RELIGIOUS EDUCATION

Evening Star, Issue 21880, 17 November 1934, Page 25

RELIGIOUS EDUCATION

[Bv Forward.] OTAGO METHODIST SUNDAY SCHOOL UNION. The last quarterly meeting for 1934 of the Otago Methodist Sunday School Union was held at Cargill Hoad, the president, Rev. H. E. Bellhouse, occupying the chair. After a brief devotional period the usual business was transacted, delegates from Roslyn School'were welcomed to the union, and a vote of thanks was passed to the Cargill Road staff for their hospitality. Miss 6. H. Kane, one of the school visitors, gave a full report of her activities during the past quarter. Sister Lenna then gave a few suggestions as to how the work of the union could be extended, and stated the necessity for getting in touch with families in the country, and also organising a system of teacher training. The chairman then introduced the speaker for the evening, Mr C. Virtue, who has just returned from two years’ travel through the United Kingdom, United States of America, and the Continent of Europe. Mr Virtue gave a very interesting account of some of his travelling experiences. He dealt briefly with Sunday school -work in England, where they have a service both morning and afternoon, and in the U.S.A. and Canada, where the methods are very much alike. He then gave several impressive illustrations of Christian witnessing for Jesus Christ, and stressed the need for teachers to know Christ themselves before attempting to pass tho knowledge on to the children under their care. At the close of this helpful address the chairman thanked Mr Virtue on behalf of all members present. OtAGO SCHOOL’S SUCCESSFUL year’s Work. The Otago School of Religious Education has completed its twelfth year of teacher and leadership training, and has maintained its high standard of work in all courses. This year saw a record number of students enrolled, fifty-eight, rtnd their keenness and enthusiasm for their studios were an outstanding feature. The two closing functions fittingly brought the 1934 session to li finish. Tlie thanksgiving service Was held in Knox Church, the Rev. D. C. Herron preaching an able and inspiring sermon on religion and education. After paying a tribute to the work of the school, and its influence in raising the standard of teaching and leading throughout the' district, the preacher stressed the need for putting religion in its rightful place in any system of education. The qualifications and equipment of Christian leaders were stressed, and some fine suggestions given for the maintaining of the teacher’s own spiritual life. The service throughout, with its fine devotional and reverent atmosphere, made a beautiful finish to the studies of the year. Tlie closing social, held in Knox Church School Buildings, saw both leoturer arid student in festive, mood, with books and examihatioris well thrust into the background. Games, conipetitions, and items made the time pass all too quickly. To see a very reverend and dignified professor admirably acting tho part of Father Bear in an impromptu dramatisation, and to hear him growling most realistically were laughter-provoking; his performance being equalled by that of another lecturer who acted the part of the Prince in ‘ Ciriddtella,’ with fine effect.

The theme of the social was ‘ Our Quest,’ the speeches being based on the poem of tlie same name, the speakers being Miss Cathie Weir, Miss Una Ferry, and Mr Simpson, who each took the vci-se allotted and gave us all Some very fine thoughts. This - concluded the social part of the function, arid an adjournment was made to Stuart Hall, where the recognition service was held. Misses .Jessie Douglas and Noelifie Finnic having gained the diploma of the school. The beautiful worship service, with its challenge to the graduates to further consecrated service made a deep impression on all, which was increased as the students rose to get their diplopias, presented by the school director, Mr A. L. Haddon, and to -make their commitment. Dr S. F. Hunter’s address was based on the vision and call of the young man, Isaiah, and brought out that there must first be the visiqn—“ I saw the Lord high and lifted up ’’-—then d sense of our own unworthiriess, “ Wbri is me, for I am a man of unclean lips,’’ then the divine cleansing, and then and only then came the challenge, “ WJiom shall I send?” and the answer, “ Here am I, send me ” —the service. Supper was served at the close of the service, and thus ended a full but happy- year of fellowship and study afnong the various young people of our churches. ABSENT SCHOLARS. The best teachers of my acquaintance try to get into touch with the absent pupils during the week following the absence. A visit to the homes is the best way, but if a personal visit is impossible there is the telephone, and those who cannot be reached by telephone are delightd to receive a postal card or a note. It takes time to write or phone or call, but only a few minutes, and what a valuable expenditure of time! “Mv teacher came to see me to-day, daddy,” and daddy knows there is a personal interest in his son; or, “ Mother, mother, it is Miss llychman calling. She says she missed me on Sunday,” and mother, too, stops to chat with Miss llyckman over the phone. Or, “ A letter for you, Lawrence.” “ For me? Who could have written to me?” as he eagerly tears it open. “ Oh, mother, look; a note from Miss Evual. She says she missed me on Sunday, and hopes I’m not sick, and will look for me next Sunday. Now how about that? I told you she’d miss me if we went to Uncle Dick’s. INFLUENCE. Do you realise that as you are trying to teach the Golden Itule to your class you are far more effectively teaching either reverence or irreverence by your attitude during the service of worship and your promptness in arrival? Do you know that the thoroughness of your preparation for teaching the lesson is teaching more than the facts of that lesson—it is teaching the value of a task well done. While you are telling the story of David sparing Saul’s life in the cave, are you teaching the truth of that lesson by your own selfcontrol through trying circumstances, or are you losing your temper over trifles? What of your attitude, toward your pupils? Is it sincerely cordial and friendly, or condescending and patronising? What of your voice, manner, your interest in them and the events of their lives? Is your interest genuine?