Chapter 5—To Superintendents and Teachers
How to Succeed
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,
to leave a right impression, to give the right mould 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
seemed to be a great lack of interest. They were not moved religiously.
I would here say to this honest brother, and to any others who may
be laboring under similar difficulties, Examine to see if you are not
responsible, in a great degree, for this lack of religious interest. Many
try to do too much, and fail to encourage their teachers and students to
do what they can. They need great simplicity and religious earnestness.
They make long, dry speeches in the Sabbath-school and the teachers’
meeting, thus wearying the minds of both teachers and students. Such
remarks are greatly out of place. They do not adapt their instruction to
the real wants of the school, and they fail to draw hearts to them, for
their own hearts are not full of spiritual sympathy. They do not realize
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that by their long, tedious talks they are killing the interest in, and love
for, the school....
When the hearts of the workers are brought into sympathy with
Christ, when He abides in them by living faith, they will not talk
one-half as long, nor manifest one-half the smartness, that some do
now; but what they say in love and simplicity will reach the heart, and
they will be brought in close sympathy with teachers, scholars, and
church-members.
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