How to Teach Religion Part 16

Dewey, How We Think.

Coe, Education in Religion and Morals.

CHAPTER XI

TYPES OF TEACHING

One of the surest tests of the skillful teacher is his ability to adapt his instruction to the child, to the subject matter, and to the occasion--that is, to the _aim_. Teaching must differ in its type with the age; the primary child and the older youth require different methods. It must differ with the kind of material to be presented; a lesson whose chief aim is to give information must be differently presented from a lesson whose aim is to enforce some moral or religious truth. It must differ with the occasion; a lesson taught a group of children who have had no previous study or preparation on it will demand different treatment from a lesson which has had careful study.

Types of lessons.--Several clearly recognized types of lessons are commonly employed by teachers in both school and church-school cla.s.ses.

No one of these lesson types can be said to be best in the sense that it should be used to the exclusion of the others. All are required. Several may even be employed in the same recitation period. The teacher should, however, know which type he is employing at any given stage of his instruction, and why he is using this type in preference to another type of teaching. The following are the chief lesson types that will be found serviceable in most church school cla.s.ses:

1. The _informational_ lesson; in which the immediate aim is to supply the mind with new knowledge or facts needed as a part of the equipment of thought and understanding.

2. The _developmental_ (or inductive) lesson; in which the aim is to lead the child through his own investigation and thinking to use the information already in his possession as a basis for discovering new truth or meaning.

3. The _application_ (or deductive) lesson; in which the aim is to make application of some general truth or lesson already known to particular problems or cases.

4. The _drill_ lesson; in which the aim is to give readiness and skill in fundamental facts or material that should be so well known as to be practically automatic in thought or memory.

5. The _appreciation_ lesson; in which the aim is to create a response of warmth and interest toward, or appreciation of, a person, object, situation, or the material studied.

6. The _review_ lesson; in, which the aim is to gather up, relate, and fix more permanently in the mind the lessons or facts that have been studied.

7. The _a.s.signment_ lesson; in which help is rendered and interest inspired, for study of the next lesson.

THE INFORMATIONAL LESSON

The child at the beginning is devoid of all knowledge of and information about the many objects, activities, and relations.h.i.+ps that fill his world. He must come to know these. His mind can develop no faster than it has the materials for thoughts, memories, ideas, and whatever else is to occupy his stream of thought. He must therefore be supplied with information. He must be given a fund of impressions, of facts, of knowledge to use in his thinking, feeling, and understanding.

To undertake to teach the child the deeper meanings and relations.h.i.+ps of G.o.d to our lives without this necessary background of information is to confuse him and to fail ourselves as teachers. For example, a certain primary lesson leaflet tells the children that the Egyptians made slaves out of the Israelites and that G.o.d led the Israelites out of this slavery. But there had previously been no adequate preparation of the learners' minds to understand who the Israelites or the Egyptians were, nor what slavery is. The children lacked all basis of information to understand the situation described, and it could by no possibility possess meaning for them.

The use of the information lesson.--It is not meant, of course, that when the chief purpose of a lesson is to give information no applications should be made or no interpretations given of the matter presented. Yet the fact is that often the chief emphasis must be placed on information, and that for the moment other aims are secondary. To ill.u.s.trate: When young children are first told the story of G.o.d creating the world the main purpose of the lesson is _just to give them the story_, and not to attempt instruction as to the power and wonder of creative wisdom, nor even at this time to stress the seventh day as a day of rest. When the story of Moses bringing his people out of Egypt is told young children, the providence of G.o.d will be made evident, but the facts of the story itself and its enjoyment just as a story should not in early childhood be overshadowed by attempting to force the moral and religious applications too closely.

It even happens that the indirect lesson, in which the child is left to see for himself the application and meaning, is often the most effective to teaching. The same principle holds when, later in the course, the youth is first studying in its entirety the life of Jesus. The main thing is to get a sympathetic, reverent, connected view of Jesus's life as a whole. There will, of course, be a thousand lessons to be learned and applications to be made from his teachings, but these should rest on a fund of _accurate information about Jesus himself and what he taught_.

Danger of neglecting information.--It should be clear, then, that in advocating the informational lesson there is no thought of asking that we should teach our children _mere_ facts, or fill their heads with _mere_ information. The intention is, rather, to stress the important truth often seemingly forgotten, that to be intelligent in one's religion there are certain, fundamental _things which must be known_; that to be a worthy Christian there are certain facts, stories, personages, and events with a knowledge of which the mind must be well furnished. There can be little doubt that the common run of teaching in our church schools has failed to give our children a _sufficient basis_ of information upon which to build their religious experience.

