RELIGIOUS EDUCATION

Otago Daily Times, Issue 22894, 30 May 1936, Page 7

RELIGIOUS EDUCATION

By Ampuus.

Wouldet thou go forth, to bless? Be sure of thine own ground; Fix well the centre first, Then draw thy circles round. PRESBYTERIAN SUNDAY SCHOOL UNION. The monthly meeting of the Presbyterian Sunday School Union was held at Maori Hill, when there was a good attendance of teachers from 13 schools. The Rev. R. T. Dodds occupied the chair and conducted the opening devotions. , The address was given- by the Rev, J Douglas Smith, "’ho, in an interesting and instructive way, spoke on “ The Point of Contact in Teaching/' He pointed out that the principle of the point of contact was progress from the known to the unknown. A teacher must start from what the children already know, and link on to it the new lesson. Hence the importance of first knowing the scholars will be seen, knowing their stage of knowledge, their home interests, and their own interests. The choice of point of contact first made may have to be altered in the light of the individual children in the class, when it may hurt one by its inappropriateness. The teacher must have a good knowledge of the “ known " before preparing a point of contact. The example of Jesus was pointed out, and His methods of teaching clearly indicated —He tried to see the point of view of others and used their everyday experiences to gain a point of contact and to illustrate His teaching; He often refused direct answers to questions, and led His hearers to think out their own answers; He always taught from the concrete.

The point of contact chosen should not be a little lesson in itself, but something to arouse the interest. It is difficult for the adult to put himself in the child’s place and to see things from his point of view. Sometimes the adult presumes that the children know certain things, when in reality they do not, so when a choice of incidents is possible it is wise to choose the simplest. The point of contact must be straightforward, simple, and concrete, not remote in either time and space or interest. It must not be introspective, but must apply to the outer senses and lead the children’s minds out. while it must be obvious to all the children. The preparation given in various lessons was discussed and practical illustrations in preparing a point of contact were given. An interesting discussion followed, after which Mr Magnus Johnson expressed the appreciation of the teachers present for the helpful address. Supper was served by the Maori Hill staff, and Mr Ivan Laing thanked them on behalf of the delegates. MISSIONARY EDUCATION. (Concluded.) The value of the eye-gate in teaching is well known to all teachers, and in no field can this be more exemplified than in missionary education. The manners and customs of other peoples being so different from our own, thev may best be described by means of pictures. Therefore abundant use of pictures, map>s, models, and posters should be made. Especially in the lower departments with the small children. should pictures be the chief means of imparting information. These should be attractively prepared and true in every respect. A missionary museum adds to the interest in the various fields. One Primary Department was able to use African and Eskimo villages and similar objects made by a group of juniors. Picture rolls contain excellent pictorial material. In another a Maori whare is used for placing the birthday thankofferings brought by the children. in one school a model of a country church was built up stone by stone as the offerings were brought in each Sunday, until at last there was enough money to place on the roof. Then great was the joy of the children when the tower and finally the windows, made of coloured transparent paper, wore placed in position, and the whole lit up by means of a light within. This department also prepared a South Sea Island house, into which were put the offerings brought for the

New Hebrides Mission. Teachers with some initiative can think out for themselves some such similar ways of appealto the eye. Offerings given to missions should be very definite. To bring an offering for “ missions " is too vague to arouse much interest. Make it a particular field, or even a particular object. Talk about the particular work and arouse interest before asking for the offering. Missionary giving should be intelligent and willing. Children should be trained in giving that which costs. If the children earn the money they bring, so much the better. By having special objects to which the children can give through selfdenial or work we are training them in true giving. Special Sundays may be set aside for special purges, when the whole of the offering is devoted to those purposes. A Missionary Birthday League is helpful. The children are invited to place in a special box a thankoffering when their birthday comes round, and this money is used for a particular mission work. Unless we train our boys and girls in intelligent and willing giving, the future of our mission work will not be assured.

A few other practical suggestions may be helpful. Tney have nil been tried and proved. One school appointed a special missionary story-teller for the beginners’, Primary, and Junior Departments. A person given such a specific task can make it a noint to keep in touch with the latest missionary material, and have always ready an interesting new story. Missionary study can be given added effect by being correlated with the work the boys and girls are doing in the day school. It is a fairly simple matter to find a connecting link between geography and history, or even some of the other school subjects, and the work being done on the mission field. The missionary instruction for each grade should, of course, be suited to the present interests of the children in the grade.

Letters to and from missionaries are a fruitful source of interest. In one department a birthda" calendar is kept, including not only the names of the children, but those of the missionaries of the church also. In addition there is a poster containing the group photograph of each field, with the birthdays of the missionaries arranged on the calendar. Once a month-a birthday service is held for the children whose birthdays occur during that month. The leader announces also the birthdays of the missionaries occurring in that month, and tells something about the field and the work of some particular missionary. Thus the missionaries become to the children more than mere names. Whenever possible, as when a missionary is on furlough, a birthday letter is written by the children, and great is the joy when, as usually happens, a reply is received. Those missionaries are remembered in prayer by name on that occasion, and thus as month by month passes each missionary in turn is brought before the notice of the children.

A fruifult means of arousing interest is a missionary programnie in an Intermediate Department is to assign to classes different subjects for different days, and let each prepare a whole programme. The material can be supplied by the teacher, and the children will be glad to work up. talks or simple demonstrations on a particular phase of missionary work. Although this may not produce as smooth a programme as the leaders might make themselves, it will be tar more effective, for we learn by doing. In one school the classes took names from the mission fields in which they were specially interested, and were responsible for interesting the whole school in those missionaries. A special effort should be made to keep the missionary programme varied and interesting. A wealth of intensely interesting missionary books is now available, and every teacher should make an effort to put these into the hands of the boys and girls. The churches’ own publications give full accounts of the work in their own fields. Every scholar should have an opportunity of reading a missionary magazine, such as tlie Break of Day. If schools do not suliscribe to this little magazine they should lose no time in doing so. Advantage should be taken of every visit of a missionary to the church, and when lantern slides are shown the interest will he much greater, and the scholars should be urged to attend. During the week the missionary interest

aroused on Sunday by a live programme can be carried over into the week-day activities. Things to be made, such aa posters, models, hospital materials, gifts to the fields, and such like, may serve to draw groups together during the week. Boys and girjs can ,be taught to make things of practical use on the mission field, or to, sell for the funds, and thus take an actual part in the work. Missionary cducatfon offers a happy opportunity for week-day groups, with its wealth of stories, games, dramatic possibilities, and interesting handwork, as well as projects in helpfulness towards others. This is the particular work of such organisations as the Busy Bees. Is there a Busy Bee Hive in your church? Have you a vital and close connection between its work and the work .joeing done in your department? Does the superintendent or leader know what is being done in the Busy Bee Hive?. Does he or she knowhow many of the scholars belong to the hive? In some schools lack of co-ordin-ation and co-opferation causes a great deal of scattered effort instead of united concentration. Missionary plays are entered into with delight by the boys and girls. If your department has a programme of week-day activities, a missionary playhour can be used with profit and pleasure. The games played in other lands may be played, pictures may be shown and stories told ,of that land and of the work being done there, some work may be done for the field, and phases of the work may be dramatised. In everything a spirit of friendliness towards the people of that land should be cultivated. In every way that we can we should keep the missionary interest and enthusiasm of the boys and girls, that in future years we may grow _ a church membership that will realise its responsibilities and lend sympathetic and intelligent aid to the great task of carrying the gospel to every creature.—D. H. Moss.