Teach the Word by Jennie M. Snow

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Jan 10, 1907

Teach the Word

By Jennie M. Snow

PHILIP'S question, “Understandest thou what thou readest?” with the eunuch's reply, “How can I, except some man guide me?” should lead every consecrated teacher to consider the ways in which he may guide the child in understanding what it reads. When the teacher sees in the little up-turned face, and hears in childish whisper the “How can I, except some one guide me?” and responds as nobly as did Philip, we shall see the effect of teaching Jesus.

The early years are those in which the mind is most susceptible to impressions. The pictures stamped on memory's walls during the tender years are carried through the voyage of life. For this reason it is important to have early concepts so well set in gems of truth as to appeal to the child in later years, and be, as it were, a beacon guiding his craft to the haven of rest. We have no better way of placing before the child the great plan of salvation than through the Bible stories of child life. Studied, those stories will become a part of the child. The impressions thus made on the little mind may tell for eternity. There are many books containing good moral lessons that do not contain one of the truths for this time. As teachers we should have no time to spend impressing lessons devoid of saving truth on the minds of our children. Are children interested in Bible stories? The most interested and progressive class of little ones I ever taught read nothing but Bible stories. At first the blackboard served as a reader for them, later they found no difficulty in reading from “Gospel Primer.” A lack of interest may be due to the use of improper methods in laying the foundation for future reading.

Many times the child fails to recognize at sight the little words with which he should be familiar, and the task of thought-getting at once becomes difficult and unpleasant. Much of this trouble could be avoided by giving more attention to phonics. When the child knows the sounds of which the new word is made up, combining them gives little trouble. Very readily the little one will recognize the relation of the new word to the rest of the sentence, and is then prepared to read the whole with good expression.

When we remember that the words of the Lord are not to return unto him void, let us not hesitate to put as many of them as possible into the little minds, praying that they may accomplish the purpose for which God sent them.

JENNIE M. SNOW.