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The Teacher

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International Tract and Missionary Society · Oakland, California · Sep 17, 1885

FromSigns of the Times, Vol. 11, No. 36.

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The Teacher.

By Mrs. J. Dove McCoon

THE true Sabbath-school teacher is called of God, for we read that God hath set in the church first, apostles, secondarily, prophets, and thirdly, teachers; and the same lips that said, "Go preach," said, "Go teach." Whoever receives this sacred call should devote himself to it by holy consecration. I do not mean that he should give up all other pursuits and attend to nothing else, for were that the case, you and I, my dear sister, would not be called, I fear, as our home duties are such that we could not do this.
The office of a Christian teacher is of great importance and of heavy responsibility. Great condemnation will rest upon the careless, prayerless teacher. He should accept his mission thankfully, enter upon it heartily, and attend to his duties punctually, faithfully, and earnestly. He is to teach Bible truth, and to be able to teach this faithfully and truly calls for hard, earnest work.
The teacher must be thoroughly fitted for this responsible place—not highly educated, with a stock of cut and dried knowledge stored away, but constantly preparing himself, each day making preparation for the coming Sabbath. He must have bright, fresh lessons, carefully prepared. His thoughts must be well digested and adapted to the subject,—something worthy of being taught, and which will command attention for its own sake.
It is well for the teacher to have method and system as well as a set time and place to begin the preparation of the lesson. I think the best time to commence is the evening after the Sabbath, and the place, the quiet of the home circle. Pray and read and think over the lesson. Search the Scriptures with the aid of a concordance or reference Bible for the most practical parallel passages. They will wonderfully illuminate the lesson.
Illustrations are very useful, in fact indispensable, in teaching Bible truth. They have a decorative as well as an explanatory power. This was one of the Saviour's favorite modes of teaching. You remember the parables of the sower, of the vineyard let to husbandmen, the leaven in the meal, the lost piece of silver, etc. Go into the world and gather excellent things for illustrations, by what you hear, see, and do. Those who teach the little ones should especially seek to get some such illustration for each pupil. The mother-bird gets something for each little birdling in the nest, and she does not bring it in a promiscuous heap and let each little one get what he can of it, but she sees that each little open mouth has something suited to its capacity dropped right into it. So should we who have the "bird's nest" of our Sabbath-school, see that each child has something suited to his ability and understanding. To be able to do this, we must study child nature, and learn the peculiar disposition, trials, and temptations of each one—learn their likes and dislikes, hopes and fears, and become as a little child if we would be their counselors and guides. We must live over our own childhood, and use child language, being sure to employ only words they can fully understand.
Pictorial teaching is another useful method. They may be word pictures, or they may be pictures that the eye can see, such as maps, pictures of Bible lands, etc.
Object teaching is another aid to the primary teacher especially. In this also we have the example of the Great Teacher, when he took a little child and set him in the midst to show what characters were fit for the kingdom of Heaven. He also used a piece of tribute money to illustrate his teaching. Why did he do this? It was certainly not superfluous, but must have been to bring the subject before the two great learning senses, hearing and seeing.
The blackboard is another means of impressing the points in the lesson. The most prominent points may be called from the class by the teacher, and placed upon the board in a systematic and attractive manner. Pictures pertaining to the lesson may also be drawn. One does not have to be an artist to use the blackboard successfully—even the crudest picture attracts the attention of children. But the only justifiable use of it is to make Bible truth more clear and comprehensive, though, I am sorry to say, some pervert its use by drawings entirely foreign to the lesson. Thus, instead of being a help, they become a hindrance, and a tool for the enemy to catch up the seeds of truth before they have time to take root in the soil of the heart. This help should be used most carefully, and not abused.
We must never suppose that our scholars are too young or too ignorant to appreciate a well-prepared lesson. Prepare for more than you want to teach; no one can teach all that he knows. Every one who has ever taught knows how important it is to secure good attention, real steadiness of mind; and a well-prepared lesson by the teacher is the best means of obtaining it. This is also promoted by a deep and earnest sympathy with as well as for the child. By giving little ones frequent changes of position, and with the helps mentioned above, but little difficulty will be found in securing attention. The attitude, words, and bearing of the teacher should be well calculated to govern and to guide.
We should never tell a pupil what he can tell us; he will remember it much longer if he tells it. There is a real art in knowing when, where, and how to put a good question. This art is to be learned, like any other, by much study and patient practice.
Dear teachers, let us be more earnest in our work; let us imitate the Great Teacher more, that we may hear from his lips at last, "Well done, good and faithful."