Those who instruct children should avoid tedious remarks. Short remarks and to the point will have a happy influence. If much is to be said, make up for briefness by frequency. A few words of interest now and then will be more beneficial than to have it all at once. Long speeches burden the small minds of children. Too much talk will lead them to loathe even spiritual instruction, just as overeating burdens the stomach and lessens the appetite, leading even to a loathing of food. The minds of the people may be glutted with too much speechifying. Labor for the church, but especially for the youth, should be line upon line, precept upon precept, here a little and there a little. Give minds time to digest the truths you feed them. Children must be drawn toward heaven, not rashly, but very gently.—Testimonies for the Church 2:420.
(TSS 107.1)
The student of the Sabbath-school should feel as thoroughly in earnest to become intelligent in the knowledge of the Scriptures as to excel in the study of the sciences. If either is neglected, it should be the lessons of the six days. The injunction of our Saviour should be religiously regarded by every man, woman, and child who professes His name. Teachers in the Sabbath-school have a missionary field given them to teach the Scriptures, not parrot-like, to repeat over that which they have taken no pains to understand. “They are they which testify of Me,”—the Redeemer, Him in whom our hopes of eternal life are centered. If teachers are not imbued with the spirit of truth, and care not for the knowledge of what is revealed in the Word of God, how can they present the truth in an attractive light to those under their charge? ...
(TSS 107.2)
The student of the Sabbath-school should be in earnest, should dig deep and search with the greatest care for the precious gems of truth contained in the weekly lessons. The privileges and opportunities which they now have of becoming intelligent in regard to the Scriptures should not be neglected. God would have those who profess to be His followers thoroughly furnished with proof of the doctrines of His Word. When and where can this be better obtained than in youth at the Sabbath-school? Parents should in no case treat this matter indifferently.—The Review and Herald, November 28, 1878, par. 12.
(TSS 108.1)
No one can labor in the Sabbath-school or in the temperance work without reaping a bountiful harvest, not only in the end of the world, but in the present life. In the very effort to enlighten and bless others, his own views will become clearer and broader. The more we endeavor to explain the truth to others, with a love for souls, the plainer will it become to ourselves. It ever opens with new beauty and force to the understanding of the expounder.—Testimonies for the Church 5:121.
(TSS 108.2)
The Sabbath-school work is important, and all who are interested in the truth should endeavor to make it prosperous.—Testimonies for the Church 5:127.
(TSS 109.1)
Companies of Sabbath-keepers may be raised up in many places. Often they will not be large companies; but they must not be neglected; they must not be left to die for want of proper personal effort and training. The work should not be left prematurely. See that all are intelligent in the truth, established in the faith, and interested in every branch of the work, before leaving them for another field....
(TSS 109.2)
It has been proved in the missionary field that, whatever may be the preaching talent, if the laboring part is neglected, if the people are not taught how to work, how to conduct meetings, how to act their part in missionary labor, how to reach people successfully, the work will be nearly a failure. There is much to be done in the Sabbath-school work, also, in bringing the people to realize their obligation, and to act their part. God calls them to work for Him, and the ministers should guide their efforts.—Testimonies for the Church 5:256.
(TSS 109.3)
After referring to the faithfulness of Caleb, Hannah, and Dorcas, the testimony says:—
(TSS 109.4)
Such patient, prayerful, and persevering fidelity as was possessed by these saints of God is rare; yet the church can not prosper without it. It is needed in the church, in the Sabbath-school, and in society.—Testimonies for the Church 5:304.
(TSS 109.5)
The Sabbath-school is an important branch of the missionary work, not only because it gives to young and old a knowledge of God’s Word, but because it awakens in them a love for its sacred truths, and a desire to study them for themselves; above all, it teaches them to regulate their lives by its holy teachings,—Testimonies for the Church 5:389.
