General Articles | AdventAI

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Oct 25, 1877

General Articles.

Sabbath-School Address.

We herewith present the Sabbath-school Address delivered by Bro. J. E. White, at the late Yountville, Cal., camp-meeting, omitting a few extracts, and some statements relating more particularly to the work in California.

The aphorism of Solomon, “Train up a child in the way he should go; and when he is old he will not depart from it,” is well embodied in the more recent saying, “The way the twig is bent the tree inclines.” Too much importance cannot be attached to early training. The clear-sighted policy of the Catholics seems to have grasped this principle and brought it to perfection; and instead of proselyting from other denominations, they hold their present membership, and maintain schools for the children. In these schools are insidiously sown the seeds of superstition and Catholicism, which seldom fail of filling their churches in after years with devoted members. Indeed, their working plan was well worded by a prominent bishop: “Give me the training of the child for the first seven years, and I care not what his future surroundings and training may be.”

To our own people I would say: If we lose the children through carelessness or neglect, we are losing the choicest of the harvest; for Christ has said, “Of such is the kingdom of Heaven.”

Fully realizing the weight and importance of early training, Robert Raikes, of Gloucester, England, in the year 1781, gathered together as many of the ragged and dirty children as he could induce to leave the streets, and each Sunday had them instructed in reading and the church catechism. In a short time a visible improvement was effected both in the manners and morals of the children, who came in considerable numbers. They attended church with their teachers, and a great many learned to read, and say their catechism. Such was the origin of the Sunday-school. About sixty years ago this system was introduced into the United States.

Until within a few years, the Sunday-school was employed almost exclusively in imparting instruction in the common branches of education. In such capacity it was a great blessing, as it afforded the poor almost their only opportunity for obtaining the most meager knowledge of reading, writing, and arithmetic. But since the increased facilities for learning brought about by the free-school system of the present day have been introduced, this necessity has been removed, so these schools are now almost entirely restricted to religious instruction.

With Seventh-day Adventists as a denomination, the Sabbath-school system acquires tenfold significance. We find our Saviour saying, “Search the Scriptures; for in them ye think ye have eternal life; and they are they which testify of me.” In obeying this injunction it has been discovered that we are nearing the close of this world’s history, and that important events are right upon us; and new truths have been brought out, which it is for our eternal welfare to learn and obey. Not only does our Saviour command us to search the Scriptures, but we have also the injunction of Peter, “Be ready always to give an answer to every man that asketh you a reason of the hope that is in you, with meekness and fear.”

If these Bible injunctions mean anything, they enjoin upon us a careful searching for the system of truth contained in God’s word; and when we have found it we must study it carefully and thoroughly until we are able to give a reason for our hope and belief always and to every one that asks us. The Sabbath-school among the Seventh-day Adventists, therefore, is not only a place where children may become acquainted with the first principles of Bible truths, but where the Bible student can lay hold upon the pillars of our faith, and become conversant with its teachings.

Last spring Eld. Smith crossed the Rocky Mountains for the purpose of holding a Biblical Institute at Oakland. The good results of this have been felt all along our coast, from Oregon to the southern counties of California. But comparatively few individuals had the privilege of attending this course of instruction; and those who did attend were only benefited in proportion to the careful study expended upon the lessons by themselves.

The privileges of the Sabbath-school and Bible-class (we speak of them as one) are open to all; and, as in the case before referred to, the advancement of any member depends only on the amount of study expended. Great and good results have been felt as the result of about twenty days’ study by the few who came to Oakland. One day each week, or fifty-two whole days in each year, God has reserved to his people for just this purpose; and it is a sin in the sight of Heaven to so weary ourselves with the cares of the week that we are unable to make every Sabbath tell in storing our minds with God’s truth.

