“You can’t understand the story of Jonah without understanding the culture of the times.” I picked up the dishcloth I had brought from home to use as a sweat rag and dabbed it against my forehead. “Here is what most people know about Jonah, much like the one you might read in the Children’s Bible: Jonah was called by God to go to Nineveh but he refused, so God humbled him by having him swallowed by a whale, and the whale then delivered Jonah to Nineveh to preach. Can anyone think of other any individual details?”
I dabbed the cloth along my neck line and looked out at the crowd over the 100 or so members of my Mormon ward. The bright pancake lights above hit me brightly as I looked over the faces of the crowd. There were young mothers with newborn babies, elderly couples who had been been attending weekly Sunday School Services for seven decades, and every shade of person in between. Most Mormons, even those who actively read their scriptures and lived their religion, didn’t take much time to study the Old Testament, so sharing content from these stories always brought me joy. With enough research, I felt like I could truly enlighten those in the room and leave them feeling inspired. Sunday School teacher was my very favorite church calling.
I would spend hours researching my Sunday School lessons during the week, reading the content and taking pages of notes, looking into supplemental articles, cross-referencing pieces of history. I would often prepare a lecture that could last for 2 hours, and then I’d pull out the most fascinating content, enough to fill about 40 minutes, which would then leave 10 minutes for discussion. Even paring things down that much, I tended to get overly enthusiastic, rushing my words to fit as much as I could before the bell rang for the next class to begin. I had to learn, slowly over time, that it was best to teach just a few things effectively rather than a bulk of things in a huge rush. It was much better to have people leave the class inspired, with a new sense of understanding, rather than a wealth of new information that was rushed. (This approach would later help me to become an effective college teacher).
My wife, Maggie, came in an out of the room a few times, taking care of our infant son, J, who was now getting more mobile and difficult to contain as he crawled rapidly, exploring every corner of the room. He wouldn’t be old enough to attend the nursery program for a few more months yet, and sometimes it was easier to just let him roam the halls rather than expect him to sit still.
I fanned my suit jacket open a few times, able to tell the white shirt I wore beneath it was already soaked through with sweat. I had taken to wearing baggier clothing lately, now that I was 255 lbs. My pants were now at a 39, where just a few years ago I had worn a size 32. If I wore layers, others couldn’t see how think my sweat was, except along my forehead and neck line. My face glistened in the bright lights. I hated how much effort just standing here and talking took out of me. It made me thirsty. And hungry. I always felt hungry. I woke up in the night to eat sometimes, and I ate between meals, always feeling full yet always wanting more. Sometimes I wondered what had become of myself. How had I sunk this far?
The clock ticked by as I discussed theories about the whale in the Jonah story being metaphorical versus theories that it was literal. We discussed the wickedness of Nineveh and what made the city unique, and why Jonah had been reluctant to go there. And then I tried to make Jonah real, illuminating for the class how much effort it would take to face an impossible task given to us by God, one that had to be taken on faith. I asked some of the class to share the difficult things they faced in their lives, and what made them a bit more like Jonah, weathering through illnesses, family struggles, or crises of faith. And somewhere deep inside, I faced my own Nineveh task, unable to reconcile being gay with Mormon.
Soon, the bell rang, and people began filing out the door, significantly lowering the temperature of the room as the doors opened and the air circulated. I stepped off the side, leaning against a wall slightly, out of the hot lights and somehow sweating more as my body seemed to realize class was over. Several people stood up at the front of the class, making comments from the lesson, asking questions, some reminding me how much they looked forward to my lessons.
With the room nearly empty now, Maggie made her way up to the front of the class. My son J patted at my calves, and I bent down to scoop him up careful to hold him out on my arm so he wouldn’t be pressed against my sweaty face. He grinned at me, silly and happy with a full tummy, and I squeezed him in close. As Maggie asked me how I felt about the lesson, I noticed Brother and Sister Markel, a couple in their late 70s, casually waiting behind her, and I beckoned them forward.
“Brother Anderson, thank you as always for your wonderful lessons.”
“Thank you!” I exclaimed back.
Sister Markel opened her shoulder bag. “Brother Markel and I have noticed you seem a bit… uncomfortable lately. We got you a small gift that might help.”
Using my third grade sense of humor, I took the present from their hands, immediately quipping, “Why Sister Markel, does this gift mean you’re hot for teacher?”
Maggie rolled her eyes as Brother Markel laughed heartily. Sister Markel looked surprised, then smiled gently. “I… I guess you could say that. Open it up.”
I opened the gift and found a small battery-operated fan inside.
“You seem to get very warm up here. We thought a small fan on the table might help keep you cool. So it is a ‘hot for teacher’ present, I suppose.”
I thanked the Markels, turning bright red, not wanting to even talk about the noticeable sweat. Instead of staying for the third block of church, I took J and went home early. There, I poured myself a bowl of cereal, a snack before the later lunch, and, noticing the small fan on the counter, thought that one of these days I needed to do something about my weight problem.