It is possible that the forgetting of this simple fact in the planning of material for adolescent pupils is one chief reason for the tragic loss of interest in the Sunday school which so often occurs at the adolescent stage.
Text books of religious material.—The text book type of religious material differs more in the organization and arrangement of material than in the subject matter itself. The lessons are not based on a set cycle of biblical material, though, of course, such material is freely used. Usually one topic or theme is followed throughout the text, the number of lessons or chapters provided being intended for one year's work. The following titles of texts now in use suggest the nature of the subject matter: "God's Wonder World," "Heroes of Israel," "Heroic Lives," "The Story of Jesus," "The Making of a Nation," "Our Part in the World," "The Story of a Book," "The Manhood of the Master," "Problems of Boyhood," "Social Duties," "The Testing of a Nation's Ideals."
Beyond question, the material we teach our children in religion should be organized and published as real books and not as paper-covered or unbound serial pamphlets. There is really no more reason why we should divide religious material up into lessons to be dated, and issued month by month, than why we should thus divide and issue material in geography, history, reading, or any other school subject. Children who are accustomed in day schools to well-made, well-bound books, with good paper and clear, readable print, cannot be expected to respond favorably to the ordinary lesson pamphlet. The child should be encouraged and helped in the building of his own library of religious books, but this can hardly be done as long as his church-school material comes to him in temporary form, much of it less attractive on the mechanical side than the average advertising leaflet which so freely finds its unread way to the waste basket.
Many of the Sunday school leaflets carry at the top (or the bottom) of the page an advertisement of the denominational lesson series—matter in which the child is not concerned, which injures the appearance of the page, and which lowers the dignity and value of the publication. And some lesson pamphlets are even disfigured with commercial advertisements, sometimes of articles of doubtful value, and always with the effect of lowering the tone of the subject matter to which it is attached. Religious material printed in worthy book form escapes these indignities. That textbooks in religion will cost more than the present cheap form of material is possible. But what matter! We are willing to supply our children with the texts needed in their day-school work; shall we not supply them with the books required for their training in religion? If the texts prove too much of a financial burden for the children or their parents, there is no reason why the church should not follow the example of the public school district and itself own the books, lending them for free use to the pupils.
Guiding principles.—The principles for the organization of the church-school curriculum, are, then, clear. Its lessons should start with matter adapted to the youngest child. It should present a continuous series of steps providing material of broadening scope adapted to each age or stage from childhood to full maturity. Its order and arrangement should at all times be decided by the needs and development of the learner, and should make constant point of contact with his life and experience. It should be printed in attractive textbook form, the paper, type, illustrations, and binding being equal to the best standards prevailing in public-school texts. In short, we should apply the same scientific and educational knowledge, and the same business ability in preparing and issuing our religious material that we devote to this phase of general education.
ORGANIZING THE DAILY LESSON MATERIAL
The teacher's plan or organization of each lesson for presentation to the class in the recitation is a matter of supreme importance. Even the best and most experienced teachers never reach the point where they do not need to prepare specifically for each recitation. No matter how complete the knowledge of the subject, nor how often one has taught it, there is always the necessity of fitting it directly to the needs and interests of the particular class before us. This preparation should result in a definitely worked out lesson plan which, though it may finally be modified to fit situations as they arise in the class discussion, will nevertheless serve as an outline of procedure for the recitation. Even the teachers' manual supplied with most of the lesson series cannot take the place of this definite, individual plan prepared by the teacher himself for his immediate class.
The lesson plan.—The first step in arranging a lesson plan is to determine the range and amount of material which is to be presented to accomplish the aim of the class hour. This will include the lesson or story from the Bible, nature material, memory work, music, pictures or any other subject matter to be considered. In determining this point the age of the children, the time available, and the nature of the subject must all be taken into account. It is a mistake to attempt more than can be done well, or to try to do so many things that the recitation is too much hurried to be interesting or profitable.
The lesson plan should provide for a few chief points or topics, with the smaller points and the illustrations grouped under these. To have many topics receiving the same amount of emphasis in a lesson indicates poor organization. For example, in teaching the lesson of obedience from the Garden of Eden story the material may well be grouped under the following topics: 1. The many good and beautiful things God had given Adam and Eve, 2. There was one thing only which they might not have. 3. Their disobedience in desiring and taking this one thing, 4. Their feeling of guilt and unhappiness which made them hide from God. Under these four general heads will come all the stories, illustrations, and applications necessary to make the lesson very real to children.