(TSS 109.6)
At a certain meeting held in Iowa in 1884, Sister White said:—
(TSS 110.1)
By request I spoke about thirty minutes, warning them against letting their Sabbath-schools degenerate into a mere mechanical routine. We should not seek to imitate Sunday-schools, nor keep up the interest by offering prizes. The offering of rewards will create rivalry, envy, and jealousy; and some who are the most diligent and worthy will receive little credit. Scholars should not try to see how many verses they can learn and repeat; for this brings too great a strain upon the ambitious child, while the rest become discouraged.
(TSS 110.2)
Try none of these methods in your Sabbath-schools; but let superintendents and teachers make every effort to have life and interest in their schools. What a blessing it would be if all would teach as Jesus taught! He did not aim to attract attention by eloquence or by overwhelming grandeur of sentiment. On the contrary, His language was plain, and His thoughts were expressed with greatest simplicity; but He spoke with loving earnestness. In your teaching be as near like Him as possible. Make your exercises interesting. Let the teachers show that they have thoroughly learned the lesson, and are intensely interested in it. Let there be no frivolous or superficial interpretations of the Scriptures, but let each be prepared to go to the bottom of the subject presented.
(TSS 110.3)
Parents should feel it a sacred duty to instruct their children in the statutes and requirements of God as well as in the prophecies. They should educate their children at home, and should themselves be interested in the Sabbath-school lessons. By studying with the children they show that they attach importance to the truth brought out in the lessons, and help to create a taste for Bible knowledge.—The Review and Herald, October 21, 1884.
(TSS 111.1)
Our Sabbath-schools, which are to instruct the children and youth, are too superficial. The managers of these need to plow deeper. They need to put more thought and more hard work upon the work they are doing. They need to be more thorough students of the Bible, and to have a deeper religious experience, in order to know how to conduct Sabbath-schools after the Lord’s order, and how to lead children and youth to their Saviour. This is one of the branches of the work that is crippling along for the want of efficient, discerning men and women, who feel their accountability to God to use their powers, not to exhibit self, not for vainglory, but to do good.—The Review and Herald, June 21, 1887.
(TSS 111.2)
There was a general superintendent of Sabbath-schools who, while addressing a Sabbath-school upon one occasion, was very dry, lengthy, and uninteresting. A mother asked her daughter of ten years if she enjoyed the exercise, and also, “What did the minister say?” Said the little girl, “He said, and he said, and he said, and he didn’t say anything.” Now, we do not want any such account of our labor as that. We want the very best of training for the work that we can possibly have ourselves, so that we can make a success in teaching others the things that we have learned.—The Review and Herald, July 26, 1887.
(TSS 111.3)
Religious Experience of Children
Religion helps children to study better and to do more faithful work. A little girl of twelve was telling, in a simple way, the evidence that she was a Christian. “I did not like to study, but to play. I was idle at school, and often missed my lessons. Now I learn every lesson well, to please God. I was mischievous at school, when the teachers were not looking at me, making fun for the children to look at. Now I wish to please God by behaving well and keeping the school laws. I was selfish at home, didn’t like to run errands, and was sulky when mother called me from play to help her in work. Now it is a real joy for me to help mother in any way, and to show that I love her.”
(TSS 112.1)
Do not teach your children with reference to some future period when they shall be old enough to repent and believe the truth. If properly instructed, very young children may have correct views of their state as sinners, and of the way of salvation through Christ.—Sabbath-School Worker, January, 1889.
(TSS 112.2)
Our superintendents, our teachers in the Sabbath-school, should be frequently in prayer. A word spoken in due season may be as good seed in youthful minds, and may result in leading little feet in the right path. But a wrong word may lead their feet in the path of ruin.—The Review and Herald, June 24, 1890.
(TSS 112.3)
In His charge to Peter, the Saviour first bade him, “Feed My lambs,” and afterward commanded, “Feed My sheep.” In addressing the apostle, Christ says to all His servants, “Feed My lambs.” When Jesus admonished His disciples not to despise the little ones, He addressed all disciples in all ages. His own love and care for children is a precious example for His followers. If teachers in the Sabbath-school felt the love which they should feel for these lambs of the flock, many more would be won to the fold of Christ. At every suitable opportunity, let the story of Jesus’ love be repeated to the children. In every sermon let a little corner be left for their benefit. The servant of Christ may have lasting friends in these little ones, and his words may be to them as apples of gold in pictures of silver.—Gospel Workers, 405-406.