Every church may each Sabbath hold its own Biblical Institute, the results of which, if rightly conducted, can tell just as strongly during the next year in the acquirement of Bible knowledge as did the Institute at Oakland. We do not wish to be understood as underrating the blessings of the Biblical Institute. Its importance and benefit cannot be overestimated. We mention it as a high standard; and hold it up as encouragement to all, that though deprived of the benefits of that drill, yet the means are within our own grasp, without leaving our own church, or neglecting our daily avocations, of grasping and appropriating to ourselves the blessings so highly prized by those attending the Institute at Oakland.

We shall be held responsible in the great day for the God-given opportunities which surround us. “Unto whom much is given, of him shall be much required.” We have, prepared to our hand, the simplest and clearest system of truth the world has ever known. Twenty-five years ago it was only by the closest research and study that the truths we now hold so dear were mastered and understood. Now, nearly every point we can mention is clearly and forcibly brought out in one or more books penned by careful and able writers. The pioneers have cleared the way by great labor and study. Hard thought has worn lines of care upon their brows, and their heads are frosted prematurely; and we have only to pick up and appropriate the gems of thought and pearls of truth which it has cost them so dearly to strew in our pathway. God has, in these last days, opened his great store-house of light and truth, and its beams are flooding our pathway. Does he hold us responsible for the way in which we improve upon this glorious light which surrounds us? Most assuredly he does. In Christ’s parable of the talents the principle of the whole parable is contained in the winding-up statement: “Unto every one that hath shall be given, and he shall have abundance; but from him that hath not shall be taken away even that which he hath.” He that improves upon the light he now has, will have more light given him as he can make use of it; but he that fails to improve upon the light he receives—the light he already has grows dimmer and dimmer, until it, too, frequently goes out in total darkness.

We have felt that the Sabbath-school was not doing one-half for our people which it might do if uniformity of action, and steadiness of purpose were maintained. I have been connected with the Sabbath-schools of California for more than three years, and know something of their wants. The greatest want is a realizing sense of the importance of the Sabbath-school system. The next is a deep personal interest in the school by every church member, which will not allow trifles to keep us away from our posts of duty.

Let us consider the steps necessary to organize and successfully conduct a Sabbath-school. As there will doubtless be many schools to organize on this coast, we will commence at the very first.

After assembling together all who are willing to join in the school, the first step is the election of officers for the quarter. The officers necessary are a superintendent, an assistant superintendent, and a secretary who can also act as a treasurer. If the school has a library, a librarian will be necessary.

The best way to vote for officers is by ballot. Then every one feels that he has had his say. To bring this about, the one organizing the school acts as chairman and appoints a committee on nominations, which committee, after consulting with the chairman, declare their choice. The object of this nominating committee is simply to centralize the ideas of the school, and give them some point from which to work. If any one objects to the selection he can vote for any one he chooses. The voting is done by ballot. Some persons appointed by the chairman as tellers collect the votes and count them, and report the count to the chairman, who announces the result.

Officers for the school should be elected each quarter, the superintendent, of course, acting as chairman in after elections.

After the election of officers the school is ready to organize. Classes are divided off and teachers appointed by the superintendent. The course of study is then decided upon by vote of the school, and then the school is ready for work.

But what is the object to be attained? Is it simply to pass over a certain amount of ground? or is it to so discipline the mind that it can grasp and master ideas? If the latter is your aim, you will find it up-hill work at first. Perhaps the mind has not been held to close thought for years. In your school-boy days it was comparatively easy to master quite difficult problems. But you cannot do it now. Why cannot you do now what you could then? Is not your intellect as strong in manhood as it was in youth? It certainly is. Then where lies the difference between youth and more mature age? It is here. Your mind is not trained to close thought as it was then. The discipline of mind is lacking. Look at the arm of the blacksmith who swings his heavy hammer from morning till night. The muscles stand out like whip-cords, and a blow from it is something formidable. The mistaken Hindoo, who allows his arm to hang motionless at his side as a religious penance, soon loses control of it entirely, and it dries up and becomes as useless as a stick.

Had the mind been exercised a little each day from youth to middle-age, it would, like the arm of the blacksmith, have increased in discipline and power, until with the greatest strength of manhood would have been coupled the greatest vigor of intellect.

