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Page 14
6. Can you now make a statement of the measures that you will wish
to apply to determine your degree of success as a teacher? It will
be worth your while to try to make a list of the immediate
objectives you will seek for your class to attain in their personal
lives. Keep this list and see whether it is modified by the
chapters that lie ahead.
FOR FURTHER READING
Harrison, A Study of Child Nature.
Moxcey, Girlhood and Character.
Dawson, The Child and His Religion.
Forbush, The Boy Problem.
Richardson (Editor), The American Home Series.
Richardson, Religious Education of Adolescents.
CHAPTER III
THE FOURFOLD FOUNDATION[1]
[1] The point of view and in some degree the outlines of this
and several following chapters have been adapted from the author's text
"Class-Room Method and Management," by permission of the publishers,
_The Bobbs-Merrill Co._, Indianapolis.
All good teaching rests on a fourfold foundation of principles. These
principles are the same from the kindergarten to the university, and
they apply equally to the teaching of religion in the church school or
subjects in the day school. Every teacher must answer four questions
growing out of these principles, or, failing to answer them, classify
himself with the unworthy and incompetent. These are the four supreme
questions:
1. What definite _aims_ have I set as the goal of my teaching? What
_outcomes_ do I seek?
2. What _material_, or _subject matter_, will best accomplish these
aims? What shall I stress and what shall I omit?
3. How can this material best be _organized_, or arranged, to adapt
it to the child in his learning? How shall I plan my material?
4. What shall be my plan or _method of presentation_ of this
material to make it achieve its purpose? What of my technique of
instruction?
THE AIM IN TEACHING RELIGION
First of all, the teacher of religion must _have_ an aim; he must know
what ends he seeks to accomplish. Some statistically minded person has
computed that, with all the marvelous accuracy of aiming modern guns,
more than one thousand shots are fired for every man hit in battle. One
cannot but wonder how many shots would be required to hit a man if the
guns were not aimed at anything!
Is the analogy too strong? Is the teacher more likely than the gunner to
reach his objective without consciously aiming at it? And can the
teacher set up for attainment as definite aims as are offered the
gunner? Do we _know_ just what ends we seek in the religious training of
our children?
Life itself sets the aim.--This much at least is certain. We know
_where to look for_ the aims that must guide us. We shall not try to
formulate an aim for our teaching out of our own thought or reasoning
upon the subject. We shall rather look out upon life, the life the
child is now living and the later life he is to live, and ask: "_What
are the demands that life makes on the individual?_ What is the
equipment this child will need as he meets the problems and tests
of experience in the daily round of living? What qualities and
powers will he require that he may the most fully realize his own
potentialities and at the same time most fruitfully serve his
generation? What abilities must he have trained in order that he may
the most completely express God's plan for his life?" When we can answer
such questions as these we shall have defined the aim of religious
education and of our teaching.
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