“The teaching of a child is not as simple as it sounds,
is not as simple as it seems,
is not as simple as imagined.
The teaching of a child is complex and enduring,
is satisfying and rewarding,
is emotional and disturbing.
The teaching of a child tends the stream of living water,
tends the receiving of a vision,
tends the potential as a child awaits instruction.
The teaching of a child can extend past the hours allotted in a day,
past the attention span of a child seeking knowledge,
past the meal times of a body:
as a spirit and a soul commandeer the attention of a teacher.
The teaching of a child seeks resources for imparting,
seeks attention to the truth,
seeks attention to the giftings of a child.
The teaching of a child should measure the progress built on study,
the progress built on practise,
the progress built on interaction with the world at large.
The teaching of a child should involve a child in inspections of the senses –
in reporting all is well.
The teaching of a child should unearth impediments encountered –
which would pre-empt such difficulties from prejudicing the environment of a child.
The teaching of a child is where the baseline of enquiry strives to reach up to the bar heights of success.
The teaching of a child repeats until the dawning of understanding surfaces on a face,
surfaces in confirmation from a mouth,
surfaces through the excitement displayed
by a body soul and spirit.
The teaching of a child should be exhilarating with the passing of experience,
the growth within abilities,
the preparation of a life of insight and of worth.
The teaching of a child includes the vanquishing of self-doubt,
the installing of self-esteem,
the confidence of presenting before a group of peers.
The teaching of a child is not a treadmill from which a child cannot escape,
is not a joyless situation where boredom is to the fore,
is not built on expectations which outperform the development of a child,
is not a process of frustration where sternness imposes barriers to the self-expressions of freewill,
is not the be-all and the end-all of what it means to be a child.
The teaching of a child should know when not to pat a back,
when not to heap false praise,
when the effort is deserving of rebuke.
The teaching of a child is an imposed responsibility,
is an accepted responsibility,
is responsibility for a child’s success in life –
for the standards of behaviour,
for the social graces,
for the handling of wealth,
for the establishing of relationships,
for understanding the ways of commerce,
for the analysis of problems,
for the ability to work,
for an attitude of gratefulness in both the receiving and the giving,
for an appreciation for the welfare of a spirit and a soul within a shell of man.
The teaching of a child needs to be comfortable with the hiccups of distraction,
the absenting through illness,
the evaluating of the effect of intrusion of freewill –
by those held close and dear.
The teaching of a child should include righteousness of character,
a relationship with God,
the pathway of faith with the gifts of God,
the goal of a destiny within the family of God.
The teaching of a child will surely be remembered by a child,
will surely be the springboard to a life of wonder and great beauty,
will surely be fulfilling to both a teacher and a child:
as a child,
with knowledge and wisdom’s access,
sets out on a journey in a temple of endowment –
with a companion promising to go before and so light the way.”
Scribal Note: So a child receives the love of God.
So a child receives a testimony of the reality of God.
So a child in maturity walks in the footsteps of The Lord.
So a child in maturity appreciates the inheritance of Christ.