I have a Sabbath School class of children of from thirteen to fourteen years. They are, with one or two exceptions, children of Scientists, so that the teaching received in the class is not new or strange to them.
In teaching, I strive to keep in mind that I am not to make use of the lesson to impress my own ideas upon the child, but rather to draw from him thoughts, impressions, or suggestions concerning it. It is only as he perceives and concludes for himself that he receives a clear and logical sense of the thought.
Another important point to recognize, is that children have a perception of Truth, spiritually, often to a greater degree than adults. In ten months' experience with a class I have always found the children ready and eager for the spiritual interpretation of the Word, manifesting an interest and attention that I never saw awakened, during an experience of many years, in an orthodox Sunday school. In our classes the merely external sense of the text is hardly ever alluded to, except when necessary to make the spiritual interpretation clearer. The children grasp the latter with an understanding that would confound those who declare things of Spirit to be too strong meat for babes.
I begin the lesson by reading to the class the Introductory and explaining portions that do not seem clear. We then talk of the Golden Text and the Footsteps, returning to the latter at points in the lesson where they are particularly impressed by the text.
The "Lesson Text" is next taken up, verse by verse, and interpreted according to Science. As far as possible, I lead the children to see that it is not merely an historical record of events that happened centuries ago, nor a picture of what may transpire in thought; but instead, that it is a revelation of practical import for to-day, showing us the workings of the same law of Love and Truth made so clear in the life of Jesus, and uncovering to-day, as then, all the claims of error.
At the close of the lesson, in order to bring the children to a practical realization that it is for each and every one of them, on just their plane of understanding, I ask each for the thought that has made deepest impression, that will be kept in mind during the week and demonstrated.
In the lesson for Oct. 26th, one answered, "I have learned that in the time of temptation I must watch and pray; that I mustn't get discouraged, but pray the more earnestly the greater the need seems to be." Another said, "If I demonstrate over an error, I shall rise to see Truth clearer, and then be ready to meet a bigger error." Speaking of verse fifty-one, one little girl said, "A touch of Truth healed the servant of the high-priest, just as the woman was healed who touched only the hem of Jesus' garment." Here was an opportunity for a beautiful lesson on the power of Truth to heal sickness and sin.
Our time for lesson being limited, we do not use the "Expository Notes"; but whenever I think a reference in the Bible or in Science and Health will make a point clearer, I give it to the class, for instance: In verse 42, of lesson referred to above, the reference, (John xx. 17,) beautifully portrays and emphasizes the Fatherhood of God and the brotherhood of man. In verse 46 the reference in Science and Health was particularly applicable because one of the children had just remarked that "others could help her, but she didn't see how she could help herself when tempted by a belief of sickness."
I think it might be well to have, under each verse, one or two clear, pointed references for the children to look up at home; I doubt if they would undertake more than this. In considerable experience in Sunday School work, I have always found it difficult to get the children to study the Bible lesson at home. I meet with something of the same difficulty now, and thus realize keenly how important it is that we make the wisest possible use of the Sabbath hour spent with the children. But unless an abiding impression of the Truth is gained by them, our lesson has failed in the most essential point.
In regard to the form of lesson papers, for a class advanced as mine: I think that in present use a good one, with a few changes. There should be fewer references, substituting perhaps the meaning of names of persons and places, and the interpretation of important words and terms whose meaning in Science radically differs from that in the old thought,—as Angels, Heaven, Life, Sin, Baptism, etc.,—for upon a proper conception of these depends our growth in Science.
I do not think the plan of printed questions and answers a good one; for the study of the lesson becomes then a mere mechanical work of committing to memory, too suggestive to me of the days of the Westminster Catechism. Nothing is left for the child to work out for himself; while to find the "pearl of great price," we must dig for it—a principle as true for the little folks as for us, children of larger growth.
In conclusion, I would mention a realization I endeavor to have concerning the children and myself before entering upon the lesson, viz: that we have understanding,—that we can express thoughts,—that we love the Truth, and have no desire to manifest anything contrary to it.
