and congregational singing in the 
 sanctuary. 
 
 147. Where, when, and how shall new Sunday-school tunes 
 be taught ? 
 
 XI. Week-day Work. 
 
 148. Visiting scholars at their homes. 
 
 149. Visiting tlie sick. 
 
 150. Scholars visiting the teachei-. 
 
 151. Canvassing for scholars who attend no school. 
 
 152. AVeek evening recreations, lectures, etc., under Sunday- 
 school auspices, for the young people. 
 
 158, Sunday-school concerts, exhibitions, picnics, festivals, 
 etc., etc. 
 
 154. The books and papers we send liome — their influence. 
 
 155. Week evening Bible classes. 
 
 156. The Sunday-school at the week-evening prayer-meetings. 
 
 XII. Country Sunday-Schools. 
 
 157. Their peculiar difficulties and demands. 
 
 158. Why, and how, keep them up through the winter ? 
 
 159. How to organize and manage country Sunday-schools ? 
 
 XIII. Philanthropic. 
 
 160. What claim have the chihircn of irreligious people ujDon 
 the Church ? 
 
 161. How may Sunday-schools be organized and sustained 
 in destitute sections ? 
 
 162. The Sunday-school scholar as a home missionary. 
 
 163. How promote the spirit of benevolence in tlie Sunday- 
 sclicol ? 
 
 164. The Sunday-school and Fo:-( ign Missions. 
 
 165. The Temperance Cau.v in Sunday-school. 
 
12 J: Sunday- School Teachers' Institute. 
 
 166. The 15il)le Soci(?ty and the Sundaj^-school. 
 
 167. The distribution of tracts by the Sunday-school. 
 
 168. Sabbath observance and the Sunday-school. 
 
 169. How shall we win the careless and neglected miHions 
 of our land to the Sunday-school, the sanctuary, and the 
 Sayiour ? 
 
 170. What may the Sunday-school do for the homes of the 
 degraded ? 
 
 XIV. Miscellaneous. 
 
 171. Our one text-book — the Bible. 
 
 172. The great value of the early study of God's word. 
 178. The Sunda^'-school and the American nation. 
 
 174. How promote sincere catholicity among Sunday-school 
 workers ? 
 
 175. Union and denominational schools. 
 
 Special Topics for Methodist Episcopal Institutes. 
 
 BY KEV. J. H. C. DOSH. 
 
 176. How can Pastors most successfully carry out that pro- 
 vision of our Discipline which requires them " to publicly 
 catechise the children in the Sunday-school and at special 
 meetings appointed for that purpose ? " 
 
 177. The duties and responsibilities of the "Committee on 
 Sunday-schools," as provided for in our Discipline. 
 
 178. Do we " form Sunday-schools in all our congreggitions 
 where ten children can be collected for that purpose ? " 
 
 179. Are all our schools so orizanized as to be " auxiliary to 
 the Sunday-School Union of the Methodist Episcopal Church ? " 
 
 180. How frequently do we " i)rGach on the subject of Sun- 
 day-schools and religious instruction in each congregation ? " 
 
 181. Are all our Sunday-schools organized into missionary 
 societies according to onr Discipline ? 
 
 182. Are our Sunday-schools organized under that "'form of 
 a constitution for Sunday-school Societies *' recommended in 
 the Discipline ? 
 
 183. The benefits of a teachers' institute for each district. 
 
 184. Should each circuit have its teachers' institute ? 
 
 185. Should we have a Conference Sunday-school Missionary ? 
 
Sunday- School Teachers' Institute. 125 
 
 186. The necessity of a large and popular weekly Sunday- 
 scliool periodical adapted to officers and teachers, parents and 
 children, and the general reader. 
 
 187. The Sunday-School Union of the Methodist EjDiscopal 
 Church — its history and necessity. 
 
 "Why are collections for the Sunday-School Union not taken 
 up in many of our charges ? 
 
 188. Why should our Sunday-School Union be heartily sus- 
 tained by the Church ? 
 
 189. Normal Departnient of the M. E. Sunday-School Union 
 — its origin, object, and practical workings. 
 
 190. Are we sufficiently exact in reporting our Sunday-school 
 statistics ? 
 
PART II. 
 
SUNDAY-SCHOOL NORMAL CLASS. 
 
 I. 
 
 THE CHURCH NORMAL CLASS. 
 
 1. The Teachers' Meeting for the preparation of 
 the Sunday-school lesson is in itself a normal class, 
 and should be conducted with reference to the illus- 
 tration of methods rather than to the acquisition of 
 knowledge. Teachers should always come to such 
 meeting with the subject-matter of the lesson in their 
 mind, that the time may be spent in talking on the 
 proper manner of questioning, illustrating, removing 
 difficulties, making practical application, recapitulat- 
 ing, etc., in the class on the ensuing Sabbath. Everj^ 
 ])art of the teacher's work in the school should, from 
 time to time, come up for review and discussion. 
 
 (1.) The best condu(;tor of such services should be 
 placed in charge, be he pastor, superintendent, or 
 teacher. Xo official prerogative should prevent the 
 employment of the best man or woman for the 
 position. 
 
 (2.) The meeting should be held in a cheerful, com- 
 fortable place. A normal-class room in the church 
 should be fitted up in the best style with tables, 
 chairs, carpets, maps, pictures, blackboard, cabinet 
 of archseological curiosities and illustrative ap])aratus, 
 
130 Sunday- SciJouL Teaciieus' Institute. 
 
 library of books, especially on the art of teaching, 
 magazines, and other periodicals, etc. 
 
 (3.) The meeting should be held regularly. Noth- 
 ing should ever be allowed to interfere with it. 
 
 (4.) The sessions should generally be too iyhort. Bet- 
 ter to have the members of the class go aw^ay ten 
 times regretting that the service was not longer, than 
 to go away once fealing that they had been wasting 
 time. 
 
 (5.) We add to the above these counsels : Never 
 scold those present because so many are absent. A 
 cheerful spirit is essential in the teachers' meeting. 
 
 (6.) Resolve to have a good and profitable meeting 
 even thouo^h but three attend. Nowhere is the Mas- 
 ter's promise, " Where two or three are gathered," 
 etc., more likely to-be fulfilled than in the Sunday- 
 school teachers' meeting. 
 
 (7.) Make an arrangement w^ith the teachers who 
 may not be able to be present at the meeting to spend 
 that hour in the study of the lesson at home. This 
 will promote a feeling of unity, deepen the interest 
 of all, and kindle a desire on the part of all to 
 attend. 
 
 (8.) Occasionally spend a short season in fervent 
 prayer and in the relation of personal religious ex- 
 perience. 
 
 (9.) Occasionally introduce a juvenile class to be 
 tauglit by one of the teachers, whose method, after 
 tlieir dismissal, may be examined with candor and 
 kindness by the rest of the teachers. 
 
 (10.) Have a list of business questions to be asked 
 at each session, or at the first meeting each month, 
 as the circumstances of the school may require. The 
 following is proposed as a specimen : 
 
Sl'nd AY- School Normal Class. 131 
 
 1.) Are ail}' teachers to be elected ? 
 
 2.) Are any scholars to be elected ? 
 
 3.) Are any sick, or in need of assistance ? 
 
 4.) Are there any complaints or criticisms to be of- 
 fered npon the general manao-ement of the school, or 
 upon the deportment of teachers or scholars ? 
 
 5.) Reports from officers or committees ? 
 
 2. Another Form of the Teachers' Meeting is 
 that which connects it with the regular week-evening 
 prayer-meeting, when the lesson for the ensning 
 Sabbath is taken np by the minister in a brief lecture 
 or address. After this service of exposition, prayer, 
 and praise, the teachers remain for another hour of 
 study and conversation. This is good as a temporary 
 expedient. It brings the lesson of the week before 
 the church. It gives point to the prayers. It enables 
 very busy people to fulfill their engagements to both 
 the prayer-meeting and the teachers' meeting, and 
 thus economizes time. We doubt, however, the pro- 
 priety of this as a permanent arrangement. Let it 
 be properly conducted and the teachers w411 soon 
 demand a whole evening fur their meeting. 
 
 3. The Senior Scholars' Section.— Every pastor 
 and superintendent should look to the demands of 
 the future, and should lay hold of the undeveloped 
 talent among the young people of the Church and 
 put it into processes of training. One plan for 
 accom])lishing this result is to have the teachers each 
 year elect from five to fifteen young persons from 
 the advanced classes, who shall agree to attend the 
 teachers' meeting regularly and be enrolled as senior 
 scholars. They remain in their several classes as 
 before, but are expected to be thorough in recitation, 
 correct in deportment at school, and regular in attend- 
 
132 Sunday- School Teachp:rs' Institute. 
 
 ance upon all sessions of the teachers' meeting. This 
 " Normal Section " of the weekly meeting of teach- 
 ers will exert a salutary influence on the entire school. 
 On page 32 of tin's volume will be found a practical 
 suggestion of great value in this connection. The 
 adoption of a course Of study such as is recom- 
 mended on page 59, or in the programme of the 
 Kormal Department to follow, would greatly increase 
 the power of this association of teachers and senior 
 scholars. 
 
 4. The Church Normal Class, under the direc- 
 tion of the pastor, or other competent instructor by 
 liim appointed, is the highest and best and most 
 promising development, as it is the most urgent 
 demand, of our modern Sunday-school work. By it 
 the pastor prepares assistants for himself and his suc- 
 cessors in the important function of teaching in the 
 Church of God. By it a high standard is contin- 
 ually uplifted before the school. The confidence of 
 thoughtful people in the purpose and efficiency of the 
 Sunday-school is confirmed or re-assured. It becomes 
 a point of ambition w^ith advanced pupils to be 
 thought worthy of promotion. It increases the effi- 
 ciency of a minister as a teacher, and thus increases 
 his pulpit power. It holds a large reserve force of 
 teaching talent, upon which the superintendent may 
 in due time draw, and thus increases the intellectual 
 and spiritual weight and force of the school. 
 
 It was the author's privilege in 1857 to organize 
 and conduct precisely such a class in Illinois. It 
 was composed of young people who had never taught. 
 It was called a '' Normal Class." It w^as held reiru- 
 larly every Sabbath in a room fitted up for the pur- 
 ])Osc, and known as the " Normal -CI ass Room." Its 
 
Sunday- School Normal Class. 133 
 
 exercises consisted of Bible lessons studied with refer- 
 ence to the illustration of true methods of teachinf»;, 
 and of regular recitations from the admirable little 
 volume on '' The Sunday-School and Bible Teaching," 
 by Kev. James Inglis. This class was the fruit of a 
 special Bible class for teachers and scholars organized 
 by the author in 1855, and held on Saturday after- 
 noons for several years. This was called the " Pales- 
 tine Class," and was designed, outside of Sunday- 
 school, to prepare teachers, by a training in Bible his- 
 tory and geograph}^, the better to , instruct their 
 pnpils on the Lord's day. It aimed also to promote 
 a more general acquaintance with these departments 
 of biblical investigation. 
 
 The most imperative demand of our times in Sun- 
 day-school work is for a Normal Class in each Cliurch 
 to develop the teaching-power of the pastor, to elevate 
 the standard of teaching in the Sunday-scliool, and 
 thus make our age an age of thorough, earnest Bible 
 study. To this added tlie presence of the Holy 
 Spirit, and then we shall see the Church of our age 
 
 "Strong witli the strength of truth, 
 Strong with the strength of youth, 
 Armed as with Moses' rod, 
 Armed witii the Word of God." 
 
 11. 
 
 THE SEMIMRY NOEMAL CLASS. 
 
 1. The colleges, seminaries, and academies of the 
 country are now educating the young men and 
 women who, ten years hence, are to occupy places of 
 
134 Sunday- School Teachers' Institute. 
 
 responsibility in the fauiily. the Clinrch, the school, 
 and the State, and to these higher schools all the 
 trades and professions look for workmen and leaders. 
 To them also the Sunday-school comes with pleading 
 and expectation, 
 
 2. In oar educational institutions students are not 
 only acquiring a general culture, but a professional 
 training. They select from the general curriculum, 
 and pursue with avidity, the studies which especially 
 prepare them for their contemplated trade or profes- 
 sion, so that jnany of our seminaries have, practi- 
 cally, several separate departments or courses of study 
 — commercial, scientific, esthetic, normal, agricul- 
 tural. So far as this custom interferes with the study 
 of the rudiments of all knowledge, or prevents thor- 
 oughness and breadth of culture, it is to be depre- 
 cated. We now deal with it sinjply as an indication 
 of the demand every-where felt for preparatory train- 
 ing in order to succeed in any department of labor. 
 And while the counting-room, the farm, the railroad, 
 the laboratory of the chemist, and the public school 
 are thus forcing into prescribed limits the courses of 
 study pursued by pupils in our institutions of learning, 
 the Sunday-school also raises lier voice and asks tliat 
 her urgent necessities may not be forgotten. 
 
 3. The plea of the Sunday-school deserves a care- 
 ful hearing. She does not crave a one-sided culture, 
 nor ask that any other department of study be neg- 
 lected in order to subserve her interests. She says : 
 " Give me Sunday-school teachers. While you make 
 engineers, chemists, artisans, merchants, agricultur- 
 ists, lawyers, physicians, educators, make them all 
 Bible teachers at the same time. Make them familiar 
 with the Sunday-school as one of the higher depart- 
 
SuxDAY- School N'ormal Class. 185 
 
 ments of tlie Church for the training of Christ's dis- 
 ciples, old and young, in the mysteries of revelation, 
 for the building up in them of Christian character, 
 the conservation of social morality and of national 
 integrity." This plea deserves a hearing because the 
 highei' schools owe much — more than they have ever 
 yet repaid — to the Sunday-school. She has raised 
 up scores of presidents and professors for these in- 
 stitutions ; thousands of their students have been 
 brought, through her missionary exertions, from the 
 paths of poverty and ignorance and directed to insti- 
 tutions of which they had never heard, and for whose 
 advantages they had never felt a longing, until new 
 purposes were inspired by the Sunday-school; and 
 now that she seeks to increase her power, and elevate 
 her standard, it seems but just that literary institu- 
 tions should give her encouragement and aid. 
 
