How to Teach Religion

It is possible that the forgetting of this simple fact in the planning of material for adolescent pupils is one chief reason for the tragic loss of interest in the Sunday school which so often occurs at the adolescent stage.

Text books of religious material.—The text book type of religious material differs more in the organization and arrangement of material than in the subject matter itself. The lessons are not based on a set cycle of biblical material, though, of course, such material is freely used. Usually one topic or theme is followed throughout the text, the number of lessons or chapters provided being intended for one year's work. The following titles of texts now in use suggest the nature of the subject matter: "God's Wonder World," "Heroes of Israel," "Heroic Lives," "The Story of Jesus," "The Making of a Nation," "Our Part in the World," "The Story of a Book," "The Manhood of the Master," "Problems of Boyhood," "Social Duties," "The Testing of a Nation's Ideals."

Beyond question, the material we teach our children in religion should be organized and published as real books and not as paper-covered or unbound serial pamphlets. There is really no more reason why we should divide religious material up into lessons to be dated, and issued month by month, than why we should thus divide and issue material in geography, history, reading, or any other school subject. Children who are accustomed in day schools to well-made, well-bound books, with good paper and clear, readable print, cannot be expected to respond favorably to the ordinary lesson pamphlet. The child should be encouraged and helped in the building of his own library of religious books, but this can hardly be done as long as his church-school material comes to him in temporary form, much of it less attractive on the mechanical side than the average advertising leaflet which so freely finds its unread way to the waste basket.

Many of the Sunday school leaflets carry at the top (or the bottom) of the page an advertisement of the denominational lesson series—matter in which the child is not concerned, which injures the appearance of the page, and which lowers the dignity and value of the publication. And some lesson pamphlets are even disfigured with commercial advertisements, sometimes of articles of doubtful value, and always with the effect of lowering the tone of the subject matter to which it is attached. Religious material printed in worthy book form escapes these indignities. That textbooks in religion will cost more than the present cheap form of material is possible. But what matter! We are willing to supply our children with the texts needed in their day-school work; shall we not supply them with the books required for their training in religion? If the texts prove too much of a financial burden for the children or their parents, there is no reason why the church should not follow the example of the public school district and itself own the books, lending them for free use to the pupils.

Guiding principles.—The principles for the organization of the church-school curriculum, are, then, clear. Its lessons should start with matter adapted to the youngest child. It should present a continuous series of steps providing material of broadening scope adapted to each age or stage from childhood to full maturity. Its order and arrangement should at all times be decided by the needs and development of the learner, and should make constant point of contact with his life and experience. It should be printed in attractive textbook form, the paper, type, illustrations, and binding being equal to the best standards prevailing in public-school texts. In short, we should apply the same scientific and educational knowledge, and the same business ability in preparing and issuing our religious material that we devote to this phase of general education.

ORGANIZING THE DAILY LESSON MATERIAL

The teacher's plan or organization of each lesson for presentation to the class in the recitation is a matter of supreme importance. Even the best and most experienced teachers never reach the point where they do not need to prepare specifically for each recitation. No matter how complete the knowledge of the subject, nor how often one has taught it, there is always the necessity of fitting it directly to the needs and interests of the particular class before us. This preparation should result in a definitely worked out lesson plan which, though it may finally be modified to fit situations as they arise in the class discussion, will nevertheless serve as an outline of procedure for the recitation. Even the teachers' manual supplied with most of the lesson series cannot take the place of this definite, individual plan prepared by the teacher himself for his immediate class.

The lesson plan.—The first step in arranging a lesson plan is to determine the range and amount of material which is to be presented to accomplish the aim of the class hour. This will include the lesson or story from the Bible, nature material, memory work, music, pictures or any other subject matter to be considered. In determining this point the age of the children, the time available, and the nature of the subject must all be taken into account. It is a mistake to attempt more than can be done well, or to try to do so many things that the recitation is too much hurried to be interesting or profitable.

