Article January 10, 1914 Issue

Sunday School Work

MYRTLE B. S. JACKSON

Writing on the subject of the study of Christian Science, Mrs. Eddy says, "Give to it the place in our institutions of learning now occupied by scholastic theology and physiology, and it will eradicate sickness and sin in less time than the old systems, devised for subduing them, have required for self-establishment and propagation" (Science and Health, p. 141). Should not these words make us inquire whether the one hour in the week devoted to the study and teaching of Christian Science, our hour in Sunday school, is given that whole-hearted and important place in the lives of children which it merits? Probably there are few grown-up students of Christian Science who have not experienced that only as they have steadfastly sought "first the kingdom of God, and his righteousness," have they enjoyed the betterment of their health as well as worldly prospects. While such people willingly make Christian Science the first consideration in their own thoughts, they do not always remember it should also come first in the thoughts of their children, and so are apt to give secular education the precedence.

Children are very quick to perceive their parents' ambition concerning them, and when they are sent to expensive schools, and see that their school lessons extend over many hours of the week, and that the time for proper preparation and the seriousness attached to examinations all occupy large proportions in the thought of their parents, they naturally begin to feel that those school lessons represent the important learning of life, and the hour in Sunday school begins to fade into quite a secondary place. The general education should certainly not be neglected, but does it not behoove us to see that our Sunday school teaching, which is in reality the Science of true learning, should be brought up to as efficient and interesting a standard as that of the day school, and that special time for the study provided for in the Manual should be as carefully utilized by both teacher and pupil, in preparation, as is the time set apart for arithmetic or history? When the facts are squarely faced, it is not too plain a question to ask, What lesson is ever given, on any subject whatsoever, where the teacher does all the work, while the pupil brings no preparatory study of his own, but simply sits still for an hour, to feel interested if the spirit moves him, and with no definite idea of learning if he does not feel particularly disposed to learn? Since neither youthful nor grown-up students of Christian Science have yet attained perfection, experiences of this nature are not infrequent in our Sunday schools, and perhaps this is so because our methods rather than our hearts are at fault.

When it has been recommended that children should carefully memorize the ten commandments, the Lord's Prayer with its spiritual interpretation, also the beatitudes, as provided in the Manual, it is no unusual thing to hear a parent say, "Oh, but my children have not time, they are so busy with their school studies;" and probably those same children would learn and recite whole pages of poetry for their literature class without stopping to think twice about it. When they grow up and are grappling with human problems, which will be the most valuable lines to come readily to their memory, those of world-writers or those of Christ Jesus?

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