RELIGIOUS EDUCATION

Evening Star, Issue 19328, 14 August 1926, Page 23

RELIGIOUS EDUCATION

[By Forward.]

“Trust in tho Lord with all thino heart and lean not unto thino own understanding. In all thy ways acknowledge Him and He shall direct thy paths.” A REVELATION. 'The night was dark and tho shadows fell As far as the eyo could see, I stretched my hands to a human Christ, And He walked through the dark with me. Out of the dimness at length we came, . Our feet on the dawnwarnecl sod, And I saw by the light in His wondrous ' eyes I walked With the Son of God. SCHOOL OF RELIGIOUS EDU- : CATION. : Work for the second term is now well under way, and those who contemplate joining any of the classes should do so at once. The staff, students, and members of the Advisory Board are always anxious to help any endeavoring to find themselves in relation to this great project. A synopsis of the places, times, subjects, and instructors is given below: — Knox. Church Bible Class Rooms* Every Tuesday, at 6.45, _ ‘ Young People’s Expressional Activities,’ Mr Robin R. Adair; 7.30, ‘New Testament Survey,’ Rev. A. C. W. Standage, M.A.; ‘ Organisation and Administration of Religious Education,’ Mr Robert Blair, 8.R.8., F.R.G.S. 8.30, ‘The Life and Teachings of Jesus Christ,’ Rev, A. 0. W. Standage; ‘ Principles of Moral and Religious Education,’ Mr Robert Blair; ‘ Primary Methods,’ Mrs Robert Blair, M.R.E. Every Friday, at 6.30, ‘lntroduction to Educational Psychology,’ Mr John A. Moore, M.A., B.Sc.: 7.15, '' Vocational Guidance,’ Mr Robert Blair; ‘ Biblical Geography and Archaeology, Revs. H. E. Bellhouse and E. 0. Blamircs; ‘ Music and Worship in the Sunday School,’ Mrs Robert Blair. 8, ‘ History of Religion,’ Rev. H. H. Barton, M.A.; ‘Junior Methods,’ Mrs Robert Blair. '

Stuart Hall, Frederick street; 9, ‘ Physical Education,’ Mr J. V. Hanna. This will bo a popular course, combining theory and practice. The school staff is anxious that the widest possible use should bo made of all the facilities for training and development, offering in the school, and members of the professional associations especially are urged to capitalise these, subject to tho usual conditions as to class and general requirements. Members of the associations and interested people unable to take the full course will bo admitted'to any of the Friday evening courses, and it is hoped that this liberal arrangement will be largely availed of. The school calendar gives detailed information, as to general conditions and courses of instruction. YOUNG PEOPLE’S DIVISION ASSOCIATION. There was a gratifying attendance of members at the meeting of tho Young People’s Division Association, held in First Church classrooms last Monday evening. The topic for discussion was ‘ The Organisation and Administration of Young People’s Work in tho Local Church,’ and in her opening paper Miss Macfie first dealt with the fundamental principles underlying all effective organisation—-unity of control, economy and simplicity of working, balance, correlation and comprehensiveness of programme, definiteness and democracy of control. In analysing the present. position of young people’s work, it was clearly demonstrated by moans of a diagram (prepared by Miss M. Nelson) that there were many organisations all catering for the same group of young people, much overlapping, and little or no co-operation and correlation, while still leaving a big percentage of young people untouched. Tho need for a unification of programme taking into account tho natural age groups and the fourfold needs—social, physical, mental, and spiritual—having the cliurch_ as-_ the centre, and one efficient organisation -to carry out

