THE

Sabbath School Magazine.

NO. I.]

JANUARY 1, 1884.

[VOL. XXXVI.

The Relation of the Sabbath School to

Evangelistic Work.

By the REV. JOHN TORRANCE, Glasgow.

THE Sabbath school we know, and something of its modes of procedure we know ; but what is evangelistic work? Evangelistic work is labouring to bring the Gospel to bear upon sinners with a view to their salvation. It proceeds on the belief that all the members of the human family are guilty, and, consequently, in a state of condemnation. It is undertaken from a knowledge of the fact, that a perfect remedy for sin and the curse lies just at hand in the Gospel of Jesus Christ; and it consists in doing all that man can do to get the remedy applied. Evangelistic work is not the mere telling of a loving Saviour's life and death: it is that, and a great deal more, done with the express object of securing the speedy conversion of sinners.

In such work many Sabbath school teachers are earnestly engaged, for their ordinary labour among their children is thoroughly evangelistic. Possibly, however, it is not so with all. Some, probably, have the idea that their business is merely to teach-to convey religious instruction to the minds of their pupils; or perhaps they give themselves little concern about results; or fancy that, somehow or other, sooner or later, all will come right. So it is conceivable-it is even to be feared-that not a few Sabbath school teachers rest satisfied with having taught the lesson, without striving to bring about what is commonly called "a saving change" in their scholars.

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I have said that "evangelistic work" aims directly at "conversion.' But what is conversion? The word means the act of turning. a religious sense it means turning from sin to God through Jesus

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Christ. But in trying to understand the relation of the Sabbath school to the effecting of this all-important change we must be more exact in our definition, for conversion is a very general term, and is used in various senses. Exactly corresponding to the course of nature in our first formation, there occur, in the gracious process of our new creation, these three things-Regeneration, Quickening into Spiritual Life, and the New Birth. These, though widely different in their nature, are all included in conversion; usually they are wrought in the order indicated, and are separated by some interval of time. They may, however, be all accomplished in the same hour, and conversion may be "sudden."

Now, in the first place the teaching of religious truth prepares the way for full conversion. Mere teaching does not convert; but it is the proper means for us to use in order to secure Regeneration, the first step in the process. Teaching Bible truth fills the mind with "the Word of God," and that Word is the means of regeneration. James says (i. 18)— "Of His own will begat He us with the Word of truth." So Peter (2 Epis. i. 2-3, R.V.) speaks of Christians as "having been begotten again, not of corruptible seed, but of incorruptible, through the Word of God." Regeneration, then, by means of the Word, is God's first work of grace in the soul He means to save. It is not full conversion, but it is a blessed preparative thereto. The entrance of God's Word gives lightthe sin-darkened mind is illuminated thereby, and the sinner is enabled to know something both of his sin and misery, and of Jesus the Saviour. Now, this is a great matter; for sound thorough conversion cannot, ordinarily, be effected apart from knowledge. Extreme ignorance makes it impossible. How can warnings against sin, calls to flee from wrath, and invitations to come to Christ, have any effect on those who do not understand the words? Trying to convert the ignorant, is like attempting to kindle a fire without fuel. You indeed have the spark all ready, but there is nothing for it to lay hold upon. Therefore I say, Teach: make your scholars as familiar with Bible truth as you possibly can. The more of God's own Word you can get stored up in their minds the greater is the likelihood of their being converted both soon and thoroughly. For the Word is the means-the only means we know anything of-whereby God regenerates.

But, secondly, in order to full conversion there must be Quickening into Spiritual Life. Therefore do not rest satisfied with teaching regenerating truth. Though necessary, that is not enough. Although the children were so perfectly taught as to be able to pass examinations with credit, and take the highest prizes offered, were there nothing more our work would be abortive. The incorruptible seed of the Word sown in their hearts is itself" quick," or living; but of itself it does not quicken into life the soul that is dead in sin. "It is the Spirit that quickeneth," (John vi. 63.) It is His prerogative to impart spiritual life. We cannot tell minutely how he communicates this new principle of vitality; but this we know, that "God, who is rich in mercy, even when we were dead in sins, hath quickened us (made us alive) together with Christ Jesus," (Eph. ii. 4-5.) A dead soul cannot attach itself to a living Christ; but the living Christ can attach himself to the dead soul.

