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Show DR. MAESER'S LECTURE Under the Auspices of the Dtsertt Sunday School Union, III I.IVI I1KII IN Till: iisr.iIili.Y Iltl.l. TLTslUV l.ir.MMI. (.railing Hie Intermediate (iraJr, Tnt IImV., Sunday .School I'aflrtl. My Ilrethren aud Hitters' As last evening, to to-night, I trust I shall havolheassltlsnce of your faith and prayrra lo guide me In my remirkt. First, grading: As alieady stated In a previous lecture, there are lhren(or more, as the clrcumstaucosof school may require departments In the Hun-day Hun-day school, 11 1 rlmary, an Intermediate aod a theological. Three departments cunelit of pupils arranged In the main according to some staudtrl of classification. Tho irucota of finding out the 1 roper I lac for each pupil, and arraoglug the whole work of Iho Hunday school In inch a way a to enable the pupils to progress by a logical succession of studies to become familiar with tho plan ol Salvation I called grading. This art of tho work corresponds with the Idetlgn of tho architect, the prill-cllea prill-cllea of a lawgiver, the plans of a statesman, and constitutes the masterpiece master-piece of teaching. The wiy the grading grad-ing la done ahowa either a mister-hand mister-hand or a bungllug msn.It calls forth Ihe exercise of wisdom, discernment discern-ment and experience ou the part of Ihe suprrlutendeutnnd his assistants, and should bo undertaken only with the consultation of the respective teachers, for no one has a monopoly of truth. And every superintendent as well as prlnclrel sf any school, cr any wise rulrr, should always endeavor to avail himself of tho tett counsel and alvlre obtatnablo from every scource. There la still another motive or reason why the superintendent should consult con-sult with his associates, I.e., no su;ur-Inteudent su;ur-Inteudent Is Immortal; he Is not placed theru forevor; and his aim should be 10 train his associates to conduct and quillly them for tho tamo rork which ho la now called Uon perform, (live them a chance to express their views, Interchange IJeas, so that at any time he should be called to another an-other vocation or duly.er bo tetujomrlly absent, there will be fou ml those I n tho school prrpsreJ to go right on In the same line understaudlngly nud Intelligently. Intelli-gently. Hecond.Thlsmcanialsarstabllshrsa conlldeiice and love lu tho suierlnteu-dent suierlnteu-dent by his oo-workrrs, for his wisdom wis-dom aud good Judgment In rerognlt-Ing rerognlt-Ing their services. An) thing llavor ed with arbitrary or despotic rule always al-ways ouunleraela tho best ctlorts made, though such disposition of authority may mean well. If once started right one half of the succe-sof the work ji sweured, but If serious mistakes are made In atartlng the whole work may be spoiled. Third Home superintendent havaat-teni havaat-teni led to grade exclusively acewdlug to age, while some, disregarding all conditions of age, e-onildelcd only mentsl attainments, and others again left It to the choice of the pupils. Tlliso modes of jroceduro having proved unsatisfactory, however, In msuy rates, tome superintendent havo f;tvsn up bothering thsmselvss any onger on this point aud let things shape themaelres us beat they coulJ. This last named eoursehas 1ml in inauy 1 ate to a very deplorable state of cotl. fusion, dlssalltf.ictioullusuriUlQucy,aiid tnreulena the decay of the wtiolo school. The greatest care aud good Judgment should be used lu gradlng,aud a love fur learning Instead of a Oistsstu should tt cultivated. The geographies!. o-clul, o-clul, Intellectual, moral and spiritual condition of our tomruunitle are tuti-Jeel tuti-Jeel tu such varieties as mako it Impos-albluto Impos-albluto furmulatu a universal stsnuard of grading arpllcabie to all school.; thill luiiiossible. You cannot make a shoetu IHhII fert, lut ,1 feu stlgges-tliu stlgges-tliu msy not come amiss, in older tu gulJovuruo-laliorers In thlsalMmport. ant part of their work. It I suggest- d, lherefore,tht every new upll, ou tuierlng, should bo referred to the IiibJ teaeher of tho ileinrtnieut to which his is woul.i niturally sulgri him t.i tho primary about to tuuafe of I 