RELIGIOUS EDUCATION

Evening Star, Issue 19352, 11 September 1926, Page 17

RELIGIOUS EDUCATION

[By Forward.]

M Th© teacher is a teacher in a class rather than the teacher of a class.” 1 SPECIAL LECTURE. Members of the Otago School of Religious Education, associations, Otago Council and Advisory Board, members of various Youth Committees, and others .interested are reminded of the special lecture in Stuart Hall, Frederick street, on Tuesday next, at 7.15 p.m. The subject will be a timely and vital one, 1 The Scope and Policy of the New Zealand Council of Religious Education,’ and the lecturer the first president, the Rev. R. M. Ryburn, ALA. The lecture will bo followed by a social hour, to which all- are invited. CHILDREN’S DIVISION ASSOCIATION, • The next meeting of the Children’s Division Association will be held m View Street Hal! on Monday next, at 7.30 p.m. Mrs Robert Blair, M.R.E., will address the combined meeting on ‘ Atmosphere.’ The worship period will take the form of a beginners’ wprship service, and the sectional meetings will discuss ‘Story Telling.’ Any teachers of children under twelve or any persons interested who have not joined the association may attend this meeting and will lie charged 6d admission. Association members are asked to bring others along. YOUNG PEOPLE’S DIVISION ASSOCIATION. The usual monthly meeting of the Young People’s Division Association will be held in First Church classrooms on Monday evening next, at 7.3 U. Mr A. T. M'Naughton, M.A., will introduce the subject, ‘ Characteristics and Needs of Young People.’ The devotional period takes the form of a junior Bible class worship service prepared by Miss Scorgie. lu the sectional meeting for Sunday school superintendents and teachers tne important subject of ‘The Intermediate Class and Department ’ will be dealt with by Air Blair, 8.R.E., while in the junior and senior Bible class meetings there will bo a discussion on B.C. organisation and methods. The association is undoubtedly doing a good work in helping superintendents, teachers, B.C. loaders, and members with their practical problems, at the same time creating a vision of still bettor work to bo done by a more thorough equipment of each for his task. The committee would like to so© a still larger number of workers of all denominations present, these meetings affording a unique opportunity for the interchange and discussion of difficulties and for inspiration and fellowship. All workers in earnest about their work should make the most of this chance of “ studying to serve.” CLASS ORGANISATION IS FUNDAMENTAL. Wo must keep on insisting that all organisation rests down upon, and is largely determined by, its smallest unit. This applies from the individual up through homo, class, school, church, business, professions, etc., and so out into tho wider reaches of community, country, nation, etc. It is most essentia] that all conclusions arrived at and methods adopted should centre in and be determined by accurate knowledge rather than by mere caprice, sentiment, and prejudice. Wo need to appreciate that tho general principles ol unity, economy, democracy, efficiency, and tho like apply as much to religious education as to business. “ That which is educationally a blunder cannot be religiously a duty.” 'the Significance of the Small Class. —A comparatively small class resting down upon effective organisation ‘‘holds the key to success in the advancement of Christianity, for our religion is fundamentally one of personal touch.” Mass formation will fail. Tho writer used to occasionally attend the largest moil’s class m America (over I,UX) strong), in the Great Tremont Temple, Boston. It is not suggested that there was not much unique work done through committees, but tho mass nocting as such teemed to be of doubtful value. This is much more so when we are dealing with early and middle adolescence. There is entirely too much of the elements of receptivity and passivity. What Do We Mean by a Class?—lt is much more than tho old-time group centred about tho teacher, alter the fashion of tho day school, with the teacher as the king-pin, power and autocrat of the group, ruling with a rod of iron. Wo must reiterate that all organisation presupposes and must rest upon accurate knowledge, general and specific, of th© group in question, and that this cannot be gained short of years of close and prayerful study. Appreciating that “activity is the means by which any organism grows,” tho trained interested leader will see in this a symptom, and will seek to stimulate growtn and development in right directions. Tho Value of the Social Bond.— Through suggestion, imitation, and encouragement in “ things tint are done ” as against “ things that are not done,” social control should bo encouraged. “ By putting the control of the actual work of the class into the hands of the members of tho class you have given an added incentive and an extra gain in the development of leadership.” As the class works and plays the loader (or teacher) will have rare opportunities for discovering individual peculiarities, abilities, and needs, determining tho best educational methods, and applying these bo tho problems in hand. How Organise Effectively?—Wo shall postulate an effective teacher with eight to twelve boys, twelve-fourteen years of age, carefully selected by years, sine, intelligence, education, and "social grouping, and remember that these are part of larger units—i.o., the intermediate department, the young people’s division, tho whole religious education superstructure of the local church.

