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The Sabbath-School

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Seventh-day Adventist Missionary Society · Oakland, Cal. · Aug 17, 1882

FromSigns of the Times, Vol. 8, No. 31.

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The Sabbath-School.

By Ellet Joseph Waggoner

How to Arouse and Keep an Interest In the Sabbath-school.

"CAN you sell goods to a customer?" asked a merchant of a young man who was seeking a position in his store.
"I think I could, if he wanted to buy," was the reply.
"That is nothing; anybody could do that; what I want is some one who can sell goods to a man who does not want to buy."
Some such person as this is wanted for the Sabbath-school teacher. One who can teach those who do not wish to learn. From the very nature of the Sabbath-school work it must happen that many children will attend who will feel no special interest in it. Ours is a missionary work. We are striving to bring new ones under the influence of the Sabbath-school. "Urge them to come," is one of our mottoes. The question is, How shall we keep them when they do come?
There are at least two ways of doing this. 1. Excite their ambition by rewards and prizes, and coax them with the prospect of picnics and Christmas trees. 2. Arouse a healthy interest in the legitimate work of the Sabbath-school—in the study of the lesson. The first way I do not recommend, for the interest awakened is not likely to be lasting. Besides, they will think more of the means than they do of the end, and will be in danger of attending a picnic when you would prefer to have them in Sabbath-school.
In order to be successful in the second way, the teacher must possess two things: knowledge of the lesson, and tact.
And first, knowledge. There really are some persons who imagine that they are teaching a class when they are simply hearing a recitation without having any knowledge of the subject. A teacher is one who imparts knowledge; but how can one impart that which he has not? Reading a set of printed questions is not teaching. If this were all, any child who can read would do for a teacher. Let the teacher thoroughly understand his subject, and he will have gone a long ways toward solving the problem of how to interest his class. Old people, from a sense of duty, or out of courtesy, may sit and listen to one who does not know what he is talking about; but this cannot be expected of children. They will not listen to anything prosy, out of respect for the teacher. They know that it is the teacher's duty to understand his lesson thoroughly; and even children do not respect one who does not do his duty.
Everybody likes to see a skilled workman handle his tools. It is a pleasure to see a man work at something at which he is particularly at home. We involuntarily stop to look at such a one. On the same principle, one who is thoroughly conversant with his subject will find listeners. There is implanted in every person, to a greater or less degree, a desire to acquire knowledge; and we all, unless uncommonly egotistical, will listen to one who convinces us by his manner that he knows more than we do. But children have less egotism than older people, and the spirit of inquiry is especially strong in them. This spirit, however, can no more be satisfied by reading to them a set of questions, than a hungry man at a restaurant can be satisfied by having the waiter read to him the bill of fare.
But the information must be given in such a way that it can be appropriated. No one is a teacher, however much he knows, or however ready he is to tell it, unless he imparts information—unless some person actually receives it and makes it his own. It would be small satisfaction to a hungry man to have a dish full of uncooked potatoes set before him. The vegetables may be sound and good, and there may be plenty of them, but they are not in such shape that they can be taken and assimilated. Likewise mental food, especially if designed for children, must be made palatable and easy of digestion.
Then, too, the teacher must remember that as tastes differ, so do minds, only in a greater degree. What will interest one, may make no impression upon another. So the teacher must not only study his lesson, but he must also study his pupils. And here he will have use for all the tact he possesses or can acquire. He must be able to present the same subject in various ways, so as to adapt it to different minds. One pupil may be impressed by one method, another by another, and even should all catch the meaning of the subject as presented the first time, its repetition in another form will serve to fix it more firmly in their minds. The variety of forms in which the same truth appears will keep them from wearying of it.
This plan becomes absolutely necessary when, as is usually the case, the lesson is very short, and only one or two points are introduced. The simpler the lesson the better for the children, if the teacher does his part well. These simple lessons are the ones that tax the teacher's skill. If the lesson is long he may cull a few facts from here and there, and so fill up the time very easily, but the pupil will not be benefited so much as he would be if he were taught all about one or two things. Don't be afraid to study the simplest lesson. It is the one that always requires the most study. Find out all that different writers have said on the subject. Be sure that you know the location of every place mentioned in the lesson, and can describe it, and tell some incidents connected with its history. Also be sure that you know the exact meaning of every word in the lesson, and be sure that the children do. Don't presume that they understand a word because you do. Don't be contented with any vague knowledge, but be exact. Study the dictionary, but don't give dictionary definitions to the children. If you do, they will be looking out of the window. Explain terms to them in language that they can understand. Illustrate by something that is familiar to them. Compare or contrast that which they do not know, with that which they do know. And be not afraid to be simple, always remembering that "simple" does not mean "silly."
But this is by no means all the teacher's work. It is only a small part. Tact must be shown in his manner toward the pupils, both in school and out. You must manifest an interest in them, and you cannot do this successfully unless you really have an interest in them. Children are quick to detect shams. In order to have an interest in them, you must find out all about them. Visit them at their homes, and find out just what their surroundings are. By this means you will often be able to give the lesson a practical turn, and apply it directly to the individual pupil; for you will know just what each one requires. You will also be able to make illustrations that they can understand, for you will know what things are familiar to them. Then, always meet them as friends, and treat them as equals. Do not be stiff and formal. Speak to them kindly, shake hands with them, inquire about their folks, or about any little affair in which you know they are interested. It will bind them to you more than you can imagine. Children incline to think that whatever their teacher does is right; do not give them any reason to doubt this. That eminent educator, Horace Mann, said that every word uttered in the hearing of a child, tends to the formation of its character. Remember this; and remember that it is true of actions as well.
I have only touched a few points, but the teacher may safely follow this general advice: Study your lesson thoroughly, and form a love for it. Study your pupils also, and learn to love them. Enter into their feelings, and understand just what instruction and sympathy each one requires. Study yourself; and if you find your-self deficient in any particular, improve. Tact may be acquired, as well as knowledge. Most of all, study the life and character of Jesus—the master teacher. It is well to be original, but you cannot pattern after him too closely. If you do all this perseveringly, you will not only interest your pupils and bind them to you, but eventually you will succeed in leading them to Christ—the Fountain of life and knowledge.
E. J. W.