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Page 36
This _pride of the group_ is a strong force during later childhood and
adolescence, and can be fruitfully used in religious training. The boy
or the girl Scout takes great pride in doing acts of kindness and
service without personal reward, just _because that is one of the things
that scouting stands for_. "Scouts are expected to do this," or "Scouts
are not expected to do that," has all the force of law to the loyal
Scout.
The Sunday school class can command the same spirit if the proper appeal
is made. In its neighborhood work and on many special occasions the
church and the Sunday school will have need of messenger service.
Errands will have to be run, articles will have to be gathered and
distributed, calls will have to be made, funds will have to be
collected, and a hundred other things done which children can do as well
or better than anyone else. And it is precisely in these practical acts
of homely service that the child gets his best training in the social
side of religion.
Laboratory work in religion.--The wise teacher will therefore seize
upon every opportunity to find something worth while for his pupils _to
do_. He will have them help with the distribution of supplies in the
classroom; he will see that they volunteer to help the super-intendent
or other officials who may need assistance; he will give them
responsibility in decorating the church or classroom for special
occasions; he will leave to their cooperation as large a measure as
possible of the work to be done in arranging and carrying out class or
school picnics, excursions, social gatherings, and the like; he will
arrange for special groups to visit the aged, sick, or shut-in for the
purpose of singing gospel songs, and will open the way for those who are
qualified to do so to read the Bible or other matter to the blind or
those whose sight is failing. In short, the devoted teacher who
understands the laws of childhood will make his instruction as nearly as
possible a _laboratory course_ in religion, finding the material and the
occasion in the human needs and the opportunities for loving service
which lie closest at hand.
Assuming personal responsibility.--The sense of the child's
responsibility for his class and school must also carry into the
exercise of the school itself. The boy should be led to prepare his
lesson because of the truth it contains; but also because a recitation
cannot be a success unless the pupils know their lesson and do their
part. He should pay his share toward the running of the school and
church because it is our duty to give, but also because he feels a
personal responsibility for his church and his class. He should take
part in public prayer or the leadership of meetings, when asked to do,
because it is right and proper to do these things, but also because he
realizes that each member of the class and school owes it to the
organization to do his share.
Nothing can take the place of whole-hearted, joyous participation in the
real activities of the Sunday school as a means of catching the interest
of the members and securing their loyalty; for interest and loyalty
finally attach to those activities in which we have a share. The school
in which the child finds a chance to _express_ the lessons and _put into
practice_ the maxims he is taught is the school which is building
Christian character and providing for future religious leadership.
Participation in singing.--Especially should we develop in our
children the ability and will to engage in religious singing. Almost
every child can sing, and all children respond to the appeal of music
adapted to their understanding. The most expert and inspiring leadership
which the church can command should be placed in charge of the
children's singing in the Sunday school.
If it comes to the question of selecting between a director for the
adult choir and a soloist for the general congregation on the one hand,
or an efficient organizer and director of children's music on the other
hand, there should not be a moment's hesitation on the part of any
church to supply the needs of the children first. The aim should then be
to have _all_ the children sing, and allow none to form the habit of
depending on the older members or on a few leaders to supply the singing
for the entire school. Those who possess special ability in music should
be formed into choruses, orchestras, school bands, or similar
organizations. Not only will all this add to the interest and
effectiveness of the school itself, but, not less important, will be
helping to _form the music habit_ in connection with sacred music.
Training in giving.--The missionary enterprises of the church afford
one of the best opportunities for giving the child practical training in
the social aspect of religion. It is not enough that the children shall
be told the stories of the missionary heroes and given the picture of
the needs of the people in far-away lands. Once the imagination is
stirred and the emotions wanned by this instruction, an immediate and
natural outlet in expression must be found if these lessons are to
fulfill their end.
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