Teacher and His Work
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their own deficiencies, that there is with them a narrowness of ideas,
and they do not broaden or expand. They do not become more and
more capable, but more and more self-important. They do not bring
Jesus into their hearts and into their experiences. The teacher should
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cultivate his powers, cultivate his speech so as to speak distinctly,
giving intelligent articulation. The mental powers should be cultivated,
not be left so weak, and the powers of thought so confused, that they
cannot explain nor understand the doctrines of our faith. If the teacher
is not one of sincere piety, of purity, of self-denial, of willingness to
endure inconvenience, then he is not fit for the great and solemn work.
It is the duty of the teacher to test his own powers, his own spirit, and
understand his true position before God, by close examination....
The Teacher’s Example
The one who shall accept the responsibility of teacher, if not fully
qualified, if he senses the responsibility of his position, will do his
utmost to learn. He will cultivate reverence, cheerfulness, and firmness.
Let the deportment be of that character that your class will be educated
to have solemn thoughts and reverence toward God. While the ideas
may be presented in simplicity, the language, when speaking of God,
of Christ, His sufferings, His resurrection, as realities to you, should
carry the minds up high above earthly things, and make them feel that
they are in the presence of the Infinite One.
The Sabbath school is no place for that class who skim the surface,
who talk fluently and in a spirit of levity of eternal, testing truths, which
are higher than the heavens and broader than the worlds. The behavior
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of a class will represent the character of a teacher in the example which
they have before them. If they are rude, and continue so, if irreverent,
then there is a cause, and the matter needs to be thoroughly probed.
Reverent yet Cheerful
The teacher may have reverence and yet be cheerful. And in the
place of flippancy of manner, he should be a searcher for the deep
things of God. Any affectation will not be natural. Let the class receive
the impression that religion is a reality, that it is desirable; for it brings
peace and rest and happiness. Let not your class receive the impression
that a cold, unsympathetic character is religion. Let the peace and