 4. Already the plan proposed has met with a hearty 
 response. In the " Xorth- western Female College," 
 Evanston, 111.; the '^Cincinnati AVesleyan Female 
 College ;" the "Baldwin University," in Ohio ; " Cor- 
 nell College," Iowa ; " Dickinson College," Pennsyl- 
 vania, and in other institutions of learning, regular 
 Sunday-school JS^ormal Classes have been organized. 
 Several classes have been graduated in due form, 
 receiving diplomas from the '• JS^ormal Deparraent" 
 at Xew York. 
 
 5. The theological seminaries especially should give 
 careful attention to tliis matter. What we make our 
 ministers, our ministers will make the people. Those 
 clergymen who look down with a sort of contempt 
 upon Sunday-school work as beneath their notice 
 will certainly weaken the Church, unless the Church 
 be strono' enouoli and wise enough to cast them off. 
 
180 Sunday- School Teachers' Institute. 
 
 Preacliino; is not " the all and do all " of a minister, 
 lie is called of God and appointed by the Church to 
 teack as well as to preach. The best teaching is that 
 which follows the catechetical method, and that was 
 Christ's method and the method of the apostles, and 
 it is the surest method to-day of edifying the Churcb. 
 The Sunday-school is distinguished by this catechet- 
 ical process of teaching. It supplements and cannot 
 supplant the pulpit. It increases the power of the 
 pulpit. It creates a strong demand for the right sort 
 of pulpit work. Now we expect the theological 
 seminaries so to train oiir ministers that they will 
 appreciate the plan, purpose, and power of the school 
 of the Church, and prepare them to lay hold of it 
 and increase its efficiency, and avail themselves of its 
 marvelous possibilities. 
 
 6. This important point of power has not been 
 entirely overlooked. For years in the Biblical School 
 at Evanston, 111., the Rev.' D. P. Kidder, D.D., Pro- 
 fessor of Pastoral Theology in that institution, has 
 trained his classes in Sunday-school work. The ben- 
 eficial results has been api)arent in the graduates. 
 While not one of them is known to be a Sunday- 
 school specialist, all of them recognize the true posi- 
 tion and great importance of this department. In 
 1867 the author organized a normal class under the 
 auspices of the New York Normal Department 
 (S. S. Union M. E. Church) at the Theological Sem- 
 inary, Concord, N. H., and several of the students 
 completed the course of study. The same institution, 
 since removed to Boston, Mass., provides for a semi- 
 annual special course of lectures on Sunda}^- school 
 work. The same is substantially true of the Theo- 
 logical Seminary at Madison, N. J. Before his death 
 
Sunday School Normal Class. 137 
 
 our beloved fellow-worker, E. D. Pardee, Esq., 
 delivered a course of Sunday-scliool lectures before 
 the Union Theological Seminary in New York. 
 
 7. The following plan of operations may serve as 
 a suggestion, and lead to the adoption of other and 
 wiser methods in all educational institutions : 
 
 (1.) Let a Sunday-School Committee be appointed 
 from the faculty, whose duty it shall be to superin- 
 tend the Sunday-School Department, providing lect- 
 ures, lessons, recitations, illustrative exercises, etc., 
 for the proposed course of study. 
 
 (2.) AH persons may be enrolled as members of the 
 class who shall pledge themselves to attend its exer- 
 cises regularly, prepare all required lessons, read the 
 books prescribed, and engage in Sunday-school teach- 
 ing when called by the voice of the Church and their 
 own convictions to that work. [For course of study 
 see Chapter lY.] 
 
 (3.) Any person having completed the prescribed 
 course of reading and study shall be entitled to a 
 Certificate or Diploma. 
 
 III. 
 THE XORMAL DEPARTMENT. 
 
 1. Many persons who are quite willing to adopt 
 normal methods are embarrassed by not knowing just 
 how to begin, nor what lessons to employ. The pastor 
 has^ no time to prepare a course of study. Were he 
 to prepare it, the expense of printing would be con- 
 siderable. The field is a broad one, and to arrange 
 
188 Sunday- School TeacheRwS' Institute. 
 
 a s^'stem botli f^oinprelieiisive and specific is a task 
 wliicli requires an outlay of labor and time which few 
 pastors can afford. To prepare a plan and to provide 
 appliances for its prosecution, there should be an or- 
 ganization or a "department " in some already exist- 
 ing^ orojanization. In this wav the whole circle of 
 Sunday-schools in a land or denonn'nation may be 
 reached ; the normal system commended to them ; 
 a definite object suggested ; a course of reading and 
 stud}^ provided ; needful helps furnislied at reasonable 
 rates, and each school inspired to prosecute a course 
 of stud}^ which is at the same time employed by many 
 other schools. 
 
 2. The Sunday-School Union of the Methodist 
 Episcopal Church organized February 8, 1867, a 
 *' JSTormal College," defining its objects to be as fol- 
 lows : " To elevate the standard of Sunday-school 
 manao^ement and teachinoj in the Church, to furnish 
 facilities for training teachers, and to unite all local 
 Normal Classes and Institutesin a central organiza- 
 tion." 
 
 3. The name of the organization seeming somewhat 
 pretentious, the Normal Committee, to whom its 
 entire management w^as referred by the Board of 
 Managers, decided to call it the "Normal Depart- 
 ment" of the Sunday -School Union. The following 
 general regulations were adopted by the Committee 
 on the second anniversary of the organization, Feb- 
 ruary 8, 1869 : 
 
 (1.) Officers. — The officers of the Department shall 
 consist of the Superintendent of Instruction, elected 
 by the General Conference, who shall be ex officio 
 Chairman, a Recording Secretary, and a Treasurer, 
 who shall be elected annually by the Committee, from 
 
SuNJMY- School ]S^okmal Class. 130 
 
 their own luinibei-, on the second Monday of February. 
 The Secretary sliall liave cliarge of tlie archseological 
 collection and library of the Department. 
 
 Tlie Committee of Instruction in the several Church 
 and Seminary Classes shall be enrolled as correspond- 
 ing members of the Department, and an annual 
 report shall be forwarded to each. 
 
 (2.) Church Formal Classes and their Course 
 OF Study. — A Sunday-School Church Xormal Class 
 may be organized in any locality, or by any Meth- 
 odist Episcopal Sunday-school, and will be recognized 
 as an auxiliary of the Department on the following 
 conditions : 
 
 1.) That it adopts the prescribed course of study 
 
 2.) That it elects a Committee of Instruction. 
 
 3.) That it reports its organization and officers to 
 the Recording Secretary of the Sunday-School formal 
 Department in l^ew York. 
 
 (3.) Classes. — There are three classes : 1.) The 
 Preparatory ; 2.) The Second or Junior ; 3.) The 
 Third or Senior. [The course of study will be found 
 in the next chapter, page 142.] 
 
 (4.) Conditions of Membership. — 1.) Any per- 
 son promising to read carefully the books, and attend 
 the ten meetings prescribed may be enrolled as a 
 member of the preparatory class. 
 
 2.) Any person having completed the Preparatory 
 Course, and promising to read the books and attend 
 the ten meetings prescribed, may be enrolled as a 
 member of the second class. 
 
 3.) Any person having completed the Preparatory 
 and Second Courses, and promising to read the books 
 and attend the fifteen meetings prescribed, may be 
 enrolled as a member of the third class. 
 
140 Sunday- School Teachers' Institute. 
 
 5. Directions to the Commiti^ee of Instruction. 
 
 Boards of Instruction 'm the Cliiircli Normal Class 
 are recoinmendecl : 
 
 (1.) To drill the class as frequently as possible in 
 the subjects under examination, and introduce a 
 juvenile class for illustrating the best methods of 
 teaching. 
 
 (2.) To use the blackboard whenever practicable 
 for presenting outlines of the several lectures or other 
 exercises of the class. 
 
 (3.) To encourage members of the class to present 
 written questions on all subjects connected with their 
 work, and especiallj^ on the topics under considera- 
 tion. To these questions written answers may also 
 be presented. 
 
 6. Certificates and Diplomas. 
 
 (1.) All persons who complete the first course may 
 receive certificates from the Local Committee of 
 Instruction. We shall provide blanks for this purpose. 
 
 (2.) Certificates for the second course may also be 
 given by the local committees. 
 
 (3.) Persons completing the above course of study, 
 and entering into the prescribed covenant, whose 
 names are reported to the Recording Secretary at 
 ISievv York, shall receive a diploma, signed by the 
 officers of the Department and the Committee of 
 Instruction in the class with which they are connected. 
 
 Covenant. 
 
 " I do solemnly promise to devote myself with all 
 diligence to Sunday-school labor. I will endeavor to 
 study the word of God thoroughly and prayerfully ; 
 to spend more time in reading, meditation, and 
 
Sunday- School JS^ormal Class. 141 
 
 prayer, with special reference to mv work ; as re<z;u- 
 larly as possible to attend all the means of grace; to 
 visit ray scholars as their temporal or spiritual neces- 
 sities may require, and to be punctually present at 
 school and all meetings of teachers." 
 
 (4.) The following are specimens of the certificates 
 and diploma provided by the Department. The 
 diploma is an exquisitely beautiful specimen of litho- 
 graphic art. 
 
 Certificates for Preparatory and Junior Glasses. 
 
 NORMAL DEPARTMENT 
 
 OF THK 
 
 METHODIST EPISCOPAL SUXDAY- SCHOOL USIOX. 
 
 JL 
 
 Has completed the course of READING, LECTURES, and 
 
 STUDY prescribed for the Class of the Normal 
 
 Depaktmext of the Methodist Episcopal Sunday-School 
 
 Union. ) Local 
 
 Com. of 
 A.D. 187. 
 
 Instruc- 
 tion. 
 
 Diploma for Senioi Class. 
 
 METHODIST EPISCOPAL SUXDAT-SGHOOL UMON. 
 NORMAL DEPARTMENT. 
 
 Cbis Certifies that has 
 
 completed the course of BEADING, LECTURES, and STUDY 
 
 prescribed for the * Class of the Normal 
 
 Department of the Sunday-School Union of the Methodist 
 Episcopal Church, 
 
 ^H ;;;:e;;;;;;;;e 
 
 *^w* CommiUee. #>-- ^ - A. D. 187 — 
 
 Superintendent. 
 
 iuiinary,''" or " Church Senior.' 
 
142 Sunday- School Teachers' Institute. 
 
 (5.) The *• Department " Las also commenced a col- 
 lection of maps, illustrations, photographs, curiosi- 
 ties, etc., for the use of Sunday-schools connected 
 with the Union. This collection, throuirh the munif- 
 icence of the late William W. Cornell, Esq., of Kew 
 York, is already large and valuable. Arrangements 
 have been made for loaning some of these articles to 
 s(;hools for lectures, evening reunions, etc. 
 
 (6.) But after all that a " Department " of this char- 
 acter can do, every thing depends upon the individual 
 schools. The plans devised, the resources provided, 
 one thing is required to perfect the work : The 
 organization of the class, and the persevering prose- 
 cution of the course of study to be laid down in the 
 next chapter. 
 
 IT. 
 
 THE COURSE OF STUDY. 
 
 1. A course of study lias already been indicated in 
 connection with Institute work, (see pages 59, 60.) 
 For the use of permanent ^N'ormal Classes, it should be 
 more comprehensive and complete. It is indeed the 
 fact that the normal class work proper does not so 
 much comprise the what as the how of teaching. If 
 the Sunday-school and the family of to-day gave the 
 instruction they should as to the contents of the 
 Bible, the distinctive and only purpose of the Normal 
 Class might be to prepare for teaching by practice 
 in teaching. But as most of our pupils need first the 
 knowledge and then the art of communicating it, we 
 
Sunday- School Normal Class. 143 
 
 must teach them the art while communicating the 
 knowledge. 
 
 2. But even in the Normal Class tlie training;, 
 methods, and especially the range of reading and 
 study adopted, must be unsatisfactory. The whole 
 world of Bible knowledge, its amazing heights and 
 unfathomable depths, appears before the student. If, 
 how^ever, we but impress him with the vastness of the 
 field before him, and the necessity of thought, prayer, 
 and earnest eftort in order to do any thing for his 
 pupils — if we but cause him to resolve never to go be- 
 fore a class without some faithful and devout study of 
 
 . his lesson — we shall be compensated for all our labor. 
 
 3. The course of study for a Normal Class should 
 be divided into easy stages. One will readily consent 
 to attend a series of lectures, and to study two or 
 three small tracts on the teacher's work, who would 
 be discouraged at a long course of either lectnres or 
 readings. Hence we have divided the Normal 
 Department course of study into two series of ten 
 each, and one of fifteen meetings — tw^enty-five in all. 
 We have found the device to succeed admirably. 
 
 4. The complete course of study, Avhether in Church 
 or Seminary class, should cover in some general way 
 the follo^ving branches : 
 
 (1.) The Bible as a Book. — Its several parts; au- 
 thorship ; original tongues ; manuscripts ; ancient 
 and modern versions; various readings; classification 
 of its books ; preservation ; modifications of form, 
 mechanical, typographic, etc. 
 
 (2,)- The Evidence of the Divine Origin of the Bible, 
 — Its claim to a divine origin ; proof of genuineness ; 
 canon i ci ty ; the apocrypha; inspiration; miracles; 
 prophecy; unity of the Bible; moralitv ; harmony 
 
 JO 
 
l-itt Sunday- School Teachers' -Ixstitute. 
 
 with nature; ])ractical results; character of Jesus as 
 a proof of the divine origin of Christianity ; personal 
 experience of the Bible religion. 
 
