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Page 38
2. Can you think your class over pupil by pupil and decide which of
these points in the _code of action_ most needs be stressed in
individual cases? Do the topics in this code suggest points of
emphasis which might serve for many different lessons? Is there
danger of loss in efficiency if we try to stress too many of the
points at one time?
3. Are the children of your class interested in keeping up the
membership and attendance? What specific part and responsibility do
you give the members in this matter? Is it possible that you could
plan to use their help more fully and effectively?
4. Suppose you try making a list of all the different lines of
participation in religious activities directly opened up to the
pupils of your class by the church and the church school. Is the
list as long as it should be? What further provision could be made
for the children to have definite responsibility and activity?
5. Do you think that your pupils are becoming increasingly inclined
to look upon religion as a _mode of living?_ For example, will your
children be more agreeable, responsive, obedient, and helpful in
the home next week for the lessons you have been teaching them?
Will they have higher standards of conduct in the school and on the
playground?
FOR FURTHER READING
Dewey, Moral Principles in Education.
Sharp, Education for Character.
Partridge, Genetic Philosophy of Education, chapters on "Moral and
Religious Education."
Mumford, The Dawn of Character.
Richardson, The Religious Education of Adolescents.
Alexander, Boy Training.
CHAPTER VII
THE SUBJECT MATTER OF RELIGIOUS EDUCATION
We have seen in an earlier chapter how the subject matter of religious
education must be selected in accordance with the _aims_ we would have
it accomplish in the lives of our pupils. We have also considered in
separate chapters the religious _knowledge_ required, the religious
_attitudes_ demanded and the practical _applications_ of religious
instruction to be made or the _expression_ to be sought in the everyday
life. Let us now examine somewhat more completely the particular phases
of subject matter which should be used to attain these ends--To what
sources shall we go for the material for the religious instruction of
our children? What subject matter shall we put into the curriculum of
religious education? This is a question of supreme importance to the
individual, to the church, and to civilization.
SOURCES OF MATERIAL
First of all we must realize that the sources of religious material are
almost infinitely broad and rich. They are much broader than the Bible.
I would not be misunderstood on this point. I conceive the Bible as the
matchless textbook of religion, the great repository of spiritual wisdom
through the ages. It is the primary source to which we must go for
material for religious instruction, not just because it is the Bible,
but because its truths are the surest guide ever formulated for
spiritual development.
Yet human experience and human problems are broader than the Bible. New
ages bring new conditions and new needs. Eternal truths may take on new
forms to meet new problems. God inspired the writers of his Word, but he
also inspires other writers, whose works are not included in the canon.
He echoed in the voice of Isaiah and Jeremiah, but he also touches with
the flame of eloquence other lips than those of the prophets. He spoke
to the child Samuel, but he also speaks to-day to every heart that will
hear his voice. He flamed from the burning bush for Moses, but in like
manner he shines from every glowing sunset for those whose eyes can
there behold his glory.
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