Shall we be held responsible for the use we make of this God-given boon to mankind, this crowning glory of the race? We certainly shall. God bestows not his blessings upon us without a purpose, and he is jealous of the use we make of them. If, during the week, the mind has been wholly employed with the care of farm or household, shop or factory, and upon the Sabbath we are disinclined to exercise it, it is, like the Hindoo’s arm, gradually losing what strength it did have; and we are slowly verging toward the fate of the servant with one talent. “From him that hath not shall be taken away even that which he hath.”

I know of no course of study for Sabbath-school discipline and instruction equal to Prof. Bell’s graded system of question books. By a series of graded lessons in the children’s book, the learner is brought up step by step, until he is able to grasp the stronger food—the principles of truth brought out in the book for youth. I would recommend this book for the Bible-class as well as for the youth. For a work of its size it seems almost impossible that so much ground could be covered in so thorough a manner as we find it in this book. For children and beginners the small question book is especially adapted.

Every school should have its programme. A good plan is to divide the exercises of the school into three parts, consisting of opening, class, and general exercises; the opening exercises to occupy fifteen minutes, and to consist of (1) singing, (2) prayer, (3) report of secretary, (4) singing; the class exercises take about forty minutes, and the general exercises twenty minutes. This gives one hour and a quarter for all the exercises of the school, which is about the length of time that can be employed to the best advantage.

Let us consider these different exercises in their proper order.

SINGING.

How often are we pained with the listless, soulless singing in some Sabbath-schools. Mistakes are easily overlooked where all are earnestly endeavoring to praise God in hymns and psalms and spiritual songs. But carelessness and indifference in this part of God’s worship is a sin. In the language of another, “God is not pleased with jargon and discord. Right is always more pleasing to him than wrong. And the nearer the people of God can get to correct, harmonious singing, the more is he glorified, and the church benefited, and unbelievers favorably affected.”

If we had the privilege of listening for a time to the glorious music of Heaven, as did the shepherds of old on the plains of Bethlehem, when the multitude of the heavenly host sang, “Glory to God in the highest, and on earth peace, good will toward men,” and then if we should listen to the listless, careless singing we too often have in our worship here, it would seem inappropriate, harsh, and discordant.

Glorious melody is a part of the attraction

and worship of Heaven. Music and singing have always been a part of the worship of God upon earth. I suppose the war song of Moses, sung by the thousands of the children of Israel to commemorate the overthrow of Pharaoh’s army in the Red Sea, was a grand old anthem. And if we could listen to the compositions of the sweet singer of Israel, as rendered by the thousands of trained Levites, accompanied by his grand orchestra described in the last psalm, we should call the Boston jubilee discordant and lacking in melody.

Paul, in speaking of the gifts in the church, in the fourteenth chapter of First Corinthians, says, “I will sing with the spirit, and I will sing with the understanding also.” We can praise God just as much in the grandest of hymns, “Praise God from whom all blessings flow,” as we can in the best prayer ever uttered; and we mock God if our minds are wandering to other things, so that we sing it in a careless, listless manner.

The greatest need at present is not so much a finished musical education, as an appropriate use of what we already know. The greatest necessity for the exercise of patience has been with those who could sing quite well, but who did not have interest enough to watch the leader, and as a consequence would be about one word behind.

We want the children to sing. Pieces should be selected a part of the time especially for their benefit. The teacher should explain the meaning of the words, and we should hear their sweet voices in every hymn. At recess in day school they exercise their voices to the fullest extent. Get them interested in the songs of the Sabbath-school, and you will be surprised at the volume of tone added by them.

OPENING PRAYER.

The opening prayer should be made by the superintendent, or some one designated by him, and should be especially adapted to the occasion; that is, it should be couched in such words as children can understand and appreciate. It should not be continued to wearisome length.

SECRETARY’S REPORT.