(TSS 113.1)
We thank God that our Sabbath-schools have contributed enough to advance many a precious enterprise. Children and youth have given their pennies, that, like little rivulets, have supplied a stream of beneficence. Children should be educated in such a way that they may perform unselfish acts which heaven will rejoice to see. When the dew of youth is upon them, children should be trained how to do service for Christ. They should be taught self-denial.—Special Testimonies, Series A 3:51.
(TSS 113.2)
Instruction in regard to conducting the Sabbath-school should, to a large degree, be given in the home churches; for the labor can be made more direct and the results will be more permanent if instruction is given at home. This work does not require the services of the ministers; they should be free to attend to the spiritual interests of the people. They are to teach others what to do. They must instruct the people as to how to come to the Lord and how to lead others to Him.—Spiritual Advancement the Object of Camp-Meetings, 12.
(TSS 113.3)
In a council of workers when considering the question of the work which should be done at our camp-meetings, we have the following questions and answers:—
(TSS 114.1)
Question—Would you think, Sister White, that taking up the detail work of drilling the Sabbath-school workers would come under the same head? [That is, drilling canvassers, and missionary workers, and holding cooking schools.]
(TSS 114.2)
Answer—Exactly; it is not the place for it. That is to be done; but it has its time and place.
(TSS 114.3)
Q.—Suppose they should call a Sabbath-school convention, and meet for that purpose?
(TSS 114.4)
A.—That is all right; and have those engaged to carry the burden of that work, and not hold the people there [at the camp-meeting] to hear those particular things. They have no special work in that branch to do. The time is too precious to be spent in that way.—Spiritual Advancement the Object of Camp-Meetings, 43.
(TSS 114.5)
The charge given to Peter by Christ just before His ascension was, “Feed My lambs, “Feed My sheep;” and this commission has been given to every minister and worker. But the work has been neglected. While something has been done for the education and religious training of the youth, there is still a great lack. Many more need to be encouraged and helped. There is not that personal labor given which the case requires. It is not the ministers alone who have neglected this solemn work of saving the youth; the members of the churches will have to settle with the Master for their indifference and neglect of duty.
(TSS 114.6)
The Lord is not glorified when the children are neglected and passed by. They are to be educated, disciplined and patiently instructed. They require more than casual notice, more than a word of encouragement. They need painstaking, prayerful, careful labor. The heart that is filled with love and sympathy will reach the hearts of the youth who are apparently careless and hopeless.—The Review and Herald, January 10, 1899.
(TSS 115.1)
The Teacher’s Influence
It is our own character and experience that determine our influence upon others. In order to convince others of the power of Christ’s grace, we must know its power in our own hearts and lives. The gospel we present for the saving of souls must be the gospel by which our own souls are saved. Only through a living faith in Christ as a personal Saviour is it possible to make our influence felt in a skeptical world. If we would draw sinners out of the swift-running current, our own feet must be firmly set upon the Rock, Christ Jesus.
(TSS 115.2)
The badge of Christianity is not an outward sign, not the wearing of a cross or a crown, but it is that which reveals the union of man with God. By the power of his grace manifested in the transformation of character the world is to be convinced that God has sent his Son as its Redeemer. No other influence that can surround the human soul has such power as the influence of an unselfish life. The strongest argument in favor of the gospel is a loving and lovable Christian.—The Ministry of Healing, 469-470.
(TSS 115.3)
Remember that you cannot read hearts. You do not know the motives which prompted the actions that to you look wrong. There are many who have not received a right education; their characters are warped, they are hard and gnarled, and seem to be crooked in every way. But the grace of Christ can transform them. Never cast them aside, never drive them to discouragement or despair by saying, “You have disappointed me, and I will not try to help you.” A few words spoken hastily under provocation,—just what we think they deserve,—may cut the cords of influence that should have bound their hearts to ours.
