Religious Education in the Family Part 29

-- 4. CLa.s.s WORK

At the first session teach chap. i, which is introductory. Draw out discussion on the points suggested therein, and a.s.sign this chapter and the one following for the next session. The first lesson will give the teacher opportunity to explain and ill.u.s.trate the method of study, presentation, and discussion.

a.s.sign the work carefully each week, calling especial attention to the "References for Study." Secure promises from as many as possible to read at least one of these references and to prepare a written report, on one sheet of paper, for presentation at the next session. Ask others to look into the special points which will be found in the references given under the heading "Further Reading."

In beginning a lesson it will be wise to call to mind first the principle running through the book, that the great work of the family is the development of religious persons in the home; then call to mind the application of this principle in the last lesson. Make your review very brief.

Next, bring out the leading topic of the lesson for the day. This should be done so as to present a vital issue and a live topic to the cla.s.s.

Very often the best way of doing this is to state a concrete case involving the issue discussed. The presentation of a definite set of circ.u.mstances or a fairly complete experience involving the fundamental principles under discussion is an instance of teaching by the "case method." If the teacher will consider how the law student is trained by the study of _particular cases_, the advantage of the method will be clear. Be sure that the "case" selected will include the principles to be taught. Prepare the statement of the case beforehand. This should be done in a very brief narrative, so giving the instance as to enable the cla.s.s to see the reality of the question. Be sure that your instance is itself vital and probable. A cla.s.s of adults will especially need such points of vital contact. By announcing the topic in advance the teacher will often be able to obtain definite cases in point from the members.

With the case thus presented take the points in the text and apply them, first to the special case alone, but with the purpose of developing the principles involved in that and similar cases. Beware of the special danger of the case method, namely, that the cla.s.s may discuss the specific instances rather than the principles.

_Teaching is more than telling_; it is stimulating other minds to see and comprehend and state for themselves. Therefore the teacher must first comprehend and be able to state for himself. Avoid repeating the phrases of the text. Get them over into your own language and see that the cla.s.s does the same. Do not fail to call for the brief reports on reading, and to make them a real part of the subject of discussion.

_Questioning_ is the natural method of stimulating minds. Use the question method, but do not confine yourself to "What does the author say on this?" Direct your questions to the points stated and the issues raised so as to compel students to think on the topics and so as to draw out the results of their thinking. Form your own judgments and help the cla.s.s to form theirs too. Remember that the purpose of the cla.s.s is to get people thinking on the great subjects discussed. The text is not written in order that groups of students may learn the author's statements, but that they may be led to think seriously on all these matters and stimulated to do something about them.

Use the "discussion topics" given at the end of each lesson. They are not designed to furnish a syllabus of the lesson, but to suggest important questions for discussion, some of which may barely be mentioned in the text. They may be used in a.s.signing the advance work, giving topics to different students, and they may be used in your review of the previous lesson.

A syllabus of each lesson will be helpful, provided it be prepared by the students themselves. Encourage the careful reading of the lesson by every member of the cla.s.s, letting the syllabus grow out of this.

Notebooks will have their largest value if used at home for two purposes: first, to set down the student's a.n.a.lysis of the book as he reads, secondly, to record the student's observations on definite problems and on practice in the home. Note-taking in the cla.s.s will have very little value unless it is backed up by study at home.

_Generalization._ Have clearly in your own mind a definite concept of the general principle underlying each section. Read through each section until you can state the principle for yourself. Bring your teaching into a focus at the point of that principle before the lesson ends. Try to get the members of the cla.s.s to state the principle in their own words.

_In action:_ The principles will have little value unless translated into practical methods; direct your teaching to their actual use in families. Your generalization is for guidance into application. Urge that the plans described be actually tried. Expect this and call for reports on plans tested in the daily experience of families. If a number of students would try, for example, the plan of wors.h.i.+p suggested for two or three weeks and report their experiences in writing, together with the accounts of any other plans tried, a valuable budget of helpful knowledge could thus be gathered.[53]

_Conference plan:_ Some cla.s.ses will be able to meet twice a week, taking the lesson at one session and at another spending the time in conference. At the conference period the program might provide for (1) brief papers by members of the cla.s.s on topics personally a.s.signed, (2) abstracts or summaries of a.s.signed readings, (3) discussion on the particular points raised in the papers, and (4) conference on unsettled questions from the lesson for the cla.s.s period preceding.

