Study of Child Life Part 13

[Sidenote: Sunday School Teachers]

If the common school is not sufficient for the secular education of the child, certainly the Sunday School is not sufficient for his religious education. In the common schools the teachers are more or less trained for their work. It is a life occupation with them; by means of it they earn their living, and their daily success with their pupils marks their rate of progress toward higher fields of endeavor.

Nothing of this sort is true in the Sunday School. While occasionally it happens that a day school teacher becomes a Sunday School teacher, this is seldom true, for most teachers who teach during the week feel that they need the Sunday for rest; and while some Sunday School teachers betray a commendable earnestness and zeal for their work, and a.s.sociations and conventions have latterly added somewhat to the joint effort to better the conditions, still it remains true that the teaching in the Sunday Schools is far below the pedagogic level of the common schools. Yet the subject which is dealt with in the Sunday Schools, instead of being of less importance than that dealt with in the common schools, is of pre-eminently greater importance. Because of its subtlety, its intimacy with the hidden springs of conduct, it calls for the exercise of the very highest teaching skill.

Some sort of recognition of these two facts--that Sunday School teachers are in most cases very inadequately trained for their work, and that the work itself is of great importance, and of equally great difficulty--has led to the issuing of many quarterlies, International Lesson Leaflets, and other Sunday School aids. Necessary as such help may be under present conditions, they cannot possibly meet the many difficulties of the case. If the central committees, who issue these leaflets, were composed wholly of the wisest men and women on earth, it would still be impossible for them to give lessons to the millions of children in their various denominations which should meet the personal needs, and daily interests of these young people.

[Sidenote: Sunday School Training]

As a consequence, Sunday School teaching is and must be largely theoretical and still more largely exegetical, and with neither theory nor exegesis is the young mind of the developing child very much concerned. What he needs is not the historical side of religion or of that great body of religious literature which we call the Bible, but a living faith which links all that was taught by the prophets and apostles, centuries ago, with what is happening in the child's own town and family at that very moment. It is a wide gap to bridge, and it cannot be bridged by a semi-historical review backed by picture cards, golden texts, and stars for good behavior. These things are merely the marks of an endeavor to fitly accomplish a great task, an endeavor almost absurdly out of proportion to this aim, rendered significant, however, because it is the earnest of a great faith and a great hope.

So far as Sunday Schools help children, it is because of this spirit of faithfulness, and not because of the form which it has a.s.sumed.

In choosing, then, whether you shall send your child to a Sunday School, choose by the presence or absence of this spirit. If you know the teachers of the Sunday School to be earnest, loving, and devoted, you may with safety a.s.sume that their personal influence will make up for what is archaic in their method of teaching. Where the spirit is present only in a few, or where it manifests itself only occasionally, as at seasons of revival, you may well hesitate to let your child attend. A great improvement would come about if parents would show a greater interest and encourage proper teachers to take charge of cla.s.ses. It is a thankless task at present.

[Sidenote: Theory Not Practice]

There is one great danger in the teaching of any Sunday School--one which the best of them cannot wholly escape--and that is, that, in the very nature of things, they teach theory and not practice. Harmful as this may be, indeed as it surely is in adult life, it does not begin to be so harmful as it does in youth, for the young child, as we have seen, is and should remain a unit in consciousness. His life, his intellect, and his will are one--an undivided trinity. The divorce of these three is at any time a regrettable occurrence; the divorce of them in early life is an almost irreparable disaster.

[Sidenote: Useless Truths]

The current theory is that children will learn many truths in the Sunday School which they will not put into practice then, perhaps, but which they will find useful in later life. This fallacy underlies, of course, almost all conventional education and has only been overthrown by the dictum of modern psychology, that there is but small storage accommodation in the brain for facts which have no immediate relation to life. What may be termed the saturating power of the brain is limited, and after it has soaked up a rather small number of truths, it can contain no more until it has in some way disposed of those that it still has--either by making them part of its own living structure, which is done only by making immediate application of them; or by dropping them below the threshold of consciousness, that is, in common language, forgetting them. Moreover, the brain may form the habit of easily dropping all that relates to a given subject into the limbo where unused things lie disregarded, and when this becomes the habitual method of disposing of religious instruction, the results are particularly deplorable.