 (3.) Theohxjii. — Doctrines concerning God : the 
 Trinity; the divinity of Christ; his work; the Holy 
 Ghost; man in Eden ; man fallen; man redeemed; 
 evil spirits ; angels; things of the futnre. 
 
 (J:.) Bible History. — Chronology : the principal 
 periods: 1.) Antediluvian; 2.) Patriarchal; 3.) 
 Mosaic; 4.) Joshua and the Judges; 5.) Saul, David, 
 and Solomon ; 6.) The two kingdonjs ; 7.) The cap- 
 tivities ; 8.) From Cyrus to Christ ; 9.) The days of 
 our Lord on earth; 10.) The Apostles; the Gentile 
 nations ; prominent characters of Bible times, etc. 
 
 (5.) Bible Geography. — 1.) The lands of the begin- 
 ning, Armenia, Chaluea, Mesopotamia; 2.) The 
 land of Hebrew bondage, Egypt ; 3.) The land of 
 Hebrew wandering, Arabia ; 4.) The land of promise, 
 Canaan: its names, boundaries, mountains, plains, 
 valleys, rivers, seas, cities, historic associations, pres- 
 ent condition, etc. ; 5.) The land of the Jewish wars, 
 Philistia, Syria, Arabia ; 6.) The lands of the cap- 
 tivities, Assyria, Babylonia ; 7.) The lands of Cyrus 
 the Emancipator, Media, Persia; 8.) The lands of 
 the dispersion, see Acts ii ; 9.) Bible seas and rivers; 
 10.) Bible mountains, etc. 
 
 (6.) Bible Manners and Customs. — 1.) Peligions : 
 pagan gods, theories, rites and ceremonies, etc., re- 
 ferred to in tlie Bible ; Jewish worship : the taber- 
 nacle, its priests, sacrifices, the feasts, the temple, etc. ; 
 2.) Domestic: habitations, modes of architecture, 
 furniture, social customs, feasts, weddings, funerals ; 
 3.) Commercial and professional : trades, offices, arts, 
 schools, agriculture, weights, measures, time, imple- 
 
Sunday- School Normal Class. 145 
 
 ments, etc.; 4.) Governmental: laws, officers, taxa- 
 tion, punishment, army, etc. 
 
 (7.) Natural History. — 1.) Climate as described in 
 the Bible : temperature, storms, seasons, etc. ; 2.) 
 Animals ; 3.) Vegetation : trees, plants, flowers, etc. ; 
 4.) Geology : stones, metals, gems, etc. 
 
 (8.) How to Study the Bible. — Kules of interpreta- 
 tion ; the canon of Scripture ; how to study Bible 
 biography, history, doctrines, precepts, allegories, 
 parables, etc. ; tj^pes and symbols, etc. ; difficulties in 
 the Bible, and how to treat them. 
 
 (9.) Church History.— 1.) The Church defined ; 
 2.) The denominational Church; 3.) The Church in 
 the several centuries. 
 
 (10.) The Sunday-School. — Its specific m'ssion ; re- 
 lation to the family ; to the sanctuary and pulpit ; 
 modern; ancient; divine; schools of the prophets; 
 synagogues ; schools in the temple ; errors concerning 
 the Sundaj^-school ; defects in its working ; its de- 
 mands ; organization ; management ; officers ; teach- 
 ers ; grades of scholars ; course of study ; spiritual 
 mission ; the infant class ; juvenile scholars, etc. 
 
 (11.) Teaching,"^ — What is education of the body ? 
 What is education of the mind ? how secured ; what 
 the mind was made to do ; mental habits : attention 
 and observation, seeing truth clearly, remembering, 
 forining mental images, inferring, seeing and enjoy- 
 ing beauty, perceiving and doing duty, regulating tlie 
 desires, regulating the affections, willing, expression ; 
 rules for the teacher in the acquisition of knowledge : 
 self-training, leading the child to think, to yield to 
 
 * See Dr. Joseph Alden's new and valuable little Manual, prepared 
 expressly for the Normal Department. Address, Sundaj-Seliool Union, 
 805 Broadway, New York. 
 
146 Sunday- School Teachers' Institute. 
 
 the claims of Christ, to live in harmony with the truth 
 as it is in Christ, etc. 
 
 5. In order to bring this comprehensive curriculum 
 within the grasp of the majority of students, the "De- 
 partment " has ordered the preparation of normal- 
 class text-books, each to contain about thirty-two 
 pages. They will be published under the general 
 title of " The Outline Normal Series." The series 
 will contain nine or ten volumes, as follows: '• Out- 
 lines on Teaching;"* on the "Sunday-School;" on 
 " History of the Bible ;" on " Christian Evidences ;" 
 on " Bible History ;" on " Bible Geography ;" on 
 " Bible Manners and Customs ;" on " Bible Study ;" 
 on " Christian Theology ;" on " Church History." 
 While these books are in process of preparation the 
 course of study in use in the Normal Department is as 
 follows : 
 
 I. The Preparatory Class. 
 
 1. All members of this class ai'e expected to read 
 attentively and studiously the following books: 
 " Sunday-School Organization," " Helpful Hints," 
 " The Art of Securing Attention." f 
 
 * This volume, by Dr. Alden, is now read3\ The same distinguished 
 author is at worlv on the volume ol' "Christian Evidences." 
 
 f The books referred to in this course may be had at the Method- 
 ist Publishing House, 805 Broadway, N. Y.. at the following- prices: 
 
 Sunday-School Organization. Per dozen $0 72 
 
 Helpful Hints for Sunday-School Teachers. Per dozen 72 
 
 The Art of Securing Attention 10 
 
 The Sunday- School and Bible Teaching 1 00 
 
 The Sunday-School Hand-Book 1 25 
 
 Topics for Teachers. 2 vols. Per vol 1 50 
 
 The Use of Hlustration 15 
 
 The Art of Questioning 10 
 
 Rogers' Domestic Life in Palestine 1 75 
 
Sunday- School IS'ormal Class. 147 
 
 2. To attend ten meetings of tlie class, at wliicli, by 
 lectures, essays, conversations, or class-exercises, the 
 following subjects shall be carefully and thoroughly 
 treated : 
 
 (1.) The family, the pulpit, the social meetings of 
 the Church and the Sunday-school ; their relations, 
 and how they may be rendered mutually helpful. 
 
 (2.) The organization and management of the Sun- 
 day-school. 
 
 (3.) Duties of Sunday-school teachers to the Church, 
 the officers of the school, the parents of their scholars, 
 and to the scholars themselves, in and out of school. 
 
 (4.) How to win and retain the attention and in- 
 terest of our scholars. 
 
 (5.) Countries and nations mentioned in the Bible. 
 
 (G.) Outlines of Bible History and Chronology. 
 
 (7.) Outlines of Bible History and Chronology. 
 
 (8.) Manners and Customs of Bible Times. 
 
 (9.) Manners and Customs of Bible Times. 
 (10.) Manners and Customs of Bible Times. 
 
 3. It is expected that in the course of the ten meet- 
 ings there will be conversations on the following 
 subjects : '' Memory, its use and abuse," '' The proper 
 improvement of time,'' '* Training our scholars in 
 Christian experience and work." It is suggested that 
 some member or members of the class be appointed 
 to prepare w^ritten exercises on these subjects. 
 
 4. The following works are recommended as con- 
 taining much valuable information on the subjects 
 
 Hand-Book of Bible Geography $2 25 
 
 Word of God Opened 1 25 
 
 Catechism of the M. E. Church, No. 3. Per dozen 96 
 
 Stories from Churcli History 1 25 
 
 [The books in italics are recommended, but not required.] 
 
14S Sunday- School Teachers' Institute. 
 
 above prescribed : " The Sunday-School and Bible 
 Teachincr," " The Sunday-School Hand-Book," "Top- 
 ics for Teacliers." 
 
 II. The Second or Junior Class. 
 
 1. All members of this class are expected to read 
 studiously the following books, " The Use of Illustra- 
 tion," " The Art of Questioning." 
 
 2. To attend ten meetings of the class, at which, by 
 lectures, essays, conversations, or class exercises, the 
 follovring subjects shall be carefully treated : 
 
 (1.) Teaching: analysis, illustration. 
 (2.) Teaching : questioning, recapitulation, and ap- 
 plication. 
 
 (3.) Bible Geography and Natural History. 
 (4.) Bible Geography and Modern History. 
 (5.) The Bible. 
 (6.) The Bible. 
 (7.) The Bible. 
 (8,) The Bible. 
 
 (9.) The Present Condition of Bible Lands. 
 (10.) The Present Condition of Bible Cities. 
 
 3. It is expected in the course of the ten meetings 
 there will be conversations on the following subjects: 
 " Sunday-school literature," " Works of philanthropy 
 and reform in Sunday-school," " The government of 
 children." Let written exercises be prepared on 
 these snbjects. 
 
 4. The following works are recommended to mem- 
 bers of the class : " Kogers' Domestic Life in Pales- 
 tine," " Whitney's Hand-Book of Bible Geography," 
 Peirce's " Word of God Opened." 
 
Slnday- School ^S^ormal Class. liD 
 
 III. THE TH1R1> OR SENIOR CLASS. 
 
 1. All members of this class are expected to read 
 studiously t\iQ following books: "Catechism of the 
 Methodist Episcopal Church, No. 3," ^ " Stories from 
 Church History." 
 
 2. To ^tiQi^di fifteen meetings of the class, at which, 
 by lessons, essays, conversations, or class-exercises, 
 the following subjects will be examined : 
 
 (1.) Evidences of Christianity. 
 (2.) Evidences of Christianity. 
 (3.) Evidences of Christianity. 
 (4.) Rites and AVorship of the Jews. 
 (5.) Rites and Worship of the Jews. 
 (0.) Rites and Worship of the Jews?'^ 
 (7.) Christian Theology. 
 (8.) Christian Theology. 
 (9.) Christian Theology. 
 (10.) Church Histor^^ " 
 (11.) Church History. 
 (12.) Church History. 
 (13.) Teaching. 
 
 (14.) Jesus the Model Teacher. 
 (15.) The Holy Ghost as Teacher. 
 It is expected that during the fifteen meetings, 
 essays or written exercises on the following subjects 
 will be presented by one or more members of the class : 
 " Unconscious Influence of the Teacher," " Picture 
 and Object Teaching," " The Sunday-School Teach- 
 er's Reward." 
 
 * Where the Xorraal Course is used by other denominations this 
 book may be omitted. 
 
150 Sunday- School Teachers' Institute. 
 
 Seminary Classes and their Course of Study. 
 
 A Sunday-School Seminary Normal Class may be 
 organized in any institution to learning, and will be 
 recognized as an auxiliary of the Department on the 
 same conditions as those prescribed for Church Normal 
 Classes, substituting the following as the course of 
 study : 
 
 1. Each member of the class must pass a satisfac- 
 tory examination upon the following works : 
 
 (1.) Sunday-School Organization. 
 
 (2.) Hopeful Hints for Sunday-School Teachers. 
 
 (3.) The Art of Securing Attention. 
 
 (4.) The ihe of Illustration. 
 
 (5.) The Art of Questioning. 
 
 (6.) Eggleston's Manual. 
 
 2. Each member of the class must .prepare a writ- 
 ten exercise on the following subjects : 
 
 (1.) Training Scholars in Christian Experience and 
 Work. 
 
 (2.) Works of Philanthropy and Keform in Sunday- 
 School. 
 
 (3.) Unconscious Influence of the Teacher. 
 
 (4.) The Sunday-School Teacher's Reward. 
 
 3. There shall be lectures before the class on the 
 following subjects : 
 
 (1.) The Family, the Pulpit, the Social Meetings of 
 the Church and the Sunday-School ; their relations, 
 and how they may be rendered mutually helpful. 
 
 (2.) Duties of Sunday-School Teachers to the 
 Church, to the Officers of the School, to the Parents 
 of their Scholars, and to the Scholars themselves in 
 and out of School. 
 
Sunday -School ]NroRMAL Class. 151 
 
 (3.) How to Win and Retain the Attention and In- 
 terest our Scholars. 
 
 (4.) Teaching : analysis, illustration, questioning, 
 recapitulation, and application. 
 
 (5, 6, 7.) Church History. 
 
 (8.) Jesus the Model Teacher. 
 
 (9.) The Holy Ghost as Teacher. 
 
 4. There shall be at least ten practice lessons, or il- 
 lustrations of actual teaching, in the course of ten 
 meetings. 
 
 Y. 
 
 THE PROGRAMME. 
 
 1. A live teacher will soon determine by what plan 
 he can best teach. He will then be true to himself, 
 and discard all armor that miglit restrain him. He 
 may see proper to modify the general outline of study 
 already given, and project one of his own, which in 
 his hands may be better than any other person could 
 prepare for him. We believe in, and contend for, the 
 largest freedom in this respect. Let all such inde- 
 pendent arrangements of the lessons, however, recog- 
 nize the general contents of tlie prescribed curriculum, 
 so that there be no forfeiture of promotion or other 
 privilege guaranteed by the Normal Department to 
 the members of its classes. 
 
 2. The following is a good general programme for 
 a normal class. It is the result of a " Conversation " 
 at the remarkably successful " J^ormal Institute " held 
 in Plainfield, ]N". J., in January, 1872 : 
 
152 Sunday- School Teachers' Institute. 
 
 (1.) Eoll-call. 
 
 (2.) Devotional exercises. 
 
 [These exercises should vary. Sometimes let the 
 regular school lesson for the day be read or recited 
 from memory responsively. Sometimes quote a 
 promise, and support it by parallel passages. Some- 
 times quote several texts on a specific subject. 
 Always pray and sing. Let the prayer be a model 
 of directness — a prayer, and not a report or nar- 
 rative. 
 
 (3.) Review of the last week's exercise. 
 
 (4.) Sketches in writing of a Sunday-school lesson 
 as the pupils would teach it. These to be taken 
 home and critically examined by the teacher. 
 
