The Sabbath-School by Ellet Joseph Waggoner

Seventh-day Adventist Missionary Society · Oakland, Cal. · Apr 6, 1882

The Sabbath-School.

By Ellet Joseph Waggoner

Where to Decide Disputed Points.

THERE is nothing that will take the life out of a Sabbath-school much quicker than controversy over disputed points. The discussion may be carried on with perfect good feeling by all parties, and yet the result cannot be other than injurious. There are various reasons for this. The Sabbath-school is not a debating club, but a school—a place in which to learn. The time usually allotted to consideration of the lesson is short and none of it should be wasted. But if discussion is allowed, the minds of the children are diverted from the lesson, by listening to that which, no doubt, is far above their comprehension.

Again, it has a bad influence. Children are naturally trustful, and inclined to accept the truth as told to them by their teachers. Indeed, any person unacquainted with Bible truth, and willing to be taught, as the fact of his being in Sabbath-school would show him to be, will quite readily accept the view that is first presented to him, if it appear reasonable, and be presented in an earnest, forcible manner. But if controversy arise, he finds that even those who presume to teach are divided among themselves, and his confidence in their teaching is at once lessened. No matter if the discussion be carried on in a friendly spirit, and all agree in the final decision, the minds of the pupils have been drawn away from the main point before them, and in the minds of some, doubts have arisen, which otherwise would have been unknown. This, perhaps, is the greatest evil resulting from Sabbath-school discussion.

But it will be asked, What can be done? How can this be avoided? It is only by a comparison of views that the truth is arrived at. If it were not for this friendly discussion, some would go away holding erroneous views. This brings us to the point. There is a place where all questions should be settled, and that is at the teachers' meeting. The only way to secure perfect unanimity in teaching is to meet and compare notes. It is by no means to be understood that even here anything like controversy need occur. Most of the difference in views arises from an insufficient amount of study. Some teacher who has bestowed more thought on the lesson, quotes a passage which none of the others have thought of and the difficulty vanishes in a moment. All the points in the lesson on which any difference of opinion is possible should be considered, and the proper meaning should be found, if possible, and all should agree on it. There will be no difficulty in agreeing, if all are actuated by right motives. Then all the classes will receive the same instruction, and there will be no clashing in general exercises.

Other questions which will arise on this subject, will in due time receive attention. E. J. W.