Simplicity as Related to Teaching by W. C. Mathewson

Review and Herald Publishing Association · Takoma Park Station, Washington, D.C. · Jul 2, 1908

Simplicity as Related to Teaching

By W. C. Mathewson

THE results of good teaching, being so numerous and far-reaching, it is necessary that those who intend to devote their life, or a portion of it, to this work, should endeavor to learn how to teach. It is also important that those who are now teaching should learn to do better work, even though they be regarded as competent teachers. It is not probable that any modern teacher has achieved perfect success in that work, although there was a time when one man realized in himself that high ideal. That man was Jesus Christ. This is a fact too familiar to require proof. He is an example in this respect as well as all others. Moses was instructed to construct the tabernacle that was erected anciently, exactly according to the pattern; and to-day, the methods of the greatest Teacher the world ever produced are open to our scrutiny,—a pattern to all teachers who desire to improve.

Conspicuous among the distinguishing features of his teachings, is simplicity, the result of which was that the “common people heard him gladly.” The common people admire and understand simplicity. Many writers and speakers do not have great success, do not influence to any great extent the masses of the people, because of the lack of simplicity in their manners and language. Is there not the same lack in many who assume the responsibility of teaching and training the youth?

The writer well remembers a circumstance in his boyhood days which demonstrates the value of simplicity in the teaching art. He needed special help in solving an algebraic problem. The teacher spent much time and labor to make the problem clear, but having failed, the pupil sought the assistance of another teacher in the same school, and received the help that he needed in a very few minutes. The teacher first mentioned failed, not because she did not understand the principles involved in solving the problem, for she solved it correctly; but she spent too much time and talk in explaining unimportant details; her thoughts were disconnected, and not clearly expressed. Such teaching was confusing. But the other teacher, explaining in a few well-chosen words the salient points in the solution of the problem, very easily and quickly gave the required information. The faculty of coming to the point at once, and clearly and quickly giving the information needed—no more no less—is simplicity that is appreciated by students, and tends to make the teacher’s work easier, and much more inspiring and effective.

One chief essential in teaching is clearness. We can not see the bottom of streams of muddy water, however shallow; but the eye may penetrate very deep streams, if their waters are clear. This is also true in regard to deep thoughts and difficult subjects. Just as clear water, though deep, appears shallow, so deep

thoughts may be easily grasped by students of ordinary intellects, if the teacher’s methods and expressions are very clear.

In the very nature of things, clearness is the result of simplicity. How simple are the words and teachings of the Great Teacher! “He made truth beautiful by presenting it in the most direct and simple way. His language was pure, refined, and clear as the running stream.” As a result, he had thousands of intensely interested pupils; and such teaching in our schools will produce the same results. Let us pray and work for such teaching ability, and joyfully view its inevitable results.

W. C. MATHEWSON.