How to Teach Religion / Principles and Methods

by George Herbert Betts

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.

Children should early be led into giving money for missionary purposes, and this as far as possible should be their own money which they themselves have earned. For the child to go to his father on a Sunday morning for money for the missionary collection does not answer the need on the educational side; it is the child's real sharing that leaves the impression and teaches the lesson.

There is also real educational value in leading children to give clothing, food, or other necessities for the use of the needy. Here, again, the giving should involve something of real sacrifice and sharing, and not consist merely in giving away that for which the child himself no longer cares. The joint giving by a class or the entire school for the support of a missionary worker whose name is known, and a somewhat detailed report of whose work is received, lends immediateness and reality to the participation of the pupils. A strong appeal can be made to the spirit of giving by the adoption by the class of some needy boy or girl whose Christian education is provided for by the efforts of the class, and to whom personal letters can be written and from whom replies may be received.

Social service.—The children of our Sunday schools should be given an active and prominent part in all forms of community welfare service. The successful enlistment of the Boy Scouts and the Girl Scouts in many valuable forms of community enterprises contains a vital suggestion and lesson for the church school. Wherever good deeds need to be done, wherever help needs to be rendered, wherever kindness and service are necessary, there the children should be called upon to do their part. If the tasks and responsibilities are suited to the various ages, there will be no trouble about securing response. Nor, on the other hand, will there be any doubt but that the lessons learned will be entirely vital and will serve to connect the religious motive with everyday life and its activities.

Religion finding expression in the home.—No system or method of religious instruction is effective the results of which do not find expression in the life of the home. It is here in the intimate relations of children with each other and with their parents that the moral and religious lessons of forbearance, good will, and mutual service find most frequent and vital opportunity for application.