(TSS 116.1)
The consistent life, the patient forbearance, the spirit unruffled under provocation, is always the most conclusive argument and the most solemn appeal. If you have had opportunities and advantages that have not fallen to the lot of others, consider this, and be ever a wise, careful, gentle teacher.
(TSS 116.2)
In order to have the wax take a clear, strong impression of the seal, you do not dash the seal upon it in a hasty, violent way; you carefully place the seal on the plastic wax, and quietly, steadily press it down, until it has hardened in the mold. In like manner deal with human souls. The continuity of Christian influence is the secret of its power, and this depends on the steadfastness of your manifestation of the character of Christ. Help those who have erred, by telling them of your experiences. Show how, when you made grave mistakes, patience, kindness, and helpfulness on the part of your fellow workers gave you courage and hope.
(TSS 116.3)
Until the judgment you will never know the influence of a kind, considerate course toward the inconsistent, the unreasonable, the unworthy. When we meet with ingratitude and betrayal of sacred trusts, we are roused to show our contempt or indignation. This the guilty expect, they are prepared for it. But kind forbearance takes them by surprise, and often awakens their better impulses, and arouses a longing for a nobler life.—The Ministry of Healing, 494-495.
(TSS 117.1)
Every association of life calls for the exercise of self-control, forbearance, and sympathy. We differ so widely in disposition, habits, education, that our ways of looking at things vary. We judge differently. Our understanding of truth, our ideas in regard to the conduct of life, are not in all respects the same. There are no two whose experience is alike in every particular. The trials of one are not the trials of another. The duties that one finds light, are to another most difficult and perplexing.
(TSS 117.2)
So frail, so ignorant, so liable to misconception is human nature, that each should be careful in the estimate he places upon another. We little know the bearing of our acts upon the experience of others. What we do or say may seem to us of little moment, when, could our eyes be opened, we should see that upon it depended the most important results for good or for evil.—The Ministry of Healing, 483.
(TSS 117.3)
Teachers Should Strive to Improve
Because there is so much cheapness of character, so much of the counterfeit all around the youth, there is the more need that the teacher’s words, attitude, and deportment should represent the elevated and the true. Children are quick to detect affectation or any other weakness or defect. The teacher can gain the respect of his pupils in no other way than by revealing in his own character the principles which he seeks to teach them....
(TSS 118.1)
But the teacher’s usefulness depends not so much upon the actual amount of his acquirements as upon the standard at which he aims. The true teacher is not content with dull thoughts, an indolent mind, or a loose memory. He constantly seeks higher attainments and better methods. His life is one of continual growth. In the work of such a teacher there is a freshness, a quickening power, that awakens and inspires his pupils....
(TSS 118.2)
Teachers are needed who are quick to discern and improve every opportunity for doing good; those who with enthusiasm combine true dignity; who are able to control, and “apt to teach;” who can inspire thought, arouse energy, and impart courage and life.
(TSS 118.3)
A teacher’s advantages may have been limited, so that he may not possess as high literary qualifications as might be desirable; yet if he has true insight into human nature; if he has a genuine love for his work, and appreciation of its magnitude, and a determination to improve; if he is willing to labor earnestly and perseveringly, he will comprehend the needs of his pupils, and, by his sympathetic, progressive spirit, will inspire them to follow as he seeks to lead them onward and upward.
(TSS 118.4)
The children and youth under the teacher’s care differ widely in disposition, habits, and training. Some have no definite purpose or fixed principles. They need to be awakened to their responsibilities and possibilities....
(TSS 119.1)
He who discerns the opportunities and privileges of his work will allow nothing to stand in the way of earnest endeavor for self-improvement. He will spare no pains to reach the highest standard of excellence. All that he desires his pupils to become, he will himself strive to be....
(TSS 119.2)
Those who desire to control others must first control themselves. To deal passionately with a child or youth will only arouse his resentment. When a parent or teacher becomes impatient, and is in danger of speaking unwisely, let him remain silent. There is wonderful power in silence.