_Club work:_ A parents' club might be organized, either in a church or in connection with a school, which would use this textbook, follow the study work with conferences, and would secure for its own use a library of the books listed after each chapter. Such a club would be able to put into practice some of the plans advocated and could encourage their application in groups of families.

FOOTNOTES:

[53] The teachers are especially invited to secure records of actual experiments of this character. Accounts of tried methods of family wors.h.i.+p, especially those with new features, which should be given in some detail as to the exact plan, the circ.u.mstances, the material used, and the results, should be sent to the author in care of the publishers.

Perhaps in this way material which may be valuable to large numbers may be gathered.

THE CONSTRUCTIVE STUDIES

The Constructive Studies comprise volumes suitable for all grades, from kindergarten to adult years, in schools or churches. In the production of these studies the editors and authors have sought to embody not only their own ideals but the best product of the thought of all who are contributing to the theory and practice of modern religious education.

They have had due regard for fundamental principles of pedagogical method, for the results of the best modern biblical scholars.h.i.+p, and for those contributions to religious education which may be made by the use of a religious interpretation of all life-processes, whether in the field of science, literature, or social phenomena.

Their task is not regarded as complete because of having produced one or more books suitable for each grade. There will be a constant process of renewal and change, and the possible setting aside of books which, because of changing conditions in the religious world or further advance in the science of religious education, no longer perform their function, and the continual enrichment of the series by new volumes so that it may always be adapted to those who are taking initial steps in modern religious education, as well as to those who have accepted and are ready to put into practice the most recent theories.

As teachers profoundly interested in the problems of religious education, the editors have invited to co-operate with them authors chosen from a wide territory and in several instances already well known through practical experiments in the field in which they are asked to write.

The editors are well aware that those who are most deeply interested in religious education hold that churches and schools should be accorded perfect independence in their choice of literature regardless of publis.h.i.+ng-house interests and they heartily sympathize with this standard. They realize that many schools will select from the Constructive Studies such volumes as they prefer, but at the same time they hope that the Constructive Studies will be most widely serviceable as a series. The following a.n.a.lysis of the series will help the reader to get the point of view of the editors and authors.

KINDERGARTEN, 4-6 YEARS

The kindergarten child needs most of all to gain those simple ideals of life which will keep him in harmony with his surroundings in the home, at play, and in the out-of-doors. He is most susceptible to a religious interpretation of all these, which can best be fostered through a program of story, play, handwork, and other activities as outlined in

_The Sunday Kindergarten_ (Ferris). A teachers' manual giving directions for the use of a one- or two-hour period with story, song, play, and handwork. Permanent and temporary material for the children's table work, and story leaflets to be taken home.

PRIMARY, 6-8 YEARS, GRADES I-III

At the age of six years when children enter upon a new era because of their recognition by the first grade in the public schools the opportunity for the cultivation of right social reactions is considerably increased. Their world still, however, comprises chiefly the home, the school, the playground, and the phenomena of nature. A normal religion at this time is one which will enable the child to develop the best sort of life in all these relations.h.i.+ps, which now present more complicated moral problems than in the earlier stage.

Religious impressions may be made through interpretations of nature, stories of life, song, prayer, simple scripture texts, and handwork. All of these are embodied in

_Child Religion in Song and Story_ (Chamberlin and Kern). Three interchangeable volumes; only one of which is used at one time in all three grades. Each lesson presents a complete service, song, prayers, responses, texts, story, and handwork. Constructive and beautiful handwork books are provided for the pupil.

