Joy for the Next Generations Blog

I readily admit it: My husband and I were not well prepared for the sacred task of discipling our children. When our first child came along, we realized that we lacked the necessary biblical training, tools, inspiration, and encouragement needed to more intentionally and effectively make our children “wise for salvation through faith in Christ” (2 Timothy 3:15). We desperately needed the church—the community of believers—to lead and equip us. 

It is fairly simple to encourage children to participate in singing and other outward expressions of praise and doing so is an important part of their biblical education. They are learning the habits and rhythms of the Christian life. But the worship leader should also be imploring, guiding, and encouraging the children toward genuine faith in Christ — making clear that true worship that is acceptable to God can only come about through belief in Christ.

Long ago, Harvard graduate and U.S. President Theodore Roosevelt made this assertion, “A thorough knowledge of the Bible is more important than a college education.” Even more pointedly, Charles Spurgeon had this to say...

This past Sunday our church began the new Sunday school year. I loved seeing the bustling activity of eager children, with Bibles in hand, entering their classrooms. By God’s grace, we are fully staffed with experienced volunteers who are well-prepared for the coming weeks. But we all know there will be various challenges ahead—illness, inattentive children, missing classroom supplies, absentee parents, etc. Furthermore, in some churches, not all teachers and volunteers feel adequately prepared, equipped, or supported. 

Student Workbooks and Journals are two of the most important tools for you to have in your classroom to teach and train the children in your church or school!

Truth78 encourages teachers to center their class on two main elements—teaching and application. To aid teachers and small group leaders with the application time, we have developed students workbooks to accompany each curriculum. Our purpose for workbooks is two-fold...

Do we see God’s Word as absolutely necessary for sustaining our lives? Do we long for it more than we hunger for food? Are we communicating this reality to our children?

I can’t wait to get into the classroom again. I love teaching the next generation about “the glorious deeds of the LORD, and his might, and the wonders that he has done” (Psalm 78:4)—especially the wonders of the gospel of Jesus! As a teacher, I am already busy planning and preparing for the year, as are many other classroom volunteers. But parents, we need your help to ensure that your child will have the best possible experience in the classroom. Here are some basic things you can do to help.

When I was younger, I yearned to go to the Grand Canyon. I read books about it, watched programs, and listened to others tell of their experiences visiting the Grand Canyon. But I wanted to see it firsthand for myself—and once I did I was utterly amazed by its beauty and grandeur. Before, I was only able to share secondhand accounts. Now, I can share from personal experience. It makes a huge difference!

As a Sunday school teacher, I have always approached the last weeks of the school year with mixed emotions. Was I faithful week to week in teaching God’s Word? Did my students “get it”? Do they give evidence of faith in Jesus? Have I seen any spiritual fruit? What about that child who seemed bored all year? What about the one who was often disrespectful in class? What should I have done differently?... The list of questions goes on and on. At times, it’s easy to lose heart when I don’t see spiritual fruit coming about in the manner I expect. Parents often struggle with these same questions and emotions regarding their children’s spiritual condition.

My grandchildren love to be read to. Books are scattered everywhere in their homes. Fortunately, their parents are very careful in evaluating and choosing books that feed the mind and soul. But I know that, as they grow older, my grandchildren will need to learn how to evaluate what they read for themselves. How will they learn to do this – not only for what they read but also for what they watch and listen to? What kinds of questions should they ask? What kind of standards should they apply?