(TSS 119.3)
The teacher must expect to meet perverse dispositions and obdurate hearts. But in dealing with them he should never forget that he himself was once a child, in need of discipline. Even now, with all his advantages of age, education, and experience, he often errs, and is in need of mercy and forbearance. In training the youth he should consider that he is dealing with those who have inclinations to evil similar to his own. They have almost everything to learn, and it is much more difficult for some to learn than for others. With the dull pupil he should bear patiently, not censuring his ignorance, but improving every opportunity to give him encouragement. With sensitive, nervous pupils he should deal very tenderly. A sense of his own imperfections should lead him constantly to manifest sympathy and forbearance toward those who also are struggling with difficulties.
(TSS 119.4)
The Saviour’s rule,—“As ye would that men should do to you, do ye also to them likewise,”—should be the rule of all who undertake the training of children and youth. They are the younger members of the Lord’s family, heirs with us of the grace of life. Christ’s rule should be sacredly observed toward the dullest, the youngest, the most blundering, and even toward the erring and rebellious....
(TSS 120.1)
The divine Teacher bears with the erring through all their perversity. His love does not grow cold; his efforts to win them do not cease. With outstretched arms he waits to welcome again and again the erring, the rebellious, and even the apostate. His heart is touched with the helplessness of the little child subject to rough usage. The cry of human suffering never reaches his ear in vain. Though all are precious in his sight, the rough, sullen, stubborn dispositions draw most heavily upon his sympathy and love; for he traces from cause to effect. The one who is most easily tempted, and is most inclined to err, is the special object of his solicitude.
(TSS 120.2)
Every parent and every teacher should cherish the attributes of Him who makes the cause of the afflicted, the suffering, and the tempted, his own. He should be one who can have “compassion on the ignorant, and on them that are out of the way; for that he himself also is compassed with infirmity.” Jesus treats us far better than we deserve; and as he has treated us, so we are to treat others. The course of no parent or teacher is justifiable if it is unlike that which under similar circumstances the Saviour would pursue.—Education, 277-295.
(TSS 120.3)
Prayerful Study
We should exert all the powers of the mind in the study of the Scriptures, and should task the understanding to comprehend, as far as mortals can, the deep things of God; yet we must not forget that the docility and submission of a child is the true spirit of the learner. Scriptural difficulties can never be mastered by the same methods that are employed in grappling with philosophical problems. We should not engage in the study of the Bible with that self-reliance with which so many enter the domains of science, but with a prayerful dependence upon God, and a sincere desire to learn his will. We must come with a humble and teachable spirit to obtain knowledge from the great I AM. Otherwise, evil angels will so blind our minds and harden our hearts that we shall not be impressed by the truth.
(TSS 121.1)
Many a portion of Scripture which learned men pronounce a mystery, or pass over as unimportant, is full of comfort and instruction to him who has been taught in the school of Christ. One reason why many theologians have no clearer understanding of God’s word is, they close their eyes to truths which they do not wish to practise. An understanding of Bible truth depends not so much on the power of intellect brought to the search as on the singleness of purpose, the earnest longing after righteousness.
(TSS 121.2)
The Bible should never be studied without prayer. The Holy Spirit alone can cause us to feel the importance of those things easy to be understood, or prevent us from wresting truths difficult of comprehension. It is the office of heavenly angels to prepare the heart so to comprehend God’s word that we shall be charmed with its beauty, admonished by its warnings, or animated and strengthened by its promises. We should make the psalmist’s petition our own, “Open Thou mine eyes, that I may behold wondrous things out of thy law.” Temptations often appear irresistible because, through neglect of prayer and the study of the Bible, the tempted one cannot readily remember God’s promises and meet Satan with the Scripture weapons. But angels are round about those who are willing to be taught in divine things; and in the time of great necessity, they will bring to their remembrance the very truths which are needed.—The Great Controversy, 599.
(TSS 122.1)