the programme was stressed, tho necessary “ machinery ” being shown hy means of a second chart. Tho personnel and work of tho Committee ox Religious Education, the director of religious education, superintendents of the three divisions—children, young people, and adults—with the departmental superintendents, leaders, and staff, were all touched on. Miss Macfic concluding by saying that the one church, centred organisation and programme could only come when all engaged m work among young people were wiIIbJJJ to put them fifft.. Several members • tools part in the discussion, the chairman promising that this very unportant subject would find a place in future programmes. ■ . .. The devotional period has for its theme ‘ Service Through Difficulty and was prepared as an intermediate department worship service. An®' sec " tional meetings followed, Mr Lawrence RogerSj M.A., dealing with tho termediate Teacher.’ , In the junior Bible class Miss INeison spoke on tho qualifications, training, and work of the leader, stressing tho importance of her task and her need for equipping herself in every possible way. The same subject was taken in the senior Bible class section, and an interesting discussion ensued- Several; now members were enrolled, ana the next meeting is to be held on beptember 13, when the subjects wiu be. ‘ Characteristics and Needs of Young Peonlo,’ ‘ Organisation and Method m the‘Bible Class.’ The meetings axe open to all interested in young people. THE INTERMEDIATE TEACHER. Mr Lawrence Rogers, M.A., writes: —Tim intermediate department is or the utmost importance to the Kingdom of God, since it is composed of bpys and girls who are leaving their childhood behind them and are entering into the period of youth. Its psychological advantages are great, since the children dealt with are at the most impressionable stage of their lives, and the J-urn that is given them here will make them the men and women of to-morrow. Archibald’s investigations show that eleven out of every fourteen in a group of 1,400 Christian workers were convex ted before they were eighteen, and that one in every throe of 3,838 active Christian men made their decision to serve Christ before they were fifteen. This makes the intermediate department an extremely important one for the Kingdom of God. Thus the teacher of this group is treading on holy ground, and will be successful m Ins work only when ho has heard the voice of God say: “Now, go, and I will be with tby mouth and teach thee what thou shall say.” Tho primary requisite for a teacher, then, is that he should have a Godfilled life. It is here that he will find tho secret of success. Methods and psychological knowledge must always be the assistants of psychological insight and a Christ-centred life. For a teacher has to give his scholars more than a mere knowledge of the Bible, ho must teach him to love his Bible. And more important still, he must show him the Christian way, and convince him that this way must be his. Not that the teacher should make every day a decision day—that is wrong .—but every teacher ought every day to be leading his scholars to the fool of tho Cross, and to a personal knowledge of the living Jesus. To accomplish this task the teacher must know Jesus Christ as his personal Saviour and Friend. He must know his Bible, both in its general contents and the particular contents of a particular book, as well as the background of each Sunday’s lesson. He should know also the general outline of Christian doctrine. Further, as a necessary aid to his winning of his scholars to Jesus Christ, he must have a general knowledge of child psychology. For a good working knowledge of this I know no better book than Archibald’s ‘The Modern Sunday School.’ But the teacher must also know the individual boy or girl. He must know his homo, his interests, his ideals, his aim in life, and it is this particular knowledge of each child that is the teacher’s most valuable aid. c Finally, a teacher should know modern methods of teaching in Sunday school; and here he will get valuable hints from tho day school practice. The main method is always the story method—not stories about the lessons, hut tho lesson itself put into story form. Every teacher, with practice, can do this. Then maps and models should be made full use of; while pictures and blackboard drawings are or great value. _ The teacher who is unable to draw is often tho best at teaching the lesson by means of blackboard drawings. But no teacher can impress his scholars unless he helps them to express themselves. Illustrating tho lesson, writing up a summary of it, answering questions are some of tho methods that have proved valuable here. Let us insist, however, that the host preparation for and the best aid in teaching is always a Christ-centred life CHILDREN'S DIVISION ASSOCIATION. There was a good attendance at the meeting of the Children’s Division Association on Monday evening. Mr A. M'Dougall, in opening the meeting, asked the pertinent question: “Where are the men?” The work of Sunday school teaching is surely a man’s job as much as a woman’s. The combined section was taken by Mrs Blair, who spoke on the subject of ‘ Tho Teacher,' pointing out tho vital factors in the making of a teacher—sincerity, trustworthiness, earnestness, patience, sympathy, regularity, punctuality, orderliness, attention to personal .appearance, general attitude towards Hfo, good health and alertness, preparedness, optimism, co-operation, and vital religious experience and strong praver life

The sectional meeting discussed the subject of ‘ Worship,’ as it should be conducted in tho various departments, and were preceded by a typical worship service for the primary department, conducted by Miss Blackwood. The lesson around which the programme was gathered was a missionary story on the children or Africa. The programme was as follows:—March in singing ‘ Praise Him ’; greeting by loader; welcome song; prayer repeated after leader; hymn, 4 All Things Bright and Beautiful ’; birthday service; circle talk on African homes; hymn, ‘ Over the Sea There Are Little Brown Children ’: offering service (hymn and prayer); hymn, 1 Dear . Little Sister ’; story; expression work; hymn, ‘ i Want to Send a Whisper Song ’; closing prayer (sung), ‘ Father, Hear Us As We Pray.’ In the beginners’ sectional meeting Miss A. Kirkwood opened the discussion by showing what worship means to a little child. It is like a-tender plant that needs care and attention. The first principle in worship for little children is example, as they so readily imitate the teacher. The second is beauty—beauty of surroundings, beauty of music, hymns, prayers. Variety is necessary, _ because; little children soon tire No interruptions must he allowed during the service. The service is to be planned wholly with the child in mind. Miss Dick led the discussion in the primary section, pointing out that each teacher, as well as leader and children, must enter into the service. The teacher should be a model worshipper. The whole arrangement of the room is important, everything being carefully planned beforehand and fully understood by the pianist. includes music, prayer, Scripture, offering, and special features, and is built up round a central theme. For primaries tho hymns and prayers are memorised, and sung, or repeated after leader. Tho offering must be made an act of worship. Tho music must be the best one can get. In the junior section Mrs Blair pointed opt that ycashqi far bays and

girls is an attitude that includes God and others. There must be training in worship. The principles of worship are;—Reality, appeal to tho boys and girls, interest, variety, order, and regularity. Music plays an important part. Distinction should bo made between prayer hymns and praise hymns. Martial music appeals to juniors. Picturesqueness is a feature of hymns that appeal. Hymns should he explained before being learned. The march in and the opening hymn of praise set the tone of worship for the day.