[Sidenote: The Mother as Teacher]

Feeble as her own knowledge may be, a mother has certain advantages as a teacher of her children over any but the exceptional Sunday school teacher. For, first, she knows the children, and, knowing them, knows their needs. Secondly, she knows their daily lives and continually during the week can point out wherein they fail to live up to their Sunday's lesson. And again and most important, she loves them tenderly, and from love flows wisdom. Usually the mother gives her own children a love far beyond that given by anyone else, and this deeper love sharpens her intellectual faculties and makes her both a keen observer and a good tactician. Giving her children some simple lesson on Sunday afternoon, she finds a hundred opportunities to make the lesson living and vital to them during the succeeding week.

[Sidenote: Religious Enthusiasm]

In the early years of the child's life, the mother is usually the one to decide whether he shall attend Sunday School or not, but as he approaches adolescence he is likely to take the matter in his own hands, and if it happens that some revivalist or a new stirring preacher comes in contact with his life at this time, he is very likely to be swept off his feet with a sudden zeal of religious enthusiasm, which his mother fears to check. The reports of members.h.i.+ps, baptisms, etc., show that a large number become converted and join the church during adolescence. While this does not in the least argue that the conclusions that they reach at that time are therefore unsound--for adolescence is not a disease, nor a form of insanity, but a normal, if excitable, condition--still it does prove, when coupled with the further fact that in adult life these young converts often relapse into their previous condition, that a more lasting basis for religion must be found than the emotional intensity of this period of life. A religion to be lasting must be coldly reaffirmed by the intellect: the dictum of the heart alone is not sufficient. Religious enthusiasm, like all other forms of enthusiasm, tends of itself to bring about the opposite condition, and to be succeeded by fits of despondency and bitterness as intense and severe as the enthusiasm itself was brilliant and ecstatic. The history of all great religious leaders amply proves this. They had their bitter hours of wrestling with the powers of darkness, hours which almost counter-balanced the hours of uplift. Only clearly thought-out intellectual convictions reinforced by the habit of daily righteous living can secure the soul against such emotional aberrations.

[Sidenote: Danger of Reaction]

Therefore, although the religious excitability of adolescence must not be thwarted lest it be turned into less helpful channels, and lest religion lose all the beauty and compelling power lent to it by the glow of youthful feelings, yet it must be so balanced and ordered by a clear reason, and especially by the habit of putting each enthusiasm to the test of conduct, that the young mind may remain true to its law of growth, developing harmoniously on all three sides at once.

The danger of permitting a young boy or girl while under the influence of this emotional instability to enter into any special form of religious service is the danger of reaction. He will discover that all is not as his early vision led him to suppose--because that early vision was of things too high and holy for any earthly realization--and he may turn against what seems to him to be hypocrisy and pretense with a bitterness proportioned to his former love. Many honest, faithful men and women remain in this state of reaction for the rest of their lives.

[Sidenote: A Difficult Period]

Nevertheless, it will not do to thwart these young beginnings. They must neither be nipped in the bud nor forced to a premature ripening.

Above all they must not be suffered to endure the killing frost of ridicule. The period is a difficult one, but, as Dr. Stanley Hall points out, it is supremely the mother's opportunity. If she can hold her boy's or her girl's confidence now, can ease their eager young hearts with an intelligent sympathy, she can probably keep them from any public commitment. Perhaps they may desire to confide in the minister; if so, let the mother confide in him first. Perhaps they have bosom friends, pa.s.sing through the same stirring experience; then let the mother win over these friends.

Her object should be to shelter this beautiful sentiment; to keep it safe from exposure; above all, to utilize it as a motive-power--as an incentive to n.o.ble action. The Kindergarten rule is a good one: as quick as a love springs in a child's breast, give it something to do.

When the love of G.o.d awakes there, give it much to do. Usually, the only way open is to join the church, to make a public profession. The wise mother will see to it that there are other ways, urging the young knight to serve his King by going forth into the world immediately about him and fighting against all forms of evil, giving him a practical, definite quest. The result of such restriction of public speech, and stimulation of private deed, will be a sincere, lowly-minded religion, so inwoven with the truest activities as to be inseparable from them. Such a religion knows no reaction.

