Creating an Interest in Our Schools by Susie C. Blake

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Sep 5, 1907

Creating an Interest in Our Schools

By Susie C. Blake

As there is a great call for workers to fill the ranks which are being made vacant by the loss of our older workers, let us set earnestly about the work of training the growing generation for service.

The prayer of the father and mother, as well as of the Christian teacher, should be, “What shall we do unto the children whom God has given unto us?” God has placed these little lives in our charge that we may train them to be workers for him. Our church-schools are ordained of God to prepare the children for this great work. The duty of the teacher as she stands before them is to instruct them in the special truths for this time, and also in practical missionary work.

Teachers should consecrate their lives to the service of the Lord, then with the Bible as the foundation of all study, they may lead the little ones day by day to see the condition of their souls. Little minds are susceptible, and should be dealt with in a careful manner. “But,” says one, “I do not know how to make the Bible the basis in all lines of my work.” “Let him ask of God, that giveth to all men liberally, and upbraideth not.” James 1:5.

There are many ways of doing missionary work, and how pleased children are if their teacher gives them something in that line to do. How it gladdens their little hearts if we give them a part in scattering the printed page. Then in the study of some of our missions in some of our higher grades even, the children are glad to enter into the spirit of the work. The fragrance from a teacher’s life saturated with the truth of the Word of God, will permeate all her teaching, and steal its way unconsciously into the hearts of her pupils. So then, if you desire your pupils to become interested in the work of soul saving, set the example.

Children often pattern after their teacher. How careful, then, we should be of the influence we exert. Our words, our acts, our dress, our deportment, even the expression of our countenance, has an influence, and so much more upon the children than upon those who are older. Early impressions are never wholly removed. Book study is but a small part of Christian education. So let us make the greater part of our school work practical.

We should give physiology a prominent place, and correlate therewith the other sciences. Into this study will be brought the study of the food to be eaten, the manner of clothing the body, exercise, and such things as are useful in everyday life. In this way an excellent interest may be created.

Announce to the children that they are to go into the fields and notice the many flowers and trees, and bring a list of them to report the next day; then allow them to use their lists for a spelling lesson. Have them make statements describing the many things they have seen, and before they are aware, they have a geography and language lesson combined.

Manual work should have a prominent place, and be encouraged in our schools. Some lines of work should be taken up in which the child may be taught how to perform the common duties of life in the best manner. For children of the first grades, a course in paper folding and cardboard work may be successfully carried on; thus we have busy work for the little ones. For those older we have other useful work. Sewing may be taught to both sexes. This subject is, perhaps, more useful than paper folding, as it gives better satisfaction to the parents. An interest is created in these lines of work, and generally the children are ready for them when the appointed hour arrives.

Instead of commanding this work to be done by the pupils, the teacher should show a willingness to take hold and help them in the work, showing them how, and encouraging them in their efforts; and truly how much better it is for us to put our hearts into our labor, for joy and happiness will be brought to us if we do our work willingly.

After some time has been spent upon this work, the children can enter into their study with much more zest than before. Arrangements can be made for this work by omitting two of the regular lessons the first week, and others the next week. Time spent in this way will be appreciated in days to come.

SUSIE C. BLAKE.