"Teachers often fail of coming sufficiently into social relation with their pupils. They manifest too little sympathy and tenderness, and too much of the dignity of the stern judge. While the teacher must be firm and decided, he should not be exacting or dictatorial. To be harsh and censorious, to stand aloof from his pupils or treat them indifferently, is to close the avenues through which he might influence them for good. Ed 280.1"
"So being affectionately desirous of you, we were willing to have imparted unto you, not the gospel of God only, but also our own souls, because ye were dear unto us."
The EGW passage emphasizes the importance of teachers building relationships with their students through sympathy and tenderness, mirroring the sentiment in 1 Thessalonians 2:8 where Paul expresses his deep affection and willingness to share not only the gospel but also his own soul. Both passages highlight the significance of personal connection in teaching and guiding others.
"Under no circumstances should the teacher manifest partiality. To favor the winning, attractive pupil, and be critical, impatient, or unsympathetic toward those who most need encouragement and help, is to reveal a total misconception of the teacher's work. It is in dealing with the faulty, trying ones that the character is tested, and it is proved whether the teacher is really qualified for his position. Ed 280.2"
"But if ye have respect to persons, ye commit sin, and are convinced of the law as transgressors."
The EGW passage directly addresses the issue of partiality, stating that teachers should not favor certain students over others. This aligns perfectly with James 2:9, which condemns showing favoritism as a sin. The connection is clear and direct, making it a strong example of a direct principle.
Great is the responsibility of those who take upon themselves the guidance of a human soul. The true father and mother count theirs a trust from which they can never be wholly released. The life of the child, from his earliest to his latest day, feels the power of that tie which binds him to the parent's heart; the acts, the words, the very look of the parent, continue to mold the child for good or for evil. The teacher shares this responsibility, and he needs constantly to realize its sacredness, and to keep in view the purpose of his work. He is not merely to accomplish the daily tasks, to please his employers, to maintain the standing of the school; he must consider the highest good of his pupils as individuals, the duties that life will lay upon them, the service it requires, and the preparation demanded. The work he is doing day by day will exert upon his pupils, and through them upon others, an influence that will not cease to extend and strengthen until time shall end. The fruit…
"And these words, which I command thee this day, shall be in thine heart: And thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up."
Both passages emphasize the significant responsibility of teaching and the lasting impact of instruction on children. Deuteronomy 6:6-7 commands diligent teaching, and EGW highlights the enduring influence of parents and teachers.