[Sidenote: Bible Study]

Now is supremely the time for a study of the Bible. Interesting as a Divine Story Book to the young children, it becomes the Book of Life to these older ones. In teaching it at home, a few simple rules need to be borne in mind. The first is that the Bible must be thought of not as a series of disconnected texts and thoughts, but as a connected whole. The division of King James' Bible into verses and chapters is but poorly adapted to this purpose. The illogical, strange character of the paragraphing, as measured by the standards of modern English, is apparent at a glance, for often a verse will end in the middle of a sentence, and the sentence be concluded in the next verse. The chapters in the same way often fail to finish the subject with which they deal, and sometimes include several subjects. Therefore, the mother who undertakes to read the Bible to her children needs first to go through the lesson herself, and to decide what subject, not what chapter, she will take up that day. There is a reader's edition of the Bible, and one called the "Children's Bible," both of which aim to leave out all repet.i.tion and references and to arrange the Bible narrative in a simple, consecutive order, nevertheless employing the beautiful Bible language. These editions might prove of considerable help to mothers who feel unequal to doing the work by themselves.

[Sidenote: Children's Bible]

Second, comparable to this in importance is the reading of the Bible and talking about it in a perfectly ordinary tone of voice; for what you want is to make the Bible teachings live in to-day. You must not, therefore, suggest by your tone or manner that they belong to another day, and that they are, in some sense, to be shut out from common life and speech. This does not mean such common use of Biblical phrases in every day conversation as to cause it to grow into that form or irreverence known as cant, but it does mean simple usage of Bible thought, and the effort to fit it to the conditions of daily life.

Such a habit in itself will force any family to discriminate as to what things in the Bible are living and eternal, and what things belong rightly to that far away time and place of which the Bible narrative treats, thus practicing both teacher and pupils--that is, both parents and children--in the art of finding the universal spirit of truth under all temporal disguises. Without this art the Bible is a closed book, even to the closest student.

[Sidenote: Making Lessons Real]

Again, every effort should be made to help the home Bible cla.s.s to understand the period studied in that week's lesson, and to this end secular literature and art should be freely called upon, not only such stories, for example, as "Ben Hur," but other stories not necessarily religious, which deal with the same time and place; they are of great help in putting vividly before the children and parents the temporal setting of the eternal stories. Cannon Farrar's "Life of Christ" is a very great help to the realization of the New Testament scenes, as is also Tissot's "Pictorial Life of Christ." In short every art should be made to deepen and clarify the conceptions roused by the study of the Bible.

[Sidenote: In Conclusion]

The mother who undertakes the tremendous task of rightly training her children, will need to exercise herself daily in all the Christian virtues--and if there are any Pagan ones not included under faith, hope, charity, patience, and humility, to exercise those also.

With these virtues to support her, she will be able to use whatever knowledge she may acquire. Without them she can do nothing.

TEST QUESTIONS

The following questions const.i.tute the "written recitation" which the regular members of the A.S.H.E. answer in writing and send in for the correction and comment of the instructor. They are intended to emphasize and fix in the memory the most important points in the lesson.

PART III

Read Carefully. In answering these questions you are earnestly requested _not_ to answer according to the text-book where opinions are asked for, but to answer according to conviction. In all cases credit will be given for thought and original observation. Place your name and full address at the head of the paper; use your own words so that your instructor may be sure that you understand the subject.

1. How can you bring the influence of art to bear upon your child?

2. What is the influence of music? How can you employ it?

3. Do you believe in fairy tales for children? State your reasons.

4. How would you encourage the love of nature in your child?

5. What is it that the Kindergarten can do better than the home?

6. Suppose that your child had some undesirable acquaintances, how would you meet the situation?

7. What can you say of accomplishments for children?

8. If manual training, physical culture, domestic science, etc., are not taught in your schools and you wish your children to get some of the advantages of these studies, how will you set about it?

9. What do you understand to be the correlation of studies?

10. Should parents become acquainted with the teachers of their children and their methods? Why?