 (5.) Normal Exercise Proper, which should of 
 course vary from time to time. Here are several 
 proposed lessons, each one representing several ses- 
 sions of the class : 
 
 1.) Recitation from a text-book or catechism on 
 " Sunday-schools," '^ Teaching," " Bible History," 
 "Geography," etc., etc. This recitation and conver- 
 sation to develop as fully as possible the teaching 
 power of the pupils. 
 
 2.) A Specimen Juvenile Lesson, in which the 
 teacher of the Normal Class instructs a class of chil- 
 dren. When they are dismissed the teacher examines 
 the Normal Class upon his method, to see what they 
 observed and thought concerning it and the principles 
 he endeavored to illustrate. 
 
 3.) A Practice Lesson, in which one of the pupils 
 teaches a juvenile class, and is afterward subjected to 
 the criticism of the other pupils and of the Normal- 
 Class teacher. 
 
 4.) A Lecture (followed by conversation) on princi- 
 
Sunday- School [N'ormal Class. 153 
 
 pies of teaching, Sunda)'-scliool order, lesson prep- 
 aration, illustration, questioning, etc. 
 
 5.) A Preparation Exercise, in which a given lesson 
 is taken np, and the whole class engage in acquiring 
 a knowledge of its contents, and in preparing it to 
 teach others — to classes of different grades. 
 
 (6.) Announcement of next week's lesson. 
 
 (T!) Devotional service. [Silent prayer recom- 
 mended.] 
 
 Programmes for Ten Meetings. 
 
 [Preparatory C/rt55.*] 
 
 Directions to the Conductors. — 1. Commence 
 promptly. 2. Let the Scripture texts indicated 
 below form a reading lesson, to be followed by sing- 
 ing and prayer. 3. Drill the class thoroughly on 
 the four Scripture Texts to be committed to mem- 
 ory. 4. Take np the Ten Questions in order, read- 
 ing or reciting the answers, and adding such sug- 
 gestions on each question as may occur to the class. 
 5. Let some one read the Xote on Church and 
 Sunday- School. The class may talk about its 
 several propositions. 6. Four or five times review 
 the Ten Questions to make the class familiar with 
 them. 7. This drill may illustrate the best method 
 of training a class. 8. Several of the members may 
 be induced to serve as teachers, each taking one or 
 two of the ten questions. 
 
 * See pages 146, 14T. 
 
154: Sunday- School Teachers' Institute. 
 
 Preparatory Class.] TopiC 
 
 [I^h'st Sessio?i. 
 
 The Family, the Pulpit, the Social Meetings and the 
 
 School of the Church : their relatioDS, and how they 
 
 may be rendered mutually helpful. 
 
 Scripture Texts. 
 
 [to be committed to mf.moky.] 
 
 I. The Family. 
 
 And these words, which I command 
 thoe this day, shall be in thine heart : 
 
 And thou shalt teach them diligently 
 nnto thy children, and shalt talk of them 
 when thou sittest in thine house, and 
 when thou walkest by the way, and when 
 thou liest down, and when thou risest 
 up. — Deut. vi, 6, 7. 
 
 II. The Pulpit. 
 
 And he said unto them. Go ye into all 
 the world, and preach the gospel to every 
 creature.— Mark xvi, 15. 
 
 III. The Social Meetings. 
 
 Then they that feared the Lord spake 
 often one to another: and the Lord 
 hearkened, and heard it, and a book of 
 remembi-ance was written before him 
 for them that feared the Lord, and that 
 thought upon his name.— Mal. iii, 16. 
 
 IV. The School. 
 
 Let the word of Christ dwell in you 
 richly in all wisdom; teaching and ad- 
 monishing one another in psalms and 
 hymns and spiritual songs, singing with 
 grace in your hearts to the Lord. — Col 
 iii, 16. 
 
 Texts. 
 
 [to BK read IX THE CLASS.] 
 
 Dent, vi, 8, 9. Prov. xxll, 6. 
 
 Deut. iv, 9. Eph. vl, 4. 
 
 Deut. xi, 18-21. 2 Tim. i, 15. 
 
 Johnxx, t21. Rom. X, 13-15. 
 Isa. Iii, 7, 8. 2 Cor. v, 17-21. 
 
 Heb. iU, 12, 13. Acts i, 13, 14. 
 
 Epli. V, 18, 19. Matt, xviil, 19, 20. 
 
 Deut. xxxi, 12, 13. Jolin v, 39. 
 Nell. viU, 6-8. 1 Cor. xil, 27-31. 
 Luke U, 46. Eph. iv, 11-16. 
 
Sunday- School Normal Class. 
 
 TEN QUESTIONS. 
 
 Questions. 
 
 1. What peculiar advantages as a 
 school of religion does the family pos- 
 
 2. What is the mission of the pulpit; 
 
 3. What are some of the advantages of 
 social meetings for prayer, conversation, 
 the narratioQ of religious experience, 
 etc.? 
 
 4. How may the family aid in the work 
 of the pulpit and of the social raieetings 
 of the Church ? 
 
 5. Howmay the family aid the Sunday- 
 school ? 
 
 6. What may the pulpit do for the 
 family ? 
 
 7. What may the pulpit do for the 
 Sunday-school ? 
 
 8. What may the Sunday-school do for 
 the 
 
 Suggestions. 
 
 1. T/ieJird op])ortunity ; 2. The «««- 
 cejytibiliti/ o{ childhood ; 3. The love of 
 the parents for the children ; 4. The 
 lo've and conjidence of the children ; 
 5. ; C. . 
 
 1. To proclaim salvation ; 2. To ^Je?-- 
 suade men to accept it. 3. To discuss 
 Bible doctrines and enforce Bible duties. 
 
 1. Mutual instruction. ; 2. Mutual 
 encouragement ; 3. Mutual affection; 
 4. Co-operation in Christian labor ; 
 
 1. By securing the regular and punc- 
 tual attendance of father, mother, chil- 
 dren, and servants. 2. By insisting upon 
 the thorough preparation of every 
 Sunday-school lesson at horne during 
 the week ; 3. By the faithful daily 
 practical illustration of the religious 
 truth taught in Sunday-school ; 4. By 
 cultivating friendly social relations 
 with the teachers of the school; 
 
 5. ; 6. ; 
 
 7. ; etc., etc. 
 
 1. 
 
 2. 
 
 1. Recognize it regularly in prayer 
 and announcements ; 2. Preach and 
 plead in behalf of the school ; 3. Dis- 
 cuss the subjects taught in the school; 
 4. ; 5. . 
 
 1. Cultivate a true spirit of love and 
 obedience ; 2. Visit the sick and poor to 
 minister aid and comfort ; 3. Send good 
 
 books and papers ; 4. ; 
 
 5. . 
 
loG Sunday- School Teachers' Institl'te. 
 
 Questions. 
 
 9. What may the Suiuiay-achool do for 
 the pulpit ? 
 
 10. What may the Sunday-school do 
 for the social meetings of the Church? 
 
 ions. 
 
 1. Croud the churcli to liear preaching; 
 
 2. Inspire the preaclier and aid the serv- 
 ice by heart)/ congregational flinging ; 
 
 3. Adapt and appl'/ the teachings of 
 the pulpit to the individual scholars; 
 4. . 
 
 1. Alwnys recognize these meetings as 
 parts of the Church service and work ; 
 2. Urge teachers and scholars to attend. 
 
 l^OTE ON Church and Sunday- School. 
 
 1. These ten questions are designed to impress the 
 members of tlie class with the fact that the Sunday- 
 school is not the only, nor the most important part of 
 the Church. 
 
 2. It is one of the departments of Christian thought 
 and effort in the Church of Christ, where old and 
 young assemble to study the Holy Scriptures that 
 they may be wise unto salvation. 
 
 3. It is not a substitute for the family. 
 
 4. It is not a substitute for the pulpit. 
 
 5. It is not a substitute for the social meetinojs of 
 the Chnrch. 
 
 6. There should be no collision between it and the 
 other departments. 
 
 T. Each needs the sympathy and aid and inspira- 
 tion of all the rest. 
 
 8. The Sunday-school is not an independency. It 
 is not a Church by itself. Let the JS'ormal Class be 
 trained in this fundamental principle at the very^ 
 beginning of their course. 
 
Sunday- School Xokmal Class. 
 
 15T 
 
 Preparatory Class?[ Topic 
 
 [^Second Session. 
 
 The Organization and Management of the 
 Sunday- School. 
 
 1, Brief Addressed or papers on tlie following]: 
 topics : " The value of system in Clmrcli matters."" 
 "The relation of the Snnday-scliool to tlie annual 
 and quarterly conferences of the Methodist Episcopal 
 Church." 
 
 2. Readings. — Let some one read the Sunday- 
 school Constitution recommended by the General 
 Conference, and published in the Appendix to the 
 Discipline. 
 
 Questions. 
 
 Siiggestions. 
 
 1. What officers are required in a well- 
 ordered school ? 
 
 2. What commiitees are required ? 
 
 3. What are the principal difficulties in 
 the way of making the order of exercises 
 in Sunday-school harmonious, agreeable, 
 and profitable ? 
 
 4. What is a good general order of ex- 
 ercises for a Sunday-school ? 
 
 1. Pastor ; 2. Superintendent; 3. 
 4. Secretary; 5. Treasurer; 6. — 
 7. Chorister ; S. . 
 
 1. Missionary; 2. Visitation; 3. 
 4. Normal. 
 
 1. Want of a plan; 2. Or the plan not 
 understood by all; 3. Want of jmnctual- 
 ity; 4. Failure to begin with perfect si- 
 lence; 5. Want of ability on the j^art of 
 superintendent to bring the school to 
 perfect ovk\Qv; 6. Overvaluing system and 
 drill. Forget to be natural and simple; 
 
 7. ; 8. Carelessness on part 
 
 of teachers; 9. Too much speech-making 
 bystrangers; 10. Interruption by officers 
 of the school during devotional exercises: 
 11. Interruption by visitors ; 12. . 
 
 I. Pkepakatoi:y : 
 
 1. Teacher's prayer-meeting ; 2. Ex- 
 change library books; 3. Arrange room; 
 4. School in place ; 5. Preparatory singing. 
 
158 Sunday- School Teachers' Institute. 
 
 Questions. 
 
 5. What are the duties of a Sunday- 
 school superintendent during the school 
 eession ? 
 
 ions. 
 
 II. Introduotorv : 
 
 1. Teachers' and scholars'' roll-call; 
 
 2. Silence ; 3. The Word of God ; 4. Sing 
 ing and prayer. 
 
 III. Instruction: 
 
 1. Siloncc; 2. Prelin inary remarks by 
 suiiedntendeiit; 3. Preliminary prayer; 
 4. Class siudy ; 5. General review. (?) 
 
 IV. Closinu: 
 
 1. Silence ; 2. Eemarks, (rare and brief;) 
 
 3. Announcements ; 4. Disti ibution of 
 books and papers; 5. General review; (?) 
 6. Teachers' prayer-meeting, ten minutes. 
 
 1. To conduct the g'eneral extrcises; 
 2. To supply classes with teachers; 3. To 
 watch from the superintendent's desk 
 how all are engaged ; 4. . 
 
 [Members of the class sliould be encouraged to 
 take notes as the conversation goes on, or as written 
 answers are read.] 
 
 4. Reviews. (1.) In a series of propositions state 
 the result of the even inch's work. 
 
 (2.) Recall the exercises of the previous meeting. 
 
 5. Suggestions may be found in Inglis on "The 
 Sunday-School and Bible Teaching," House's " Sun- 
 day-School Hand-Book," and Dr. Wise's " Sunday- 
 School Organization." 
 
 Preparatory Class?^ TopiC I {Third Session. 
 
 Duties of Sunday- School Teachers to the 
 Church, the Officers of the School, the Par- 
 ents OF THEIR Scholars, and to the Scholars 
 Themselves in and out of School. 
 
 1. Brief Addresses or papers on the following 
 topics: " The duties of the teaclier to the officers of 
 
 tl 
 
 le Church," 
 
 The duties of the teacher in regard 
 
Sunday- School Kormal Class. 15'J 
 
 to the public and social meetings of tlie Cliurcli," 
 "What the officers of the school have a right to ask 
 from the teachers by wa/ of assistance and encour- 
 agement." 
 
 2. Questions to be answered in writing : " What 
 are the duties of the teacher to the parents of the 
 scholars?" "What are the duties of the teacher to 
 the scholars in school ? " " What are his duties to 
 them out of school ? " 
 
 3. Experience of teachers may be given orally or 
 in writing in reference to any of these points. 
 
 4. Review of the duties thus elicited. 
 
 Preparatory Class^ TopiCI \Fouvth Session, 
 
 How TO WIN AND RETAIN THE ATTENTION AND IN- 
 TEREST OF OUR Scholars. 
 
 1. Essays on " The peculiarities of childhood 
 which render this task difficult," and " The circum- 
 stances which render this especially difficult in 
 Sabbath-school." 
 
 2. Questions to be answered in writing : " Why 
 is it not proper to commence a recitation until the 
 attention of the entire class is secured ? " " Is it 
 proper to arrest attention by questions or incidents 
 not coimected with the lesson % " 
 
 3. Experience of teachers elicited in answer to 
 the questions : " Do you have the attention of your 
 scholars ? " " How do you secure it ? " [See page 26.] 
 
 4. A Specimen Lesson taught by the conductor or 
 other person. 
 
 5. Eeview AND Address by the conductor of the 
 class or other person. 
 
 11 
 
I'o) JSl'xdav-Scjioul Teachers' Ix'stitute. 
 
 Preparatory Ckit^s.^ TopiC : {Fifth Session, 
 
 Countries and Nations Mentioned in the Bible. 
 
 1. Use ill tlie class a blackboard and " Our New 
 Sunday-School Map, No. 1, The Scripture World."* 
 
 2. Determine the distance, in English miles, from 
 Echatana^ in Medea, to Carthage^ in Africa, and from 
 Thebes^ in Egypt, to the northern coast of the Black 
 Sea. 
 
