Page:A Jewish Interpretation of the Book of Genesis (Morgenstern, 1919, jewishinterpreta00morg).pdf/50

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The preparation of lessons can not be taken too seriously by the teacher. She must realize constantly that she is undertaking a sacred task, for the proper performance of which too great an effort can not be made. She should devote as much time as possible within reason to the acquisition of useful knowledge, and should sift and classify this knowledge, that she may apply it readily to her work. Unless conscious of the sacredness of her task and willing to give herself to it wholeheartedly, and to fit herself thoroughly as possible for it, better perhaps that she do not undertake it.

In preparation she should make constant use of the Bible itself. The Biblical reader accompanying this work is designed primarily for the children's use. It can never completely supersede the Bible in the teacher's preparation. Nor should she be satisfied with a single cursory reading of the chapter or chapters containing the lesson of the week. These should be read repeatedly in order that all their truth and full meaning may be realized and appreciated. If possible, they should be studied in connection with other helpful books and guides. A carefully selected bibliography is given at the close of this chapter.

It is essential that the teacher know far more than she endeaver to impart. She must speak with large authority, because in the child's mind she is invariably at authority surpassing even the parents. It often happens that our religious school teachers content themselves with learning only what they expect to repeat to the children on the following day, and no more. This is unfortunate and slipshod preparation, and must result in well-nigh worthless instruction.

The teacher should remember that she is dealing, not with people of her own age and mental maturity, but with children, and that she can teach effectively only when she puts herself into their frame of mind, and speaks on the level of their intelligence.

She should constantly endeavor to make the lessons live and be of actual practical significance for the life of the child. She should seek not merely to impart abstract, theoretical knowledge of Judaism and of Jewish history and morals, but she should endeavor always to