Small matters of large import.—Of course the particular questions to be asked and the more immediate applications to be made must await the unfolding of the lesson discussion with the class. Good planning requires, however, that we have a set of pivotal questions thought out and set down for our guidance; and also suggestions for illustrations and applications under the various topics. If expression work is to be used, this should be noted in its proper place, and provision made for carrying it out. In planning for older classes, reference should be made in the plan to special assignments to be made in books, magazines or any other material.
Provision should be made in the plan for a summary at the end of the lesson period, and for the making of the final impression which the class are to carry away with them. Nor must the assignment of the next lesson be forgotten. Probably no small proportion of the characteristic failure of pupils to prepare their lessons comes from lack of definite assignments showing the child just what he is expected to do, and how to do it.
Details of a typical lesson plan.—Let us suppose that we are to teach the lesson of obedience from the story of Adam and Eve to children of early primary age. Our Lesson Plan might be something as follows:
I. The Aim or Purpose of the Lesson—OBEDIENCE.
1. Knowledge or information to be given the class—
a. Of the Bible story itself.
b. Of the fact that God requires obedience.
c. That disobedience brings sorrow and punishment.
d. That children owe obedience to parents and teachers.
2. Attitudes, and feeling response to be sought.
a. Interest in and liking for the Bible story.
b. Appreciation of God's many gifts to his children.
c. Desire to please God with obedience.
d. Sorrow for acts of disobedience.
e. Respect for authority of home, school and law.
3. Applications to the child's life and conduct.
a. Acts of obedience to God in being kind, cheerful, and helpful to others.
b. Cheerful obedience in home and school with no lagging nor ill nature.
c. Prayer for forgiveness for any act of disobedience.
II. Material or Subject Matter to be Presented.
1. The story of Adam and Eve in the Garden.
The version of the story is important. The original from the Bible is too difficult. If the lesson material does not offer the story in satisfactory form, go to one of the many books of Bible stories and find a rendering suited to your class. Be able to tell the story well.
2. Pictures of Adam and Eve in the Garden.
Be sure the picture is interesting, well executed, and that it shows attractive and beautiful things.
3. Prayer on obedience.
The prayer to be brief and simple, asking God to help each one to obey him and to obey father and mother, and to forgive us when we do not obey.
4. Music.
If possible, the music may correlate with the thought of the lesson. If not, let it be devotional and adapted to the children in words and melody.
5. Handwork or other form of expression material.
Cutting and pasting pictures in notebooks; coloring, or other such work, to be done either in the classroom or at home.
III. Mode of Procedure—the Presentation, or Instruction.
1. Greetings to the class—opening prayer and song.
2. Introduction of the lesson and telling of the story.
3. Discussion, questions and illustrations to reveal:
a. The many beautiful gifts which God had given Adam and Eve, and which he gives us.
b. How Adam and Eve were allowed to have everything except just one thing among many. Application of this thought to child's life at home, etc.
c. How Adam and Eve yielded to temptation and disobeyed. Practical application to child's life.
d. How Adam and Eve felt ashamed and guilty after they had disobeyed God, and how they tried to hide from him. This can be made very real to children.
e. How punishment follows disobedience.
f. Why we must ask for forgiveness when we have been disobedient.
4. Summary, or brief restatement of chief impressions to carry away, and of applications to be made in the week ahead by the children themselves.
5. Closing prayer and song.
Adapting the lesson plan to its uses.—It is, of course, evident that lesson plans can be made of all degrees of complexity and completeness. With a little practice the teacher can easily decide the kind of plan that best suits himself and his particular grade of work. On the one hand, the plan should not be so detailed as to become burdensome to follow in the lesson hour. On the other hand, it should not be so brief and sketchy as not to bring out the significant elements of the lesson.
Different grades of pupils and different subjects will require different lesson plans. It is probable, however, that the three major heads of "Aims," "Material," and "Mode of Procedure" will prove serviceable in all plan making. While the teacher should have his plan book at hand in the recitation, he must not become its slave, nor allow its use to kill spontaneity and responsiveness in his teaching. Both the subject matter and the day's plan should be so well mastered that no more than an occasional glance at the details in the plan book will be required. Nothing must be allowed to come between the teacher's best personality and his class.
1. Have you heard lectures, sermons, or lessons which were constructed after the haphazard plan? Were they easy to follow and to remember? Did they develop a line of thought in a successful way? Do you think that the haphazard type of organization indicates either lack of preparation or lack of ability?