 3. Compare this area with an equal area in the 
 United States, to show the class, by a region with 
 which they are familiar, the size of the Bible world. 
 
 4. As each of the following countries is named let 
 the accompanying Scripture be read, and let the class 
 say whether the country is in Europe, Asia, or 
 Africa : 
 
 Arabia, 
 
 Assyria, 
 
 Ethiopia, 
 
 Gal. i, 17; iv, 25. 
 
 Isa. X, 12. 
 
 AcU?Tiii, 27. 
 
 Macedonia, 
 
 Phenicia, 
 
 Chaldea, 
 
 Acts XX, 1 . 
 
 Acts xxi, 1, 2. 
 
 Jer. XXV, 12. 
 
 Greece, 
 
 Medea, 
 
 Philistia, 
 
 Acts XX, 2. 
 
 Ezra vi, 2. 
 
 Psa. cviii, 9. 
 
 Armenia, 
 
 Canaan, 
 
 India, 
 
 2 Kings xix, 35-37. 
 
 Gen. xii, 5. 
 
 - Esther i, 1. 
 
 Mesopotamia, 
 
 Spain, 
 
 Egypt, 
 
 Gen. xxiv, 10. 
 
 Rom. XV, 24. 
 
 Gen. xii, 10. 
 
 Italy, 
 
 Persia, 
 
 Asia, 
 
 Acts xxvii, 1. 
 
 Ezek. xxxviii, 5, 
 
 Acts xvi, 6. 
 
 Elam, 
 
 Libya, 
 
 Syria, 
 
 Isa. xi, 10, 11. 
 
 Acts ii, 10. 
 
 Gal. i, 21. 
 
 5. Again, divide the Bible world into four dis- 
 tricts, and as each of the above countries is named 
 let the class say to which of the districts it belongs : 
 
 * On muslin, size 3x4 feet. Price, $5. Address, Methodist Pub- 
 lishing House, 805 Broadway, New York. 
 
Sunday- School Normal C'lass. 161 
 
 First Distkict — North and east of tlie Euphrates. 
 Second District — Between the Euplirates and 
 the Mediterranean. 
 
 Third District — South of the Mediterranean. 
 Fourth District— North of tlie Mediterranean. 
 
 6. These *' countries" have been tlie scene of many 
 wonderful events. Great nations liave there apj^eared, 
 and they have passed away. God has wrought out 
 til rough their several histories one great history, that 
 of redemption. Among the great nations of the 
 Bible are : 
 
 From SiiEM, Hebrews, Gen. xiv, 13; Persians, Ezra i, 1 ; Assyr- 
 ians, 2 Kings xix, :]5- 
 
 From Ham, Ethiopians, Jer. xiii, 23 ; Egyptians, Exod. xi, 3 ; 
 Canaanites, Gen. x, 15-18. 
 
 From Japhet, Medes, Isa. xiii, IT; Grecians, Joel iii, 6; Ro- 
 mans, Acts xvi, 21. 
 
 7. The conductor of the class may review the ex- 
 ercise on the map. 
 
 8. As the following names of persons are given let 
 the class state the country or countries of his birth, 
 principal actions and deatli ; 
 
 Cyrus, Sennacherib, Belshazzar, David, 
 
 Job, Timotheus, Abram, Noah, 
 
 Moses, Goliath, Pharaoh-Necho. 
 
 Preparatojy Class.] Topic : [Sixtk 2feeting. 
 
 Outlines of Bible IIistoky and Chronology. 
 
 [The Bible does not furnish us with a complete 
 chronological system. Calculations made by different 
 chronologists lead to different conclusions. The He- 
 brew, Samaritan, and Septuaghit versions differ from 
 
162 Sunday School Teachers' Ikstitcte. 
 
 each other. Josephns agrees nearly with the Septua- 
 gint. Tliese diftereiices, however, are not great. 
 The truth of Scripture is not affected by them. 
 Further critical research may remove every difficulty. 
 We shall fc>llow substantially in our outlines the 
 chronoloiry of Usher — that emploved in the English 
 Bible.] 
 
 1. Place on the blackboard, and fix in the minds 
 of the class, fourteen principal events of Bible 
 history. 
 
 1. Creation, 8. Division of Kingdom, 
 
 2. Deluge, 9. Captivity of Judah, 
 
 3. Abram bom, 10. Restoration, 
 
 4. Moses born, 1 1 . Birth of Jesus, 
 
 5. Exodus, 12. Crucifixion, 
 
 6. Saul chosen, 1 3. Paul martyred, 
 
 7. Temple dedicated, 14. John's Gospel written. 
 
 2. After having drilled the class in this outline, 
 place on the board, opposite each name, the date of 
 the event, as follows : 
 
 1. Creation, 4004 B. C. 2. Deluge, 2348 B. C. 3. Abram boru, 
 1996 B. C. Moses born, 1571 B. C. 5. The exodus of the Israelites, 
 1491 B. C. 6. Saul chosen king, 1095 B. C. Solomon's Temple ded- 
 icated, 1005 B. C. 8. The kingdom divided, forming the two king- 
 doms of Judah and Israel, 975 B. C. 9, Captivity of Judah, 606 B. C. 
 1 0. Restoration under Cyrus, 536 B. C. 1 1. Birth of Jesus, 4 or 6 B. C. 
 12. Cruchixion, 29 or 33 A. D. 13. Paul a martyr at Rome, 66 A, D. 
 14. St. John wrote liis Gospel, 101 A. D. 
 
 3. Erasing every thing from the board, place upon 
 it the dates alone, and let the class give the event 
 which transpired at each date. 
 
 4. From the above outlines find answers to the fol- 
 lowing questions : 
 
 (1.) How long after the creation, and how long before the birth of 
 Christ, did the deluge occur ? (2.) How long after the deluge was 
 
Sunday- School Normal Class. 1G3 
 
 Abram bovn? And Moses? (3.) How old was Moses at the time of 
 the exodus ? (4.) How long after the exodus did Moses die ? [Forty 
 years.] (5.) How long after Moses' death was Saul chosen king? 
 (6.) How long from the choice of Saul to the division of tlie kingdom ? 
 (7.) How long from the division of the kingdom to the captivity of 
 Judah ? (8.) How long was Judah in captivity ? (!).) How long from 
 the restoration of Judah to the birth of Jesns ? (10.) How old was 
 Jesus at the time of his crucifixion? (11.) How long from tlie cruci- 
 fixiott of Christ to the martyrdom of Paul ? (12.) How long from the 
 martyrdom of Paul to the writing of Jolm's Gospel? (13.) How long 
 from the exodus to the crucifixion? (14.) How long from the creation 
 to the writing of John's Gospel? 
 
 5. The class should be drilled thoroughly on the 
 above fourteen events, fourteen dates, and fourteen 
 questions. 
 
 Preparatory Class.'] TopiC*. [^Seventh Meeting. 
 
 Outlines of Bible History. 
 
 I. Carefully review the fourteen events, fourteen 
 dates, and fourteen questions of the sixth meeting. 
 [See March number of the Journal.] 
 
 II. Study the following outline of Bible history, 
 and examine the Scripture passages. 
 
 1. Creation. 4004 B. C. Gen. ii, 1. 
 
 2. Enoch translated, 3017 B. C. Gen. v, 24. 
 
 3. Dehige, 234S B. C. Gen. vii, 24. 
 
 4. Confusion of tongues, 2234 B. C. Gen. xi, 8, 9. 
 
 5. Abram born. 199G B. C. Gen. xi, 27. 
 
 6. Joseph sold into Egypt, 1728 B. C. Gen. xxxvii, 28. 
 
 7. Moses born, 1571 B. C. Exod. ii, 10. 
 
 8. Moses flees to Midian, 1531 B. C. Exod. ii, 15. 
 
 9. Exodus of Israel, 1491 B. C. Exod. xii, 51. 
 
 10. Entrance into Canaan, 1451 B. C. Josh, iv, 10. 11. 
 
 11. Joshua died, 1443 B. C. Josh, xxiv, 29. 
 
 12. Saul chosen king, 1095 B. C. 1 Sam. ix, 17. 
 
 13. David made king, 1055 B. C. 2 Sam. ii, 4. 
 
 14. Solomon made king, 1015 B. C. 1 Kings ii, 12. 
 
IG^ Sunday- School Teachers' Institute. 
 
 15. Temple dodieated, 1005 B. C. 1 Kings viii, 12, 13. 
 
 16. Division into two kingdoms, 975 B. C. 1 Kings xii, 19, 21. 
 
 17. Captivity of Israel, 721 B. C. 2 Kings xvii, 6. 
 
 18. Captivity of Judui), 606 B. C. 2 Kings xxiv, 10-12. 
 
 19. Restoration nnder Cyrns, 536 B. C. Ezra i, 1-4. 
 
 20. Second temple begun, 535 B. 0. Ezra iii, 8. 
 
 21. Ezra governor, 407 B. C. P]zra vii. 21. 
 
 22. Nehemiah governor, 446 B. C Neh. ii, 17, 18. 
 
 23. Birth of Jesiis, 4 or 6 B. C. Lnke i:, 10, 11. 
 
 24. Cnieilixion, 29 or 33 A. D. Matt, xxvii, 35. 
 
 25. Saul of Tarsus converted, 34 A. D. Acts ix, 6, 17, 18. 
 
 26. Paul martyred, 06 A. D. 
 
 27. Titus destroyed Jerusalem, 70 A. D. 
 
 28. Jolui's Gospel written, 97 or 101 A. D. 
 
 [The blackboard iijay bs used in this lesson. A 
 general outline of Bible history is all that can be 
 studied in tliese brief exercises.] 
 
 Prejxtratory Class.'] TopiC : [Eighth medlng. 
 
 Manners and Customs of Bible Times. 
 
 [It is desirable in this exercise to have pictorial il- 
 lustrations. Our set of diagrams on Eastern Hahita- 
 tions, or Randolph's Ohject- Lesson pictures, will be of 
 service. But why not let some one make rough 
 sketches on the blackboard, or on paper, to illustrate 
 the several facts ?] * 
 
 Examine the Scripture passages indicated, and ask, 
 What do we understand hy thisf How does it re- 
 sernhle or differ from our present modes ? 
 
 * The exercises of the Normal Class require a competent, active 
 leader. He should examine tlie Scripture passages at home to see 
 that tliere is no tj'pographical blunder in ti>e list. He sl)ould give 
 each member of the class a slip of paper with three, five, or more 
 passages indicated on it. "When a topic is under consideration, and 
 a passage of Scripture announced, let the person holding it state the 
 fact c:)iitained in it, and then read tlie verse. 
 
Sunday- School Normal Class. 1G5 
 
 1. Booths. Gen. xxxiii, 17; Job xxvii, 18; I.sa. i, 8; Lev. xxiii, 
 42, 43; Xeh. viii, 16; Jonah iv, 5. 
 
 2. Huts. Jub xxiv, IG; Ezek. xii, 5; xiii, 10, 11; Matt, vi, 19; 
 vii, 2G, 27. 
 
 3. Better houses. 1 Cliron. xxix, 2 ; Amos v, 11; Gen. xi, 3 ; 
 1 Kings vi, 15, 10, 32-33; vii. 8-12; x, 11-12; xxii, 39; Isa. i.x, 10; 
 Amos iii, 15. 
 
 4. Windows. Joshua ii, 15; Judges v, 28; 2 Kings iv, 10; ix, 
 30-36; 1 Sam. xix, 12; Acts ix, 25. 
 
 5. Doors. John xviii. 16. 17 ; Dent, iii, 5; Judges xvi. 3 ; Isa. xlv, 
 2 ; Dear. vi. 9. 
 
 6. Interior of house. Acts xii. 13. 14; Judges iii, 23; 2 Chron. 
 xxix, 7, 17; 2 Sam. xvii. IS; Luke v. 19; E.^tlier i, 5; Luke xx, 11. 
 
 7. Roofs. Joshua xi. 6; 1 Sam. ix, 25. 26; 2 Sam. xi, 2; Prov. 
 xxi, 9; Neh. viii, 16; 2 Sam. xvi, 22; Isa. xv. 3; xxii, 1: Jer. xlviii, 
 38; 2 Kings xxiii, 12 ; Jer. xix, 13; Acts x, 9 ; Dent, xxii, 18 ; Mark 
 ii. 4; Luke v, 19.. 
 
 8. Tents. Gen. iv, 20; Exod. xxvi. 14: xxxv, 26; xxxvi. 14; 
 Acts xviii, 3; Sol. Song i, 5; Gen. xxiv, 67 ; Jer. xliii. 10; Acts vii, 
 4, 5; Heb. xi, 8-10. 
 
 9. Oaves. Gen. xix, 30; xxv, 9, 10; Joshua x, 16; 1 Sam. xiii. 6; 
 Num. xxiv, 21; Sol. Song 11, 14; Jer. xllv, 16; Judges vi,' 2; Isa. 
 xxxiv, 13-15. 
 
 [The conductor may write these passages on sepa- 
 rate slips of paper and distribute them through the 
 cU\ss. Tlrls arrangement will save time.] 
 
 Preparatory Clas^^ Topic : \^Ninth Meeting. 
 
 Manners and Customs of Bible Times. 
 
 # 
 
 [In this exercise the set of diagrams .entitled 
 " Domestic Arrangements of the Orientals^^ may be 
 used, or, as suggested last month, rough sketches may 
 be made by home artists.'] 
 
 Examine the Scripture indicated and ask, What do 
 we understand by this? How does it resemhle or dif- 
 fer from, our present 'modes? 
 
10)6 Sunday- School Teachers' Institute. 
 