Informational instruction may be combined with other types of lessons, or may be given as separate lessons which stress almost entirely the informational aspect of the material. In the younger cla.s.ses the information will come to the children chiefly in the form of stories, and the accounts of lives of great men and women. Later in the course, Bible narrative, history, and biography will supply the chief sources of informational material.

THE DEVELOPMENTAL LESSON

It is a safe principle in teaching not to give ready-made to children a fact or conclusion which they can easily be led by questions and suggestions to discover for themselves. Truths which one has found out for himself always mean more than matter that is dogmatically forced upon him. The pupil who has watched the bees sucking honey from clover blossoms and then going with pollen-laden feet to another blossom, or one who has observed the drifting pollen from orchard or corn field, is better able to understand the fertilization of plants than he would be from any mere description of the process.

On the same principle, the child will get a deeper and more lasting impression of the effects of disobedience if led to see the effect of the disobedience of Adam and Eve in the shame and sorrow and feeling of guilt that came to them, than he will through listening to ever so many impressive a.s.sertions on the sin of disobedience. If the concrete lesson is carried over to his own personal experience and his observation of the results of disobedience, and the unhappiness it has brought, the effect is all the greater.

Purpose of the inductive lesson.--The developmental, or inductive, lesson, therefore, seeks to lead the child to _observe, discover, think, find out for himself_. It begins with concrete and particular instances, but it does not stop with them. It does not at the start force upon the child any rules or general conclusions, but it does seek to arrive at conclusions and rules in the end. For example, the purpose in having the child watch particular bees carrying pollen to blossoms, and in having him observe particular pollen drifting in the wind, is to teach in the end the general truth that _certain plants are dependent on insects and others on currents of air for their pollenization_.

In similar fas.h.i.+on, the purpose in having the child understand the effects of disobedience in the case of Adam and Eve and in any particular instance in his own experience is to teach the general conclusion that _disobedience commonly brings sorrow and trouble_. The aim, then, is to arrive at a universal truth of wide application, but to _reach it through appealing to the child's own knowledge, experience, and observation_. In this way the lesson learned will have more vital meaning and it will be more readily accepted because not forced upon the learner.

Two principles.--Two important principles must be kept in mind in teaching an inductive lesson:

1. A basis or starting point must be found in knowledge or experience already in the learner's possession.

2. The child must have in his mind the question or problem which demands solution.

The first of these principles means that in order for the child to observe, think, discover for himself, he must have a sufficient basis of information from which to proceed. The inductive lesson, therefore, rests upon and starts from the informational lesson. To ill.u.s.trate, in order to understand and be interested in the work of the bees as pollen-bearers, the child must first _know the fact_ that the blossoming and fruiting of the common plants depend on pollen. The ear of corn which did not properly fill with grains because something happened to prevent pollen grains from reaching the tips of the silks at the right time, or the apple tree barren because it failed from some adverse cause to receive a supply of pollen for its blossoms may properly be the starting point. The _problem_ or question then arising is how pollen grains are carried. With this basis of fact and of question, the child is ready to begin the interesting task of observation and discovery under the direction of the teacher; he is then ready for the inductive lesson, in which he will discover new knowledge by using the information already in his mind.

Conducting the inductive lesson.--In conducting the inductive lesson the teacher must from the beginning have a very clear idea of the goal or conclusion to be reached by the learners. Suppose the purpose is to impress on the children the fact of Jesus's love and care for children.

The lesson might start with questions and ill.u.s.trations dealing with the father's and mother's care and love for each child in the home, and the way these are shown.

Following this would come the story of Jesus rebuking his disciples for trying to send the children away, and his own kindness to the children.

Then such questions as these: How did the disciples feel about having the children around Jesus? Why did they tell the children to keep away?

Perhaps they were afraid the children would annoy or trouble Jesus. Have you ever known anyone who did not seem to like to have children around him? Does your mother like to have you come and be beside her? What did Jesus say about letting the children come to him? Why do you think Jesus liked to have the children around him? How did Jesus show his love for children? Why do you think the children liked to be with Jesus? Do you think that Jesus loves children as much to-day as when he was upon earth? Do you think he wants children to be good and happy now as he did then? In what ways does Jesus show his love and kindness to children?

The impression or conclusion to grow out of these questions and the story is that _Jesus loved and cared for children when he was upon earth, and that he loves and cares for them now just as he did then_.

This will be the goal in the teacher's mind from the beginning of the lesson.

THE DEDUCTIVE, OR APPLICATION, LESSON

Not all teaching can be of the inductive, or discovery, type. It is necessary now and then to start with general truths, rules, or principles and apply them to concrete individual cases. Rules and maxims once understood are often serviceable in working out new problems. The conclusions reached from a study of one set of circ.u.mstances can frequently be used in meeting similar situations another time.

