RELATION TO THE CHURCH by C.

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Nov 28, 1878

RELATION TO THE CHURCH

By C.

SABBATH-SCHOOL HINTS.—NO. 1.

The Sabbath-school work is one of great importance; and though much has already been said and written on the subject, a few words may not be out of place here; especially as our people have a growing interest in the spiritual welfare of the children, and are waking up to the importance of the Sabbath-school in its

RELATION TO THE CHURCH.

That the Sabbath-school, when properly conducted, is a valuable accessory to the church, its past history has fully attested. It has shown as well, that when carried on carelessly or without any particular object in view, the tendency has been not only to discourage the young in the work of the Sabbath-school, but to lessen their interest in religious services generally, and make the Sabbath a dull and tiresome day. As a result, they soon become wayward, and are finally lost to the cause. This result, however, is not necessary. Children are very much like grown people. That which is not made attractive, soon ceases to interest them. Truth should be made plain and interesting to the children, and then it is food for them the same as it is to us; the Bible and Sabbath-school become attractive, and the Sabbath itself the best day of the seven, to which they will continually look forward with delight.

There is one other consideration which yields consolation here and the promise of joy hereafter. Children that have been well trained in the Sabbath-school almost invariably at the proper age present themselves for baptism, and become valuable members of the church. A prominent Baptist minister once said that during a pastorate of twenty years over one church, he baptized two hundred and twenty-eight pupils from its Sabbath-school, of whom only seventeen had been disfellowshiped. Corresponding steadfastness would no doubt be seen among young converts in all churches were Sabbath-schools faithfully sustained in their midst.

WHAT CAN I DO?

Some may say, “What can I do to bring about such a state of things? I have no gift, no talent to do anything in that direction. I only wish I had.” My brother, my sister, there is much that you can do. First, be sure to attend the school regularly, and do not excuse yourself from taking an active part in the exercises because you are “too old” or “too dull” to learn the lessons. Of course you “don’t know the lesson” if you have not looked at it during the week. Study it at home, and help the children to understand it. They may have learned the answers to the questions, and still may not fully understand them. Sit down and “go over” the lesson with them, asking questions and making suggestions that will lead their minds through a wider range, and stimulate a more thorough research.

Be punctual to a minute. Have a zeal that the frost of winter will not blight, the heat of summer wilt, nor the prospect of rain dissolve. Talk of the school in the prayer-meetings, and pray for it. Consider the Sabbath-school in the business meetings, and take measures to aid it. This course on the part of every member of the church, cannot fail to produce a “live” Sabbath-school, one the influence of which will be felt continually in the spiritual advancement of the church itself.

THE TEACHERS AND OFFICERS.

These should be chosen with reference to their adaptability to the work, rather than to their position in the church or society. A superintendent is needed. Who shall fill the place? Well, there is Bro. A.; he is an influential citizen, besides he is one of our oldest members. His good standing in the community and long connection with the church certainly entitle him to our consideration. And there is Bro. B.; he is well acquainted with the truth, as is well attested by his many victories, when “contending for the faith” on the street-corners and in other public places. Then there is Bro. C., who once thought he had a call to preach, but his sermons were so long and so dull that his congregation all left him and never came back again. A superintendent must do a great deal of talking anyway, and why would not this be just the place for Bro. C. to exercise his gift? The children could not run away till school was out, for you know it would not be allowed.

Such men are not the ones for the place. There are other things to be considered besides age, learning, or fluency; and in the absence of these qualifications, place one in the position of superintendent (if he can be found) who has the peculiar faculty of teaching and of attracting all, old, young, and little children, and making them feel that they are working with, rather than under, him. Old or young, rich or poor, it matters not; if devoted, let him take the place because he is qualified to fill it.