The teaching problem; a message to Sunday school workers . tingothers must not be spasmodic. Neither may45 The Teaching Problem his alleg-iance to his Sunday school and his faithfulness to its duties be anything- else than an eveo-day, always evident reality. No Spasmodic j^ ^^ discharg-e of visible duty he Faithfulness ° - must be no less habitual than in the discharg-e of those other duties for which theworld finds no standard of measurement onwhich absolute reliance can be placed. The teacher whose work is unvaryingly con-scientious and painstaking-, who is all the timeprayerfully wrestling
The teaching problem; a message to Sunday school workers . tingothers must not be spasmodic. Neither may45 The Teaching Problem his alleg-iance to his Sunday school and his faithfulness to its duties be anything- else than an eveo-day, always evident reality. No Spasmodic j^ ^^ discharg-e of visible duty he Faithfulness ° - must be no less habitual than in the discharg-e of those other duties for which theworld finds no standard of measurement onwhich absolute reliance can be placed. The teacher whose work is unvaryingly con-scientious and painstaking-, who is all the timeprayerfully wrestling- with the difficultproblems which the Sunday school classpresents, often feels that he is gropingin the dark. What must be said, then,of the teacher who is indifferent,thoughtless and careless of conse-quences? There can be no morepronounced case of the blindleading the blind, withthe inevitable result ofsuch leading. If in do-ing the best possible the way is notalways clear, how culpable are we if we aim-lessly, heedlessly, unfaithfully do nothing ?46.
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