RELIGIOUS EDUCATION

Evening Star, Issue 21216, 24 September 1932, Page 4

RELIGIOUS EDUCATION

[By Forward.} YOUTH WORKERS’ CONFERENCE. The third of a series of group conferences arranged by the Dunedin Presbytery Youth Committee was held on Sunday September 11, at Kaikorai Churchfrom 4 to 6 p.m., when thoro were present Sunday school teachers and Bible class leaders from Maori Hill, Mornington, Roslyn, and Kaikorai Presbyterian Churches. Rev. C. G. Wilcox presided and conducted the devotional period. Mr Matheson, superintendent of Kaikorai S.S., extended a welcome to the visitors. ~ . . The opening address was given by Rev. A. C. W. Standage, his subject being ‘Co-operation in the Service of Youth.’ He spoke of the change that had taken (place in the name ot the work done by the S.S. and B.C. from youth work to religious or Chustian education. The latter term described more fully what the aim of the work was, not merely the teaching or Scriptural facts, but the training of character in ideals that are Christian, and the sending out of young men and women embued with the spir l l and ideals of Christ. It was the “ drawing out ” of the possibilities of the chile in spiritual things. , Largelv this was carried out by dedefinite instruction in the truths of religion, seeking to lead young people to decision for Christ. This education was fiven in the home, the S.S. and the ay school. Mr Standage paid a tribute to the woi;k of the S.S. teachers, stating that while there was a lamentable ignorance on the part of many, on the other hand be bad been agreeably surprised at the amount of knowledge some children had of spiritual matters. , The education or the child was going on everv moment, not only when he was deliberately taught, but through the spirit of the home and the parents, through influences at work in the playground, on the street, in books, and over the air. Unfortunately the child was living in a largely non-Christian environment, with influences contrary to that, which we were trying to teach. Our work was part of a great process going on* and would be made complete only when we had a much stronger Christian environment. We should encourage Christian influence in the home, in public life, and wherever our own influence may be felt. There was a great need in these clays for co-operation of the lover of youth in every sphere. At the close of the address those present were divided up into groups, each studying the question of how to gain and hold the attention of the scholars, how to prepare and present the lesson. The leaders of the various groups were as follow:—B.C. leaders. Miss E. K. Macfie; intermediate S.S., Dr J. D. Salmond; junior S.S., Miss D. Moss; primary S.S., Miss G. H. Kane; beginners’ S.S., Miss D. G. Allen. The Kaikorai members entertained the visitors at tea, and many remained for the evening service. Mr Wilcox thanked the Kaikorai S.S. for its hospitality and expressed appreciation of all who had helped to make the gathering an undoubted success. EFFECTIVE TEACHING. “ Rabbi, we know that Thou art a teacher come from God, for no man can do these miracles that Thou doest except God be with him.” How can a teacher become effective? There are three factors that play an important part in effective teaching—namely, the teacher, the matter, and the pupils. The teacher must be deeply enthusiastic in his subject, and must be familiar with the mental make-up of each member of the class. Enthusiasm or interest is infectious, and unless the teacher possesses it theie is little hope of the class becoming interested, and without interest there can be no attention and no mental progress. The mental powers and the individuality of each pupil must bo known, because only when these are known can the right form of questioning or ths right methods of appeal be adopted. The matter must be prepared by the teacher, so that the point of difficulty might bo mastered. The very kernel of the matter must be clearly recognised. There is so often a danger of smothering the real point of the lesson by dwelling on sidelines. Sugar-coat-ih" mav be helpful to the swallowing oAlie pill, but it is the ingredients of the pill that really matter. The Pupils.—Jt has been said that the teacher must know the individuality of the member. No two pupils will bo alike; each will have some phase that

predominates, which pthers will possess onlv in a limited degree. We shall find from our knowing tha pupils that some rely on, memory from what they hear. Only about a quarter; of our pupils are of the aural type—' that is, able to learn from and remember what they hear. Others depend for, memory on what they see, through pictures and objects. Tbf? teacher should practise the art of illustrating by* means of a pencil and paper •or blackboard and chalk the points he wishes remembered. A simple sketch is ail 'that is necessary; in fact, a simple sketch, however crude, is preferable to an unsatisfactory attempt to produce a finished result! The pupils have a very happy, imagination, which will clothe the simplest lines and fill out the suggestion given to them i . Others, again, depend for memory on what thev do thomselvos their fingers, through their own drawing or writing; and others on what they do with their hands, such as modelling or making things. Expressional activities such as these may meet the need of some children who may not be appealed to through the ear or eye. Alt children love doing things, and this should bq made use of to impress the lesson. There are other pupils who. will remember best what they do with their bodies, through acting the part ofi those in the story. The possibilities of dramatisation have not yet-been fully, made use of in Sunday school teachingj Stories may be very simply .dramatised,, and perhaps this method will stimulate the memory of some who' cannot na reached through any other method.Wo should not despair if any one method fails, but try out others till wa find the successful one. ' There are thus five gateways through which the lesson should pass, at least five gateways at the particular behest of the pupils. Once the_ individuality, of the pupils is known it should not be difficult to fit each child to its special gateway. Remember that tha more gateways each pass through the more cues he has for easy recall. It may not be possbile for each to pass through all, but allow- each to see tha results of each gateway’s product. To sum up, then, effective teaching may be obtained only when every lesson has been an oral one (spoken), a visual one (through pictures), a written on drawing one (through the fingers), a modelling one (handwork), and a dramatic one (acting). Think, for example. of the storyof the Good Samaritan, and see how readily each of thesa gateways might bo used. The story is a dramatic one, and lends itself to dramatic telling, drawing or writing., modelling, and acting. Any little child will gladly take the part of the donkey which carefully carried the poor sick man, and the acting of the part of tho Good Samaritan will inculcate the desire to be similarly helpful, ,Ho noli worry about finished or polished results. There are no ones .so imaginative as children, and tho merest suggestion will convey an nma’-dng amount to them.