And when the Holy Spirit thus applies Christ to the sinner, life is communicated to the dead. "Together with Christ" the soul is quickened into life.

But what can teachers do more than teach? Can they impart the life of God to the souls of the scholars ?-No. But we can pray. In earnest supplication we can cry, "Come from the four winds, O Spirit, and breathe upon these children, that they may live." Or if you wish a short form of prayer for their quickening, you can adapt the words of the Shorter Catechism to your purpose. The answer to the question, "What is effectual calling," makes, with very little change, a full, appropriate prayer-"Spirit of God, work in the children, convince them of their sin and misery, enlighten their minds in the knowledge of Christ, renew their wills, and so persuade and enable them to embrace Jesus Christ, freely offered to them in the Gospel."

This brings up the third grand element in thorough conversionnamely, the New Birth. Herein the soul, already quickened into life by the Spirit, breaks through all the barriers and restraints of sin in its conscious effort to lay hold of Jesus Christ as its Saviour. Formerly, in the Word, Christ was shewn and offered to it; but the soul did not receive Him, for it had no life. Now, however, that it is made alive together with Christ, its first conscious act is to stretch out the arms of its faith to embrace Him. As when a child, wakened by the touch of its mother bending over it in love, clasps its arms around her neck, and is by her lifted up, so does the quickened soul receive and welcome Christ, to be by Him raised into newness of life, and fitted for serving God.

Here, again, the question arises, What can Sabbath school teachers do to help the children thus to close with Christ? They can do much. They can be of signal aid to them at this crisis of their religious experience. In particular, they can bring to them the Gospel offer of Jesus as a Saviour; they can shew them that, just then and there, He is waiting to be trusted and embraced; and they can use all their influence to persuade them to decide for Jesus on the spot. To some considerable extent teachers can do so in the class while dealing with all the children together; but often they will be able to do it to far better purpose when they get each scholar alone. A little watchfulness will soon find, or a little wit will easily create, an opportunity for speaking with every child by itself. Then, if teachers are themselves in a right spirit, they will usually be able, by tenderness and affection, to win their way to the hearts of the children. They will learn their difficulties, and trials, and hindrances; they will have an opportunity in prayer of bringing them to Christ, while continuing to press Christ upon their acceptance. at first the children should be unwilling, they can lovingly persuade them with invitations, precepts, promises, exhortations, and warnings. In the end they will prevail. Such tender, faithful dealing cannot be in vain. Experience shews that thus teachers will be sure to succeed in leading the children to decide for Christ.

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And, fourthly, when you have reason to think that your children are thus soundly converted, Go on to teach them the deeper and higher things of God. Our care about them must not cease when they have been brought to the Lord. Many apparent converts go back, or do not grow

in grace, or fail to adorn the doctrine of Christ by a holy life. It is no uncommon thing to find young professors outraging all the proprieties of Christian discipleship without knowing it. They have not been properly taught the ways of the Lord. They do not know His precepts, nor do they understand the connection of the Gospel with high - toned morality. Neither have they wisdom enough to apply the principles of their religion to the details of daily life. Hence the scandalous inconsistencies which sometimes disfigure their Christian profession. It is not enough for them to "cease to do evil," they require to "learn to do well." Therefore obligation is laid on us to "teach them the way of God more perfectly" than it was possible to do before their conversion. Teachers, like parents, are to "train them up in the way they should go." Nor should this care cease until the young ones are planted as trees of righteousness in "the courts of God's house;" for there only can they continue to grow and flourish, and bring forth fruit. In many cases care for them should not cease even then.

