RELIGIOUS EDUCATION

Evening Star, Issue 20020, 10 November 1928, Page 13

RELIGIOUS EDUCATION

[By Forward.] “ Religious education is indispensable as the completion of all education.” PRIMARY WORSHIP. To-day there are many primary leaders and teachers who are reconsidering their Sunday afternoon programmes, and asking themselves: “ Did each child had his proper place in that departmental service, and did he truly worship? They are giving the child iiis rightful place “in the midst,” and reviewing their plans for his religious education from his standpoint. With this changed point of view lias come the knowledge that worship has not been sufficiently stressed in this department.

What is worship? U is more than prayers or praise. People worship as they behold something beautiful—a sunset, the stars, si picture—or listen to music. "They worship when they inwardly or outwardly acknowledge God, when they inter into His presence. The same thing happens when the child worships; ho recognises that God is near and real to him. Worship is necessary for the fluid's development of character. J:lo\v may it be made available for him to use? Tile child, along with all mankind, lias a natural tendency towards worship, but that docs not mean that ho knows how to worship. It is the teacher’s task to provide him with a language through which lie may express himself, tie cannot put all his thoughts into words, and so ho has to bo provided with the training that will meet all his growing and developing needs. Through the worship in the primary department the child is helped to strengthen his confidence in God’s care, to deepen his love, to call forth his efforts for right living, and to live each day in the companionship of the Father. To do this the worship must meet the present needs of the child’s life. Ho must not bo asked to express any adult sentiments, as he is not able to enter into the spirit of them, and the mere repetition of that which ho does not believe may tend to make him a hypocrite Each item used in the service must bo within the range of the child’s understanding. There is plenty of material for primaries, but it must bo sought for. A child is not worshipping when ho is singing words which lie does not understand, or trying to march to music f hat does not suit his steps, or listening to a Scripture passage that is beyond his comprehension. Each item should express the child’s own thoughts and religious feelings, and yet at the same time lift him up to higher planes of thinking and feeling. If he is not lifted higher his religious nature is not being developed. Much depends upon a quiet and worshipful atmosphere surrounding the child. It is in the leader’s power to create in tho children a quiet, reverent attitude in this time ot approach to God, both by her own example and by the use of the right materials. These will include the choice and arrangement of the room and its furniture. Not often is a primary leader given a choice of rooms, but very much may bo done to improve some of the present ones. No effort is too great to be made towards the soul culture of primary girls and boys. They should worship a God of love in “ the beauty of holiness,” yet there is grave danger that in after years some of the children may associate His Name with dull, untidy, ill-ventilated rooms. These young children who are of primary importance are worthy of the best. When an adult worships ho does not depend wholly on iiis surroundings, but the younger the child the more he is dependent upon his environment for his power to ruly worship. Interruptions destroy the spirit of worship, and to avoid these a secretary who acts as doorkeeper is invaluable. No worship service should bo broken. A latecomer should wait until its close before going to his seat. Any visitors should bo kept in the background, and not allowed to enter and leave at will, but bo ready to respond to the guidance of the secretary. All the books should bo opened before the service commences, and the pianist should follow her detailed order of service without any comment by the leader. All worship must bo free from drill in any form. The time for teaching is in the instruction periods. The child cannot worship if he is singing an unfamiliar hymn, or while he is learning a new one, as ho is thinking of tho next work, and not of the theme in tho hymn. Only that which is familiar should enter a worship service. Prayer is the very heart of worship, and tho purpose in praying with the girls and boys, is to lead them as they talk with tho Father, if the prayer is to be full of meaning, it must express tho child’s own thoughts. Ho must bo ready to pray, knowing that there is someone who hoars and will help; he must really want tho tilings ho asks for, and nob just repeat words because the others say them. _ Each child should decide in conversation beforehand on tho things for which lie will pray. Tho prayer must bo his own.

The most suitable position for prayer it. this department is standing with bowed heads and folded hands, but in the small classes the children should kneel around the teacher. Tho prayer chords have more value than it is possible to tabulate They tell when to bow the head and close the eyes. Alt distractions are shut out, and the child is led into the Divine Presence.

The music is part of the “ language ” rhrough which the child worships. Sympathetic interpretations speak to tho child’s soul, and lift him to a higher plane. Music has not been introduced into the departments just because of its beauty, hut because it is part of religion. Religion and music lave always been combined. Singing does not liml its place just because it is usual to sing and the children know the song. Kach song, hymn, or vesper is part of tho worship, and certain appropriate ones should bo used on suitable Sundays as a means of worship. The songs and nymns which appeal to primaries tell of the beautiful world in which they live, tell of the i'(ople with whom they corns into contact from day to day, speak about their pots, and speak of daily benefits received from the Heavenly Father. Also, there should be prayer songs and short songs of thanksgiving for the Heavenly Father’s gifts. No hymn rolls or" books are necessary for tne children’s use, as they are quite capable of memorising all their words. By frequent use, at the suitable periods, the Kvmns, songs, and vespers are built into the child’s character, and the material should be always worthy of this permanent form. Scripture reading shouhr be part of a service, oven if there is just one verse; perhaps, only the memory verse is read. Tho Bible is the greatest storehouse of . devotional material, yet it does not find its place in every department. The open Bible, in its special position, should always contribute to the worship. Through tho leader’s manner of handling it, and her voice as she reads or asks a child to come folward to read the verse he has prepared, she will lead her children

t.o reverence God’s Hook. Some pictures as Reynolds’s ‘ The Child Samuel/ bioatho the vary spirit of worship, and iho unveiling and interpretation of these may b.; used as a climax to a worship service. In the offering should come the test of the child’s worship. Is he ready to give because of all God’s benefits towards him? The child should be ready to give reverently the offering ho lias earned. Ho is entitled to know what his money is used for, and as the purpose is stated at the opening of the offering service Ins will should be touched, and lie should “ freely give.” The short service should bo simple, yet impressive-, with the emphasis placed upon the true spirit of giving, and not upon the amount. No matter how small the gift it should be dedicated to God. The service is usually divided into three periods of worship the opening, offering, and closing periods, Tho birthday service should be made worshipful, for by means of the birthday song and prayer, the child is carried close to God, and made to feel that God knows and cares what kind of a child he is. As the child enters a department, accompanied by music for the opening service, the first item should be the “call to worship,” sung by the children. One of the most suitable is: This is God’s House, and He is here to-day; He hears each song of praise, and listens when we pray. Tiie worship at the close of the service should be very brief, to leave tho thought of the lesson uppermost in, tho minds of the children. Just a hymn and a prayer or a song-prayer, that expresses the thought for the afternoon should be used, enabling the children to go out feeling that they have been in God’s House, and His presence will go with them.