THE PRIMARY CLASS by Mrs. M. K. White

S. D. A. Missionary Society · Oakland, California · May 26, 1881

FromThe Signs of the Times, Vol. 7, No. 20

THE PRIMARY CLASS.

By Mrs. M. K. White

BY MRS. M. K. WHITE.

Ever since the Bible classes began the study of the New Testament lessons, this department of our paper has been devoted almost entirely to the wants of the older classes; but as it is generally admitted that it requires greater skill to teach successfully a class of children than a class of adults, we see no reason why a portion of the space should not, occasionally at least, be given to them. In this the editor agrees, and so we propose this week to have a friendly chat with the teachers of the primary classes; and if any have questions to ask or plans to recommend to others which they have worked successfully themselves, we hope to hear from them.

Probably there is no department in which there is greater chance for improvement, both in numbers and in ways of working, than in this; nor is there a field which yields better returns. But the best season in which to work is fast passing away, and we would ask of each teacher, What are you doing to make your school more interesting for the children? How does the attendance compare with last year? and what is being done at the present time to increase it?

“Well,” says one, “where we have so few children as in our church, it cannot be made interesting for them, and I have no heart to try to get those outside of our church to join.” If this is the case, the very first thing that ought to be done is to increase the number, and then make it interesting for them. Give them a corner by themselves, no matter how few, and then select one of the best, most earnest, and pleasing members for teacher. If there is a separate room to which they can repair after the opening exercises, so much the better. We have known cases where a school-house was used in which a very successful class was held in a room devoted during the week to hats and cloaks. Sometimes they are held in the entrance hall of the church, although here they are more liable to interruptions. A very good way is to partition off a portion of the church with curtains, or with black-boards and maps on standards, which can easily be removed before time for church service. This, however, does not allow the exercises to be varied by singing, as could be done in a separate room.

At all events, a class of active children should not be required to wait while the older ones are being questioned in general review. It is a constitutional necessity for children to be active. Therefore if obliged to keep perfectly still, they will soon dislike to come; and if allowed to whisper and play, they will learn a lesson of irreverence for the house of God, and form habits which it will be difficult for them in after years to overcome, and which if continued will surely ruin the school. Better control their restlessness by giving them something to think about, and by so changing the exercises that they will not become wearisome. This we are aware is not an easy thing to do, but by patience and perseverance on the part of the teacher, and a careful preparation of the lesson, it can be done.

The three years’ study laid out in Lesson Books Nos. 1, 2, and 3, is very interesting. We have just completed book No. 1 in our school, and although at first very anxious to study the New Testament lessons, I can truly say that the past has been a very profitable and pleasant year’s study, and now, having learned better how to study those lessons, I believe I could learn more by going over them a second time than at first. In the brief record contained in the book of Genesis, and covered by book No. 1, we have almost the only history of our world for over two thousand years. But because this part of the Bible is quite familiar, most think they do not need to study in order to teach it. Here is where they fail. They have a general knowledge of the subjects, but a close study into the condition of the world at that time, and into the habits and customs of the people, would add at least one-half to the interest of the study and to their efficiency in teaching.

Visiting the scholars at their homes will also be found a great help in this work. No matter what the size or age of the pupil, the teacher will be better prepared to teach, and know better how to govern, after having become acquainted with his home training. Unless the parents can be induced to spend some time every week in teaching the little ones their lesson and in assisting the older ones, the Sabbath school will accomplish very little good for them.

The question is often raised, How old ought a child to be before entering a class? That depends, of course, upon the nature and development of the child; but a safe rule to adopt is as soon as the parents are willing to undertake the task of teaching him the lesson at home; if the entire lesson be too hard, a few questions will answer at first.

Some people adopt the same rule in regard to the Sabbath-school as they do in regard to the day school; that is, send the little ones along to get them out of their way. As I once heard a lady remark concerning her little boy who did not want to go into a class: “He is so troublesome that when he is with me I cannot take any sense of what is said, and he must go.” Conversation with her afterward revealed the fact that he was so small she never had been able to teach him any of the lesson. And yet she would impose the task upon some primary teacher of not only keeping him still, but teaching him something, and at the same time of doing the same by half a dozen others. If the mother who is with her child day after day and week after week is unable to do this, of what avail will it be for the teacher to try for an hour or less once a week? We love to see the little ones in the school as soon as they can talk plain, but it will do them no particular good unless their parents will take pains to drill them a little every day upon the lesson. The school is the place for the infant classes as well as the older ones to come to recite and not to learn their lesson. An occasional visit from the teacher will greatly help in bringing this about. It will also afford the teacher an excellent opportunity to learn what impressions are made upon his pupils from week to week by his teaching.

If a new scholar is placed in the class, special pains should be taken to make it interesting for him. Take this opportunity to let the old members tell in a connected story what they have learned about a certain subject. By all means have a piece of paper and a pencil ready to take down the full name and address, and if possible call upon him during the week. This will link the mother to the school; knowing more about it, she will have a more personal interest in it, and the chances will be greatly increased for doing her good.

Thus in innumerable ways will the earnest, faithful teacher find opportunity to work for the school. It is not always the most talented who succeed in this department, but it is those who are most observing and willing to work and learn, those who have a cheerful, animating nature, and who have the love of God beaming in their countenance and actuating their lives.

At some future time we may consider some of the ways by which the attention and interest of children can best be secured and held.