SUNDAY SCHOOL NOTES

Evening Star, Issue 18809, 6 December 1924, Page 19

SUNDAY SCHOOL NOTES

[By Fobwabd.]

[ltems of interest—short, bright paragraphs nf news, comment* on these Notes, inquiries about difficulties—will be welcomed by “ Forward.”]

“ Therefore, I have chosen for my message this appeal to the young men and svomen of our land. If von are already working in the Sunday school, ‘ Stand by and carry on,’ and if you have not come in, * Come in now. There is work for all.’ In so doing yon will help, to make worthy citizens o' the city of God and of the Empire.”—Sir Harold Mackintosh, president of the National S.S. Union.

Tiro Council of S.S. Unions has re ceivcd tho following letters of appreciation ;

MISS WARNER.

" We, tho members of tho primary method class in the Otago School of Religious Education, feel that, as the second term of this year’s work is drawing to a close, wo would like to express to the members of tho council our deep and sincere appreciation of the work dona by Miss F. S. Warner. Not only have we received help individually, but each of our departments has been- visited by Miss Warner, and benefited as the result of our year’s work. Wo pray that God may richly bless and strengthen her in her work in the future.”

” As tho music and worship class of the central school, we wish to voice our united appreciation of the splendid work Miss Warner has done in the class this year. When wo began the class it is doubtful if any of us realised the possibilities in thoughtfully planned worship in our Sunday schools, and wo feel all the ’ more grateful because Miss Warner has not only shown ns what opportunities lie in this section of school work, but has 1 also given us a knowledge of the moans I wo may use in trying to develop the posI sibilities. Throughout the year we have been a very happy class, and we are one and all very sorry that it is over. ThankI ing the council for providing a teacher of such vision and ability.” CHRISTIAN EDUCATION. In tho com'se of a brief address on I ‘ Christian Education for the Twentieth Century ’ at tho annual meeting of the Otago Council of S.S. Unions, Mr R. Blair said that, following upon tho missionary and evangelistic efforts of the i eighteenth and nincteent hcenturies, he ■ believed that the twentieth century is to ; bo a time of consolidation and upbuild- ; ing in educational evangelism. It would seem as though the first half of the cen tury is to bo devoted to laying foundaj tions and getting bearings, and that the ' second half will witness a great build- ■ ing and expanding programme. Wo are i building better than wo know. The main factors in Christian education are the home, the church, ami the school, ami i these in association may form a bond against which the gates of Hades cannot prevail. j The major problems are: (a) Organisation, which is largely solved in Dunedin ly the existence of the Council of S.S. Unions, (b) Tho accurate or scientific basis and method. We want to be able to sift tho chaff from tho wheat, (c) ; Wholesale borrowing from public school j education. One may have the highest regard for tho day school system, but religious education has a technique and concent peculiar to itself, and neither the ; day school people nor the church people j foom to have su/ticiently realised this. ! (d) The development of the public school system. Within the next twenty-five years New Zealand will have a universal high school system. In one way this reacts upon religious education, but in another the work of tho S.S. teacher —and especially tho older teacher—is made more 'difficult. It suffers by comparison. (e) There is a constant' temptation to substitute technique for content—pedagogy is merely an instrument.

What can we do? (a) Endow religious education; send several students of pedagogy to study in England and America for three or four years, and so equip themselves to act as professors of religious education in our universities. (b) Utilise rimrch schools and colleges. Dean Atheani says that denominational colleges have failed as teachers of Biblical history and literature and tho nature and structure of religion, but tho most lamentable failures have been in their departments of philosophy and ethics, and in their department of sociology, (c) Evolve a system of leadership-training, both voluntary and professional, for all departments of local church schools, community schools, institutes, training schools, etc.—aim at departments of religious education in our colleges, (d) Develop week-day and Sunday of religion; unless we havo Utopia tho Bible will not and should not bo taught in the free tax-supported schools of a democracy. It should bo read and studied certainly, hut it must bo taught, and to that end wo must build a co-ordinate and supplementary system of public schools of religion, under specialists in this field, (e) Arouse a sleeping church j inform, agitate, legislate—not by revolutionary means, but by evolutionary. The biggest evil confronting us is that of spiritual illiteracy. The church’s biggest task under her load is to remove it and keep it removed. A CHILDREN’S PARTY. Tho practice school for the students of the primary methocl classes closed on Saturday, November 22, with a party for the children. The Saturday afternoon periods have been ioyecl by the little ones, as have tho occasional play-hours, so it was with keen anticipation that about thirty children camo together in Knox primary room at 3 o’clock. They had known for some weeks of what was to come. A committee of four of tho children had been set up, and these, with Miss Warner’s help, discussed and determined on the eatables, and also on a way of letting other children less fortunate than themselves share in some measure in the Happiness that was to be theirs. To this end gifts were prepared by all the children to give to sick and suffering little ones known personally to and suggested by some of them. The gifts were placed in a huge pink and blue bonbon specially prepared, and at the very beginning of the party this bonbon was brought hi and placed in tho centre of tho circle of ehil- , dron. From inside it two of tho little' girls then drew gifts that wez'O to go to two sick children in the hospital, and , accompanied by some of the students. Three of tho children then went over lo tho hospital nearby to hand over the gifts personally, tolling their playmates on their return of what they had seen and done. Then the bonbon was taken back to tho tea table, where it occupied the place of t honor. j

It was a joyous hour of game and story, with music as a background for it all. A little after 4 camo the word for tea, and tho children marched in to the next room where the tables were laid lor them. It was a charming sight that met their glistening eyes. The tables, set on low trestles to suit the little chairs, were arranged in a U-shape, at the top being a small table for the committee. This committee quite understood its responsibilities. They had helped in the preparation of the tea, and now they watched till all Were properly seated before they themselves took their seats.

The white tables were gay with pink and blue decoration. From their corners paper streamers crossed to the blue-shaded lights above, and beside each place, with its little plate of good things to eat, its saucer of jelly and its cup of raspberry drime, there lay a blue or pink bonbon—not an ordinary bonbon such as can be nought in the shops, but a beautiful tiling made by the students, containing within it a balloon, a cap, and some sweets. When later the bonbons wore opened and the blue and pink cups donned, while manycolored balloons hovered in the air, it was indeed a beautiful sight of color and ani-. illation and joy. But the first step, after the singing of their “ Thank You ” hymn, was the taking of gifts from the big bonbon. There was something for each teacher, as well

as for several absent children, for whom the committee had planned. When others had thus had their first thoughts, then came tho children's turn to enjoy their party, and merrily tho time went by. Two stories they had at tho table, then back to tho playroom; another game, a hymn, a prayer, and so good-bye. It meant much time and work to prepare everything, but tho work was done with a will, and all seemed very worth while in the end. Hardly a child there, certainly no student, is likely to forget that party.