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Page 45
MUSIC IN THE CURRICULUM
Music as a part of the curriculum of religious education offers a
peculiarly difficult problem. No other form of expression can take the
place of music in creating a spirit of reverence and devotion, or in
inducing an attitude of worship and inspiring religious feeling and
emotion. Children ought to sing much both in the church school and in
their worship at home.
Yet most of our hymns have been written for adults, and most of the
music is better adapted to adult singing than to the singing of
children. The ragtime hymns which find a place in many Sunday school
exercises need only to be mentioned to be condemned. On the other hand,
many of the finest hymns of the church are beyond the grasp of the child
in sentiment and beyond his ability in music. The church seriously needs
a revival of religious hymnology for children. In the meantime the
greatest care should be used to select hymns for children's singing
which possess as fully as may be three requisites: (1) music adapted to
the child's capacity, (2) music that is worthy, interesting and
devotional, and (3) words within the child's understanding and interest,
and suitable in sentiment.
1. Many persons think that teaching the child religion and teaching
him the Bible are precisely the same thing. Do you think it is
possible to teach the child parts of the Bible without securing for
him spiritual development from the process? Is it possible to make
the Bible itself mean more to the child by supplementing it with
material from other sources?
2. Do you ever find lessons provided for your class which are not
adapted to their age and understanding? If so, do you feel free to
supplement or substitute with material which meets their needs? Do
you have sufficient command of the material of the Bible and other
sources so that you can do this successfully?
3. Do you know a considerable number of stories adapted to the age
of your pupils? Are you constantly adding to your list? Are you a
good story teller? Are you studying to improve in this line? Even
if your lesson material does not provide stories, do you bring such
material in for your class?
4. What use do you make of nature in the teaching of religion?
President Hall thinks that nature material is one of the best
sources of religious instruction. Do you agree with him? Are you
sufficiently in love with nature yourself, and sufficiently
acquainted with nature so that you can successfully use the nature
motive in your teaching?
5. Do you constantly make use of stories and illustrations from the
lives of great men and women in your teaching? Do you take a
reasonable proportion of these from contemporary life? Do you bring
in stories of fine actions by boys and girls? What use have you
been making of events in the lives of nations in your teaching? Are
you reading and studying to become more fully prepared to use this
type of material?
FOR FURTHER READING
Houghton, Telling Bible Stories.
Raymont, The Use of the Bible in the Education of the Young.
Brace, The Training of the Twelve.
Drake, Problems of Religion, chapter IX.
Athearn, The Church School.
CHAPTER VIII
THE ORGANIZATION OF MATERIAL
The organization of material to adapt it to the learner's mind and
arrange it for the teacher's use in instruction is hardly less important
than choosing the subject matter itself. By organization is meant the
plan, order, or arrangement by which the different sections of material
are made ready for presentation to the child. The problems of
organization may apply either (1) to the _curriculum as a whole_, or (2)
to any particular section of it used for _a day's lesson_.
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