The Choice of Teachers, and Their Work.
By John Orr Corliss
MAKING choice of teachers who have "plenty of time" often proves a great mistake, as such persons seldom make good use of the time they have. Those who are faithful in what they undertake are always in good demand, and rarely fail to find enough to do. Indeed, it often happens that they are obliged to look after the odd moments as closely as the miser after his gold, lest time slip away and leave an over-accumulation of work on their hands. There is without doubt a limit beyond which it is not best to pass in urging persons who are already burdened with cares to become teachers; yet, as is well attested by experience, persons of this very class, when actuated by the love of Christ, have, in spite of their ever-pressing duties, often proved the most effective teachers in the Sabbath-school. Neither is it hard to account for this result. Those who are thorough in their business relations will be certain to show the same untiring energy in doing the work of the Sabbath-school which has made them successful in the business of the week. There can hardly be found a more responsible work than that of imparting religious instruction to the young, since the development of a religious character depends more or less upon early impressions; and these are received from the teacher, and are vivid or feeble according to the interest or indifference manifested by him. If nothing is desired in the Sabbath-school beyond a certain amount of information, then any quick, intelligent person, apt to teach, but without any particular spiritual attainments, can fill the position of teacher; but if a spiritual effect is sought, if the pupil is to be impressed with the importance of godliness, the necessity of a righteous character, and is to be led to Christ, then a teacher should be found who is spiritually minded, one who will have the religious interests of his class at heart. "Prevention is better than cure," is an old adage worthy of our consideration in relation to the Sabbath-school. To reclaim an evil-doer is certainly a praiseworthy act; but to prevent one from becoming a prodigal is better, in that a multitude of sins are thus prevented. And it also gives the church hope of good members. To secure this result, teachers must have an aim in their work,—a definite object to pursue. Many efforts of Sabbath-school teachers as well as those of other good people prove abortive, simply because they are put forth without deliberation or distinctness of purpose. Striking without taking aim is worse than a loss of time—worse than a mere waste of energy. Those who strike at random not only beat the air, but often hit and injure the very ones they want to help. Whoever makes a success of teaching must take time for reflection. He must keep constantly before him certain definite results to be attained, and earnestly strive for their accomplishment. It is a serious mistake to substitute quantity for quality, either in teaching or preaching. Talking is not always teaching, neither is the simple act of hearing a recitation necessarily teaching. The art of teaching is to make one know what he did not know before; and one point clearly and definitely learned is better than many generalities. Nothing so quickly interests children and secures their attention as the consciousness that they are learning something—learning something that they can tell. The celebrated Grosser once said, "He who gives a skillful explanation teaches, and does much; but he who shows his pupils how to reach an explanation, trains, and does more." Let the teacher aim to direct the mind so that a distinct knowledge of the lesson may be obtained, leading rather than dictating, and his object will be accomplished. The ordinary child is not dull of comprehension, but, on the other hand, is prompt to gather new ideas; and nothing kindles the enthusiasm of the young like the thought that they have made a discovery,—the feeling that they have learned something by finding it out themselves. Impressions gained in this way are indelible. Aptness in teaching is very rarely a natural gift. Indeed, comparatively few who attempt to teach ever attain to efficiency in the art. It is not, however, an impossibility. There are very few who may not, by culture and practice, become somewhat skillful in imparting instruction to others. But in order to become successful in such work, especially with children and youth, teachers ought to become acquainted with the home life of those who form their classes. By frequent visits with pupils at their homes teachers may see and hear things that can help them in imparting instruction in the class. The teacher should be constantly watching for opportunities to encourage and help those under his care. As the minister watches for the souls of his congregation, "as they that must give account," so the teacher should feel his responsibility toward his class. His work, while not so extended as the minister's, is certainly a similar one, and if he is faithful in the smaller charge of a Sabbath-school class, the time may soon come when his sphere of usefulness will be enlarged, and he be advanced to higher responsibilities. J. O. CORLISS.