 1. Seats and postures. 1 Cliron. xvii, 16: 1 Kings xviii. 42; 
 
 1 Sara, i, 9; 1 Kings ii, 19 ; Matt. x.\i, 12; 1 Kings x, 19. [Diagrams 
 132, 133, and 134 of tlie Worliingmen's Educational Union in our 
 Collection represent Oriental postures, and Assyrian and Egyptian 
 thrones, sofas, pleasure cliair, stools, etc.] 
 
 2. Tables, eating, etc. [Diagrams 135, 136, 137.] Mark vii, 3; 
 
 2 Kings iii, 11; Gen. xviii, 8; John iv, 9; Matt, ix, 11; Acts xi, 3; 
 fren. xliii, 34; Amos vi, 4-7; Esther 1, 5-7; John xii, 3; xiii, 25; 
 Ruth ii, 14; Matt, xxvi, 23; John xiii, 26: Gen. xviii, 6. I 
 
 3. Beds. [Diagram 138] Gen. xxviii, 11; Exod. xxii, 26, 27; 
 Mark ii, 9; John v, 10; Deut. iii, 11; Psa. cxxi, 6: Job xxix, 3. 
 [See diagram 138, No. 3.] 
 
 4. Grinding corn. Exod. xi, 5; Judges xvi, 21 ; Matt, xxiv, 41. 
 [Diagram 139.] Eccl. xii, 4. 
 
 5. Lamps and oven. [Diagram 140.] John xviii, 3; 1 Sam. iii, 
 3; Judges vii, 16-20 ; Matt, xxv, 1, 3, 4, 7 ; Lam. v, 10 ; Mai. iv, 1 ; 
 Matt, vi, 30 ; Luke xii, 28. 
 
 6. Water and wine skins. Joshua ix, 4-13 ; Mai;t. ix, 17 ; Job 
 xxxii, 19; Psa. cxix, 83; Psa. ivi, 8; Judges iv, 19. 
 
 7. Articles and customs of dress. Gen. iii, 21; Prov. xxxi, 13, 
 22; Luke xvi, 19; Judges viii, 26; Gen. xxxvii, 3, 4; Psa. xlv, 13, 
 14; Deut. xxiv, 13; Ruth iii, 15; Exod. xii, 34; Luke vi, 29; John 
 xix, 23; Gen. xxvii, 15; Luke xv, 22; Matt, xxi, 8; Job xvi, 15; 
 Joel i, 8; Num. xv, 38; Matt, ix, 20; Matt, xxiii, 5; Prov. xxxi, 24; 
 Isa. V, 27 ; 1 Pet. i, 13; [for a description of the finery of tlie Jewisli 
 women see Isa. iii, 18-23;] Isa. iii, 21; 1 Cor. xi, 15; 1 Pet. iii, 3; 
 
 1 Tim. ii, 9; Psa. Ixxv, 5; 2 Kings ix, 30 ; 1 Cor. xi, 14, 15 ; 2 Sam. 
 xiv, 25, 26; xviii, 9; Job i, 20; Ezra ix, 3 ; Exod. iii, 5; Josh, v, 15; 
 
 2 Sam. i, 10; Esther iii, 10; Dan. vi, 17; Isa. iii, 18; Gen. xxxvii, 
 29, 34; Job i, 20 ;• Matt, xxvi, 65; Acts xiv, i4 ; Gen. xlv, 22; 
 Psa. xlv, 8. 
 
 Preparatoi^y Class.'] Topic: [Tenth Meeting. 
 
 Manners and Customs of Bible Times. 
 
 [Examine the Scripture passages indicated. Ask, 
 What do we understand hy this ? How docs it resein- 
 He or differ from our 'present modes f] 
 
 1. Traveling. In companies. Luke ii, 42-44. Inns. Gen. xliii, 
 21; Luke ii, 7. Courtesies. Gen. xviii, 1-8; Heb. xiii, 2; Matt, 
 xxv, 35 ; 1 Peter iv, 9. Mode of travel. 2 Kings iv, 22-25 ; Acts 
 
Sunday- School Xormal Class. IGT 
 
 viii, 28 ; xxi, 15 ; [What does "carriage " in this verse mean?] Gen. 
 xxiv, 61-64. 
 
 2. Visiting. Gen. xviii, 4; xix, 2 ; xxiv, 32; Lukevii, 44; John 
 xiii, 4, 5. 
 
 3. Agriculture, etc. Gen. iv, 2; xiv, 14; xxi, 25; xxvi, 15; 
 Exod. iii, 1, 2 ; 1 Sam. xi, 5; Psa. xxiii ; John x, 3, 4; Gen. xxiv, 
 20; xxix, 9; Josli. iii, 15; 1 Chron. xii, 15; Eecl. xi, 1; Isa. xxxii, 
 20; 2 Chnm. xxvi, 10; Dent, xi, 10 ; xxii, 9 ; Jobxxxix, 10; 1 Sam. 
 viii, 12; xiv, 14; Amos vi, 12; 1 Kings xix, 19; Judges iii, 31; 
 Exod. ix, 31,32; Isa. xxviii, 24-29 ; Joel iii, 13; Rntli ii, 15; Judges 
 XV, 5; Psa. cxxvi, 6; Lev. xxiii, 22; Isa. xxviii, 28; Hosea x, 11; 
 Judges vi, 11 ; Gen. 1, 10 ; Matt, iii, 11, 12 ; Psa. cxliv, 13 ; Joel i, 17 ; 
 Lul<e xii, 18; 1 Cliron. xxvii, 25; Jer. xii, 8; Matt, xxi, 33; Isa. v, 
 2 ; Psa. Ixxx, 9 ; 2 Kings xxv, 12; Isa. i, 8 ; Jer. vi, 9 ; Neb. xiii. 15 ; 
 V, 11 ; 1 Sam. viii, 14. 
 
 4. Commerce, Manufactures, etc. Isa. xliv, 12; liv, 16; xii, 
 7 ; Matt, xiii, 55 ; 1 Chron. iv, 21 ; Jer. xviii, 2 ; Job vii, 6 ; 2 Chron. 
 ii, 7, 13; Xeli. xiii, 16; 1 Sam. xxi, 3; Acts ix, 43; xix, 24; 2 Tim. 
 iv, 14; Acts xviii, 3 ; xvi, 14; Matt, iv, 21 ; Gen. xxx\ii, 28 ; 1 Kings 
 xxii, 48; ix, 26; x, 21, 22, 28, 29; 2 Chron. viii, 17, 18; Gen. xxiii, 
 16; Matt, xx, 9; ix, 9 : Mark ii, 14; Matt, xiii, 45, 46; xxv, 16, 17; 
 Jonah i, 5; Acts xxvii, 12, 16, 17, 20, 40; xxviii, 11. 
 
 5. Weddings. Let one of the class read from Manners and Cus- 
 toms of the JtiL.s the account of mnrriages, pages 126-131. 
 
 6. Funerals. Read from the same book the account of funerals, 
 pages 134-141. 
 
 VI. 
 THE NORMAL CLASS TEACHER. 
 
 1. The position of Normal Class teachers is weighty 
 with responsibility. It may affect for the time being 
 comparatively few persons, but these persons are 
 to wield a wide and ever-widening influence. They 
 are to instruct childhood and manhood. In the 
 course of twenty years of Sunday-school teaching 
 
1G8 
 
 probably not less tl^an one linndrecl persons will 
 receive the impress of each one of these normal 
 pnpils. Like master like scholar. By voice and gait 
 and style of utterance, and above all by the prevail- 
 ing spirit of his life, will the teacher perpetnally 
 affect the character of his pnpils. How important 
 that he feel the sacredness of his place and work ! 
 
 2. He needs primarily an intense devotion to 
 Christ. The |X)lish of the scholar, the tact of the 
 teacher, will never serve as a snbstitnte for the faith, 
 love, and zeal of personal religious life. Therefore the 
 first step for him to take is tow^ard the cross, where 
 he may bow reverently before the Lord and seek the 
 light and power of the Holy Spirit. 
 
 3. The teacher of this class must be a teachable 
 man. One man cannot know every tiling about any 
 one work. Be he ever so well vereed in it, he may 
 almost any day iind some passer-by, or some well- 
 known neiglibor, w^ho is able to offer a suggestion to 
 liini which, kindly received and candidly tested, may 
 serve him a good purpose. So, too, the magazines and 
 papers and books which so abound in the departinent 
 of Sunday-school effort may give him a great many 
 helpful hints, even though he be himself a guide and 
 a standard to many. 
 
 4. The intelligence and enthusiasm with which tl-e 
 secular educators of the day prosecute their favorite 
 calling, render it profitable for ministers and other 
 teachers of religion to read the literature and witness 
 the work of this large class of professional people. 
 Our Kormal Class teacher should attend public school 
 institutes, visit secular and especially normal schools, 
 and by canvassing the true method of education see 
 liow he may employ them, and aid his pupils in em- 
 
Sunday- School Normal Class. 101) 
 
 ploying them, for God's glory in tlie nobler and 
 broader work of culture to which he is called. 
 
 5. The ^Normal Class teacher should feel that his 
 work tills his whole life. Jt is his profession, and is 
 not less so on a week-day than on the Sabbath. The 
 week is full of its thought and planning and prayer. 
 His business liabits are modified by it. He remem- 
 bers his class every day, and welcomes them as 
 friends whom he is glad to reach with his loving pur- 
 pose even in mid-week. The steady under-current of 
 his life is in the direction of Sabbath duties and Bible 
 teaching. In all this unity and constancy of aim 
 there is immense educating influence. His mental 
 force involuntarily and habitually tends toward his 
 one work, and thus is itself intensified, while it tends 
 to render the work less laborious and more of a 
 success and a delight. Such perpetual purpose and 
 passion in a man's life are worth more, in an intel- 
 lectual w^ay even, than a score of aimless yeai*s spent 
 in the very midst of literary opportunities. Such 
 professional intensity we strongly commend to our 
 Normal Class instructor. 
 
 G. We have said little on the subject of teaching 
 in this treatise. It has not fallen in oar way to do so. 
 We now, however, bring our little volume to a close 
 by reminding the teacher that to niake true teachers 
 of his. pupils he must understand precisely what 
 teaching is, and must train his scholars by his own 
 theory, example, and Iiabit. Teaching is a quicken- 
 ing operation. It is not giving to other minds the 
 knawledge they lack, but ratlier setting them at 
 work to desire, demand, and themselves appropriate 
 knowledge. It seems not knowledge so much as 
 strength. It gives a man as its best result not merely 
 
170 Sunday- School Teachers' Institute. 
 
 strength that comes from knowing, but the strength 
 of knowing how to know. So train yonr pupils that 
 thej may be quickeners of others, and thus cause 
 minds consecrated to God togrow^ and attain wisdom 
 and wield influence for all time and through all 
 eternity ! 
 
APPEE^DIX. 
 
 1. The Rev. D. P. Kidder, D.D., (Proil'ssor in Drew Theological 
 Seminary,) in 1847, then the Corresponding Secretary of the Sunday- 
 School Union of the Methodist Episcopal Church, in his annual report, 
 made the following plea in behalf of 
 
 NORMAL SUNDAY-SCHOOLS. 
 
 In addition to the means hitherto employed to advance this cause, 
 we think it time to ask whether a system of Normal Sabbath-school 
 instruction may not be established. Schools thus designated liuve 
 been founded by several States of this Repubhc, for the express pur- 
 pose of training and qualifying teachers for common schools. 
 
 Besides the regular institutions founded and supported by the States, 
 voluntary organizations, called "Teachers' Institutes," have been 
 formed, with a kindred object, in many of the counties, especially of 
 the State of New York. At these Institutes, which are only of brief 
 duration, the time is devoted to mutual improvement by meaiis of 
 lectures, reviews, examinations in different branches of study, and 
 explanations of different modes of teaching and governing. Such 
 meetings of teachers, if judiciously conducted, can hardly fail to be 
 profitable ; and they give occasion to ask why Sundaj^-school teachers 
 may not have similar means of improvement? Perhaps a basis for 
 them is already established in our district Sunday-school conventions, 
 and in the courses of lectures often delivered to Sunday-school teachers. 
 
 Why may not these be rendered more practical, and consequently 
 more interesting? Even if all the teachers of a district could not meet 
 during a sufficient length of time to take a complete series of lessons 
 on the best methods of Sunday-school instruction, those who could, if 
 representatives of the different schools, might return and impart the 
 knowledge they had received to their several associates. In cities, 
 if the spirit of the enterprise sufficiently prevailed, Normal classes of 
 Sunday-school teachers might be organized whenever the services of a 
 competent person could be secured to conduct them. Who can tell 
 
172 Sunday-School Teachers' Institute. 
 
 • 
 
 wliat an amount of oood ini-rlit be accomplislied were some dozens of 
 our most successful and competent laborers in our Sunday-schools to 
 devote a portion of their time, annually, to training teachers on the plan 
 now suggested? Could they succeed, by such means, in elevating the 
 general character of Sunday-school instruction; could they give a new 
 impetus to one of the greatest benevolent movements of the age; could 
 they, by moving upon the minds of some hundreds of teachers, influence 
 the hearts and character of thousands of children, would thej"- regret 
 any sacritiees necessary to accomplish such glorious ends ? 
 
 The following year he again referred to the subject as follows: 
 The proposal of normal instruction for Sunday-school teachers was 
 suggested in our hist report. We confess, however, that we fear the 
 day is distant when the Church will take as high ground on this sub- 
 ject as that assumed by several States of the Union, namely, that in 
 order to promote general education most effectually, institutions nnist 
 be provided for the special instruction of teachers. 
 
 THE LONDON SUNDAY-SCHOOL UNION NORMAL CLASS. 
 
 In 1859 the Committee of the Sunday-School Union commenced a 
 " Normal Class for the Training and Preparation of Sunday-School 
 Teachers," in which a course of training in the theory and praciice of 
 teaching should be combined with special preparation of Sunday- 
 school lessons, so as to embrace in one class the objects which have 
 hitherto been attained by two distinct organizations. 
 
