THE whole character and influence of a Sabbath-school will depend largely upon the character and adaptedness of the superintendent. What the superintendent of a railroad, or the superintendent of a factory, or the commander of an army is, each in his place, so is the superintendent to his Sabbath-school. It is not every truly good and pious man, nor even every talented or eloquent man, who will make a good superintendent of a Sabbath-school. Sometimes the modest and retiring person, who shrinks from the acceptance of so holy an office, makes the best superintendent. Neither is it always the wisest or most influential man whom the office wants, but the one who can the most readily command the confidence and co-operation of the pastor, parents and church members, as well as the teachers and the children. Of course, the best man in the church, next to the pastor, should always be prayerfully called to the office, for it is difficult to raise a Sabbath-school higher than its superintendent.

The superintendent should have good executive, business talents; energy; perseverance; self-control; tact to govern; a love for children; devotion to the cause; a warm, sympathetic heart; a life-like, serious, yet cheerful manner; and, superadded to humble, ardent piety, an ability to think, and to set others to thinking; and withal, he should be able to express himself clearly, briefly, and forcibly. He should never allow the least harsh or irritable expression to escape from him, and he should repress every symptom of lightness, stiffness, or discouragement, remembering that his look and manner will give tone to the whole school.

He should know personally, and by name, and as far as may be, the particular character of every teacher and pupil in the school; speak to them, and always treat them with confidence and respect—neither too coldly, nor too familiarly—and assure them each of his personal interest in them, and respect for them all.

He should be wise to discern, select, and adjust proper teachers to their places, classify and arrange the scholars, and in these things he should not be overborne in his judgment. He is usually chosen by the teachers annually, and will do well to take them for his counsellors, and often consult them, collectively and individually; for while he is the superintendent, the head of the school, and as such a cheerful obedience should be tendered to him by all, yet, he is not the sovereign. His authority is not magisterial nor parental, but he is a constitutional ruler, governed himself by the rules of the school; and he should so rule that no one should ever question his right to govern. He should never even speak of his "rights."

He should be spiritually qualified for his work, and should become a holier man of God from the hour in which he first receives the "call." He should be in daily communion with God about the work, talking freely with Him on all that concerns the school, about every teacher, and about every scholar, and humbly watching for answers to his prayers.

He should also engage in the work with a good measure of scriptural enthusiasm. We do well to be very earnest and full of life, to be glowing and animated in our looks, words, and actions, if we would effectually reach the children, who are so full of life. Perhaps the word unction would more worthily express the idea. The superintendent's interest should rise to this high point.

He should maintain good discipline and order, both for himself and his school. Sometimes the most disorderly man in the whole school is the superintendent. The two elements of good order are self-control and good temper. Let no man think he can control others unless he can control himself. It will be in vain for him to insist on order, punctuality, and regard to all the rules of the school, unless he himself is a living example of strict conformity to them all. When he calls the school to order, let him always wait patiently, in silence, until every teacher, every scholar, officer and visitor, is in perfect order, before he names a hymn or proceeds to do the least thing.

He should also be disinterested, and never overshadow his teachers. They are the great workers, and his great work is to help the teachers in the teaching. He should not forestall or overshadow the teacher's work by an exposition of the lesson at the opening of the school, so as to leave the teachers nothing to do but to glean after the superintendent. His remarks and reviews of the lesson should usually come after the teachers have taught the lesson.

He should likewise sincerely respect all his teachers, and treat them accordingly. Especially should he respect the weakest and most inefficient of his teachers. He will have the more to do to aid them, and he must needs visit, counsel, suggest and instruct them often. I have always found it better to elevate and improve inefficient teachers than to dismiss them.

The superintendent should also be a man of good executive ability; and this is a very rare possession. He needs much discerning power, as well as organizing and combining talent, so as to keep pastor and people, parents, teachers, and scholars, all harmoniously at work. As Dr. James W. Alexander used to say: "That man who can well superintend a Sabbath-school can command an army;" and a well-known bishop has said, that "the man who can organize a good mission-school can organize a diocese."

Again: The Sunday-school superintendent should always have a spirit and temper such as will be safe to diffuse throughout the school. Says the Rev. S. Martin: "If he stands at the desk like a cold, snow-capped mountain, or floats about the school like a majestic iceberg, the whole atmosphere of the school will be cold." If he is warm and genial, such will be the school. A cheerful superintendent spreads cheerfulness throughout the school. A light and trifling, or a gloomy and morose, superintendent infects teachers and scholars alike with the same spirit. Never should the superintendent allow the least impatience or harshness to manifest itself in his look, tone of voice, or manner in the school; for its effects will prove most disastrous. Ill-temper is a perfect barrier to religious improvement and usefulness.

He should also be a decided, positive character; not fitful, obstinate, heady, but strong in purpose, strong in resolution, strong in the Lord. The boys in the streets never choose any but positive characters for leaders. A merely nominal superintendent is a curse to a school, as is a weak, foolish mother, or father, in the family.

