RELIGIOUS EDUCATION

Evening Star, Issue 20032, 24 November 1928, Page 14

RELIGIOUS EDUCATION

[By Forward.] “ A religious education sliauld bo the heritage ol every child. Spiritual illiteracy is the greatest peril of organised society." WORSHIP IN THE JUNIOR DEPARTMENT. Tho junior Js at an important stage of his development. To the outward eye be appears irreverent, boisterous, uncontrolled, and sometimes impertinent, but who knows what religious feelings these cover, foi tho last thing a junior will do is to reveal his true feelings. He feels a sense of superiority in defying authority, and yet is inwardly respectful towards it, and likes to seo things done “decently and in order." His respect is given not to tho teacher who allows him to do as ho pleases, but to’ the teacher who “ makes him mind.” Bo is at tho great habit-forming period of life, and tho habit of worship is one of thoso good habits which must' bo trained. Worship requires training, and these juniors, coming from the reverent, happy atmosphere of the primary department, need careful training in worship. A new stage has begun, and the old primary wprship service has lost its charm; it is babyish now. G. S. Stewart, in ‘Worship foj Church and S.S./ says; “The law of the junior’s life is action, and the programme must have in it go and snap in speech and song. Habits are forming in these years, and punctuality, promptness, and reverence must bo insisted on. The superintendent must know what he is going to do next, and there must not be a fivesecond pause between parts of the programme. Variety in exercise, brevity in prayer, platform Bible drills, snappy, announcements, bright music of a martial sort are • needed in this department." The principles which govern worship in all departments also govern it in this; reality, interest, variety, unity, order, regularity, and punctuality. Worship should always bo related to life situations, and in order that the programme may appeal to boys and girls tho leader must he conversant with their interests, their characteristics, their lives at homo and at school. 'I ho problems of a junior’s life arc as real to him as thoso of adults are to them, und tho S.S. must help to meet them. Ono writer 1m said that the kind of faith which the junior needs is the constant thought of God as a companion and helper in tho moral struggle of life. The worship programme of a junior department must include plenty of scone for activity; the boys and girls must 'be able to take part in every item, and use to advantage that superfluity of energy which is at once the teacher’s delight and his bane. Hymns with stirring words and tunes winch they can understand and sing from the heart, prayers brief and to the point, expressing the thoughts of boys and girls. Scripture readings within tho reading capacity and tiro understanding of the pupils, and tho offering semco —these make up the worship programme. The learning of now hymns is not worship; this must bo done in tho “ instruction ” period or at other times. > • . We do not as yet realise tho value of good music in S.S. worship. A sympathetic pianist can do much towards making the reverent atmosphere winch !wo so desire. Music is used for marching in, for obtaining tho quiet, restful feeling before commencing worship, during th© collection of th© offering, while classes are forming or children are returning to the assembly, and for marching out. It may even be used, when the pianist is very sympathetic, as part of the worship itself a few preliminary remarks being made about tho composer and his thoughts in composing the piece. A study of the kind of music enjoyed by juniors would well repay a pianist. C. W. Budden says • “When a child reaches the junior ago a new m en t tt l outlook develops. Music to which they would bo asked to act now savours of the childish, and is despised. Tho junior boy doesn t want to listen to birds singing; ho wants to find their nests and see the eggs. -tie doesn’t want to listen to the murmur of the brook; he wants to paddle in iv He doesn’t ask for the placid calm of the lake because of its beauty; he likes it because it makes a good surface tor skimming stones. In other words, wo now arrive at an ago which is essentially practical.” . Hymns for juniors should bo picturesque, rousing, martial, and full or action. They should be hymns of “ doing.” Distinction should be made between praise hymns, prayer hymns, and story hymns, and the rendering should differ accordingly. They should bo chosen to fit in with the worship theme for the day. Careful thought is necessary in the choice if they are to become a fundamental part of the service. The first part of the service should usually be praise. Praise verses and hymns set tho tone of the service and create a helpful atmosphere. It is not necessary to use all the verses of a hymn; use only those most suitable for the theme. Many of our children’s hymns are not composed of children’s thoughts, and unsuitable verses should be loft out. In teaching a new hymn posters and blackboard illustrations are helpful. Understanding, at least in part, ia necessary if the singing is to bo a reality. Hymns should inspire to a love for and service to God and our follow men. Prayers should bo simple and brief, and expressing the children’s desires and thoughts. Tho boys and girls should take part in them by repeating them after the leader, by responding in litanies or by _ repeating in unison memorised prayers. If they arc told beforehand what the prayer is to bo about they can take a more intelligent interest and enter into it with more sincerity. The teachers’ attitude will have much to do with training in reverence during prayer. Song prayers help to create a worshipful atmosphere, and may be used as opening prayers, offering prayers, vespers, before or after prayer or reading, etc. The offering is an important part of worship, for through it we express our feeling of gratitude. The children must be trained to think of it as an act of worship. They can collect it and bring it to the leader to be dedicated in prayer or song. Definite objects should be named for the offering, so that children can be interested in the giving. Scripture reading should not bo omitted, but on no account should the lesson for the day be chosen. Some other passage throwing light upon it, correlating with the general theme, should be chosen. Tho Psalms have an endless supply of I worship readings. All present should take part in the reading, reading in unison or responsively. Occasionally a boy or girl may read- the passage, being told about it beforehand. Reading may bo preceded by a verse of the hymn, “ Holy Spirit, shine Thou on the Book we read," and “Thank God for the Bible ” may suitably follow. Stories also enter into worship, and may be told to illustrate the theme. Pictures and posters also draw the thoughts to the theme, and help in real worship. . A programme may begin by a call to worship, such os “ Enter into His gates with thanksgiving and into His courts with praise,” followed by a praise verse and a short prayer of invocation, or by “ Come, let us worship and bow down before the Lord our Maker,” followed by a song-prayer. From this beginning on all should be able to enter heartily and reverently- into the service, which will close with a hymn expressing tho thought of the lesson, a prayer for help to carry out that lesson, and a short closing verse.