QUALIFICATIONS OF TEACHERS
By C.
SABBATH-SCHOOL HINTS.—NO. 4.
QUALIFICATIONS OF TEACHERS.
Knowledge is indispensable in teaching, as it is impossible to teach that which we do not know ourselves. Neither can we teach that well which we understand but imperfectly; hence the first and most essential thing for a teacher is, to become thoroughly acquainted with the subject to be taught. To do this, every teacher should keep for reference a supply of publications covering the entire ground of the subjects he expects to teach. Another important point and one quite as essential is to be able, after becoming acquainted with a lesson, to impress its truths upon the hearts and consciences of others as vividly as they appear to his own mind. To accomplish this, the subject must be illustrated in the clearest and most simple style, in language adapted to the capacity of the pupil. Otherwise, he not only will not understand it, but he will lose all interest in the lesson and become restless, and impatient for the close of school. The habit of reading the lesson in the class is a pernicious one, and should never be indulged, because it tends to indolence and slackness in preparing the lessons. All teachers know this very well; and the only successful way to provide against it is for the teacher to set a good example by committing each lesson to memory himself. This he can never effectually do who utterly neglects his lesson all the week, and on Sabbath morning, the last thing before going to the class, sits down and hurriedly reads it over once or twice. How painful to listen to the minister who is unacquainted with his subject as he struggles along, blundering here, making a wrong quotation there, or frequently repeating certain portions of his subject in vain attempts to conceal his confusion arising from a lack of well-prepared matter, when all this might have been prevented by a little study and forethought. “John,” said a minister rather boastingly after service, “did you know that I never thought of that sermon before entering the desk?” “Well,” said John, “that’s just what Mr. Brown and I said while you were preaching.” Children are no less slow to set a just estimate on those who attempt to instruct them; and the teacher who habitually goes to his class without preparation will soon be made to see—if not entirely devoid of judgment—that he has committed a serious error. He who would secure the respect of his pupils, and thus have an influence over them for good, must avail himself of the ample provisions afforded him for qualifying himself for his work; the lesson and class-work must be made subjects of close thought and earnest prayer. Then, though he should ever feel that his “sufficiency is of God,” he will manifest a degree of confidence that will enliven and animate his class in a corresponding manner. A Sabbath-school teacher, of all others, should be provided with the very best helps that can be procured. After studying those works treating on the subject matter of the lessons, articles especially devoted to the wants of teachers, offering suggestions from Sabbath-school workers from all parts of the country, such as will appear from time to time in the REVIEW and INSTRUCTOR, and such as are frequently found in the best Sunday-school papers, could be read with much profit. But with all the methods, helps, and expedients that can be devised, there is one requisite without which success cannot be expected. Each one connected with this work must love God fervently, and have an earnest desire for the salvation of perishing souls. A constant nearness to Christ, an unwearying activity in his service, will keep the fire of love aglow. Sowing the seed faithfully, with earnest prayer, will bring the desired result, and “we shall reap if we faint not.” C.