But perhaps some one may be disposed to ask, Why all this thoroughgoing earnestness in trying to secure the speedy conversion of the children? Many reasons might be assigned. Take one or two. They will prove far better scholars after they have been "born of God;" they will have a deeper interest in divine things; they will possess a new and superior faculty for learning the things of God; they will experience a higher joy in drinking in the words of life that fall from your lips; and you also will find a satisfaction in teaching them such as you never felt before. But a far higher reason for seeking their speedy conversion is, that then only will the end of your labours be attained. You want to train them to do right; you want to ensure their happiness both here and hereafter. Till they are converted, however, they remain dead in sin, under the curse, outside the kingdom, and unfit for either serving God here, or for enjoying Him in heaven. Unless they are born again," the labour you bestow on them is practically lost; but when they are brought to believe in Christ, they are sealed with the Holy Spirit unto the day of redemption. Your labour in such a case is crowned with sure success.

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Some dear teachers know very well the exquisite joy of leading the little ones to Jesus. They have tried it, and have been greatly blessed. May the Lord enable them to persevere even to life's close in gathering in the lambs! Others of you, perhaps, have never really tried this most interesting work. Be persuaded to try it now-it is all-important. The children need to be saved. They must be born again if they are ever to be blessed. Salvation has been provided for them, and it lies with you to bring them to Christ, that they may receive eternal life. The work is not so difficult as you imagine. When you lay yourself out for it you will find it the most delightful thing on earth. The children themselves will bless you for speaking to them about their salvation, and leading them to Jesus; and Christ will reward you with His highest approbation now, and a bright crown by-and-by. Try, then, oh! try to get the lambs placed in the arms of the Saviour.

I knew a teacher, some time ago, who had the prospect of leaving the city after a few months. He set his heart on the conversion of all his

class before he parted with them. He prayed, he taught tenderly and faithfully, he dealt with them one by one; and when he left he believed that they had all accepted Christ as their Saviour. What one teacher has done by God's grace might not every teacher do? What is possible for one is possible for all. And, oh! if all, or even a great number of our scholars were saved within the next few months, what a blessed change would come over our city! If all the Sabbath scholars in the country were truly converted, what a delightful land Scotland would be! how glorious her future prospects! how unlimited her influence for good!

May the Lord, then, in tender mercy bless your evangelistic labours in the Sabbath school for saving the rising generation. Never, never had Christian workers a grander field than you have, or a louder call to earnestness, or a higher stimulus, or brighter hope of success. The Lord help you to be wise, and make you successful winners of souls. So in the coming glory you shall shine as the brightness of the firmament, and as the stars, for ever and ever. Even now God will be glorified in you, and in all the children you win for Christ.

The Family in Relation to the Sabbath School.*

By the REV. J. H. M'CULLOCH, B.D., Gourock.

I MUST Confess that I approach the subject which has been entrusted to me this evening with considerable hesitation. The subject of "The Family in Relation to the Sabbath School," is one which would have better suited an older man, who has had practical experience in the training of a family. Besides, the subject might be more suitable for the consideration of a meeting of parents than of Sabbath school teachers. Still, there is frequently advantage in having the ideal brought before us from an ideal standpoint; and I think I do not err in believing, that while the audience is largely composed of Sabbath school teachers, there are not a few present who have families of their own to care for. I trust that my presumption will be pardoned when I ask you, for a little, to consider "The Family in Relation to the Sabbath School.'

The present century might be designated by a variety of names,-it might be called, say, "The Century of Invention," "The Century of Commercial Development," ," "The Century of Social Reform;" but there is one name to which it is pre-eminently entitled, "The Children's Century." At no former period in the history of the world has so much attention been given to the children as in our own. Tokens of this attention are to be found on every hand. We see it, e. g., in the matter of Sabbath schools. The establishment of Sabbath schools dates back to little more than a century ago. Now, there are upwards of twelve millions of Sabbath scholars cared for by nearly two millions of teachers, every Sabbath, in the British Empire and its dependencies, the United States of America, and other Christian countries.

An Address delivered in the City Hall, Glasgow, at a recent meeting of Teachers.