How to Teach Religion

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George Herbert Betts. How to Teach Religion

EDITOR'S INTRODUCTION

AUTHOR'S PREFACE

CHAPTER I. THE TEACHER HIMSELF

CHAPTER II. THE GREAT OBJECTIVE

CHAPTER III. THE FOURFOLD FOUNDATION1

CHAPTER IV. RELIGIOUS KNOWLEDGE OF MOST WORTH

CHAPTER V. RELIGIOUS ATTITUDES TO BE CULTIVATED

CHAPTER VI. CONNECTING RELIGIOUS INSTRUCTION WITH LIFE AND CONDUCT

CHAPTER VII. THE SUBJECT MATTER OF RELIGIOUS EDUCATION

CHAPTER VIII. THE ORGANIZATION OF MATERIAL

CHAPTER IX. THE TECHNIQUE OF TEACHING

CHAPTER X. MAKING TRUTH VIVID

CHAPTER XI. TYPES OF TEACHING

CHAPTER XII. METHODS USED IN THE RECITATION

Отрывок из книги

The teacher of religion needs to be very sure of himself at one point. He ought to be able to answer affirmatively the question, "Have I the prophetic impulse in my teaching?" Sooner or later, practical difficulties will "come not singly but by battalions," and the spirit needs to be fortified against discouragement. When driven back to the second or third line defense it is important that such a line really exists; the consciousness of being the spokesman for God makes the teacher invulnerable and unconquerable.

But in order that this divine impulse may attain its greatest strength and find the most direct, articulate, and effective expression, the teacher must know how as well as what to teach. The most precious spiritual energy may be lost because improperly directed or controlled. Unhesitating insight into the solution of practical problems helps to open up a channel through which the prophetic impulse can find fullest expression.

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Not all of these things can be learned from the Bible itself. One must make use of the various helps and commentaries now available to Bible students. The religions of ancient Egypt, Assyria, Babylonia, Greece, and Rome should be studied. Ancient literatures should be placed under tribute, and every means employed to gain a working knowledge of the social medium out of which the Christian religion developed.

The teacher's knowledge of children.—Time was when we thought of the child as a miniature man, differing from adults on the physical side only in size and strength, and on the mental side only in power and grasp of thought. Now we know better. We know that the child differs from the adult not only in the quantity but also in the quality of his being.

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