Principles of Teaching Part 14

6. Our system of fasting makes it possible to see that no one in the Church wants for food.

7. Fasting enables us to appreciate the feelings of those who are less fortunate in the world than we are, who are denied the blessings we enjoy.

Of course, each idea needs to be introduced and developed in a concrete, vigorous manner. So treated, fasting can be made a very fascinating subject.

The following suggestions on introducing the lesson on the Resurrection to little children have been drawn up by one of the most successful kindergarten teachers in the Church:

"There are several things to be considered before presenting the lesson on the Resurrection to little children.

"First, the teacher must feel that she _can_ present it. In other words, she must love the story and feel the importance of it. She must also be able to see the beautiful side and remember that she is teaching, 'There is no death; but life eternal.'

"The next question to consider is: How are we going to present it? We must lead the child from the known to the unknown, through the child's own experience. Therefore we go to nature, because all nature appeals to the child. But in order to create the right atmosphere, the teacher in selecting the subject must feel that what he has selected is the very thing he wants in order to explain to the child, 'There is no death.'

"There are several ways in which the subject may be approached through nature. We may take the Autumn and let the children tell what happens to the trees, flowers, and different plants. Lead them to see the condition after the leaves are off. Then what will happen next Spring. Or we may take one specific tree or brush and talk of the twig where the leaves were in the summer, but have now fallen to the ground. The twig looks dead. But on opening the bud and removing the brown covering we find the tiny leaf inside waiting and preparing to come forth in the Spring.

"The bulb may be used in a similar way, leading the child to see the bulb as it is before planting, then to see what happens when we plant it.

"The caterpillar may also be used. Here we have the live worm getting ready to go into his coc.o.o.n and is absent for some time; then he returns, only in another form. A higher stage.

"Lead the child to see that every thing in nature has a period of changing, of apparently going away for a short time, but is not dead--it returns to life.

"Be sure to have the objects you are talking about before the cla.s.s, while you are discussing the subject. If not obtainable, use a picture, or draw them."

The problem of the story of Jonah is usually submitted with a twinkle in the eye of him who raises the question. The world has so generally relegated it to the heap of the impossible that even some of our own people look rather amazed when a champion for Jonah steps forward. And yet this story properly approached is one of the teacher's greatest opportunities. If it is to be presented to small children it can be told very beautifully, either as a lesson on disobedience or, from the point of view of the people of Nineveh, as a lesson on fasting and prayer.

Little children will not be troubled with doubt and disbelief unless the teacher fosters such att.i.tudes.

To older minds, of course, the story already is a good bit of a stumbling block, and therefore needs to be given thoughtful preparation.

At the outset, with older students, we ought to lead them into the beauties of the story--beauties which all too frequently are wholly unknown to the ordinary boy or girl. Read the story:

The call that comes to Jonah.

His hesitancy.

His dodging of duty.

His selfish judgments.

His punishment.

His att.i.tude toward the people of Nineveh.

The lesson taught.

"Yes," says the young skeptic, "but how about the whale idea? Do you expect us to believe that stuff? It's contrary to all natural law."

Let's meet the issue squarely. The Bible says that Jonah was swallowed by a big fish. Science is agreed that that part of the account is easily possible--nothing contrary to natural law so far.

"But what about the three days? That surely is."

Here is a challenge. Is it possible that life can be suspended, "and restored"? Let the scriptures testify. It was so in the case of the daughter of Jairus. (Mark 5:22-43.)

So was it in the case of Lazarus. (John 11:23-44.)

Consider the case of the Son of G.o.d Himself! Buried in the tomb, Jesus rose the third day. If you can believe in the resurrection, you can believe in the restoration of Jonah. It is interesting to note that Jesus Himself accepted the story of Jonah. See Matthew 12:40:

"For as Jonah was three days and three nights in the whale's belly; so shall the Son of man be three days and three nights in the heart of the earth."

To doubt Jonah is to question the Master. Not only so, but if a person throws out the story of Jonah, he faces a chain of miraculous events from one end of the Bible to the other from which he will have difficulty to escape. You ask me to explain Jonah, I shall reply by asking you to explain:

The creation of man.

The flood.

The confusion of Babel.

The parting of the Red Sea.

The three Hebrews and the furnace.

Elisha and the ax.

The birth of the Savior.

His resurrection.

One-third of the account given by Matthew.

Your own birth.

May one not accept with confidence the word of G.o.d as contained in the Doctrine & Covenants, Sec. 35:8?

"For I am G.o.d, and mine arm is not shortened; and I will show miracles, signs and wonders unto all those who _believe on my name_."

QUESTIONS AND SUGGESTIONS--CHAPTER XIII

1. Discuss the proper use of stories in securing and maintaining interest.

2. Point out the danger of bringing in foreign "funny" material.

3. Show how difficult subjects may be made of even greater interest than easy ones.

4. Use the greater part of this cla.s.s hour for ill.u.s.trating how to create interest in subjects ordinarily found hard to teach.

HELPFUL REFERENCES

Those listed in Chapter XI.

CHAPTER XIV

THE MORE IMMEDIATE PROBLEMS IN TEACHING

OUTLINE--CHAPTER XIV

The steps involved in the preparation of a lesson: The aim; organization; ill.u.s.tration; application; questions.--Problems involved in the presentation of a lesson: The point of contact; ill.u.s.tration; the lesson statement.--Various possibilities.--The review: questioning; application.--The matter summarized.