Further, he should study to gather hints and suggestions to help the teachers not only in the school, but also in the teachers' meetings and everywhere. Particularly should he observe the teachers during the teaching hour, and never interrupt them, but be ready at any moment to come to their assistance. He should always protect the teachers while teaching, and not allow the librarian, or secretary, or missionary collector, to appear on the floor at that time.

It will be seen from these points that the superintendent needs great general strength of character. Willow will do for a basket, but it requires oak and iron for a man-of-war. Never are the teachers called to a more important duty than when they prayerfully cast their votes for the election of superintendent. No personal favoritism or interest or prejudice should be allowed for a single moment to prevail.

If I am here asked, "Do you know of any such superintendents as are here described?" I must reply in the negative. I have endeavored to embody in the above list of qualifications all the best things of the best superintendents whom I have seen during the last forty-five years. Nevertheless, the things which are here detailed have their counterparts in some of them. The standard is raised high, so that the true artist can copy after the great masters. Let none be discouraged. The best superintendents now living were very distrustful of their qualifications, and shrank from the responsibility at the first call. If God calls a man to a field of labor, he is abundantly competent to fit him for working in it. Then "not unto us, O Lord, not unto us, but unto thy name give glory."

Duties of the Superintendent.

Let us look now at some of the duties of the good Sabbath-school superintendent.

Before school he will, of course, prepare his mind, by meditation and prayer, for his duties; he will faithfully study the lesson, select the hymns and Scripture lesson for the day, and carefully read them and study them, until he has imbibed so much of their spirit as to be able to feel them, and to express that feeling while reading them before the school. He will, also, prepare his notices, and arrange for all special duties. All the teachers, with the superintendent, ought to enjoy a twenty-minute prayer-meeting before the hour to open the school, with two-minute direct prayers, one or two verses of singing at a time, and then only one or two selections of warm, appropriate verses of Scripture truth. We would characterize the requirements of such a meeting by these words—Impressive, Interesting, Devout.

The Opening Exercises.—The good superintendent will always be punctual in opening, and at the precise minute calmly, but clearly and naturally, call the school to order. Having done this, he will never proceed farther until every teacher, scholar, secretary, librarian, or visitor is in order. He will remember that every eye is on him for an example, and he will take no liberty himself with the rules of the school. When perfect silence and complete attention are gained, he will deliberately read the hymn and see that all sing, about two or three verses; then read impressively the lesson for the day, if not more than from ten to fifteen verses, or alternate with the school in reading if preferable. Be careful to mind all the stops and read in clear, impressive tones, so that the reading of the Scriptures by the school will be almost as musical as singing. All will then unite in prayer with the superintendent, one of the teachers, the pastor, or a visitor present, who may be called upon; this prayer should be short and to the point, and in short sentences and in children's language. Have the children join in and repeat the prayer, broken up into sentences of four or five words each. Thus teach the children how to pray. The whole of the opening exercises should not usually exceed fifteen minutes. The school will then be given into the hands of the teachers, to proceed with the lesson.

During Teaching.—The superintendent will then quietly supply every vacant class with a teacher, or unite it with another class which has a teacher, so that every scholar may be placed at once, temporarily, at least, in charge of some one, and that no one may be suffered to be idle. Next, he will check off the names of teachers present on his roll-book; and then proceed to receive the new scholars, learn their names, residence, parents; gain their confidence; ascertain whether they do not now belong to some other good school; inform them of the character and order of the Sunday-school, and assign them a place, temporary or permanent, in a class. He will then pass quietly and discreetly around the room, recognizing the teachers and scholars as far as may be, without interrupting or embarrassing them, assisting any teacher who may need it to restore order and harmony, or to gain the attention of any volatile youth in the class. With the approval of the teacher, he will occasionally examine the class, notice all disturbing elements in the school, the adaptedness, or otherwise, of the teachers for the particular classes in their charge; occasionally recommending and handing an appropriate book from the library to a teacher or scholar, and calling especial attention to it for their profit. The Bible classes and infant classes will be timely noticed, and all strangers and visitors greeted with a courteous, Christian welcome. Suitable suggestions will be made to the secretary and librarian; any call for assistance or explanation will be given to any teacher; and thus, in every appropriate, unobtrusive way, he will do whatever he can to facilitate the work of all, while hindering none.

Superintendents should be very cautious whom they invite to address the school, and particularly strangers of whom they know but little, only that they are called very good men. Few persons can address a Sunday-school with profit; and certainly, without important reasons, the teachers should not be interrupted in their regular duties; for the time allotted to them is theirs, and even the superintendent has no right to take it to oblige a friend.

