Sunday-School Success
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Оглавление
Wells Amos Russel. Sunday-School Success
Preface
Chapter I. The Teacher's Crown
Chapter II. Who Should Teach in the Sunday-School?
Chapter III. Preparing the Lesson
Chapter IV. Something about Teachers' Meetings
Chapter V. A Teacher with a Schedule
Chapter VI. My Lesson Chart
Chapter VII. The Value of a Monotessaron
Chapter VIII. Getting Attention
Chapter IX. Keeping Attention
Chapter X. The Importance of Questioning
Chapter XI. A Good Question
Chapter XII. Inspiring Questions
Chapter XIII. Trigger-Teaching
Chapter XIV. Galvanic Teaching
Chapter XV. Serial Teaching
Chapter XVI. Teaching the Psalms
Chapter XVII. Those Temperance and Missionary Lessons
Chapter XVIII. Topical Lessons
Chapter XIX. Introducing Thoughts
Chapter XX. Illustrations and Applications
Chapter XXI. Righteous Padding
Chapter XXII. The Sunday-School and the Newspaper
Chapter XXIII. On Taking Things for Granted
Chapter XXIV. Utilizing the Late Scholar
Chapter XXV. Side-Tracking the Teacher
Chapter XXVI. The Problem of the Visitor
Chapter XXVII "Under Petticoat Government"
Chapter XXVIII. The Teacher's Three Graces
Chapter XXIX. Something to Belong to
Chapter XXX. Through Eye-Gate
Chapter XXXI. Foundation Work
Chapter XXXII. The Trial Balance
Chapter XXXIII. At the Helm
Chapter XXXIV. The Superintendent's Chance
Chapter XXXV. The Sunday-School and the Weather
Chapter XXXVI. A Profitable Picnic
Chapter XXXVII. A Singing Sunday-School
Chapter XXXVIII. A Praying Sunday-School
Chapter XXXIX. S. S. and C. E
Chapter XL. Teachers in 8vo
Chapter XLI. Around the Council Fire
Chapter XLII. The Incorporation of Ideas
Chapter XLIII. From a Superintendent's Notebook
Chapter XLIV. From a Teacher's Notebook
Отрывок из книги
In one of those dreams which are truer than waking there passed before me a long line of the Sunday-school teachers I have known. One after the other they appeared—those that had taught my childish lips to repeat the Bible words, those that had led my youth into the opening glories of the International Lessons, those that had put to rest the rising doubts of the young man and clinched his faith to the Rock of ages; those, also, of less blessed memory, whom I knew in early or later years, that had done none of these things, but other good things not so good.
And I noted in astonishment, as each came into view, that all were decked with diverse crowns. I had not looked long before I saw that these crowns were not arbitrary and artificial, but sprung from the very substance of the character of each. They had all received their reward, but according to their deeds.
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Thus the Master chose his teachers and blessed them; and though there was no genius there, no mighty mind, no trained skill, but only humble readiness to serve, he poured out on them the fullness of his love and power, and they left the Sunday-school room ever bearing precious sheaves.
That is the end of my parable. Oh that all might know, as we, dear fellow-teachers, know it, the joy of our Sunday-school ministry! Then superintendents would have no search to find teachers, no trouble to keep them. Then to the enlarging band of teachers would come a constantly enlarging band of scholars, and all together would soon bring the multitudes of the world into the host of the redeemed.
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