The secretary’s report should be a short account of the doings of the previous school. It should give the number present and the number absent, and the standing of the school—perhaps of the classes. A uniform system of keeping the record and reporting should be adopted by the State.

CLASS EXERCISE.

On this point better instruction than I can give will be found in the prefaces of Prof. Bell’s question books. A few hints will not, perhaps, be out of place. In selecting teachers for the classes, the superintendent should exercise great care. Some who would make excellent teachers in the Bible-class, will not succeed well with a class of children. Good government, combined with ability to interest children, are requisites which should be carefully considered in the selection of teachers for children.

To the teacher I would say, “Improve the time.” Do not allow any of the precious moments allotted to this exercise to pass in silence. If you cannot talk yourself, get the children to asking questions about the lesson. Do not be contented with simply asking the questions given in the question books. They are simply given as the outlines of what the lesson should be. If entered into with the right spirit one question will suggest another, until the time allotted for this exercise will seem too short.

GENERAL EXERCISE.

In this important branch, more depends upon the superintendent than in any other exercise in the school. The best success has probably been achieved by making this general exercise a summary of the lessons which have been that day recited. To do this the superintendent must make himself thoroughly conversant with the lessons of all divisions of the school. If this is too great a task for one person, the assistant superintendent should take a certain part of the work.

In every lesson there are parts which the superintendent can make of great interest to the school. To do this the school should be well furnished with maps, blackboards, &c., which can be used in illustrating the lesson. Perhaps the school is passing over the wanderings of the children of Israel. A map should be upon the wall showing the countries through which they passed. Such illustration will impress the lesson upon the minds of children more effectually than hours of talk.

If the answers to general questions are given in concert by the school, or by any one who chooses, you will find that there are two or three who have learned the lesson well and will answer every question. In this way the discipline is all confined to the two or three, and the rest will miss a great benefit. To obviate this difficulty the school should be numbered, and each number, with the name it represents, should be written on a card. Then when the superintendent asks a question the secretary calls the number which he finds on the first card drawn. The person whose number is thus drawn is expected to answer the question.

By following this plan this exercise becomes of benefit to all, as all will be quite sure to come prepared if there is a probability that they will be called upon to answer questions. If the answer given does not fully meet the point, the superintendent, or some one called upon by him, should make plain all doubtful points. In this way much light will be shed upon points which would otherwise remain dark.

The superintendent’s office is no sinecure, and should be entered upon with an earnest determination to make the school a success.

MEMBERSHIP.

To keep up the membership personal effort will be necessary. It is not enough to say, “There will be a Sabbath-school,” and wait for them to come. There are many who will come out at the first invitation; but there are many more who will not join the school until they have been personally seen, and the benefits of the work presented to them. At Oakland this matter has been proved to a demonstration. There was a certain class that it seemed impossible to reach; and when several removed from the place it left our school numbering only about forty. There were forty more who should come. We talked about it in the Sabbath-school, we talked about it in the meeting, but to no purpose. Every one thought it meant some one else. At last one Sabbath afternoon in company with Bro. Gillett, the assistant superintendent, we went from house to house, calling upon these individuals, urging them to assist us by their presence. The next Sabbath our school was increased one-third in numbers, and we have retained this membership since.

When a teacher has a class assigned to him he should consider that he is responsible for its membership. If scholars are absent the teacher should see them personally, find out the reason of their absence, and encourage them to attend. There is no telling the influence for good the teacher can exert upon the spiritual condition of his class if he undertakes the work in a right manner. More than upon any one else the prosperity of the school depends upon the energy and devotion of the teachers.

It would be impossible in one short address to present the workings of the whole school system. Perhaps you think I have entirely left the subject—the children. I have tried to strike at the root of the matter. If the fathers and mothers are interested in the Sabbath-school work, and show by their actions that they regard it as something of importance, there will be no trouble with the children and youth. And just as surely as the parents and elder brothers and sisters are indifferent, just so surely the children’s classes will be indifferent, if not empty.