A WEEK'S WORK by G. A. Peltz

Seventh-Day Adventist Publishing Association · Battle Creek, Mich. · Thursday, January 1, 1880

FromAdvent Review and Sabbath Herald, Vol. 55, No. 1

A WEEK'S WORK.

By G. A. Peltz

When at school, in boyhood, it was taught that “seven days make a week.” Sabbath-school teachers, to some extent, compute their time very differently. “Two hours make a week” would more nearly express the idea of many on the subject. The Sabbath-school session occupies an hour and a quarter, and then forty-five minutes for going, coming, and incidental chat, round out the whole matter, and the work for the week is done. These short-time workers are becoming fewer, comparatively, year by year, but they are not yet extinct. And then, there are many others who are but little better. From the extreme just stated, there is a gradual grading and shading upward; a few more items and hours of toil being added, until the realm of the reasonable is reached, above which lies that of the excellent, then the satisfactory.

The true week’s work of the Sabbath-school begins as soon as teacher and class have separated on any given Lord’s Day. The successes or the failures of that day are the basis on which, in part, the next week’s work must rest. Has there been unusual hardness or carelessness? It must be met. Has there been unusual tenderness and attention? It must be met. Has the attendance been small? Was a new pupil present? Were all there? Each of these special phases demands special attention at the moment. Work in the class adapts itself to these requirements. So does the work immediately after class, and possibly on the way home. But this does not end it. The outlook for another week must be made through the media of the session just closed, and this outlook must be made at once. This will disclose various aspects of duty. Whom to visit; whom to address by letter; whom to invite to your own house; on whom to place a burden of duty in visiting a comrade. . . . All these, and many other phases of duty, will be disclosed to him, who, through the media of a session just ended, looks out over a new week of opportunity.

How to study, as well as how to work, will be made plain by this early beginning. Of course, one must study to command the lesson in its subject matter, in its presentation, and in its enforcement. He must know it, and impart it, and fasten it. But all parts are not equally important at all times. Selection is essential. The man who deals with bodily ills, selects his remedies and their uses. So must he who deals with spiritual ills. To do this wisely, demands a careful study of the patient. Then, there is hope of a skillful use of remedies.

To understand each scholar, may take much time. Visits to and from the scholar may be required. Correspondence may be needed. His companionships and surroundings must be appreciated. He must be studied. Why did he flash with interest to-day? Why did his interest flag last Sabbath? Why was he absent two weeks ago, and late to-day? Know him whom thou wouldst benefit. Work for it, pray for it, and use the knowledge you may gain. In pursuit of this fullness of information, many parts of each week will be consumed; but these may be secured by a wise economy of time. As one goes to his business or comes from it, as he finds a few spare moments in the midst of his day, he may make a brief visit here or there, and so push his efforts. Of course he must not parade his object. Nobody likes to be inspected. But he can push things in an unobtrusive way, and yet reach the desired points.

The superintendent, too, must push work in this manner. With the scholars he has not so much to do directly, except as the ally and fellow-helper with the teachers. His special field is with these workers. They have their difficulties, and doubts, and troubles, just as pupils have; and, as each teacher is the friend and helper in his own little sphere, so the superintendent stands among his associates in toil. The secretary and the librarians may also find good objects on which to expend their attention in visitation each week. They shorten the hours far too much. More time spent by them would produce better results in their respective departments. Everything which can be looked after and accomplished during the week, is deserving of attention and care.

These points are specialties. They need attention from special workers in the school. But thorough study is demanded of all. Especially should those officers who neither teach nor sit in classes study the lesson, else they wholly lose the benefit of this method of Bible instruction. With all these, studying should be a growth through each week. No one season spent in preparation can be so valuable as protracted progress. It gives the benefit of that “unconscious cerebration” which, like “simmering” in cookery, thoroughly penetrates the subject in hand, and brings a final condition of complete preparation, such as no hurried work could secure. Every day of every Sabbath-school worker’s week should witness the accomplishment of something, (1.) in mastering the lessons of the week, and (2.) in securing hold for good upon the pupils of the class. When fifty-two such seasons of effort are laid together each year, then a year’s work will have a meaning; and when a teacher adheres to such work for a long term of years, his life will be one of incalculable good.—Rev. G. A. Peltz, in Baptist Teacher.