1, to thu intermeulate t j tlio nge of Wubout, aud oldir oms to the tlleo-logical, tlleo-logical, HutthUmay lu tulj.ot to a great uuny moJIrlollous, eiieclally lietwieulhengesollt), IS ami Hj car.. rhelrirevlou reraliuu may liavo nlvaui'ed Ihimto eni.r u higher ile-pailmeut ile-pailmeut than their age would nstur-nil) nstur-nil) suggest, or, on the other hnnd, their wnnt of uuy klnJ of previous training may necessitate their lelug Htslgued toalntterginli, Ine head teacher ol It 0 respective Ueurtmeuts should find out or Ihe new . oilier If iheyero cat thin (of entering tntoouvot the existing rlas.es lu hi driarluiebt. It Is the I .at lescher'aof the resetUe departments not Ihe superlulende ul'e business lu llnd lilt Ihe rapibllltlisuf the 'now comers,", whether they nro able lo enter this dfrarlmeiitlir go lo tome other. One, li. or tlueo leading nutations will sulllce to form an I ll a of the ability ol sui'h pull; tin. Is lilt to Ihu inoj Julgnient of the head teacher. The indent .lioulj then bo itgl.l.rej ac corJli),iy. . Here another lmortant niatter f resents re-sents Itself to my mind. There should always be it teaeher at Iho door to welcomu tho student on Hunday morning, to glvo them n kindly welcome, wel-come, a "good morning," n "How aie you and the tolks7"tc, so all who enter feel welcome And at home, not as Isoften the roe with etrsngersenlerliig funday school, left to themselves entirelynot en-tirelynot recognise I at nil. riiero are tuoklcd of children wo have to deal wllh In Hunday school, I.e.. one kind that grows up In an at-tuosphero at-tuosphero of lov, tenderness, whero kind words, gentle, and teuder tare aud loving hands are always seen and heard. Their nature ahowa It by their aaevt smile and ways. It Is ualurtl fur suuti to captivate tho teaihrr, Ingratiate In-gratiate then selves Into the goof whdits and grace of all. Hut there la another claw of ehlldren, and In their behalf I plead before yeu techera an I superintendent- I haeu seen them by Iho hundred.; thlaclsta are etarvlng for love, for a kind word, a loving ex pression. The atmospheru In which they havo gr wn up is cold, chilly lllsny times utJJ lea.Ant Thele Is no one at home wno give theuiaklul word. These tu like the flower that grow up In the teller, whero the ray of sunlight never smile on lh.111. No won Jer they Inrk the sweet ami..., gontlo wa)sanl bright countenance aud heads ol those who grow up under that paternal live of Hod' sunlight, fheso starving chllJreu aro the ouoa that newl our Lre, our love, our dvu-tlou. dvu-tlou. lluttouolteu It I the catu wo heap the luvo upon thoso whu nro "runnlug over with It." The momeot we take cbargo of a class we arc a messengers from our heavenly Kalher as ills repliscnta-live repliscnta-live tind we havo Ihe mission of an angel to crfirm. If we see persons starving for f joJ, we glvo tliem food. Ifthey are disunite s. give them tlulhlug. SUy not glvo that food of love aud rlothln of geullooras to those v. ho need 117 It Is our mission. It Is the children that need our kind attention even more thau the subject. In casu of tho necessity of a trnnsfer to a higher or lower department the pullsshoulJ bo relerrei tu the superintendent, super-intendent, with thu necessary reeom-mendallon. reeom-mendallon. lu case of pupils of moro advanced age, but not prepared to enter en-ter a high elearlmeiit, seclal cla-ees with work sJtlable to thrlr comprehension compre-hension should be orgaulxed. Whatever What-ever changes bctve een pupils of clatse In our department may bu deemed a J-vlsablu J-vlsablu by the head teacher, should be inado by lihu directly, but transfer from ouo ueiarlment Into another should not tsi made execjt uie,u the aulhorliy of Hie superluteadent. The head teachers and superintendents superinten-dents should meet a few moments before school convenes lierfurm any work, make cecrs-ary alignments 01 any work that will help Improve tho school and nivanee Ibe Mills, Thla should leour alninnl study. This Is necessitated Iteause the tuhtcrlal we hare to deal with Is like a living hu-inanity hu-inanity and Intelligence, constantly chauging. I.lku tho clouds of heaven wa luok upontbciu now, ani In