RELIGIOUS EDUCATION.

Otago Daily Times, Issue 20354, 10 March 1928, Page 5

RELIGIOUS EDUCATION.

By Leaders of youth, sanctify yourselves. Live purely, love passionately, serve ’ supremely, for the King’s business requireth haste. Cynthia Pearl Mans. OTAGO DISTRICT COMMITTEE. The Otago District Committee of the Presbyterian Young Women’s Bible Classes held its monthly meeting last Monday, when delegates to the recent summer conference at Ashburton gave their reports and impressions. During the evening the President (Miss Nelson) spoke of the coming departure of Miss Scorgie, who would be leaving shortly for an extended trip to Great Britain and Canada. The speakers referred to Miss Seorgie’s labours on behalf of the Bible class movement, especially her work in connection with the union’s paper, the Outlook Supplement, and, although she would be sorely missed, .all members joined in wishing her a pleasant, happy, and profitable holiday. She asked Miss Scorgie’s acceptance of a pair of moccasins as a token of the members’ appreciation of her services. Miss Scorgie, who is accompanied by her sister, will leave 011 Monday next to join her boat at Sydney. The'latest issue of Progress, which is packed full of timely and helptul articles for all Sunday school workers, taken irom the world’s best, has increased in size from 16 to 20 pages, while the thicker paper makes for more thorough enjoyment of its contents. There is not a dull sentence in all its pages. Progress fitly describes this paper. Our copy comes from Mr A. H. Reed, the compiler ancl P The many friends of Miss Mary Salmond, M.A.. will be glad to know that she has taken up work in connection n ith the Presbyterian Missionary Training Institute, and is also one of the lecturers of the Otago School of . Religious Education, where she is assisting Miss Moss in “ Junior Department Methods. EXAMINATIONS IcND PRIZES. Are examinations in religious subjects right? Should prizes be given in our Sunday schools? My, answer is an emphatic negative. I believe they are wrong even in secular work, how much moie in Let us take examinations first. How are they conducted? One terms lessons are set aside as the* special portion to be tested. This gives both teachers and scholars a distorted notion of values. 1 have repeatedly found that other ternio are listless and inactive, then the examination quarter comes, and there is a livening up, as if the end of all the yeai s work was to secure so many honours, generally more honours than some neighbouring school. Is this a worthy ideal to be instilling even unconsciously into the children’s hearts? There is not supposed to be extra teaching; for tbe examination is supposed to be a test of the ordinary teaching, this is mere verbiage. There is latent something in teachers and pupils that will not be so fettered, and the result is ignoble cramming. . . . Part of the examination is a test ot pure memory work. Here again the whole test is of the memory; the emphasis is on the head, instead of the heart, where true religion is ever tested. Our Sunday school work is a religious work. Who can test religion? What is it? The repetition of many texts or the knowledge of so many facts? Surely true religion is tested by the outward expression in life, and conduct of the great truths taught. Their truths may not be able to be expressed in creeds, or words, or in answer to formal questions, but the true aim of our work should be this. The teacher’s task is to give the pupils a conception of God as the Lord and Father of mankind, challenging them to a great and glorious sonship and brotherhood; and a conception of Jesus as the glorious comrade and brother Who claims from them an allegiance and a loyalty which shall be expressed in lives of glad and adventurous service.” The examination is false to our ideals, to true teaching, to psychology, and to social instincts. Prizes are worse. Modern riiethqds aim at all-round development of character, and so we seek to eliminate all base conceptions of life. But the prize system! I have seen the desire for gain in the young eye, generally engendered there by a vain, ambitious parent. The child’s mind and soul are distorted. Undesirable stirring leads to over-shrewdness and often to “ backbiting ” in a community that is destructive to everything that is lovely and of good repute. There is no use saying, “We have always had them.” The old path of the past is not to be for ever followed. Prizes and examinations assume that all children start from the same mark, that is, have equal opportunities as regards brains, social environment, and books of reference.. Where do the prizes go to? Elders’ children, ministers’ children—to all the children who have most already. Jesus came to minister to those for whom nothing had been provided. We reverse the Teacher’s way and give to those who already have in abundance. . Our work is too holy, too sensitive, too intangible, for the desecrating hand of the , examiner.—A Well-known Educationist and Superintendent. THE MINISTER’S CHANCE. Sunday school work is a summons to the whole Church to heed the call of the children and .youth, and to re-oast its thinking and activities to meet the challenge in . ca il- The occasion offers to the minister a good opportunity of facing this duty, and privilege in this respe.ct. Our work has become so complex and detailed, that not a few are perplexed and discouraged by the overwhelming burdens they have to carry. We, must stop and think. Better to dc one thing well, especially if it be the central thing, than a dozen indifferently. Towards the end of His ministry Jesus “took a child and set him in the midst”—a strikingly significant act —and therein He gave a great example not only to the Church, but especially to its leaders. We shall do well to follow Him. 1. The Sunday school provides us with a great opportunity of getting near the children. Nothing keeps us young and fresh like vital contacts with youth. It may be worth much to win the favour of the crowd; it is infinitely more worth while to hare the love and trust of little children. “ Wo are nearer God’s heart in a kindergarten than anywhere else on earth.” As we learn of them, so wo are able to serve them. And “in the realm of life one former is worth 100 reformers.” Whatever else suffers, we must be more in the school than wo have been. The children must know us as their friend ra•■her than mcrel- ns their minister. 2. The school offers us a unique opportunity of helping the teachers who are a faithful and courageous host, with their hands upon the most delicate and important work in the Church, and many of i,l. mr, with little or no training. The efficiency of the work depends upon the quality and capabilities of . these men and women, Surely we owe them a peculiar duty. Our presence, counsel, and cooperation mav greatly help for good in directing enthusiasm, suggesting ideas, guiding 'effort; and inspiring courage and hope. As Jesus gave His strength to thd training of the 12 disciples, so we may do our best, work in preparing others for the work of ministering, especially such a ministry. 3. The Sunday school provides a strong base for evangelistic enterprise. Tam not now thinking of the rich harvest to be gathered in the school itself, bn* rather of the homes therein represented. We have a peculiar right of appeal and approach to the parents. Ours is riot a fo. theirs, but sunp’ementnry. The love of their children w : ll give us an easy access to them and to their hearts. Tf.br simple, steady methods we could establish human contacts wi+h the homes of our scholars, and wihentlv win the interest, sympathy, and the co o- ri ,|ka of the parents ,n our work wo might strike a Mow for the Kumdorp of God that would change the face of the land.