The Exchange of Confidence by F. G.

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Dec 12, 1907

The Exchange of Confidence

By F. G.

WE teach by what we are more than by what we say. The facts we present may be valuable in themselves, but they do not most directly influence our pupils. That which does most directly affect them is principles of truth and salvation, seen not alone in the facts of knowledge which the pupil learns, but much more by the exemplification of these principles in the life of the teacher. The mystery of iniquity or the mystery of righteousness will be revealed in the life of the teacher. The spirit of self-exaltation or of humility will characterize his work. If he wishes his pupils to be Christians, he must in his own life place before them the example of Christ.

The teacher stands in a very difficult and trying place. He continually is called upon to reprove, rebuke, and exhort. It is his work to correct those features in the characters of his students which need correction, and to encourage everything that tends to the upbuilding of the good. As a consequence of this work, he naturally incurs, at times, the ill will of thoughtless pupils, and unless the principle of “considering thyself, lest thou also be tempted,” prevails in his life, he soon comes to be suspicious of the feelings of his students toward him. He then takes as a slight many things which are not so intended. A sensitiveness can develop on the part of the teacher with remarkable rapidity; and as a consequence, there is made between teacher and pupil a breach, which widens most easily. The only way for a teacher to have the good-will and love of all his pupils, is not to allow himself to believe that his pupils have any feelings toward him, except those of good-will and love. When he believes that his pupils feel kindly toward him, it is easy and natural for him to manifest the same spirit toward them. In turn, they manifest more of the same spirit toward him, and so this feeling of helpfulness and good-will grows. Confidence begets confidence. It is impossible for pupils to learn most readily unless there is an absence of friction in the running of the school. And one of the most helpful means of doing away with friction is for the teacher to be very slow to take offense, and ready to give to his pupils his confidence, and to believe that they have confidence in him.

F. G.