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Page 26
Wherever possible the church building should in its architecture express
in a worthy way the religious ideals of its members. It should first of
all be adapted to the uses expected of it. It should be beautiful in
conception and execution, and should allow no unlovely or unworthy
elements to enter into its structure.
We should teach our children something of the wonder and beauty of
religious architecture as represented in the great cathedrals and
churches of all lands, and lead them to see in these creations the
desire and attempt of great souls to express their appreciation for
God's goodness to men.
1. It will help you to understand the child's idea of God if you
will think back to your own childhood and answer the following
questions: Just who and what was God to you? Was he near by or far
off? When you prayed, to what kind of a Being was the prayer
addressed? Did Jesus seem more near and friendly to you than God?
What were (or are) the most outstanding attributes of God's nature
to you? Did you ever have any disturbing ideas about God?
2. Now, suppose you attempt to answer these same questions about
the children in your class. You will have to remember that the
child may not be able to explain just what God seems to
him--perhaps you can hardly do this yourself. Further, a child may
often have some notion that what he feels is queer or would not be
well received, and hence he will not fully express it to others.
3. Just what does religion seem to you to be? Is it largely a way
of living or a set of conventions and restraints? How did religion
appeal to you in your childhood? Are you able to tell how the
children of your class understand religion? What definite help are
you giving them toward broadening and enriching their concept of
religion? Are you leading them to see that religion is a way of
living the day's life?
4. To what extent do you feel that you really know the Bible? Could
you give a sketch of twenty of its leading characters, describing
the strengths and weaknesses of character of each? Could you
describe the great biblical events, and draw the lessons they
teach? Could you compare and characterize the Hebrew religion and
the religion of Jesus? Are the pupils in your class going to be
able from the work of the church school to answer favorably these
and similar questions?
5. We expect good citizens to know something of the history of
their country and their commonwealth. Is it too much to ask members
of the Christian Church to have the same information about the
church? Could you pass a fair examination on the history and
achievements of the church? Of your own particular church? Are the
children of your church school growing in this knowledge? The
children of your class?
6. To what extent do the children of your class know the hymns of
the church? Is care taken to give them such hymns as are suited to
their age? Are worthy hymns taught them, or the silly rimes found
in many church song books? (This does not mean that children should
be taught music beyond their comprehension; there is much good
music suited to different ages.) Are your children having an
opportunity to know the great religious pictures? Religious
architecture? (Here also the work must be adapted to the age.)
FOR FURTHER READING
Coe, Education in Religion and Morals.
Brown, The Modern Man's Religion, chapter on "The Use of the Bible."
Fosdick, The Manhood of the Master.
Weld and Conant, Songs for Little People.
Bailey, The Gospel in Art.
CHAPTER V
RELIGIOUS ATTITUDES TO BE CULTIVATED
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