For example, the child learns by a study of particular instances the results of disobedience, and finally arrives at the great general truth that _disobedience to the laws of nature or of G.o.d is followed by punishment and suffering_. This fact becomes to him a rule, a principle, a maxim, which has universal application. Once this is understood and accepted, the child is armed with a weapon against disobedience. With this equipment he can say when he confronts temptation: This means disobedience to G.o.d's law and the laws of nature; but _disobedience to the laws of G.o.d and of nature brings punishment and suffering_; therefore if I do this thing, I shall be punished, and shall suffer--_I will refrain from doing it_.

Making the application.--A large part of our instruction in religion must be of the deductive kind. It is impossible, even if it were desirable, to rediscover and develop inductively out of observation and experience all the great moral and religious laws which should govern the life. Many of these come to us ready-made, the result of the aggregate experience of generations of religious living, or the product of G.o.d's revelation to men. Consider, for example, such great generalizations as: "Where your treasure is, there will your heart be also;" "Blessed are the merciful, for they shall obtain mercy"; "No man can serve two masters"; "With what measure ye mete it shall be measured unto you"; "The wages of sin is death."

These are ill.u.s.trations of the concentrated wisdom of the finest hearts and minds the world has seen, words spoken by Inspiration, but true to the experience of every person. It is our part as teachers to make the great fundamental moral and religious laws which underlie our lives living truths to our pupils. To do this we must not teach such truths as mere abstractions, but show them at work in the lives of men and women and of boys and girls. We must find ill.u.s.trations, we must make applications, and discover examples of proof and verification.

Teaching that fails from lack of applying truth.--The object, then, of the _inductive_ lesson is to lead the learner to _discover_ truth; the object of the _deductive_ lesson is to lead him to _apply_ truth. There can be little doubt that much of our teaching of religion suffers from failure to make immediate and vital application of the truths we teach.

When we teach the youth that no man can serve two masters, we should not be satisfied until we have shown him the proof of this truth at work in the everyday experience of men. When we teach him that the wages of sin is death, we must not stop with the mere statement of fact, but lead him to recognize the effects of sin's work in broken lives and ruined careers.

Nor should we confine our proofs and ill.u.s.trations to examples taken from the Bible, valuable as these are. Too many, perhaps half unconsciously to themselves, carry the impression that religion belongs rather more to Bible times and peoples than to ourselves. Too many a.s.sent to the general truth of religion and the demands it puts on our lives, but fail to make a sufficiently immediate and definite application of its requirements to their own round of daily living. Too many think of the divine law as revealed in the Scriptures as having a historical significance rather than a present application. One of the tasks of deductive teaching is to cure this fatal weakness in the study of religion.

THE DRILL LESSON

Teaching religion does not require as large a proportion of drill as many other subjects. This is because the purpose of drill is to make certain matter automatic in the mind, or to train definite acts to a high degree of skill. For example, the child must come to know his multiplication table readily, "without thinking"; he must come to be able to write or spell or count or manipulate the keys of a typewriter without directing his attention to the acts required. Wherever automatic action or ready skill is required, there drill is demanded. Drill provides for the repet.i.tion of the mental or physical act until habit has made it second nature and it goes on practically doing itself. There is no way to get a high degree of skill without drill, for the simple reason that the brain requires a certain amount of repeated action before it can carry out the necessary operations without error and without the application of conscious thought.

Drill lessons in the church school.--While the church-school teacher will not require so much use of drill as the day-school teacher, it is highly essential that drill shall not be omitted at points where it is needed. There are some things which the child should learn very thoroughly and completely in his study of religion. He should know a few prayers by heart, so that their words come to him naturally and easily when he desires to use them. He should know the words and music of certain songs and hymns suited to his age. He should learn certain Bible pa.s.sages of rare beauty, and other sentiments, verses, and poems found outside the Bible. He should come, as a matter of convenience and skill, to know the names and order of the books of the Bible. In some churches he is required to know the catechism. Whatever of such material is to be mastered fully and completely must receive careful drill.

Principles for conducting the drill.--The first step in a successful drill lesson is to _supply a motive_ for the drill. This is necessary in order to secure alertness and effort. _Mere_ repet.i.tion is not drill.

Monotonous going over the words of a poem or the list of books of the Bible with wandering or slack attention will fail of results. The learner must be keyed up, and give himself whole-heartedly to the work.

Let the child come to feel a real _need_ of mastery, and one great motive is supplied. Let him desire the words of the song because he is to sing in the chorus, or desire the words of the poem because he is to take part in a pageant, and there will be little trouble about willingness to drill.