RELIGIOUS EDUCATION

Evening Star, Issue 20558, 9 August 1930, Page 3

RELIGIOUS EDUCATION

[By Forward.] “ We have to discover, in the characteristics of the young adolescents, what are our natural allies in training and nurturing them.” YOUTH WORKERS’ CONFERENCE. A most successful youth workers’ conference, arranged by tho Presbyterian Sunday School Union, was held in St. Andrew’s S.S. on Sunday, July 27, when, in spite of the inclement weather, about 130 teachers and Bible class workers were present. The conference was arranged to include specially workers from St. Andrew’s, Kensington, Mornington, First Church, and Russell Street, but teachers were present from other Sunday schools, from even as far afield as Brighton. It began at 4 p.m. with worship conducted by Mr H. C. Wilson, who welcomed the visiting delegates on behalf of St. Andrew’s Church. Mr A. T. M'Nauphton spoke to the combined gathering on the subject ‘ What is Religious Education?’ His address is given below. The delegates were then divided into sections for tho remaining period. In the children’s division sections the subject dealt with was ‘Expression Work,’ the beginners being taken by Miss A. M. Kirkwood, the primary by Miss G. H. Kane, and the junior by Miss I). H. Moss. In tho intermediate S.S. section Mr M'Naughton led the discussion on ‘ Organisation,’ and in the Bible class section (led by Miss E. K. Macfie, in the absence of Miss M. M. Nelson, who was unable to be present) the subject of ‘The Organised Bible Class ’ was considered. In each of these sections the attendance was good, interest was keen, and helpful discussion took place. Members of the groups expressed the thanks of their groups to the leaders, all of whom were from the Otago School of Religious Education, At tho close of the conference tea was served by St. Andrew’s Church workers, and a social hour was spent together, during which an opportunity was given of thanking those who had taken part, and Mr D. S. Beath, president of the S.S. Union, expressed the thanks of the delegates to St. Andrew’s for their kind hospitality. At the evening service, in spite of the_ unfortunate occurrence of the light failing, an inspiring address was given by Rev. H. J. Ryburn, M.A., B.D. This conference, which proved a most decided success, will be followed by other similar conferences in various parts of tho city during the next few months. The teachers present were grateful for the help and inspiration which they received. WHAT IS RELIGIOUS EDUCATION? Religious education, or, as some prefer to call it, Christian education, aims at using the soundest educational methods for the task of introducing God into experience in such a way as to develop Christian ideals, conduct, and character. It will bo noted that there is no emphasis on what we teach, but rather on the results to be aimed at in the lives which we influence. We have placed, not a book, but a child in the midst. —lts First Task.— Basil Mathews has said that the first part of the problem is “to apply to the teaching of the Christian religion those psychological laws and methods that are rightly applicable to all teaching.” In other words, it is no longer pardonable, in tins enlightened age, to continue the use of methods which are known to be educationally wrong. —Religion and Science. — Although knowledge is, for convenience, split up into different sections, these are closely related, and can assist one another. Indeed, they ought to do so in all education, not merely in the teaching of the day-school. And so religious education needs tho help of science in tho service of the Christian task. In plain terms, science helps to reveal God’s methods, and we must see to it that our children have in their minds no absurd conflict between science and religion. For example, when we speak of tho Creator let us do it in such a way that wo are fair to the children and also to truth itself, all of which is surely God-revealed.

—“As Little Children.” — Patience in taking one step at a time is another virtue which we should borrow from the so-called “secular” educators. For top long have people sought to hasten children into adulthood, instead of merely assisting their natural growth. Buds that are wrenched open do not make good rose blooms. That is why protests are now being made—and rightly made—against forced conversions, and against adult language and thoughts in addresses, prayers, and hymns which are supposed to be suited for children. If we will only have the patience to come down to where the child is, and then bo content with one step at a time, our guidance will be much safer and our progress ultimately faster. This is so obvious that it should not have to bo stressed. But this common sense principle is constantly being violated. For instance, children of widely differing ages will be horded together in order that someone may give an address which is oyer the heads of all but the most senior pupils. —God In Experience.— One of the discoveries of modern psychology is that Jesus was very modern in His teaching methods! One illustration.is His use for teaching purposes of the daily lives of His listeners. They were helped to meet the experiences and temptations of their own day law . . .” “ When thou doest thine alms . . .” “Whosoever shall compel thee to go a mile . . .” “Whosoovor is angry with his brother without a cause , . Some study of tho Bible is necessary for our pupils, but a part of our ivork should certainly deal_ with the everyday needs of tho child—at school, in his play, at home. A study of his own life-situations will help to make him a doer of the word, and not a hearer only. Character a By-product of Conduct.— You will remember that in my first sentence the order of the words -was “Christian ideals, conduct, and character.” As E. L. Shaver says, “Children grow in Christian character as they assist in making Jesus’ kind of world. Character thus becomes, not something to be priggisbly sought for in- a phnrisaic manner, but a wholesome and unconscious by-product, as Jesus meant it to be.” —Conclusion,— If we were faced with tho problem of staffing a new Sunday school, and had to choose between consecration of life and training for the task, we should probably prefer teachers with tho former qualification. But there is no need to make such a choice. Every teacher and leader has at hand tho means of making his or her work more efficient. There is an abundance of books and periodicals, thero .is tho leadership

training scheme promoted by our own church, and there is also in Dunedin the interdenominational school which has facilities for giving splendid equipment in the way of foundation knowledge for this field of Christian service.