Guiding Principles in Administration
105
be wholly consecrated to the Master’s service. Many are quick to
discern, and efficient to execute, but they need to be closely connected
with God. They will seek for new methods and ways by which to
develop character and educate the youth how to use the talents God
has given them.
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In selecting officers from time to time, be sure that personal pref-
erences do not rule, but place in positions of trust those whom you are
convinced love and fear God, and who will make God their counselor.
Without the love and fear of God, however brilliant the intellect may
be, there will be failure. Jesus says, “Without Me ye can do nothing.”
This matter of choosing officers should not be left to the control of the
Sabbath school scholars. To change the officers frequently will be an
advantage to the school; for one man’s mind is not to mold all other
minds. He may have some excellent qualifications, and yet in some
things be deficient. Another chosen may be efficient where the other
was lacking. Different minds and qualities will bring in fresh ideas,
fresh lines of thought; and this is essential. But, above everything else,
select those who, in the simplicity of their souls, are walking in the
truth, who love and fear God, and take their lessons in His school.
Such will carry the scholars forward and upward. Under wise teachers
the scholars will gain increased interest for the word of God, and have
deeper insight into the Scriptures. Let Christ be the theme of every
lesson. The lessons which Christ has given to His disciples are of the
highest importance.—
Testimonies on Sabbath-School Work, 83, 84
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Counsel to Superintendents
There is earnest work to be done in our Sabbath schools, and those
who have the management of these schools should seek to move with
wisdom and tact. It is a nice and important work to deal with minds,
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to leave a right impression, to give the right mold to character. It is
a wise educator who seeks to call out the ability and powers of the
student, instead of constantly endeavoring to impart instruction.
At different times I have received letters of inquiry in regard to the
duties of the Sabbath school superintendent. One who felt grieved be-
cause he could not awaken a deeper interest on the part of teachers and
scholars, said that he took much time in talking with them, explaining
everything he thought essential for them to understand, and yet there