p. 108 | HINTS TO SABBATH-SCHOOL SUPERINTENDENTS

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Apr 4, 1878

HINTS TO SABBATH-SCHOOL SUPERINTENDENTS.

By G. H. Bell

The Superintendent’s first work will be to classify the school. This work has been briefly noticed in a former article, but it may be well to add that, although it is best to classify those together who are nearly equal in ability, it is sometimes a good plan to distribute the careless, indifferent ones, putting some in one class and some in another, so that they may be inspired by the good example of those who are more earnest and faithful. This applies particularly to those who can learn well, but lack interest and force of character. The classification should be promptly and quietly made, with the understanding that, when necessary, scholars will be transferred from one class to another till they have found their proper place.

APPOINTMENT OF TEACHERS.

No part of the Superintendent’s work will test his judgment and discretion more than the appointment of teachers.

As in every other part of the work of God, so in the Sabbath-school work; the highest qualification is the indwelling of the Holy Spirit, bearing its fruit of faith, love, and good works.

The Sabbath-school teacher who takes hold of the work unwillingly, grudging the time and labor requisite to success, will be likely to get the same spirit in his class. Love of God, of the truth, and of mankind, must prompt every successful worker.

The Sabbath-school teacher must love the truths which he teaches. That love must glow in his heart till it will show itself in his countenance, in his words, and in every modulation of his voice. Such a teacher carries a kind of inspiration with him.

The teacher must be earnest, active, faithful, free from sentimentalism and affectation. Persons who have all these qualifications are not easily found, but the Superintendent must use the best material at hand, and try to develop

the qualities that are lacking. Those who do not know how to teach, can learn. Those who lack love, and faith, and earnestness, and activity, should be encouraged to seek God for aid in acquiring these graces.

Other things being equal, young women generally make the best teachers for children. An intelligent, godly young woman who loves the lambs of the fold because Christ died for them, and who has some tact in teaching, is a priceless blessing to a Sabbath-school. So far as their character and qualifications will allow, young people should be pressed into the Sabbath-school work. Not that the work should be left to them, but that they may bear a part of the burden, and be gaining an experience that will fit them for usefulness. As a rule, young people can be more easily molded into successful teachers than older people, whose habits in life have become fixed.

It is usually better for the Superintendent, after counseling with the teachers, to assign the lessons for each division; for by so doing the different classes of each division are kept together. It is important that the Superintendent should be familiar with the lessons of every division; for if he is not, he will be unable to assign lessons properly, or to conduct the general exercises profitably.

Everything should have its time and place, in Sabbath-school as elsewhere. To this end the Superintendent should make out a programme, and follow it out as closely as possible. The following may be taken as a model, to be varied as the varying conditions of schools may demand:—

PROGRAMME.

Time and exercise	Duration
9:00, Singing,	5 min.
9:05, Prayer and Secretary’s report,	5 “
9:10, Singing,	5 “
9:15, Recitations,	30 “
9:45, Singing,	5 “
9:50, General Questions & Exercises,	20 “
10:10, Taking Records, Assigning Lessons, &c.	5 “
10:15, Singing,	5 “

The duties of the Superintendent are so many and so various that it is difficult to enumerate them. I will merely mention some of them. As the title of his office denotes, he should have general supervision of all the work of the school. He should try to awaken an interest in the minds of parents, teachers, and scholars. He should see that all the officers and teachers do their work promptly and well; that the school is furnished with everything necessary to its success, so far, at least, as is consistent with the means at his disposal. He should see that the room is clean, comfortable, and pleasant; that all are made welcome; that all who come in receive prompt attention; and that they are at once placed in some class, if they will consent to join the school. He should conduct the general exercises, or appoint some one to do so. He should, under God, mold and guide all the work. How important, then, that he should be a man of God; that he should be devoted to the work; that the love of God and man should fill his heart. In general, the school will be just what he makes it. If others do not do their work well, he should take hold and show them how to do it. He must not be easily discouraged; he must cheerfully adapt himself to circumstances, until the circumstances can be improved; he must patiently work and wait, cultivating that charity which hopeth all things, endureth all things. Now, dear brethren, none of us claim to have reached this exalted standard, but by the grace of God we may, and to that end let us strive. G. H. Bell.