How to Teach Religion Part 9

_I will show courage and self-control._ I should not want to be a coward, for cowardice always brings pity and contempt. I know that all must at times meet pain and suffering; and when the time comes to me I must not lose my courage and self-control; I will not shrink nor cringe, but find strength in remembering that many have suffered and endured without complaint. I will avoid danger and unnecessary risk whenever possible, but if accident or duty puts me in a place of danger, I must try to keep a cool head and to show my mettle by doing my full duty bravely. When sometimes things go wrong, and I cannot have my own way, I shall show my courage and self-command by keeping my temper and tongue under control; I will be a good sportsman and not complain, nag, nor find fault. I will make it a rule, if I feel my anger rising, to think twice before I speak or act. If I have wronged or offended anyone, I will be strong enough to go and make it right, confessing my fault. When I am tempted to think or do or say what I know to be wrong, I will ask my heavenly Father for strength to overcome the temptation. It will be my constant purpose and care to keep myself pure in thought, word, and deed.

_I will be dependable and do my duty._ The world needs men and women on whom it can depend, and who are not afraid to do their duty at whatever cost. I must learn to face hards.h.i.+p and to meet the disagreeable without giving way before it. I must not ask what road is easy, but what way is right--and then do my duty. When I know I _ought_ I must be able to say _I will_, even if the choice brings me pain and trouble. If I have undertaken any trust or task, I must not lag nor weaken nor grow careless, but faithfully see it through to the end. When my country calls, or the world needs my services, I must not consult my own wishes or convenience, but unfalteringly follow where duty leads. Whenever I can with justice and self-respect, I will avoid a quarrel; but I will not sit idly by and see injustice and oppression brought on the weak and helpless if I can prevent.

_I will love and enjoy nature._ The birds, the flowers, the trees and the brooks make the best of friends. I will study the great book of nature around me, and seek to learn the secrets of its many forms. I will live as much as I can in the great out-of-doors, finding in its beauty and freshness new evidences of G.o.d's wisdom and goodness. I will never injure nor destroy, but do all I can to protect the beautiful living and growing things about me. I will find joy in the storm, the rain, and the snow, and then no day will seem dreary or dull to me. I will seek for some good purpose in all harmless created things, making comrades of my animal playmates, and taking an interest in all such things as creep or crawl or fly; and need then never be lonely nor lack good company. I will look upon the glory of the sunset, the wonder of a starlit night, the sparkle of the dew, and then reverently thank G.o.d that he has made the great world so beautiful and good.

_I will each day turn to my heavenly Father for help, strength, and forgiveness._ I know I cannot live my life as I should live it without G.o.d's help and counsel. I will therefore turn to him in prayer that he will guide me when I am puzzled or uncertain, that he will give me victory when I am tempted to do wrong, that he will give me courage when I falter or am afraid, that he will forgive me when I have sinned or failed in my duty. I will take for my standard of life and action the example of Jesus, and show my love and appreciation by living as fully as I can the kind of life he lived. I know that I cannot have G.o.d's presence in my life unless I keep my heart pure and my conduct right; I will therefore, with his help, as nearly as I can, live from day to day as I think G.o.d would have me live, I will take time morning and evening of each day for a few moments of prayer, quiet thought, and for the study of the Bible. I will do my best to be a worthy Christian.

The teacher, of course, will need to adapt the application of such principles as those we have been discussing to the age and the needs of his pupils. Such lessons cannot be presented as so much abstract truth.

The purpose, as we have already seen, is to lead the child to make such high ideals his habit of life and action, so that at last they may govern his conduct and become an inseparable part of his character. To do this, such ideals must be made desirable and attainable.

PARTIc.i.p.aTION IN THE WORK OF THE CHURCH AND SOCIAL SERVICE

The forming of religious social habits is as important as the forming of religious personal habits. From his earliest years the child should come to look on his church, his Sunday school, and the cla.s.s to which he belongs as a responsibility in which he has a personal share. His experience in connection with these organizations should be so interesting and satisfying that his attendance does not have to be compelled, but so that his loyalty, affection, and pride naturally lead him to them.

When this is accomplished, the basis of good attendance is secured, and the foundation laid for later partic.i.p.ation in all forms of church work.

Once the right spirit is created and right habits developed, unpleasant weather, bad roads or streets, getting up late on Sunday mornings, nor any other obstacles will stand in the way of regular church and Sunday school attendance any more than of day-school attendance. And until the church has its children (and their homes) so trained that attendance on the church school is regular throughout the year, our instruction must of necessity fail to reach its full aim.

Learning to take responsibility for others.--One of the greatest lessons a child can learn from his lessons in religion is that he is his brother's keeper. The instincts of childhood are naturally selfish and self-centered; the sense of responsibility for others must be gradually trained and developed. A double purpose can therefore be served by enlisting the children of our cla.s.ses as recruiting officers to secure new members, and to look up any who may have dropped out or whose attendance is irregular. The sense of pride and emulation in such work, and the feeling on the part of our pupils that they are actually accomplis.h.i.+ng something definite for their cla.s.s or school will do much to cement loyalty and train the children to a.s.sume responsibility for their comrades.

