To the oft-repeated complaint, "I have no gifts," Paul answers: "Every man hath his proper gift
of God" (I Corinthians 7:7), and "But -all these worketh that one and the selfsame Spirit, dividing
to every man severally as he will" (I Corinthians 12:11, emphasis mine). No one can say, there is
nothing I can do to serve the Lord; I don't have any gifts. The Bible says that everyone receives
gifts and the gifts are chosen by the Spirit, not by the individual recipient. This means that both
teacher and the Christian pupil have spiritual gifts.
The successful Sunday School will be concerned with helping pupils discover what gifts God has
given them and develop the use of them. A partial listing of these may be found in I Corinthians
12:8-10: wisdom, knowledge, faith, healing, miracles, prophecy, discerning of spirits, tongues,
interpretation of tongues. Verse 28 adds helps. In Romans 12:3-8, Paul also lists: ministry,
teaching, exhortation, giving, administration and mercy.
The teacher's knowledge of Scripture and of age group psychology are important in developing
gifts. Multi-gifted pupils may tend to seek the limelight to the exclusion of the one-gift pupil.
The teacher must seek to lead each pupil to allow God to use and improve his gifts.
At the same time, the Sunday School teacher must make it clear to all that, "As we have many
members in one body, and all members have not the same office: so we, being many, are one body
in Christ, and every one members one of another" (Romans 12:4,5). In the body of Christ, as in
the physical body of each member, one member may not consider another member inferior. All
are part of the same body-and the Sunday School class may well lay a firm foundation for that
truth in precept and experience.
Not infrequently the teacher-an objective third party-can discern some gift in the life of the pupil
unseen by the pupil's parents. Recognition of a particular gift and the use and development of that
gift may spell the difference between developing or losing a pupil. An aggressive junior boy
sought recognition through hitting and teasing other pupils. A caring teacher discovered the boy's
brilliant mind and fluent reading ability and got him involved in learning activity. Prior to this, the
boy had only listened to the lesson. When he received legitimate appreciation, he felt no need for
undesirable acts to gain attention.
Within the classroom, the teacher can develop gifts or allow the pupils' growth to plateau. The
untrained teacher may feel he must be a "one-man band," performing every duty himself The
trained teacher, agreeing with Paul's advice to Timothy, will commit to students that which he
knows, so that the students will, in turn, be prepared to keep the chain of influence unbroken.
A part of the development of the gifts will be the teacher's provision for lesson application and
response. Since, for example, giving is one of those gifts to be exercised by all believers as a part
of worship, the teacher will seek to develop this gift by challenging sacrificial giving in response
to a story such as that of the widow who gave all she had. Beginning with small coins brought by
young children, the teacher's emphasis of proportionate giving will develop life habits that parents
sometimes neglect, possibly because it is not their own practice.