 A circular was accordingly prepared, and sent to the officers and 
 teachers of the London schools, accompanied by tiie following 
 
 PROGIIAMAIE. 
 
 Sept. 2L Preliminary Meeting — Tea at half past six o'clock. 
 Charge, sixpence each. At half past seven o'clock, two addresses: 
 L "Preparation: its Place, Power, and Use." Mr. Watson. 2. "The 
 Art of Teaching: its Necessity and Application to the work of tho 
 Sunday-School." Mr. Hartley. 
 
 Sept. 28. Lecture — "Pre-requisites for Successful Teaching." Mr, 
 Hassell. 
 
 Oct. 5. PREPAR.4TI0N Class — Information on Geography, History, 
 etc., contributed by Members of the Class. Sketch of lesson at close, 
 fifteen minutes. Subject: '"Manasseli's Crime and Repentance." 
 2 Kings xxi, 1-16. Conducted by Rev. J. F. Serjeant. 
 
 Oct. 12. Two Model Lessons — Infant and Scripture Classes. Sub- 
 ject: " Paul at Athens and Corinth." Acts xvii. 10-31. Mr. Bailey. 
 
ArrEXDix. 173 
 
 Oct. 19. Practice Lessox — Infant Class. Subject: "The Reign of 
 Josiali." 2 Chron. xxxiv, 1-28. By a Member of tl>e Class. 
 
 Oct. 2G. Sketches of Lessons — For Infant, Elementary, Scripture, 
 and Senior Classep, fifteen n inutes each. By Four Members of tiie 
 Class. Subject: -'The Way of Life— Holiness." Pliil. iii. 
 
 Xov. 2. Preparation Class — As October 5. Subj(ct: '-Paul at 
 Kphesus." Acts xix. Conducted by Rev. J. F. Serjeant. 
 
 Nov. 9. Lecture — "Recent Di.scoveries in the East; iheir Relation 
 to the Bible." Mr. J. T. Cox. 
 
 Nov. 16. Practice Lessons — Elementary Class. Subject: '-Paul 
 a Prisoner. " Acts xxiii. By a Member of the Class. 
 
 Nov. 2H. Essay — " On Addresses and Devotional Exercises in 
 Sunday-Schools:" illustrated by an Address to Children. 'Mr. Meen. 
 
 Xov. 30. Practice Lesson — Scripture Class. Subject: ''Paul's 
 Defense of Himself." Acts xxv, xxvi. By a Member of the Class. 
 
 Dec. 7. Preparation Class — As October 5, Subject: "The Re- 
 turn from Captivity." Ezra i, iii. 
 
 Dec. 14. Sketches of Addresses to Children — Fifteen minutes 
 each. By Three Members of tiie Class. 
 
 Dec. 21. Lecture — -'Sunday-School Psalmody," with Vocal Illus- 
 trations. 
 
 To commence each evening at half past seven o'clock. 
 
 Each lesson will be given to a class of children, who will be dismissed 
 immediately on its termination. 
 
 At the close of the "Model* Lessons" members are at liberty to 
 ask for information or explanation. At the close of the "Practice 
 Lessons" members may criticise and comment on the performance. 
 
 Rev. Dr. Robert Steel, in his work on ••Tiie Christian Teacher in 
 Sunday-Schools," devotes a chapter to "The Teachers' College," in 
 which he recognizes the work already accomplished in this direction 
 in America. . "\^^e make copious extracts: 
 
 How can Sabbath-school teachers have the means or the leisure to 
 enter on a proper course of instruction ? We are prepared to meet 
 these important and practical queries. No costly apparatus is requisite. 
 A church or school of moderate size is quite sufficient. The clerical 
 talent in any town is capable of giving systematic instruction in most 
 of the branches of sacred science indicated already. Ministers have 
 
 * The word " Model " has since been di.spensed with, as it has led to considerable 
 misapprehension. 
 
174: SUXDAY-SciiUOL TkACHEKS' INSTITUTE. 
 
 tliomselves gone over the same fields of study. Tiiey require to keep 
 themselves abreast of the ag-e, and may, therefore, be supposed to be 
 equipped for the duty. Besides, it would tend to keep up their studious 
 pursuits in those subjects of such importance. It would react on 
 their ordinary studies, and, perhaps, tend to give a new zest and 
 animation to all their work. For the more practical and illustrative 
 instruction some one minister may have superior qualitications, or, 
 lailing such, distinguished teachers of day-schools, or inspectors of 
 sciiools who are Clu-istian men, might be found to render very effective 
 service. The expeme of the college lor Sunday-school teachers would, 
 therefore, be very small. The time required must agree with the 
 ordinary avocations and little leisure of most who engage in Sabbath- 
 school instruction. We cannot be exacting. We must proceed slowly 
 yet surely. What we would propose, then, would be, that one hour 
 a week, for twenty-one weeks of the winter season, be given to a class 
 in the college. In the course of three winters a considerable amount 
 of work could be done, and the teachers would reap great profit. We 
 will indicate such a course : 
 
 THE FIllST YEAR THERE MIGHT BE TWENTY- ONE 
 LECTURES, AS FOLLOWS: 
 
 I. Six on "Jewish Antiquities," 1. The Ploly Land. 2. The Cities. 
 3. The History of the People. 4, Civil and Political Institutions. 
 5. Social and ])omestic Economy. 6. Occupations of the People. 
 
 II. Six on ' Systematic Theology " Comprehending the Doctrine 
 relating to God the Father, the Son, and the Holy Ghost. 
 
 III. Six on the " Evidences of Christianity." 1. The Genuineness 
 and Authenticity of the New Testament. 2. Miracles. 3. The Fulfill- 
 ment of Prophecy. 4. The Moral Influence of Christianity. 5. The 
 Experimental Evidence. G. Inspiration. 
 
 IV. Three on the "Art of Teaching," with an Illustrative Class. 
 
 THE SECOND YEAR. TWENTY^- ONE LECTURES. 
 
 I. Six on the "Jewish Church and its Ministry." 1. The Patriarchal 
 Dispensation. 2. The Exodus. 3. The Tabernable and Temple, and 
 their Ministers. 4. Sacrifices and Festivals. 5. The Schools of the 
 Prophets. 6. The Development ot the Messianic Doctrine. 
 
 II. Six on "Systematic Theology," including Doctrines relating to 
 Man. 
 
 HI. Six'on the "History of the Christian Church." 1. Christ and 
 the Apostles. 2. The Apostolical Fathers and the Niceue Age. 
 
Appendix. 175 
 
 3. The Middle Ages. 4. The Reformers. 5. The Puritans. 6. Mod- 
 ern Revivals. 
 IV. Tliree on the "Art of Teaching," with an Illustrative Class. 
 
 THE THIRD YEAR. TWENTY-ONE LECTURES. 
 
 I. Six on the " Interpretation of Scripture." 1. The Canon of Script- 
 ure. 2. Unity of Revelation. 3. Rules of Interpretation. 4. Types 
 and Symbols. 5. Prophecy. 6. Difficulties of Scripture. 
 
 II. Six on "Systematic Theology," including the Doctrines relating 
 to Redemption. 
 
 III. Six on the "History of a Particular Church." 
 
 IV. Three on the "Art of Teaching," with an Illustrative Class. 
 
 By this scheme the work of instruction could he divided among dif- 
 ferent clergymen, none of whom would have more than six lectures in 
 a winter. If there were three in a town, the labor would not be ex- 
 cessive, and if more, th.ere would be greater choice of more suitable 
 lecturers. In the course of three years, sketched above, one might 
 take tlie Systematic Theology all through, while different persons might 
 take the others. The lecture need not be more than an hour in length, 
 and if an additional half hour were required it would not be grudged. 
 But if the half hour could be spent in oral examination on the previous 
 lecture it would be found of great benefit. 
 
 It is scarcely to be expected that all Sabbath-school teachers could 
 attend; but some who are not at the time engaged in teacliing might 
 be present. If the half, or even the third, of the teachers in a school 
 attended such a course of instruction, their profiting would appear 
 to all their fellow-laborers, and would tend to elevate and improve 
 the others. We remember well, when the late Dr. Chalmers gave a 
 few lectures to his theological students on the " History of Speculative 
 Philosophy of the Nineteenth Century," which has been published by 
 J. D. Morell, LL.D., he remarked, that if he could only interest four 
 out of two hundred students who heard him in tlie studies suggested 
 by his lectures, he felt assured their influence would tell on all the rest. 
 So would it be were only a few of the teachers of a school attending the 
 course in the college — their influence would affect all, and many would 
 be excited to study and to improve. If the teachers of six schools 
 in a town thus combined there might be a class of twenty-five, or even 
 fifty. Many a learned professor has been sustained in splendid build- 
 ings to instruct a smaller class. 
 
 Sometliing such as has been indicated above has been in operation 
 for several years — since 18G2 — in connection with the Sunday-School 
 
 ]2 
 
1T<) IS L>: DAY- School Teaciieks' Institlte. 
 
 Union ill London. It is CMlled the Sunday-School Union Normal Colle<>e, 
 with a president and secretary. There are regular classes kept up 
 weekly during the winter months from October to April. One is called 
 the Educational class, wlucli meets fortnightly— the object of this is to 
 sludy the principles and art of teaching. There is also a Biblical Litera- 
 ture class, which engages in the study cf tlie Bible and its interpreta- 
 tion. During one session the following were the subjects of lectures 
 in the Educational class: 
 
 J. Tie Sunday-school, past, present, and future. Tlie teaclier's 
 work, and the qnalitications necessary t) insure success. Tlie nature 
 of a child's intellectual and moral growth considered in relation to the 
 Sunday-school. 
 
 IL Tiie cliaracteristics Of childhood considered in relation to tlie 
 work of the Sabbath-school, and practical hints for the young teachers. 
 Points to be enlarged upon. The love of activity; its use and abuse. 
 The love of knowledge; its design and importance. The susceptibility 
 of children to sympathy; its power and importance. The readiness 
 with which habits are formed. 
 
 IIL The characteristics of childliood, (continued.) Points to be con- 
 sidered. The love of approbation ; rules for its cultivation and control. 
 The want of attention. Rules for the cultivation of attention and 
 memory. 
 
 IV. The twofold work of the Sunday-school teacher, namely, to 
 educate and instruct. The difference in these, and what will accom- 
 plish the end in view. Examples of tlie fnilures of teacliers in this 
 respect. Practical hints and rules for tlie young teacher. 
 
 V. On the subjects of instruction suited to the moral and intellectual 
 development of a child. Moral instruction; its place and importance. 
 Method of developing moral ideas. lUustrative teaching; when it 
 ought to be \ised. Method of conducting it. 
 
 VI. The same subject continued. Parabolic teaching; its importance ; 
 what age ic is most fitted for. Methods of working out parables. 
 Doctrines ; their importance and place. Methods of dealing with them. 
 
 VIL The importance of graduating the subjects of instruction to suit 
 the age of the cliildren. 
 
 VIII. The different modes of communicating religious instruction. 
 The importance of making the children active agents, not mere passive 
 receivers. Illustrations of the different modes exemplified in dealing 
 with some of the '* Union Lessons." Value of Aarious methods tested. 
 
 IX. The importance of careful preparation of the lesson to be taught. 
 Aids to preparation. The proper use of the LTnion notes. Illustra- 
 tions of sketches for the teacher's use. 
 
Appendix. l 
 
 I i 
 
 X. On the art of questioning;. The value of good quesiions. Dif- 
 ferent sorts of questions. The vahie of each tested. Rules for the 
 formation of questions. Examples of the application of lessons ques- 
 tioned our. 
 
 XI. On the government of children in general, and of the Sundny- 
 school in particular. Different modes of government; which most 
 suited to children of different ages and different characters. 
 
 XII. On rewards and punishments in general, and the Sundny- 
 school in particular. The use and abuse of rewards. The insufficient 
 nature of the punishments. The importance of a sound judgment in 
 these matters. 
 
 XIII. The teacher out of school. How he may influence his chil- 
 dren for good. The connection between school and home. Plans for 
 influencing the home of the scholars. 
 
 XIY. The missing link in our Sunday-school system. How to sup- 
 ply this. Success of senior classes; yet more efforts needed to make 
 the school a nursery for the Church. Plans. A general review of the 
 previous lectures. 
 
 During the same j'^ear, or session, the following course of lectures 
 were delivered to the class o^ Biblical Literature: 
 
 I. Palestine, its geographical position, limited extent, central situa- 
 tion, and natural boundaries. A laud of mountains, hills, and caverns. 
 Historical results. Scripture allusions. 
 
 II. Palestine and Egypt, a contrast. Moses' description. The 
 goodly land. The Jordan and its tributaries. The valley of the 
 Jordan. Lakes and seaboard. The Kishon and the Kedron. Wells, 
 and their importance. Scripture allusions. 
 
 III. Climate; on what its varieties depend. Causes which modify 
 it. Illustrations. Climate of Palestine; its remarkable peculiarities. 
 Bearing of this fact on Scripture imagery. Past and present relation 
 of climate to vegetation. Distribution of vegetable life. Vegetation 
 of Palestine ; general features. 
 
 lY. Yegetation of Palestine, (continued.) Historic trees. Scripture 
 allusions. Flowers of Palestine. Dependence of animal on vegetable 
 life. Ancient fauna of Palestine; quadrupeds, birds, reptiles, fishes, 
 insects. 
 
 Y. Pearliest inhabitants. Patriarchal age. Division of the land 
 by Joshua. Allotments of the tribes. The kingdom under David 
 and Solomon. Its subsequent re-division. Cities. Yillages. New 
 Testament localities. 
 
 YI. Eastern and Western homes. Jewish dwellings. Tents. 
 
178 Sunday- School Teachers' Institute. 
 
 Houses. Forms and construction of liouses, doors, and windows. 
 Scripture allusions. Furniture — tables, seats. Modes of warming 
 and lighting. Beds and couches. 
 
