p. 187 | TEACHERS

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Dec 12, 1878

TEACHERS

SABBATH-SCHOOL HINTS.—NO. 3.

TEACHERS

Making choice of teachers who have “plenty of time” often proves a great mistake, as such persons seldom make good use of what time they have. Those who are faithful in what they undertake are always in good demand, and rarely fail to find enough to do. Indeed, it often happens that they are obliged to look after the odd moments as closely as the miser after his gold, lest time slip away and leave an over-accumulation of work on their hands.

There is without doubt a limit beyond which it is not best to pass in urging persons who are already burdened with cares to become teachers; yet, as is well attested by experience, persons of this very class, when actuated by the love of Christ, have, in spite of their ever-pressing duties, often proved the most effective teachers in the Sabbath-school. Neither is it hard to account for this result. Those who are thorough in their business relations will be certain to show the same untiring energy in doing the work of the Sabbath-school which has made them successful in the business of the week.

There can hardly be found a more responsible work than that of imparting religious instruction to the young, since the development of a religious character depends more or less upon early impressions; and these are received from the teacher, and are vivid or feeble according to the interest or indifference manifested by him.

If nothing is desired in the Sabbath-school beyond a certain amount of information, then any quick, intelligent person, apt to teach, but without any particular spiritual attainments, can fill the position of teacher; but if a spiritual effect is sought, if the pupil is to be impressed with the importance of godliness, the necessity of a righteous character, and is to be led to Christ, then a teacher should be found who is spiritually minded, one who will have the religious interests of his class at heart.

“Prevention is better than cure” is an old adage worthy of our consideration in relation to the Sabbath-school. To reclaim an evil-doer is certainly a praiseworthy act; but to prevent one from becoming a prodigal is better, in that a multitude of sins are thus prevented. And this gives the church hope of good members.

To bring about such desirable results, teachers must

HAVE AN AIM

in their work, a definite object to secure. Many efforts of Sabbath-school teachers as well as other good people prove abortive, simply because they are put forth without deliberation or distinctness of purpose. Striking without taking aim is worse than a loss of time—worse than a mere waste of energy. Those who strike at random not only beat the air, but often hit and injure the very ones they want to help.

Whoever makes a success of teaching must take time for reflection. He must keep constantly before him certain definite results to be attained, and earnestly strive for their accomplishment. It is a serious mistake to substitute quantity for quality, either in teaching or preaching. Talking is not always teaching, neither is the simple act of hearing a recitation. Teaching is making one know what he did not know before; and one point clearly and definitely learned is better than many generalities.

Nothing so quickly interests children and secures their attention as the consciousness that they are learning something—learning something that they can tell. The celebrated Groser once said, “He who gives a skillful explanation teaches, and does much; but he who shows his pupils how to reach an explanation, trains, and does more.” Let the teacher aim to direct the mind so that a distinct knowledge of the lesson may be obtained, leading rather than dictating, and his object will be accomplished. The ordinary child is not dull of comprehension, but, on the other hand, is prompt to gather new ideas; and nothing kindles the enthusiasm of the young like the thought that they have made a discovery,—the feeling that they have learned something by finding it out themselves. Impressions gained in this way are indelible.

Aptness in teaching is very rarely a natural gift. Indeed, comparatively few who attempt to teach ever attain to efficiency in the art. It is not, however, an impossibility. There are very few who may not, by culture and practice, become somewhat skillful in imparting instruction to others.