It would appear sometimes that this task—or the prospect of it—alarms more potential Sunday School teachers than it attracts. But what a pity that it should do so! To teach Christian Science to the child of two, three, or four years of age can be one of the most rewarding and enriching experiences in the teacher's life.
Mrs. Eddy writes in Science and Health (p. 236), "Jesus loved little children because of their freedom from wrong and their receptiveness of right." But in the thought of the novice teacher the question may rise up, "What if the class consists of children who are naughty, unruly, undisciplined? What if they are not free from wrong nor receptive of right? I would be defeated the very first Sunday, for I have never had to deal with small children and would not know how to handle them."
The Sunday School Division of The Mother Church has on file the accounts of many successful teachers of this age-group, and the following pages bring together a collection of them. These show some of the ways teachers have successfully brought Science to the thought of these innocent and receptive youngsters, overcoming at the same time the disruptive, discordant elements that would claim to make good teaching difficult at that early age.
The common denominator in every case was that the teacher expressed the tender, understanding spirit of the Christ which characterized Jesus. This Christ-spirit enabled each teacher to discover what each child needed, to provide it, and at last to be able to say with Jesus, "Of such is the kingdom of heaven" (Matt. 19:14).
One teacher got right to the heart of the problem, we felt, when she wrote us, "We need not think we have to teach them something they don't yet know or something they will find difficult to learn. Mind's idea cannot be 'only three years old.' Each child is natively conscious of good and awake to Truth. We teachers learn that, in his spiritual being, each pupil is already a complete expression of the all-knowing divine Mind."
Another sent us this helpful account:
"As you know, I have had no previous experience in this work, nor had I the privilege of attending a Christian Science Sunday School in my youth. But I have found that little children need to be treated as individuals, on an equal basis, not ignored, nor talked down to as children, nor fussed over. For this reason I sit on the same small-sized chair as they do in Sunday School, so that I am on their level, and I talk to them as equals—no baby talk.
"In my present class there was a new pupil who was very restless; she couldn't seem to sit still; she wouldn't listen, and was distracting the other pupils. One Sunday she arrived before the others and sat in her little chair in front of me. And I said to her, 'You really are a dear little girl.' The effect was dynamic. She jumped off her chair, landed frogwise on my lap, and hugged me with such strength that I could not believe it was possible for so small a person. She obviously was responding to affection, and her need for this seemed very great. I am amazed at the intensity of the feeling these young ones have."
From the teacher's own expression of compassionate, understanding love comes the sensitivity to the children's needs, as illustrated in this account.
"My first experience as a Sunday School teacher some years ago was with the four-year-olds. There was one little boy who arrived week after week in tears. Each Sunday it took some time to comfort him and get him interested in talking about the assignment that had been mailed home to him.
"As I worked metaphysically about this during the week, I was dwelling on the fatherhood and motherhood of God and knowing that, since he was with his Father-Mother God always, he could not fear or suffer from a belief of being separated from his mother, who always brought him.
"After a few weeks of this, it came to me to ask the child why he was crying. He sobbed out a tale of a terrible fight every Sunday morning between his parents, with the mother begging the father to come to church, the father refusing and going off to his golf game, and the mother worrying about his daddy because he wasn't in church learning about God.
"As I wiped away the tears, I asked him, 'Where is God?' With his hands making an arc above his head, he joyfully came out with, 'Everywhere, just everywhere!'
"'Well, then,' I said, 'you don't have to worry about your daddy, because God is with him on the golf course, and you must trust your daddy with God. When your daddy is ready to come to church, he'll come. God is with your daddy at the office, on the bus, on the golf course, and just everywhere!'
"This seemed to satisfy the child, and he entered willingly into the Sunday School activities. The following Sunday he came to Sunday School beaming, accompanied by his equally beaming young father, who said, 'I just can't stay away from a church that teaches my son that God is on the golf course!' And from then on the father came to church with the family."
Teachers have worked out various methods of reaching their small pupils and engaging their interest in the first lessons taught. The following are some methods that have been shared with us:
"In teaching four- and five-year-olds, I discovered that the more I listened to God in preparing for Sunday School, the more the children enjoyed listening to me and participating in the classwork.
"Each week I set aside one evening for Sunday School planning. I pray first for new ways to interest my group of non-readers, aiming for the spirit and not just the letter. Each week a new approach or a new topic unfolds to me as a result of this prayerful listening. The result is that the children receive a variety of instructional techniques and ideas rather than just the established pattern of story-telling followed by questions and answers, though I also do this from time to time.
"It is primary for our children to love Sunday School, for here is taught what God is and what He does for His creation. By simplifying the words and painting clear word pictures, we can use many of the ideas in the Bible and Mrs. Eddy's writings when teaching the youngest children.
"For instance, on page 237 of Science and Health Mrs. Eddy speaks about teaching the Truth-cure, Christian Science, to children. Adults know that this Truth-cure involves both affirmation and denial. For the children the method can be explained as saying yes to God and no to error. Even so, I am careful not to talk down to the children. We are all students of Christian Science, and God is the only teacher."
"As a teacher of four- and five-year-olds I decided to make 'Listening to God' an underlying theme for each Sunday. We used Bible stories, but in the middle of the story we would stop to realize, for instance, that Moses' mother was praying—that is, she was listening to God; for how else could she have thought of such a marvelous way to save her baby.
"Or, taking the story of David's encounter with Goliath, we realized that David was listening to God and therefore could run fearlessly to meet the giant in flashing armor. And we saw that Daniel, because he listened to God instead of to error, found love and peace in the lions' den."
"Flexibility is essential when you teach the first class, aged two to four. These young ones will readily respond to a joyful heart and are eager to learn, but the teacher needs to be flexible and inventive. During the week I make it my own private task to know more about love, and on Sunday this is my first expression as I greet the class, for with Love all things are possible, and human responses to a Love-inspired approach are natural and good. A few topics and stories must always be ready, but not necessarily used. The flexible teacher is open for inspiration and, listening and watching, is quick to take a child's statement or thought and make use of it."
It was the Master's Christliness that saw the little children as they should be seen—as they really are in truth. It was his Christliness that they loved and were loved by. Through Christian Science we have access to this same Christliness, and as we put it into practice it will help to bring out in our children those endearing qualities that childhood so wonderfully expresses—innocence, gentleness, undoubting faith, responsiveness to love, receptivity to the Word of God.
IN RETURN
Please feel very free to write us about your ideas and experiences concerning Sunday School. We can often make specific use of them in writing these columns, conducting workshops, or answering questions.
Please identify your contribution by saying you are responding to "In Return," and send it to:
The First Church of Christ, Scientist
Department of Branches and Practitioners
Sunday School Division
Christian Science Center
Boston, MA, U.S.A. 02115
In the interest of wise economy, we may not acknowledge each contribution; so let us give you a big, warm THANKS now!
[Prepared by the Sunday School Division, Department of Branches and Practitioners.]
[This column appears quarterly in The Christian Science Journal.]
