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Page 40
Its enduring quality proves that the writers of the Bible lived close to
the heart and thought of God, and were therefore inspired of him. But we
can grant this and still feel free to select from its lessons and truths
the ones that are most directly fitted to meet the needs of our children
as we train them in religion. We can love and prize the Bible for all
that it means and has meant to the world, and yet treat it as a _means_
and not an _end_ in itself. We can believe in its truth and inspiration,
and still leave out of the lessons we give our children the sections
which contain little of interest or significance for the child's life,
or matter which is beyond his grasp and understanding.
Material which may be omitted.--This point of view implies the
omission, at least from the earlier part of the child's religious
education, of much material from different parts of the Bible; these
irrelevant sections or material not suited to the understanding of
childhood may remain for adult study.
For example, we may leave out such matter as the following: The detailed
account of the old Hebrew law as given in Leviticus; much of the Hebrew
history which has no direct bearing on the understanding of their
religion; details of the institution of the passover, and other
ecclesiastical arrangements; the philosophy of the book of Job;
genealogies which have no especial significance nor interest; the
succession of judges and kings; dates and chronological sequences of no
particular importance; any stories or matter clearly meant to be
understood as allegory or myth, but which the child would misunderstand,
or take as literal and so get a mistaken point of view which later would
have to be corrected; the theology of Paul as set forth in his letters;
matter which shows a lower state of morality than that on which we live;
and _such other matter as does not have some direct and discoverable
relation to the religious knowledge, attitudes, and applications which
should result from the study_.
After all such material of doubtful value to the child has been omitted,
there still remains an abundance of rich, inspiring, and helpful subject
matter.
The principle on which to select material from the Bible is clear: Know
what the child _is ready for_ in his grasp and understanding; know _what
he needs_ to stimulate his religious imagination and feeling and further
his moral and religious development. Then choose the material
accordingly.
Bible material for earlier childhood.--For the period of _earlier
childhood_ (ages three or four to eight or nine) we shall need to omit
all such material as deals with the broader and deeper theory of
religion. This is not the time to teach the child the significance of
the atonement, the mystery of regeneration, the power of faith, nor the
doctrine of the Trinity. Those sections of the Bible which deal with
such far-reaching concepts as these must wait for later age and fuller
development.
The child is now ready to understand about God as the Creator of the
earth and of man; he is ready to comprehend God as Father and Friend,
and Jesus as Brother and Helper; he is ready to learn lessons of
obedience to God, and of being sorry when he has done wrong; he is
therefore ready to understand forgiveness; he is ready to learn all
lessons of kindliness, truthfulness, and honesty, and of courage; he is
ready to learn to pray, and to thank God for his care and kindliness.
The Bible material taught the child should therefore center upon these
things. The simple, beautiful story of the creation; stories of God's
love, provision, and protection and of Christ's care for children;
incidents of heroic obedience and of God's punishment of disobedience;
stories of forgiveness following wrongdoing and repentance; stories of
courage and strength under temptation to do wrong; lessons upon prayer
and praise and thanksgiving--this is the kind of material from the Bible
which we should give our children of this younger age.
The greater part of the material for this stage of instruction will come
from the Old Testament, and will make the child familiar with the
childhood of Moses, Samuel, Joseph, David, and other such characters as
possess an especial appeal to the child's sympathy and imagination. The
New Testament must be drawn upon for the material bearing upon the birth
and childhood of Jesus.
Material for later childhood.--In the period of _later childhood_
(ages eight or nine to twelve or thirteen) the child is still unready
for the more difficult and doctrinal parts of the Scriptures. Most of
the impulses of earlier childhood still continue, even if in modified
form. Types of Bible material adapted to the earlier years, therefore,
still can be used to advantage.
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