live mlnutei tliiy put ou a UIHerent form continually rhaugtng as the-y tra.el. Ho thu )OUUglutelllgeniT before UM, they constantly ntoJ new Idea ways ol explanation, and different wa)e of dealing with them, lie prepared tor every viurrguucy- In tsklug up a book, or reading, we slioull lead one line, cr tu a stop one sentence which expresses an Idea nover pass on until every tolnt Is understood, un-derstood, then lake up another ten-tence ten-tence and explslu over) thing, and so un, asking questions and Urswing out the Idesa fruui the minds of tho pupil. They will then uudsrslsnl as they read, And will rememlcr the Idea expressed ex-pressed In wl.st they lead. The grading of tho work Itself throughout all the depirtnionls lor elltu r ou term or for the v. hole school year shoulf be sketched out by the surlntendentaud then discussed and Adopted by tho faculty of all the teach-era teach-era before beginning of tho work, so that every teacher unierslauds the work required of him for atleestthe next threu months. Kvery teacher should work to advance ills department, as theno several operations mo but tho parts of thegrcut whole. , TUB IMTUIMI DIATK BFI'AIITMFNT. Thl department ontttlutea goner-ully goner-ully the main body of tho sctiosl, anl Is eomsrd of tho greatest variety of luplla, Iwth In age as well aa lu rapacity. These ehlldren are lu a transition r!od and at u time of their tljt when animal st lilts are overflowing overflow-ing without sulllclent development of Judgment to control them. Especially Is this tho ease with tho boys, while Iho girls at this stage of ilerlolileut aro generally ulcker In lesrnlug, and causing !nexr.enccd teachers tu he-cuma he-cuma unlutt by testowlng unjust praltoon cue side and blame un the other, when they tlioulj consider that they have tu ileal lu such lestaucv with a mere natural phenomenon. The personal intluence of the teacher substituting inauy other contrivances fur Ihe maintenance of discipline Is for these aboveetatei'lroaaous more essential In this department limn anywhere else In the Hundiy schools. Thu "(lulde'' Ims wisely recommended a division of this ilipsrlment Intu Nos. I and '.', tl e tlrst one of which might be called wltli great propriety a 1 repsra. lory dpiirlme.t, as It Itd.sfgned to preiare for tho work lu No. , There shoull Ins no breik In the gradation of tho work from tin. prim, ary dpirtuieut Into this one, althotuh i a dlllrrent sot of teachers Isnowiu chargo.ejrno separate clan work con-stuutii con-stuutii here Iho main feature of the I programme, as we havo tu deal with la, I , lly-develonlmr Individualities that need cur ever watchful ' guidance. Hence Iheorganlntlon of largo clas.e must .be avoided now, and about ten should be the greatest uumler of 1 upll lu one class In ordsr to give tho teacher Achaute to lestow close attention to uvery Individual student. Although, ns In the Primary de. parltiieni, oral teochlng should bo the prominent feetun', there la to bo Intro, duced no occasionally tho rndlnz nl lMngea, inraranh. and verV. Whenever resorted to, howeet,for must be Inkeri thrt no moro tiiiii , sentence be rend at a time. ;verv erntenie .iprestee nu Hm, W,cf, aliould I brmnrht out by ,,.,.,, J,', either from one of the pupil.1 or from Ihe tesoher, that Iho II It t of leirlllniais. 1TAVT ,"""4 TtaRS .two klnJs of spirit, causing to ask ciues. lots; ouo is the snlrlt 01 Inquiry, seeking seek-ing after truth. Illustrated liythopeo-ph. liythopeo-ph. coming to thu aostlea ond asking, " 0 men an I brethren, wtisit shall wo do to be sav.dj" l,at spirit la i oiieto lwiuoouragr.1 and cultivated. Hie other Is tho spirit of Inquisitive. new, shown by the l'harl.eu ntk-ug ntk-ug Christ If It was right to pay taxes to Cci; that spirit mu.t be roimked wlieuevcr It makes ItsAMienrance. Whenever Inoldenla from sacred, profane, or natuial history aro Intro. duced In Hunday school, It should always al-ways bo fur Ihe 1 uruoae of illustrating some principle or Divine truth. The metu knowledge of ovents, facts, names, or dates, without some appllcA. lion, 1 of no vnlue whaloeer. Text Hooks While It Is not de-slgueil de-slgueil thstthepuillls of tho primary i!e artment