JUNIOR, 9 YEARS, GRADE IV

When the children have reached the fourth grade they are able to read comfortably and have developed an interest in books, having a "reading book" in school and an acc.u.mulating group of story-books at home. One book in the household is as yet a mystery, the Bible, of which the parents speak reverently as G.o.d's Book. It contains many interesting stories and presents inspiring characters which are, however, buried in the midst of much that would not interest the children. To help them to find these stories and to show them the living men who are their heroes or who were the writers of the stories, the poems, or the letters, makes the Bible to them a living book which they will enjoy more and more as the years pa.s.s. This service is performed by

_An Introduction to the Bible for Teachers of Children_ (Chamberlin). Story-reading from the Bible for the school and home, designed to utilize the growing interest in books and reading found in children of this age, in cultivating an att.i.tude of intelligent interest in the Bible and enjoyment of suitable portions of it.

Full instructions with regard to picturesque, historical, and social introductions are given the teacher. A pupil's homework book, designed to help him to think of the story as a whole and to express his thinking, is provided for the pupil.

JUNIOR, 10-12 YEARS, GRADES V-VII

Children in the fifth, sixth, and seventh grades are hero-wors.h.i.+pers. In the preceding grade they have had a brief introduction to the life of Jesus through their childish explorations of the gospels. His character has impressed them already as heroic and they are eager to know more about him, therefore the year is spent in the study of

_The Life of Jesus_ (Gates). The story of Jesus graphically presented from the standpoint of a hero. A teacher's manual contains full instructions for preparation of material and presentation to the cla.s.s. A partially completed story of Jesus prepared for the introduction of ill.u.s.trations, maps, and original work, together with all materials required, is provided for the pupil.

In the sixth grade a new point of approach to some of the heroes with whom the children are already slightly acquainted seems desirable. The Old Testament furnishes examples of men who were brave warriors, magnanimous citizens, loyal patriots, great statesmen, and champions of democratic justice. To make the discovery of these traits in ancient characters and to interpret them in the terms of modern boyhood and girlhood is the task of two volumes in the list. The choice between them will be made on the basis of preference for handwork or textbook work for the children.

_Heroes of Israel_ (Soares). Stories selected from the Old Testament which are calculated to inspire the imagination of boys and girls of the early adolescent period. The most complete instructions for preparation and presentation of the lesson are given the teacher in his manual. The pupil's book provides the full text of each story and many questions which will lead to the consideration of problems arising in the life of boys and girls of this age.

_Old Testament Stories_ (Corbett). Also a series of stories selected from the Old Testament. Complete instructions for vivid presentation are given the teacher in his manual. The pupil's material consists of a notebook containing a great variety of opportunities for constructive handwork.

Paul was a great hero. Most people know him only as a theologian. His life presents miracles of courage, struggle, loyalty, and self-abnegation. The next book in the series is intended to help the pupil to see such a man. The student is a.s.sisted by a wealth of local color.

_Paul of Tarsus_ (Atkinson). The story of Paul which is partially presented to the pupil and partially the result of his own exploration in the Bible and in the library. Much attention is given to story of Paul's boyhood and his adventurous travels, inspiring courage and loyalty to a cause. The pupil's notebook is similar in form to the one used in the study of Gates's "Life of Jesus," but more advanced in thought.

HIGH SCHOOL, 13-17 YEARS

In the secular school the work of the eighth grade is tending toward elimination. It is, therefore, considered here as one of the high-school grades. In the high-school years new needs arise. There is necessary a group of books which will dignify the study of the Bible and give it as history and literature a place in education, at least equivalent to that of other histories and literatures which have contributed to the progress of the world. This series is rich in biblical studies which will enable young people to gain a historical appreciation of the religion which they profess. Such books are

_The Gospel According to Mark_ (Burton). A study of the life of Jesus from this gospel. The full text is printed in the book, which is provided with a good dictionary and many interesting notes and questions of very great value to both teacher and pupil.

_The First Book of Samuel_ (Willett). Textbook for teacher and pupil in which the fascinating stories of Samuel, Saul, and David are graphically presented. The complete text of the first book of Samuel is given, many interesting explanatory notes, and questions which will stir the interest of the pupil, not only in the present volume but in the future study of the Old Testament.