This _pride of the group_ is a strong force during later childhood and adolescence, and can be fruitfully used in religious training. The boy or the girl Scout takes great pride in doing acts of kindness and service without personal reward, just _because that is one of the things that scouting stands for_. "Scouts are expected to do this," or "Scouts are not expected to do that," has all the force of law to the loyal Scout.

The Sunday school cla.s.s can command the same spirit if the proper appeal is made. In its neighborhood work and on many special occasions the church and the Sunday school will have need of messenger service.

Errands will have to be run, articles will have to be gathered and distributed, calls will have to be made, funds will have to be collected, and a hundred other things done which children can do as well or better than anyone else. And it is precisely in these practical acts of homely service that the child gets his best training in the social side of religion.

Laboratory work in religion.--The wise teacher will therefore seize upon every opportunity to find something worth while for his pupils _to do_. He will have them help with the distribution of supplies in the cla.s.sroom; he will see that they volunteer to help the super-intendent or other officials who may need a.s.sistance; he will give them responsibility in decorating the church or cla.s.sroom for special occasions; he will leave to their cooperation as large a measure as possible of the work to be done in arranging and carrying out cla.s.s or school picnics, excursions, social gatherings, and the like; he will arrange for special groups to visit the aged, sick, or shut-in for the purpose of singing gospel songs, and will open the way for those who are qualified to do so to read the Bible or other matter to the blind or those whose sight is failing. In short, the devoted teacher who understands the laws of childhood will make his instruction as nearly as possible a _laboratory course_ in religion, finding the material and the occasion in the human needs and the opportunities for loving service which lie closest at hand.

a.s.suming personal responsibility.--The sense of the child's responsibility for his cla.s.s and school must also carry into the exercise of the school itself. The boy should be led to prepare his lesson because of the truth it contains; but also because a recitation cannot be a success unless the pupils know their lesson and do their part. He should pay his share toward the running of the school and church because it is our duty to give, but also because he feels a personal responsibility for his church and his cla.s.s. He should take part in public prayer or the leaders.h.i.+p of meetings, when asked to do, because it is right and proper to do these things, but also because he realizes that each member of the cla.s.s and school owes it to the organization to do his share.

Nothing can take the place of whole-hearted, joyous partic.i.p.ation in the real activities of the Sunday school as a means of catching the interest of the members and securing their loyalty; for interest and loyalty finally attach to those activities in which we have a share. The school in which the child finds a chance to _express_ the lessons and _put into practice_ the maxims he is taught is the school which is building Christian character and providing for future religious leaders.h.i.+p.

Partic.i.p.ation in singing.--Especially should we develop in our children the ability and will to engage in religious singing. Almost every child can sing, and all children respond to the appeal of music adapted to their understanding. The most expert and inspiring leaders.h.i.+p which the church can command should be placed in charge of the children's singing in the Sunday school.

If it comes to the question of selecting between a director for the adult choir and a soloist for the general congregation on the one hand, or an efficient organizer and director of children's music on the other hand, there should not be a moment's hesitation on the part of any church to supply the needs of the children first. The aim should then be to have _all_ the children sing, and allow none to form the habit of depending on the older members or on a few leaders to supply the singing for the entire school. Those who possess special ability in music should be formed into choruses, orchestras, school bands, or similar organizations. Not only will all this add to the interest and effectiveness of the school itself, but, not less important, will be helping to _form the music habit_ in connection with sacred music.

Training in giving.--The missionary enterprises of the church afford one of the best opportunities for giving the child practical training in the social aspect of religion. It is not enough that the children shall be told the stories of the missionary heroes and given the picture of the needs of the people in far-away lands. Once the imagination is stirred and the emotions wanned by this instruction, an immediate and natural outlet in expression must be found if these lessons are to fulfill their end.

Children should early be led into giving money for missionary purposes, and this as far as possible should be their _own_ money which they themselves have earned. For the child to go to his father on a Sunday morning for money for the missionary collection does not answer the need on the educational side; it is the child's real _sharing_ that leaves the impression and teaches the lesson.

There is also real educational value in leading children to give clothing, food, or other necessities for the use of the needy. Here, again, the giving should involve something of real sacrifice and sharing, and not consist merely in giving away that for which the child himself no longer cares. The joint giving by a cla.s.s or the entire school for the support of a missionary worker whose name is known, and a somewhat detailed report of whose work is received, lends immediateness and reality to the partic.i.p.ation of the pupils. A strong appeal can be made to the spirit of giving by the adoption by the cla.s.s of some needy boy or girl whose Christian education is provided for by the efforts of the cla.s.s, and to whom personal letters can be written and from whom replies may be received.

