RELIGIOUS EDUCATION

Otago Daily Times, Issue 23203, 29 May 1937, Page 24

RELIGIOUS EDUCATION

By Atnplius

"The age which followed the death and resurrection of Jesus Christ witnesses the most wonderful outburst of moral and spiritual energy that human history has ever seen. The narratives tell the story of the way in which the new life flamed over sea and land, kindling sad and weary, men and women to joy and hope, abolishing enemies with love, lifting them out of sin into purity and peace, taking obscure lives and making them great. It is surely no accident that the supreme possession in the Christianity of the New Testament is the indwelling of the Spirit of God."— Principal Cairns. S.S. PROGRESS We have to acknowledge, with thanks, receipt of the latest number of Progress, the fine little quarterly published by Mr A. H. Reed, Dunedin, in the interests of the Sunday schools. As usual, its pages are full of much interesting and helpful articles, and youth workers cannot be without this little paper. Among the outstanding items arc "Those Badly-behaved Scholars," by Ernest Hayes; "With Pencil and Scissors"; and "Are You Planning for the Future? " MISSIONARY EDUCATION In tht intermediate department of the Sunday school the teaching given in the preceding years must be deepened and strengthened, so that the boys and girls who are becoming gradually conscious of their place in the community and in the world may have a more intelligent interest in and understanding of missionary work. Thev should be taught that missionary work is very closely allied to religion and that world friendship and social service are part of this great undertaking, that in truth missionary work is an e-sential part of Christianity. They should be shown that •• church which has a fuh programm. of missionary work l. a church which is vitally alive, and which is growing stronger all the time. Then, too, the boys and girls must be helped to realise that this work belongs to them, that they have a definite part in it, and that although all cannot be missionary heroes or heroines, yet their part is a very im-portant-one. They should be taught definitely about supporting the Church's work both at home and abroad, and how it is our duty to give

in nroportion to ou. wages or our pocket money, this teaching including self-discipline and self-denial. Stress should be laid on the necessity for the power of prayer and examples given of the help coming to a missionary in a time of crisis because of a band of praying people, perhaps thousands of miles away. As the intermediate age is a period of action, much instruction should be given by actual work, but as it is also a period of restlessness both physically and mentally it is better to carry on a special piece of work for a short time only and then change to something else, so that tlu interest may be maintained. To show these young people that missionary work begins at home, some such work as follows may be undertaken:—(l) Mending hymn books and Bibles for the Sunday school or church; (2) making paper models of houses, boats, trees, animals, etc., of other countries for the beginners' or primary departments; (3) making missionary posters or maps for these departments; (4) providing flowers for the department and afterwards distributing them among the sick and the old people of the church: (5), doing little tasks such as chopping wood or running messages to help the sick or old folk; (6) taking part in a missionary pla>. Then in the community the following may be undertaken:— (D Visiting hospitals and homes; (2) taking part in a special worship service for the inmates; (3) taking flowers, magazines, or a picture to sick people; (4) arranging and taking part in a concert in these places. Again in the wider sphere:—(l) Making presents, gifts, and clothing fo" th various mission fields; <3) preparing and packing these things for transit. Youth is the time for enthusiasm, and it ' the teacher's task in this department so to fire the imagination of the boys ai.e girls with missionary zeal that they will want eagerly to give and to do their best for this great essential part of Christianity Teachers should eve: remember that missionary education must have a definite place in the Sunday school nrogramme—it is not a separate thing in itself.

THE PERSIAN AND HIS THREE SONS A Persian ruler had a wonderful pearl, white and pure, and this pearl he wished to give to the one of his three sons who showed himself noblest. So one day he called them to him and said: " What do you consider the finest deed you have done for the last three months? " The oldest son at once replied: "When I took my last journey a merchant gave me several valuable jewels.

He kept no account of them; I could easily have kept one, or even two, without being missed. But I gave up the chance of becoming rich and delivered every one safely." , M "You were honest," said the father "but could you have done differently without great shame? " The second son told his story next. He said: " I was watching a child play by the lake. He fell in. lat once plunged after him and saved his life. " You did well, son," said the father. " You were brave; but you could not have left the child to drown." The third son had a story to tell. He said: " I was coming over the mountains the other day, and I saw a mai, who hates me, and has harmed me lying asleep at the edge of a precipice. One push would have sent him over. Just passing him by would have left him to move in his sleep and tall to his death. But I waked him and told him of his danger, and he abused me for it." , , „ . , "My son, the pearl is yours, # said the father. "You did right without hope of reward, to one who had done wrong to you. That is noble indeed.