2. Do you definitely try to organize your daily lesson material on a psychological plan? How can you tell whether you have succeeded? Are you close enough to the minds and hearts of your pupils so that you are able to judge quite accurately the best mode of approach in planning a lesson?
3. Do you study the lesson helps provided with your lesson material? Do you find them helpful? If you find that they are not well adapted to your particular class, have you the ability to make the suggestions over to fit your class?
4. Do you make a reasonably complete and wholly definite lesson plan for each lesson? Do you keep a plan book, so that you may be able to look back at any time and see just what devices you have used? If you have not done this, will you not start the practice now?
5. What type of lesson material do you use, uniform, graded, or textbook? Are you acquainted with other series or material for the same grades? Would it not be worth your while to secure supplemental material of such kinds?
6. Do you read a journal of Sunday school method dealing with problems of your grade of teaching? If day-school teachers find it worth while to read professional journals, do not church-school teachers need their help as much? If you do not know what journals to secure, your pastor can advise you.
FOR FURTHER READING
Strayer, A Brief Course in the Teaching Process, chapter XVI.
Betts, Class Room Method and Management, chapter VIII.
Earhart, Types of Teaching.
CHAPTER IX
THE TECHNIQUE OF TEACHING
Our teaching must be made to stick. None but lasting impressions possess permanent value. The sermons, the lectures, the lessons that we remember and later dwell upon are the ones that finally are built into our lives and that shape our thinking and acting. Impressions that touch only the outer surfaces of the mind are no more lasting than writing traced on the sand. Truths that are but dimly felt or but partially grasped soon fade away, leaving little more effect than the shadows which are thrown on the picture screen.
Especially do these facts hold for the teacher in the church-school class. For the impressions made in the church-school lesson hour bear a larger proportion to the entire result than in the public school. This is because of the nature of the subject we teach, and also because of the fact that most of our pupils come to the class with little or no previous study on the lesson material. This leaves them almost completely dependent on the recitation itself for the actual results of their church-school attendance. The responsibility thus placed upon the teacher is correspondingly great, and requires unusual devotion and skill.
ATTENTION TO KEY
The things that impress us, the things that we remember and apply, are the things to which we have attended wholly and completely. The mind may be thought of as a stream of energy. There is only so much volume, so much force that can be brought to bear upon the work in hand. In attention the mind's energy is piled up in a "wave" on the problem occupying our thought, and results follow as they cannot if the stream of mental energy flows at a dead level from lack of concentration.
Or, again, the mind's energy may be likened to the energy of sunlight as it falls in a flood through the window upon our desk. This diffuse sunlight will brighten the desk top and slightly increase its temperature, but no striking effects are seen. But now take this same amount of sun energy and, passing it through a lens, focus it on a small spot on the desk top—and the wood bursts almost at once into flame. What diffuse energy coming from the sun could never do, concentrated energy easily and quickly accomplished. Attention is to the mind's energy what the lens is to the sun's energy. It gathers the mental power into a focus on the lesson to be learned or the truth to be mastered, and the concentrated energy of the mind readily accomplishes results that would be impossible with the mental energy scattered or not directed to the one thing under consideration. The teacher's first and most persistent problem in the recitation is, therefore, to gain and hold the highest possible degree of attention.
Three types of appeal to attention.—We are told that there are three kinds of attention, though this is not strictly true. There is really only one kind of attention, for attention is but the concentration of the mind's energy on one object or thought. What is meant is that there are three different ways of securing or appealing to attention. Each type of attention is named in accordance with the kind of compulsion or appeal necessary to command it, as follows:
1. Involuntary attention, or attention that is demanded of us by some sudden or startling stimulus, as the stroke of a bell, the whistle of a train, an aching tooth, the teacher rapping on the desk with a ruler.
2. Nonvoluntary, or spontaneous, attention that we give easily and naturally, with no effort of self-compulsion. This kind of attention is compelled by interest, and, when left unhindered, will be guided by the nature of our interest.
3. Voluntary attention, or attention that is compelled by effort and power of will, and thereby required to concern itself with some particular object of thought when the mind's pull or desire is in another direction.
How each type of attention works.—The first of these types of attention, the involuntary, has so little place in education that we shall not need to discuss it here. The teacher who raps the desk, or taps the bell to secure attention which should come from interest must remember that in such case the attention is given to the stimulus, that is, to the signal, and not to the lesson, and this very fact makes all such efforts to secure attention a distraction in themselves.
