p. 25 | How to Teach by W. C. Mathewson

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Sep 3, 1908

How to Teach

By W. C. Mathewson

THERE are right ways and wrong ways of doing things; but when things are done in the wrong way, they are not really done, only attempted. If those who attempt to teach, pursue wrong methods, go at it in the wrong way, they do not teach, no matter how much time and labor are expended.

In this life nearly everything is unreal, perverted, and deceptive. There is much falsely so-called teaching, just as truly as there is a "science falsely so called." But God recognizes as nonexistent those things that exist only in name. Teaching that is not performed right, is in his opinion not done at all. Then, let us teach; that is, let us teach right.

But before we can teach, we must be sure that we know what teaching is, and then learn how to do it. According to worldly authority 'teaching is the art of promoting human growth.' But human beings grow, or should grow, in three different respects,—mentally, physically, and morally. Much of the teaching that is now done, and which has been done, has resulted in mental growth only. Such is teaching as far as it goes, but it falls far short of complete teaching, lacking two thirds of the results,—mental, physical, and moral growth.

There never was a time when there were so many schools, facilities, and opportunities for mental development as now; neither has there been a time—unless we except the antediluvian age—when the world has been as wicked as now. In view of these facts, who can not see that if the teachers in our schools should neglect to train the physical and moral powers of the youth, they would make a most serious mistake? Such work might enable the students to make this life a success; but a success that does not extend beyond this life is a great failure.

The mental powers of man are closely dependent upon the physical. While the mind controls the body, it can not exist without it; and the ideal is, 'a sound mind in a sound body.' Students, then, should be taught how to preserve their health and strength. The training of the physical powers, their growth and development, and their relation to the mental activities, should be a part of the school curriculum.

As far as possible the teacher should shoulder this responsibility with parents. He must do this, not by precept only, but by example. If he disregards the laws that govern his being, wilfully or carelessly, pursuing wrong habits of eating, etc., the observing youth (and they are all observing) will have but little confidence in his instructions, and will fail to realize their importance. All teachers should be model health reformers. Are they?

With the training of the mental and physical powers the teacher's work is still unfinished. The most important of all, the moral and spiritual powers, need daily attention; but if the former have been properly trained, the development of the latter will be far less difficult and more successful. Much depends upon the teacher in the accomplishment of this work. 'Let the pathos of your voice, its deep feeling, make an impression on hearts. Urge your students to surrender themselves to God. . . . As you follow Christ's example, you will have the precious reward of seeing your students won to him.'—'Testimonies for the Church,' Vol. VII, page 268.

W. C. MATHEWSON.