That is your group. How aro you going to organise for the highest good? “ An organised class :s a group in which the life and activities of the class aro carried on by the members themselves.” , . ■ Glass Organisation. —The class, as an integral part or unit of the department working through Sunday and week-day sessions, will develop a programme of instruction, expression, devotion, and fellowship. The officers—president, secretary, and teacher —and short-term committees will develop fourfold activity. These committees will be detennined by the need of the time. Glass Standard—(l) There shall be at least three officers elected by the class itself —president, secretary, and teacher. (2) The class shall have such committees as aro .necessary to carry on its work. (•'!) The class shall have a definite programme of Sunday and week-day work. (4) The class shall be a recognised part of the young people’s work of the church. (5) The class shall have definite ago limits, not under twelve nor over twenty-four years of ago. Suggested by Herbert C. Mayor for the whole young people’s division. The principles of simplicity and democracy are here operative: “You can trust the corporate judgment of Christian young people.” All jobs given to young people (whether committee work, lesson preparation, etc.) should be real jobs, and elections should represent the real choices of the class. Trior to an election it would be perfectly valid procedure for the teacher to take an hour to dismiss with the class qtfldifications for leadership in the various offices to be filled. Tito principle of allowing the doss to

have at least some say in' the ©lection of a teacher is a sound one; this appeals to its self-respect and spirit or independence. The method adopted m»y be decided upon from time to rime. The following courses are suggested;— (a) The class may elect, subject to approval of tho official overhead; (b) the eligible names may be presented to the class and voted for. The Ixnpiortance of Committee Work. —This is a fine field for training, and is therefore vital to the success of the class. There are two main types of committees—standing and short term — and there is a good deal to be said for and against both. The functions of committees must bo clearly defined. In general these will bo (a) To save time; (b) to ensure that the problem or task will receive some unhurried attention; (c) to offer a field for training and practice. Since we are dealing with individuals, the real question is how the maximum of training is to be secured for each member during his passage through the class. The strengths and weaknesses of long and short term committees cannot be gone into here, but the most obvious of these will bo more or loss evident.

The Necessity for an Integrated Programme.—lt cannot be too strongly reiterated that there must be a genuine unified programme covering both Sunday and week-day, and that the organised class is the unit upon which this is to be developed. Since there are few, if any, organised classes in our midst there Is necessity for a great deal of survey and research work in this field.

Difficulties will bo legion. Such questions as how and where to start, how to proceed, etc., will meet us at tho outset and follow us in the way. The following steps are suggested:— (1) Do a good deal of preliminary work by way of creating an atmosphere. (21 Have plans well in hand leading to definite objectives. (3) Secure the active support of two or three kindred spirits who will think through tho problem with you, (4) Let the first formal step be taken at a semi-social .function in your own homo, or it may be round the camp fire after a day in the open. (5) Elect officers and decide upon name and simple constitution. (6) Begin right away with the most immediate and pressing tasks; keep going; cultivate the habits of variety and originality. (7) The actual work undertaken will ordinarily be conditioned by the locality; the ability and opportunities of leader-teacher and class. (8) Keep accurate cumulative records: it will bo found a great help if tho teacher endeavors to carry out a personal study of each member of tho class and sets down bis observations in a note book kept for the puqioso. (9) After the original group has been initiated arrange that new members bo admitted upon vote of tho class. (10) The most satisfactory term of office will probably be found to be the working year—February to December. The fundamental principles underlying any class organisation are: (1) Any form of organisation is with a view to the development of Christian character. (2) To this end definite commitments must be made and real responsibility given and taken. (3) This means specifically that_ the boys (and girls) must have a voice in determining the destiny of tho class. The Effective Teacher.—Tho true teacher, following tho Master Teacher, will bo tho live wire working “ in and through and by” the whole organisation. He will bo as little in evidence as possible, but in almost mysterious ways will direct, seise opportunity, and develop leadership. Through the personal touch bo will become a real personal worker.