The spontaneous, or nonvoluntary, attention that arises from interest is the basis on which all true education and training must be founded. The mind, and especially the child's mind, is so constituted that its full power is not brought to bear except under the stimulus and compulsion of interest. It is the story which is so entrancing that we cannot tear ourself away from it, the game which is so exciting as to cause us to forget all else in watching it, the lecture or sermon which is so interesting that we are absorbed in listening to it, that claims our best thought and comprehension. It is when our mind's powers are thus driven by a tidal wave of interest that we are at our best, and that we receive and register the lasting impressions which become a part of our mental equipment and character.
This does not mean, however, that there is no place for voluntary attention in the child's training. For not everything can be made so inviting that the appeal will at all times bring about the concentration necessary. And in any case a part of the child's education is to learn self-direction, self-compulsion, and self-control. There are many occasions when the interest is not sufficient to hold attention steady to the task in hand; it is at this point that voluntary attention should come in to add its help to provide the required effort and concentration. There are many circumstances under which interest will secure a moderate amount of application of mental energy to the task, but where the will should step in and command an additional supply of effort, and so attain full instead of partial results.
Children should, therefore, be trained to give attention. They should be taught to take and maintain the attitude of attention throughout the lesson period, and not be allowed to become listless or troublesome the moment their interest is not held to the highest pitch.
THE APPEAL TO INTEREST
Sometimes we speak of "arousing the child's interest," or of "creating an interest" in a topic we are teaching. Strictly speaking, this is incorrect. The child's interest, when rightly appealed to, does not have to be "aroused," nor does interest have to be "created."
Every normal child is naturally alert, curious, interested in what concerns him. Who has not taken a child for a walk or gone with a group of children on an excursion, and been amazed at their capacity for interest in every object about them and for attention to an endless chain of impressions from their varied environment? Who has not observed children in a game, and noted their complete absorption in its changing aspects? Who has not called a child from an interesting tale in a book he was reading, and found that it required the combined force of our authority and the child's will to break the spell of his interest and separate him from his book? Interest is always ready to flow in resistless current if we can but find the right channel and a way to set it free. When we find our class uninterested, therefore, we must first of all seek the explanation not in the children, but in ourselves, our methods, or the matter we teach.
Interest depends on comprehension.—First of all we must remember that interest never attaches to what the mind does not grasp. Go yourself and listen to the technical lecture you do not understand, or try to read the book that deals with matters concerning which you have no information; then apply the results of your experience to the case of the child. The matter we teach the child must have sufficient connection with his own experience, be sufficiently close to the things he knows and cares about, so that he has a basis on which to comprehend them. The new must be related to something old and familiar in the mind to meet a warm welcome.
If we would secure the child's interest, we must make certain of a "point of contact" in his own life and meet him on the plane of his own experience. God smiling in the sunshine, making the flowers grow or whispering in the breeze is closer to the child than God as "Creator." God protecting and watching over the child timid and afraid in the dark is more real than God in his heaven as "protector." We must remember that not what we feel is of value, but what the child feels is of value is what will appeal to his interest and attention. And no exertion or agonizing on our part will create interest in the child in matters for which his own understanding and experience have not fitted him. For example, probably no child is ever interested in learning the church catechism or Bible verses which we prize so highly, but which he can not understand nor apply; he may be interested in a prize to be had at the end of the learning, but in this case the interest is in the reward and not in the matter learned. Empty words devoid of meaning never fire interest nor kindle enthusiasm.
Interest attaches to action.—Children are interested more in action, deeds, and events than in motives, reasons, and explanations. They care more for the uses to which objects are to be put than for the objects themselves.
No boy is interested in a bicycle chiefly as an example of mechanical skill, but, rather, as a means of locomotion. No girl is interested in dolls just as dolls, nor as a product of the toy maker's skill, but to play with. It is this quality that makes children respond to the story, for the story deals with action instead of with explanation and description. In the story there is life and movement, and not reasoning and mere assertion. The story presents the lesson in terms of deeds and events, instead of by means of abstract statement and formal conclusion.
This principle carries over to the child's own participation. Everyone is most interested in that in which he has an active part. The meeting in which we presided or made a speech or presented a report is to us a more interesting meeting than one in which we were a silent auditor. To the child, personal response is even more necessary. No small part of the reason why the child "learns by doing" is that he is interested in doing as he is not interested in mere listening. All good teaching will therefore appeal to interest through providing the fullest possible opportunity for the child to have an important share in the lesson. And this part must be something which to the child is worth doing, and not, for example, an oral memory drill on words meaningless to the pupil, nor "expression" work of a kind that lacks purpose and action. There are always real things to be done if the lesson is vital—personal experiences to be recounted, special assignments to be reported upon, maps to be drawn or remodeled, specimens of flowers or plants to be secured, character parts to be represented in the story, a bit of history to be looked up, prayers to be said, songs to be sung, or a hundred other things done which will appeal to the interest and at the same time fix the points of the lesson.