The lesson plan should provide for a few chief points or topics, with the smaller points and the illustrations grouped under these. To have many topics receiving the same amount of emphasis in a lesson indicates poor organization. For example, in teaching the lesson of obedience from the Garden of Eden story the material may well be grouped under the following topics: 1. The many good and beautiful things God had given Adam and Eve, 2. There was one thing only which they might not have. 3. Their disobedience in desiring and taking this one thing, 4. Their feeling of guilt and unhappiness which made them hide from God. Under these four general heads will come all the stories, illustrations, and applications necessary to make the lesson very real to children.

Small matters of large import.—Of course the particular questions to be asked and the more immediate applications to be made must await the unfolding of the lesson discussion with the class. Good planning requires, however, that we have a set of pivotal questions thought out and set down for our guidance; and also suggestions for illustrations and applications under the various topics. If expression work is to be used, this should be noted in its proper place, and provision made for carrying it out. In planning for older classes, reference should be made in the plan to special assignments to be made in books, magazines or any other material.

Provision should be made in the plan for a summary at the end of the lesson period, and for the making of the final impression which the class are to carry away with them. Nor must the assignment of the next lesson be forgotten. Probably no small proportion of the characteristic failure of pupils to prepare their lessons comes from lack of definite assignments showing the child just what he is expected to do, and how to do it.

Details of a typical lesson plan.—Let us suppose that we are to teach the lesson of obedience from the story of Adam and Eve to children of early primary age. Our Lesson Plan might be something as follows:

I. The Aim or Purpose of the Lesson—OBEDIENCE.

1. Knowledge or information to be given the class—

a. Of the Bible story itself.

b. Of the fact that God requires obedience.

c. That disobedience brings sorrow and punishment.

d. That children owe obedience to parents and teachers.

2. Attitudes, and feeling response to be sought.

a. Interest in and liking for the Bible story.

b. Appreciation of God's many gifts to his children.

c. Desire to please God with obedience.

d. Sorrow for acts of disobedience.

e. Respect for authority of home, school and law.

3. Applications to the child's life and conduct.

a. Acts of obedience to God in being kind, cheerful, and helpful to others.

b. Cheerful obedience in home and school with no lagging nor ill nature.

c. Prayer for forgiveness for any act of disobedience.

II. Material or Subject Matter to be Presented.

1. The story of Adam and Eve in the Garden.

The version of the story is important. The original from the Bible is too difficult. If the lesson material does not offer the story in satisfactory form, go to one of the many books of Bible stories and find a rendering suited to your class. Be able to tell the story well.

2. Pictures of Adam and Eve in the Garden.

Be sure the picture is interesting, well executed, and that it shows attractive and beautiful things.

3. Prayer on obedience.

The prayer to be brief and simple, asking God to help each one to obey him and to obey father and mother, and to forgive us when we do not obey.

4. Music.

If possible, the music may correlate with the thought of the lesson. If not, let it be devotional and adapted to the children in words and melody.

5. Handwork or other form of expression material.

Cutting and pasting pictures in notebooks; coloring, or other such work, to be done either in the classroom or at home.

III. Mode of Procedure—the Presentation, or Instruction.

1. Greetings to the class—opening prayer and song.

2. Introduction of the lesson and telling of the story.

3. Discussion, questions and illustrations to reveal:

a. The many beautiful gifts which God had given Adam and Eve, and which he gives us.

b. How Adam and Eve were allowed to have everything except just one thing among many. Application of this thought to child's life at home, etc.

c. How Adam and Eve yielded to temptation and disobeyed. Practical application to child's life.

d. How Adam and Eve felt ashamed and guilty after they had disobeyed God, and how they tried to hide from him. This can be made very real to children.

e. How punishment follows disobedience.

f. Why we must ask for forgiveness when we have been disobedient.

4. Summary, or brief restatement of chief impressions to carry away, and of applications to be made in the week ahead by the children themselves.