should use any text books, except the little picture cherts, as auxllarlea to the. largo charts In front of the. whole class, Ihe 111 Us of the InUrnutllel department Nu. I, or preparatory pre-paratory depsrlment e'utl llsu the little works of His Illblo Htorles, lliok of Moinion Htorles, l'ili i'romollug Horlea, and selecll ins from the historical histori-cal pstb. of tin. New rettlmeot, Hunday Hun-day sehool I.etttlels, Dorlllno and1 Cuvenants, Vlrt. cf Warning and Iho Hlory of the Hook of Mormon to creat advsntsge, with the proviso that ll .y aro leal here In the manner Above alluded lo, and that only one suliject ut each recitation Is iskeu through, ravlvwod, reu'atcd In the iurll' own lauguago, aud tho moral Ununited by It thoroughly Impressd uHinthe inlujof Ihe ihlldren. l'at-I l'at-I IIjI us of tho I.eallsU lu this depart-1 depart-1 tuent Illustrated. I Intermediate Department, No. . This section or Ihu Inlermedlate gra le 1 shculd constitute thu real Intermediate depailmeut ond comprise tho finishing course in Hundsy echiol work for the children of school Age. U should, Ihetefore, bethedeslgu of tho Uer. IntondentAiid of lilsassoelate to furnish fur-nish the pupils Hi this Ue4.r!meot the opportunity of obtaining not only a thorough theoretical kuowledgu of the history, irlnclples and ordli.anrr of the Uosprl, llilalsi, and tint Is tho more Imisirtant part, a llvlug and practical prac-tical liailmnnyof Its truth, from hero the greater orllou of the pupils enter tub) tho rsctlcal duties, of vlcltslludra and retionslb Illlrs tf life, which, In order lo iniet them, rciulru a ifulstnnllal reparallou. The examination of pupils lor their luallfltallou lo outer hero should be as thorough n praetlcable, In order to rsl.e gradually tho slamtard of tho whole de ailment. Only well qualified teachers shoulJ bo selected fi.r thu work to be .rformed here, and tho studio not ouly selected with great raro but also urrsngvd aud graded conesiondltiglo tho standard of the ilrluirtmeut. Children ihtuld to drilled In hunting hunt-ing thaplrrs and ers In the Hlble, Hook or Merrnou, Doctrine and Covenants Cov-enants and other Church works by the trscher. Askln, for Instance, the students lo find Ihu loth chapter of HU Mark-"Whero Is 117 Who has lit" TheJIth cliajter of Matthew Whero lsltlobefoubd7 Who has ll? etc. This will cultivate a habit of close observation, observa-tion, and ability lu hunting passages and telling whero they are to be found. It would not be expedient lu rucal communities to lay cut plans for the whole )e or lu this depailnmnt, Inasmuch, Inas-much, as itpeclally In rjuuday schools In the country, many juplls aru prevented pre-vented from altoudlng all Ibe )rar round. A course fur oue term should bo tnido a complete, therefore, as Kisslble. There should U a Illblo olats lu this deartment for tho 1 urposo of training the (uplla In fluking passagea and beguiling be-guiling acquainted with Ibe general outline or arrangement ol the lltblo, and of Ihe Hook of Mormon, with emie luatrucllon on Illblo and Hook of Mormon geography, wills leferenrea to inai s. (Here the speaker lllustrste.1 the way tn conduct thu several cImi- 011 lealleu, Healing Iho ordinances of Iho Oos el and the orders of the l'rlest-hood, l'rlest-hood, classes In tho Compendium and Church works. iti) i:ch recitation recita-tion In each of iheso cUna should closo with the bearing of testimony by onoof thep tils. Thesulject for next Hunday' rrcllatlon should alums lo given at the clcse aud puillsbe en-coutaged en-coutaged to 1 re pare aud ask questions un the given subjects. I'rouiltruous qurstlonlnglsnolsa'nto bo encouraged, rho head teacher of this detriment had belter havo no clats to teach, but keep going around among all the rlsrses of his department. The tempta-lion tempta-lion of falling Into smculstlve theories Is already making Its apsranco moru or lets among pupils ami teachers In this department, and must bo guarded egilnct with much v. alchfulness on Iho part of tho head leather. The speaker closed by thanking the audience for their kind attention. Tonight (Wednesdov), at p. n, Iir.Mareeriakiaror hfa luti-io'-'Tho Theological Class." AllareluvlleJ. |