Closing the School.—At the appointed moment the superintendent will call the school again to order, to sing over a verse of a hymn in harmony with the lesson; and then the superintendent may occupy not to exceed five or ten minutes in a clear, well-digested exposition of, or some pertinent remarks or questions upon, the prominent points or teachings of the lesson. Unless he can succeed in interesting and fixing the attention of both teachers and scholars with thoughts not ordinarily dwelt upon by the teachers, he had better not attempt this exercise; for few evils are greater in a school than a superintendent who talks too much. Many of our best and most successful and acceptable superintendents never attempt to address their schools, except to give their notices and necessary directions in a clear, orderly, business-like way, and then stop at once. An opportunity is then given, to distribute the library books and papers, give out the next week's lesson, sing a verse or two of the selected hymn, or with a prayer dismiss the school in regular order.

After the school the superintendent will receive any suggestions or requests from teachers or scholars; see that everything is left in its place; review the events of the school, and note down all his plans for improvement, and begin to study his next lesson.

During the week he will remember that his duties as superintendent do not close with the Sabbath, or monthly concert, or teachers' meeting. Every day he regards the Sabbath-school as his great field of labor in the moral vineyard. Let us follow him, and we shall see him on Monday morning on his way to his regular business, when as he meets little Johnny Smith, who, he remembers, was not in his place in school yesterday, he very pleasantly inquires the reason. On the corner of the next street he comes across an absent teacher, and similar inquiries ensue. On his return home at evening he sees in the distance, in company with a lot of street-girls, Mary Jones, and he hastens to her, takes her aside with him, and learns the reason of her leaving school some weeks before, together with other facts in her history, which call out kind words of caution for the wayward child, and he leaves her with the warm assurance of her return. In the evening he is at the monthly concert of prayer for Sabbath-schools, and drops a few earnest remarks about the children, which have such an effect upon two mothers present that they go home and become more faithful thenceforth in their Christian duty to their beloved little ones.

On the way, Tuesday, he stops in a few moments to see a teacher who appeared quite perplexed and disheartened on the Sabbath by the restlessness, inattention, or indifference of her class. He noticed last Sabbath that that teacher could only interest the class for a few minutes. On looking over the next week's lesson he is reminded of that teacher and one of her scholars. The next morning he calls for a moment upon her on his way to business, and says: "Miss S——, there is one verse of the lesson that I think can be used with advantage with one of your scholars—Frank Jones." He explains it to the teacher, and gives her an illustration or two. What has he done? He has given that teacher the first real idea she ever had of teaching Bible truth aright, and she goes to her class the next Sabbath a new teacher, and never loses the influence in future life. He soon succeeds in dispelling the cloud, and causing a cheerful light to shine on her path of duty.

On Wednesday evening he steps over to consult the pastor about the best way of turning the hearts of parents to their children, and to arouse the church in sympathetic efforts on behalf of the lambs of the flock.

On Thursday morning he takes an hour before, or an interval of business, to explore a desperate neighborhood, and succeeds beyond his expectations in exciting interest and enlisting recruits for the Sunday-school from among the juvenile portion of the disorderly gang. He also takes occasion to call on little Pat Lawless's mother, and is successful in getting her pledge to co-operate with him in the attempt to rescue her boy from untold depravity and almost certain ruin. Pat is notoriously the ringleader in the worst gang of boys in the neighborhood, and every body was surprised to see little Harry Page leading him into the Sunday-school for the first time on the last Sabbath morning. On his way back from business, Friday evening, he calls for a few minutes on an intelligent young Christian who recently came into the place, in order to seek his Christian acquaintance, and invite him to look up for himself a class of scholars from the neglected neighborhood he visited the day before, and he succeeds in inducing him to bring into the school and teach a fine class of street-boys the way of life; he takes a hint from the conversation with his young friend, and concludes to get up a neat printed certificate of reward to the pupils for bringing in new scholars. In the weekly prayer-meeting he has a word about the school, just enough to enlist their sympathies and their prayers.

Saturday morning, on opening the daily paper or a book, he sees a striking providence, an interesting fact or incident of life, which, he remembers at once, will aptly illustrate or enforce an important truth in the lesson for the next Sabbath, and carefully notes it down and thinks it over, and in the evening we find him full of hope and interest at the teachers' meeting. Thus closes his labors for the week. It is only a week! but how valuable is that life of which this is but a week!

Now, all this is no mere fancy sketch. We have had living superintendents—not one but all together—sitting for the portrait here drawn, and whose lives have supplied all the illustrations, and who pursue a somewhat similar course every week, and on every returning Sabbath-day. Thus, without scarcely an hour's interference with his duties to his family, his business, or the public, the good superintendent has found time, and has been enabled every day during the week, to do something for the Sunday-school, simply because he loves it; his heart is on it, and he loves constantly to devise ways of doing good by it. He never expects to be, and he never will be, satisfied with the school as it is; but, however great the progress, he will keep his mind actively at work to plan improvements in the arrangement, the order, the discipline, the enterprise, or the teaching, and thus, Upward and Onward, will be his perpetual motto.

A stagnant business, he knows, will soon droop and die.