At the opening of the school the superintendent hasn't half a chance; at the close he has a large chance—as large, in fact, as he is. At the opening the superintendent is merely a master of ceremonies to usher in the work as buoyantly as possible; at the close he is a teacher, the high priest of all the teachers. His work of introduction is important, but far more important is his work of peroration. The last five minutes furnish his chance to gather all the teachings of the hour into one point and press it home.

1. It is his chance. Now or never let him be original. Let him study his talents; some can work best with chalk, some with anecdotes, some with questions, some with exegesis, some with exhortation. Let him get up a specialty for those five minutes and burnish it till it shines. Whatever method he chooses should be filled with his personality and serve to impress his personality upon the school. It is life that tells on life, and the more of himself the superintendent puts into these five minutes the more will this, his chance, prove his success.

2. It is his chance to gather all the teachings of the hour. Not that he will try to "cover the ground" of the entire lesson. In that case his chance would turn out his mischance. He will not try, either, to give something for each class of scholars, for all that he gives must be for all classes. Among all the thoughts of all the departments, primary, intermediate, and senior, there is a single golden thought like a golden thread. These strands he must seize and weave them, in his five minutes, into a golden cord.

3. It is his chance to gather all the teachings of the hour into one point. Probably every teacher in the school has been trying to teach too much. The lesson was intended for a wedge, but they have been using the blunt end. Turn it around. Illustrate the matchless might of simplicity. Do not think that, because the lesson was on the envy of Joseph's brethren, the theme of envy has become hackneyed, and you must talk about Jacob and Reuben and the Midianites and God's overruling providence. If the teachers have worked well, the scholars will be eager for further words on envy; if they have worked poorly, all the more need of a forcible presentation of the main theme.

4. It is his chance to gather all the teachings of the hour into one point and press it home. His will be a lively school in proportion as it influences life. When the moral truths of our lessons are fixed in the life, the facts connected with them will be fixed in the mind. Let the superintendent ask himself, for as many scholars of varied age and character as he can, "How might this lesson change his life, her life, for the coming week—forever?" Put the "snapper" on the hour. Let it be seen that you expect definite results in spirit and conduct.

Some urge that the superintendent should be mute at the close of the lesson hour, lest his words destroy the effect of the teachers' exhortations. To be sure, he may emphasize what they have not emphasized, though even this danger is very slight if the superintendent is careful to seize on the lesson's central thought; but if the impression made by the teacher is endangered by a few earnest words from the superintendent, what will be left of it by the close of the conversation around the dinner-table?

A closing word regarding the superintendent's questions. In no better way than by questions can he win and hold the school's attention. Those given in the various lesson helps are intended to be simply suggestive of possible matter and manner. Five things are essential: (1) that the questions be simple enough to be understood by the youngest; (2) that they lead up to a point valuable enough to interest the oldest; (3) that they can be answered by a few words, preferably by one; (4) that they be presented in a brisk and businesslike way; (5) that prompt answers from all parts of the school together be insisted on, the answer being called for again and again till all have connected themselves with it. Half a dozen such questions should lead up skilfully to the main lesson of the hour, which should receive brief but pointed application by anecdote, blackboard, or exhortation.

All this is a high ideal. "To attain it will require," you say, "much more than five minutes." You are right, Brother Superintendent: five minutes before the school, but one hour or even two hours of prayerful preparation at home. However, it is your chance. Do not ignobly lose it.