 VII. Jewish costume. Ornaments and jewels. Amenities of social 
 life. Modes of salutation. Food. Entertainment of friends. Rites 
 of hospitality. 
 
 VIII. Occupation of the Jews. Shepherd life ; influence on national 
 character; Jiow far maintained by Jews. Jewish agriculture. Culti- 
 vated products of the country. Agricultural implements. Irrigation. 
 
 IX. The Jewish seasons. Agricultural operations peculiar to each 
 month ; plowing, sowing, barlej'-'harvest, vintage. The Jewish years, 
 measurement of time, and modes of reckoning. Scripture illustrations. 
 Other Jewish trades and professions. 
 
 X. Arts and education. "Writing and writing materials. Books 
 and letters. Home education. Schools of the prophets. Jewish 
 scribes and doctors. Music, musical instruments, and singing. 
 
 XL Military affairs. The encampment in the wilderness. The 
 army under Joshua. Ancient levies in the time of the judges. Arms 
 and armor. Treatment of captives. Condition of slaves and servants. 
 
 XII. Birth of children among the Jews; festivities. Position of 
 women at different periods. Marriage customs ; betrothal ; nuptial 
 ceremonies. Funeral rites. Modes of sepulture. " A land of tombs." 
 Conclusion. 
 
 There is also a preparation class and a practice or model class, con- 
 ducted by competent teachers. Each of the two first-named classes 
 commenced with between sixty and seventy members. And they had 
 gone on improving. As man}^ as two hundred teachers have been in 
 attendance. 
 
 Somethhig of this sort might be established in everj^ city, and even 
 in every town. The expenses of the college in London is a class-fee 
 of 07ie shilling or half-a-crown per scholar, which scholar may or may 
 not be a teacher affiliated with the Union, Those who are affiliated 
 pay an annual subscription to the Union. 
 
 Similar places for the improvement of teachers have been com- 
 menced in America by the Methodist Episcopal Cliurch, which has 
 nearly a million of scholars under its care in that great country. The 
 plan is so simple, so inexpensive, and calculated to be so useful, that 
 it may be extended over all the towns of the Christian world. The 
 advantage to teachers would be immense. It would give them a 
 greater intelligence, higher culture, and better adaptation. The ad- 
 vantage to scholars would be correspondingly great, and would improve 
 
Appendix. 1 71) 
 
 their knowledge of Christian truth, their abihty to read the Bible 
 to advantage, and also to think on holy themes. The advantage to 
 the whole Church would be great. It would promote a higher Chris- 
 tian thought and life, and raise up a nobler race to be witnesses and 
 workers for Christ in a future so big with hope and so brigh twith the 
 promises of God. 
 
 4. Mr. B. D. Pask, of London, is engaged in this good work. He 
 has in course of preparation a volume entitled "Introductory Class 
 Text-Book." At a Conference held in September, 1870, at Blooms- 
 bury Chapel, London, 
 
 " Rev. W. Brock, D.D., introduced Mr. Pask, of whom he spoke in 
 the highest terms as to his fitness for this work, and said that if he did 
 not meet with sufficient support he could find ample work for him in 
 his own schools. Mr. Pask gave an interesting outline of the course 
 of study and the methods adopted in the Introductory Class. The 
 accompanying Programme will show the subjects dealt with. In the 
 Sunday Class the Courses are taken on alternate Sundays, and, 
 together with 'practice days,' last about twelve months; the practice 
 consisting of preparing lessons, illustrative lessons, etc. The object in 
 the Biblical Course is not to study the contents of the Bible, but to guide 
 and assist in such a private study as will be helpful to Sunday-school 
 teachers. The technical course will aid the students to become intel- 
 ligent and efficient instructors and moral trainers of the young. In the 
 Thursday Class the Courses are taken on alternate winters. At the 
 close each student returns to the school from whence he or she came." 
 
 Programme of Study. 
 
 Biblical Course. 
 
 1. — Introduction. Object of Class — Plan of Study. 
 
 2. — Aims of a Sunday-School Teacher. 
 
 3 — Requisites for Attainment of Aims. 
 
 4. — The Bible. Its Genuineness — The English Translation. 
 
 5. — " Its Authenticity and Authority. 
 
 6. — " Its Peculiarities as a Revelation. 
 
 7. — " Its Interpretation — General Rules. 
 
 8. — " Its Interpretation, Allegories, Parables, Types, and 
 
 Symbols. 
 
 9. — " Rules for Study of Doctrines and Precepts. 
 
 10. — *' Rules for Study of Promises and Examples, 
 
 11. — '* Rules for Inferential Study — Drawing Lessons. 
 
180 Sunday- School Teachers' Institute. 
 
 12.— Chronological Study, including History and Geography- 
 Creation to Abraham. 
 13. — " " Abraliam to Moses. 
 
 14. — " " Moses to Solomon. 
 
 ] 5. — " " Solomon to Captivity. 
 
 16. — " " Kesioration to Malachi. 
 
 17. — " " Malachi to Alexander the Great. 
 
 18. — " " Alexander to Herod the Great. 
 
 19.— " " Herod to End of New Testament History. 
 
 20. — " " Manners and Customs. 
 
 Note.— As a Text-Book for this Course, Dr. Angus's " Bible Hand-Book " is used. 
 
 Technical Course. 
 
 1. — Mental Nature. First Truths. 
 
 2. — " Analysis of. 
 
 3. — " Order of Development. 
 
 4. — " Ideas and Words. 
 
 5. — " Attention. 
 
 6. — " Memory. 
 
 7. — " Judgment. 
 
 8. — Art of Teaching, Principles of. 
 
 9. — " Methods. Object Lesson and Ellipse. 
 
 10. — " " Pictorial. 
 
 11. — " " Illustrative. 
 
 12. — " " Interrogative. 
 
 13. — Construction of Lessons. General Principles. 
 14. — '• " Special Cases. 
 
 15. — Moral Nature. First Truths — Conscience. 
 
 IG. — " Analysis of 
 
 17. — " Motives. 
 
 18.— " The Will. 
 
 19. — " Principles and Methods of Moral Training. 
 
 20.— " The Bible as a Moral Instrument. 
 
 21. — Order. 
 
 Note. — At the Sunday Afternoon Class the above Courses are taken alternate 
 Sundays. At the Thursday Evening Class they are taken, each complete, alternate 
 winters. The Technical Course will be taken for the ensuing winter, 1870-71. 
 
 In a note to the author of this volume Mr. Pask says, (August, 1871,) 
 
 " I have met with tolerable success, though not so many persona 
 
 have gone through tlie Course as I could desire. More than one 
 
 hundred young men and women have, however, been under my care." 
 
Appendix. 181 
 
 5. In -'Barnard's American Joiunal of Education/' (18G:],) in a 
 paper entitled '-Professional Training of Teachers," we. find recom- 
 mended the emploj'ment of ''Itinerating Xormal Agents and Organ- 
 izers of Schools to hold Teachers' Institntes, to act as Inspectors 
 of Schools, assist in the establishment of new institutions and im- 
 part life and efficiencj'- to schools which have run down under 
 inefficient teachers, and bring up to a normal standard the schools 
 and the public sentiment of particular districts. The efforts of an 
 indefatigable Xorraal Agent like William S. Baker, so highly appre- 
 ciated in Connecticut and Rhode Island, or a School Organizer like 
 those sent out b}^ the Commissioners of National Education in Ire- 
 land or the British and Eoreign School Society, by familiar conver- 
 sation with teachers and practical illustrations in their school-rooms 
 of approved methods of arranging the studies and conducting schools, 
 will reach more widely than a Normal School." 
 
 6. From the same valuable work we quote the following facts 
 relative to the historical development of Normal Schools and Teach- 
 ers' Seminaries in the world of secular culture: 
 
 " The first school specially destined for educating and training 
 teachers in the principles and practice of their profession was insti- 
 tuted by the Abbe de La Salle while Canon of the (^athedal at Rheims 
 in 1681, and was perfected into the Institute of the Brotliers of tlie 
 Christian Schools in 1684. 
 
 "In 1679 Augustus Herman Frauke founded, in connection with 
 his Orphan-school at Halle, a teachers' class, composed of poor students, 
 who assisted him certain hours in the day in his schools in return 
 for their board and instruction. Out of these he selected about the 
 year 1704, twelve, who exhibited the right basis of piety, knowledge, 
 and aptness to teach, and constituted them his 'Seminarium Precep- 
 torium,' or Teachers' Seminarj^ 
 
 " In 1735 the first regular serainaiy for teachers in Prussia was 
 established in Pomerania, and the second at Berlin in 1748, by Hecker, 
 a pupil of Franke. 
 
 ''Normal Scliools were introduced into Hanover in 1757; into 
 Austria in 1767; hito Switzerland in 1805; into France in 1808; 
 into Holland in 1816; into Belgium in 1843. and into England in 
 1842. 
 
182 Sunday- School Teachers' Insiitute. 
 
 " The earliest suggestion of institutional provision for the specific 
 preparation of teachere in the United States which we have met with 
 appeared in the 'Massachusetts Magazine' for June, 1789, in an 
 article by Elisha Ticknor advocating the establishment of county 
 schools in order to fit young gentlemen for college and school-keeping. 
 
 "In 1816 Denison Olmsted, in his Master's Oration in the com- 
 mencement exercises of Yale College, (where he was afterward pro- 
 fessor,) proposed the establishment, by the State of Connecticut, of an 
 academy to train scJioolmasters for the State of Connecticut. 
 
 " In 1823 Kev. Samuel Read Hall opened a select school at Con- 
 cord, Vermont, in which he advertised to give a course of instruction 
 adapted to teachers." 
 
NATIONAL CONVENTION ANNOUNCED FOR, 
 APRIL, 1872. 
 
 [to be held at INDIANAPOLIS.] 
 
 GENEEAL PEOGRAMME. 
 
 A preliminary meeting will be held on Tuesday 
 evening, April 16th, for greeting and praise. 
 
 The adjournment to be with the session of Friday 
 afternoon, April 19th. 
 
 The general topic for the first morning session, on 
 Wednesday, to be. 
 
 The Field, 
 
 Under w^iich head the reports from States shall be 
 heard, each report limited to five minutes. Reports 
 from national Sunday-school organizations to be pre- 
 sented in writing for insertion in the minutes, but not 
 read to the Convention. Foreign delegations to be 
 received, and correspondence to be read. 
 
 Wednesday afternoon, a separate meeting of normal 
 instructors and of choristers to be held, as also a gen- 
 eral Convention meeting. 
 
 The Seed. 
 
 On Wednesday evening the general topic to be 
 " The Seed, the Word of God," especially with refer- 
 ence to a national uniformity of topics for Sunday- 
 
18-i Sunday- School Tkachers' Institute. 
 
 school study. The first address in favor of national 
 nniformit}^, the second opposed to it; followed hy 
 live-niinute speeches : the discussion closed by the 
 brother who opens in the affirmative. Opening ad- 
 dresses, thirty minutes each. 
 
 The Sowers. 
 
 Thursday morning the general topic to be " The 
 Sowers of the Word," in the family, the sanctuary, 
 and the school, each topic opened by a twenty-min- 
 ute address, and each followed by general discnssion. 
 
 On Thursday afternoon, separate meetings to be 
 held for pastors, for superintendents, and for officers 
 of State, national, or foreign organizations. Also a 
 general meeting. 
 
 The Sowing. 
 
 Thursday evening the topic to be " The Sowing ; 
 or. Methods of Work." Concerted teaching and class 
 teaching each to be considered in an opening address, 
 and followed by general discussion. 
 
 The Harvest. 
 
 On Friday morning the general topic to be " The 
 Harvest : Results of Work." 
 
 Friday afternoon, session to be held for the closing 
 addresses. 
 
 There will be a Sunday-School Museum in an apart- 
 ment separate from that in which the Convention 
 meets, the details of the arrangements to be left to 
 the Local Committee. 
 
INDEX 
 
 Pagb 
 Aim of Sunday-School 9 
 
 Books, Normal Class Text 146 
 
 Certificates, Sunday-Scbool Normal Class 141 
 
 Church Normal Class 132 
 
 Conventions, Sunday-School 19 
 
 Courses of Study. 59, 142, 174, 179 
 
 Department, Normal, 60, 137 
 
 Diploma, Sunday-School Normal 141 
 
 Institute, History of Secular 181 
 
 , First Sunday-School 63 
 
 , Constitution of 57 
 
 , Local ., 56 
 
 Institutes, Public School 20, 21, 181 
 
 Institute, Sunday-School Defined , 22 
 
 , Exercises 23, 89 
 
 International Sunday-School College 61 
 
 Kidder, Rev. Dr 171 
 
 London Normal Class 172 
 
 London Sunday-School LTiu"on. 71 
 
 Mis.sion Sunday School 9 
 
 Mnemonic Drills 89 
 
 Model Exercises 35 
 
 National Sunday-School Convention 101, 1 82 
 
 Normal Agents 131 
 
18G Index. 
 
 Page 
 
 Normal Class, Church , 132 
 
 Normal Department 60, 137 
 
 Officers, Sunday-School Institute 114 
 
 Pardee, R. G., Esq 73 
 
 Pask, Mr. B. D 179 
 
 Preparation Needed by Teachers 13 
 
 for an Institute 109 
 
 Programme, Normal Class 151 
 
 , Specimen 63 
 
 , Unity in 45 
 
 Secular Education 11, 19 
 
 Seminary Normal Class 61, 153 
 
 Senior Scholars 131 
 
 Specimen Exercises 35 
 
 Steele, Rev. Robert 173 
 
 Superintendents' Institute 49 
 
 Teachers' Meetings 17, 129 
 
 Teacher of Normal Class 167 
 
 , Sunday-School Needs Preparation 10 
 
 Theological Seminary 60, 136 
 
 Topics for Institutes 117 
 
 Training Teachers 32 
 
 Union Institutes 69 
 

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