RELIGIOUS EDUCATION

Evening Star, Issue 21090, 30 April 1932, Page 4

RELIGIOUS EDUCATION

[By Fouward.]

Can you not baffle tho impatience and passion of a child by your tranquility? Can you not wait for him, as Nature and providence do? Can you not keep for his mind and ways, for his secret, tho'same curiosity you give to the squirrel, snake, rabbit, and deer? He has a secret; wonderful methods in him; he is—every child—a new style of man; give him time and opportunity. Talk of Columbus and Newton! I tell you the child just born in yonder hovel is tho beginning of a revolution as great as theirs. But you must have the believing and prophetic eye. Have the self-command you wish to inspire. Your teaching and discipline must have tho reserve and taciturnity of Nature. —II. W. Emerson. THE GRADED SCHOOL. Grading has been described by Emily Huntley in ‘ Tho Graded Sunday School in Principle and Practice,’ as “ tho recognition of a fundamental fact in tho progress from childhood to maturity—tho fact of development in periods or cycles, each period being characterised by special activities, interests, powers* and these arc common in varying degree to almost all children at that stage.” Grading is more than a matter of convenience. It is a recognition of the principle that these interests, and capabilities common to each period are the teacher’s opportunities, and that proper care and nurture in one period is tho best preparation for tho aoxt. Life has been divided into certain well-defined ago groups, each with its special development. There is first tho period of infancy, which lasts for four years. Tho fact that the human baby has so much longer a period of infancy than animal babies is proof of tho higher value of mankind. Man'needs a long training for his future life, and during tho whole of infancy, childhood, and adolescence, this training is being' given. This period of infancy is catered for in tho graded school by tho cradle roll. Thus from the very beginning of tho child’s life the church assumes part of the responsibility for his spiritual training. Ernest Hayes has described tho graded school as a golden staircase, rising step by step from the cradle roll to full membership in the church. At the ago of four the child enters childhood, and the Sunday school endeavours during tho years that follow, to carry out the two vital principles of religious education, to evangelise and educate, or rather to train the child through educatinonal evangelism. It is its task in these years to teach tho child to love and worship God, and to teach him how to do God’s will. This includes not only knowledge about God and His requirements of men, but training in worship and service. In order that this training in worship, knowlegde, and service may be carried out to greatest advantage, and along the lines of the child’s development, we grade the period of childhood into various departments, corresponding with the cycles of development. At four years the child enters the period of early childhood, which is characterised by restlessness, hungry senses, curiosity, and interests found in the little world of homo, neighbourhood, kindergarten, or school. In Sunday school this period is catered for by the beginners’ department. Between the ages of five and six the child reaches a time of quick development, and his outlook is enlarged by his experiences at-school. From six to eight years is tho period of middle childhood, and tho primary department is planned to meet the needs. During this period the characteristics of early childhood remain in a modified form, vigorous physical and mental growth being noticed. Activity is becoming more purposeful, more skill and accuracy are shown in tho use of the senses, and there is a greater diversity of interests.

Tho brain reaches its full size at about nine years of age, and tho period of later childhood from nine to eleven years is a, most interesting and fruitful one. This is the time of tho junior department. It is characterised by abundant energy, slow growth, and muscular development. Great mental development is shown also, the mind being vigorous and retentive. The sense of approaching manhood or romanhood brings with it a growing independence, and dislike of the restraint of authority. These children will respond to vise guidance and suggesiion, and need sympathy and friendship. This is the time for storing the mind with tho vital truths of our faith, with facts and information of all kinds that will help them to honour and trust God, and see in Jesus the Saviour anc Lord, to love and serve Whom is their highest task and privilege. The love and loyalty of a junior will result in adoles’ence in the consecration and service of the adolescent.

These four periods of life, infancy, early childhood, middle childhood, and later childhood, which are catered for respectively by tho cradle joll, beginners’ department, primary cepartment, and junior department, constitute the elementary or children’s division of the church. With tho approach of the twelfth birthday, marked development is shown, as the approach if adolescence brings with* it one of tin great crises of life. From twelve to ifteen tho boy or girl is in the period of early adolescence, tho period so died with both danger and opportunit", Avhen a mistake in dealing Avith he life is most disastrous and may ivver be effaced, Avhile Avisdom and sympathy bring a rich reAvard. This i; the period in which most recruits a’e enlisted in the army of God. Duriig this and the folioAving years of riddle adolescence comes, the soul’s aAVikening, when the boy or girl become not only a ucav physical being, but i new spiritual and social being. Boys and girls inadolescencc are promoted to tho yoiflg people’s division of the church, am are graded into intermediate department and Bible classes. In this way the church attempts to meet tic needs of tho groAving boy and gir from birth to manhood and Avomaihoocl. Ernest Hayes described the wrk thus: “ When our scholars have acepted the Lord Jesus Christ as their personal Saviour and ha\’o dedicated the fullness of their might to His srvico, there remains one important ste) that wo urge them to take. Wo usepur influence to persuade them to enter into full felloAVship with tho church o Jesus Christ. Thus avo reach the dims of our Avork in Sunday school, nd the finishing touch to our metaphr of the golden staircase. Beginning avUi the cradle roll Ave ha at shown how dm graded Sunday school, working m separate departments according to the scholars’ development, seeks to itfuenco tho scholar grade by grade thafhe may, if he will, find his Sunday scool to bo a golden staircase leading hn into tho kingdom of God and Chrb’s church on earth.”