Testimonies on Sabbath-School Work

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