Social service.--The children of our Sunday schools should be given an active and prominent part in all forms of community welfare service. The successful enlistment of the Boy Scouts and the Girl Scouts in many valuable forms of community enterprises contains a vital suggestion and lesson for the church school. Wherever good deeds need to be done, wherever help needs to be rendered, wherever kindness and service are necessary, there the children should be called upon to do their part.

If the tasks and responsibilities are suited to the various ages, there will be no trouble about securing response. Nor, on the other hand, will there be any doubt but that the lessons learned will be entirely vital and will serve to connect the religious motive with everyday life and its activities.

Religion finding expression in the home.--No system or method of religious instruction is effective the results of which do not find expression in the life of the home. It is here in the intimate relations of children with each other and with their parents that the moral and religious lessons of forbearance, good will, and mutual service find most frequent and vital opportunity for application.

Children need early to be made to see their individual and joint responsibility for the happiness, cheerfulness, good nature, and general social tone of their home; and to help at these points should become a part of their religion. They should be stimulated to share in the care of the home, and not to s.h.i.+rk their part of its work. They should be interested in the home's finances, and come to feel a personal responsibility for saving or earning as the situation may require. They should have a definite part in the hospitality which the home extends to its friends and neighbors, and come by experience to sense the true meaning of the word "neighborliness."

The appearance and attractiveness of their home should be a matter of pride with children, and this feeling should cause them to be careful in their own habits of neatness, cleanliness, and order about the home. All these things have a bearing on the foundations of character and are therefore a legitimate concern in religious instruction.

The final tests of our instruction.--In such things as we have been discussing, then, we find one of the surest tests of the outcome of our teaching the child religion--_Are the lessons carrying over_? Is the child, because of our contact with him, growing in attractiveness and strength of personality and character? Is he developing a habit of prayer, devotion, spiritual turning to G.o.d? Is he doing a reasonable amount of reading and study of the Bible and the lesson material of the school? Is he taking such personal part in the various social and religious activities of the church and the community that he is "getting his hand in," and developing the attachments and loyalties which can come only through partic.i.p.ation? In short, is the child given a chance to apply, and does he daily put into practice and thus into character, the content and spirit of what we teach him?

_The answers we must return to these questions will measure our success as teachers and determine the value coming to the child from our instruction._

1. To what extent do you believe your pupils are living differently in their daily lives for the instruction you are giving them? Do you definitely plan your teaching to accomplish this aim? For example, what _definite_ results are you seeking from the next lesson?

2. Can you think your cla.s.s over pupil by pupil and decide which of these points in the _code of action_ most needs be stressed in individual cases? Do the topics in this code suggest points of emphasis which might serve for many different lessons? Is there danger of loss in efficiency if we try to stress too many of the points at one time?

3. Are the children of your cla.s.s interested in keeping up the members.h.i.+p and attendance? What specific part and responsibility do you give the members in this matter? Is it possible that you could plan to use their help more fully and effectively?

4. Suppose you try making a list of all the different lines of partic.i.p.ation in religious activities directly opened up to the pupils of your cla.s.s by the church and the church school. Is the list as long as it should be? What further provision could be made for the children to have definite responsibility and activity?

5. Do you think that your pupils are becoming increasingly inclined to look upon religion as a _mode of living?_ For example, will your children be more agreeable, responsive, obedient, and helpful in the home next week for the lessons you have been teaching them?

Will they have higher standards of conduct in the school and on the playground?

FOR FURTHER READING

Dewey, Moral Principles in Education.

Sharp, Education for Character.

Partridge, Genetic Philosophy of Education, chapters on "Moral and Religious Education."

Mumford, The Dawn of Character.

Richardson, The Religious Education of Adolescents.

Alexander, Boy Training.

CHAPTER VII

THE SUBJECT MATTER OF RELIGIOUS EDUCATION

We have seen in an earlier chapter how the subject matter of religious education must be selected in accordance with the _aims_ we would have it accomplish in the lives of our pupils. We have also considered in separate chapters the religious _knowledge_ required, the religious _att.i.tudes_ demanded and the practical _applications_ of religious instruction to be made or the _expression_ to be sought in the everyday life. Let us now examine somewhat more completely the particular phases of subject matter which should be used to attain these ends--To what sources shall we go for the material for the religious instruction of our children? What subject matter shall we put into the curriculum of religious education? This is a question of supreme importance to the individual, to the church, and to civilization.

SOURCES OF MATERIAL

First of all we must realize that the sources of religious material are almost infinitely broad and rich. They are much broader than the Bible.

I would not be misunderstood on this point. I conceive the Bible as the matchless textbook of religion, the great repository of spiritual wisdom through the ages. It is the primary source to which we must go for material for religious instruction, not just because it is the Bible, but because its truths are the surest guide ever formulated for spiritual development.

Yet human experience and human problems are broader than the Bible. New ages bring new conditions and new needs. Eternal truths may take on new forms to meet new problems. G.o.d inspired the writers of his Word, but he also inspires other writers, whose works are not included in the canon.