# LCMS Convention Proceedings_St. Louis Missouri_1953_S1046 # Machine transcription, uncorrected — CHI Digital Archive (demonstration) 300 PARISH EDUCATION The pastor should recognize and honor the teacher’s Spiritual o: he should give him merited recognition for faithfulness and abi: in the use of these gifts; he should stand by him in his Many Vex, tions and with the sweet comfort of God’s Word lighten the many crosses he would have to bear as a teacher, y On the other hand, Sihler emphasized that in humility gation with impatience, anger, or unwise remarks, the teacher would have the obligation to give the pastor a brotherly admonition, The teacher should also seek to comfort his pastor when crosses and art, in the home, and in the congre- Definition of the teacher’s office. — An article from the Schul- blatt, 1867, defines the office of the teacher in the following ‘words: “The real office of teach this, that they take baptized the chief parts of Christian doctrine and the story of God’s king- dom on earth, help them to learn to read so that they search the 11 Ibid., pp. 12, 13. 12 Ibid., p.13. 18 Ibid., p.14. PARISH EDUCATION $01 i ire Bible ; hrist therein, and help them to acquire vn and fine Sal in singing, so that in later years they can a themselves and with the congregation of adults sing God’s rt ” 14 ; ‘ond Be ted that the function of the teacher as here con . ° inted entirely to the teaching of religion, both asa sub- Pa 8 evoal and as a justification of the other things that he in so same article pointed out that the teachers, because ‘ f the Word and spiri' >t God’s Word, were servants of | ary, aE elsorger) The author pointed out that as a rule the Peher were not called to teach adults, nor called ‘0 adminis e ; oe ents, nor called to assist in ruling the church like ‘ ers, the Sacram ecial service was in the teaching of school, an nat bak tne oe under the supervision of the pastor. It was mentioned te re uently the teachers were asked to read the sermon and that ae t catechetical classes in the absence of the pastor, to read a word of comfort at funerals, to lead the singing on en ions. and to discharge other similar duties. The fact tha such oer tioned that as a rule they were not called to teach ad us . » do the other things mentioned, suggests that other uties wad be assigned and perhaps at times were assigned, ° As to the origin of. the teacher’s office the article pointed ou hat the congregations removed from the sphere of activities o the vasto r the service in the school and for this parnoee oppo i or. i who were to be assistants ° e pas pecan however, did not become the sole religious pores the 1 tor remained also the pastor o e yun, et ening them through the sermon, the pestenlehre, th isi ome ani ion i i d through visits to the confirmation instruction, an Md tacher the nectar 1. Even though the congregation c . r eno ea the pastor of the entire congregation, also of the school: age children.17 Since the teacher is cae ne our conen i is called to tea o , ion, like the pastor, and since he is c rod’s W therefore his office is a church office and part of the public mney int i i i f quotations from This point is fortified by a series 0 rom Luther those who are in the “sp which he included the teacher among