By Allyn J. Litzelman

Many recent articles have been directed at the failure of public schools and yet rarely do they mention the failure of good parents to take advantage of an opportunity, free of charge, in their own neighborhood – Sunday school!

During the week, I substitute in a public school district, and on Sunday I teach a class of first-, second- and third-graders. My co-teacher at church is a full-time public school teacher. We use our training to provide the best possible Sunday school experience for our students.

When a child with reading difficulties comes into our room, that child enters a print-rich environment. Not only do books and written materials surround the child, but we also read together every Sunday. We ask higher level, thought provoking questions and then give every child an opportunity to respond.

Are you concerned that your child does not have enough individual time with a teacher? We have 10 children and two teachers. There is always time for individual attention. We are not under pressure to cover a certain amount of material in a limited time. We can go at the pace set by the children’s interests, concerns and abilities.

Are you concerned about an apparent dearth of morals education in our society? In Sunday school, morals education is a top priority. Children in our class learn to respect the property of others, they learn that each individual is valuable to God, and that he wants us to value other people by being kind, playing fair, helping others do their personal best and giving encouragement when it is needed.

Does your child complain he does not have friends? We help children make friends by teaching them how to be good friends. Through Bible stories they learn that friendships have their ups and downs, and that someone else’s bad day does not mean a friendship is over.

Is creativity or individualism important in your family? We try to provide opportunities for each child to express himself in a unique way. Our art activities are flexible and open to creativity. We never have time (or administrative) constraints that force rigidity in children’s art projects.

(This article appeared in the "Spring, 1991" issue of "The Herald.")