Interest requires variety and change.—Interest attaches to the new, provided the new is sufficiently related to the fund of experience already on hand so that it is fully grasped and understood. While there are certain matters, such as marching, handling supplies, etc., in the recitation which should be done the same way each time so that they may become habit and routine, yet there is a wide range of variety possible in much of the procedure.
The lessons should not be conducted always in the same way. One recitation may consist chiefly of discussion, with question and answer between teacher and class. Another may be given largely to reports on special assignments, with the teacher's comments to broaden and apply the points. Another may take the form of stories told and illustrations given by the teacher, or of stories retold by the class from former lessons. The great thing is to secure change and variety without losing sight of the real aims of the lesson, and to plan for a pleasant surprise now and then without lowering the value of the instruction.
Interest is contagious.—Every observing teacher has learned that interest is contagious. An interested and enthusiastic teacher is seldom troubled by lack of interest and attention on the part of the class. Nor, on the other hand, will interest and attention continue on the part of the class if confronted by a mechanical and lifeless teacher. The teacher is the model unconsciously accepted and responded to by his class. He leads the way in interest and enthusiasm. Nor will any sham or pretense serve. The interest must be real and deep. Even young children quickly sense any make-believe enthusiasm or vivacity on the part of the teacher, and their ardor immediately cools.
Children's typical interests have their birth, ripen to full strength, and fade away by certain broad stages. What will appeal to the child of five will not appeal to the child of ten, and will secure no response from the youth of fifteen. Space will not permit even an outline of these interest-stages here, but genetic psychology has carefully mapped them out and their nature and order of development should be studied by every teacher.
FREEDOM FROM DISTRACTIONS
There is no possibility of securing good results from a lesson period constantly broken in upon by distractions. The mind cannot do its best work if the attention is diverted every few moments from the train of thought, requiring a new start every now and then. Every teacher has had the experience of the sudden drop in interest and concentration that has come from some interruption, and the impossibility of bringing the class back to the former level after the break. The loss in a recitation disturbed by distractions is comparable to the loss of power and efficiency in stopping a train of cars every half mile throughout its run instead of allowing it an unbroken trip. Careful planning and good management can eliminate many of the distractions common to the church school lesson hour.
Distractions from classes reciting together.—The class should have a room or space for its own sole use, and not be compelled to recite in a large room occupied by several other classes. The older Chinese method of education was to have each pupil study his lesson aloud, each seeking to drown out the confusion by the force of his voice. Many of our church schools of the present day remind one of this ancient method. The church building being planned primarily for adults, not enough classrooms are provided for the children, and it is a common thing to find half a dozen classes grouped in the one room, each constantly distracted by the sights and sounds that so insistently appeal to the senses. It is wholly impossible to do really good teaching under such conditions.
Every church building should provide classrooms for teaching its children. If these cannot be had in the original edifice, an addition should be made of a special school building. As a last resort, a system of curtains or movable partitions should be provided which will isolate each class from every other class, and thereby save at least the visual distractions and perhaps a part of the auditory distractions. To fail to do this is to cultivate in the child a habit of inattention to the lesson, and to kill his interest in the church school and its work because of its failure to impress him or attract his loyalty.
Planning routine to prevent distractions.—Not infrequently a wholly unnecessary distraction is caused by a poorly planned method of handling certain routine matters. The writer recently observed a junior class get under way in what promised to be a very interesting and profitable lesson. They had an attractive lesson theme, a good teacher, a separate classroom, and seemed to be mentally alert. Soon after the lesson had got well started an officer appeared at the door with an envelope for the collection, and the story was stopped to pass the envelope around the class. It was not possible after this interruption to pick up the thread of the lesson without some loss of interest, but the teacher was skillful and did her best. She soon had the attention of the class again and the lesson was moving along toward its most interesting part and the practical application. But just at the most critical moment another interruption occurred; the secretary came in with the papers for the class and counted out the necessary supply while the class looked on. It was impossible now to catch up the current of interest again, but the teacher tried. Once more she was interrupted, however, this time by a note containing some announcement that had been overlooked in the opening exercises!