Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-07-28
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thus providing a basis for a full meas
IRE of the higher adult life on a future
day. The boy of 10 is not to be given
pared-down morsel of adult teaching,
for he is but blade and is not yet
ripe for the harvesting activities of the
full corn in the ear
"A growing consciousness Of the i'm
portance of this work of religious edu-
cation. not alone to the church, but to
the community and to the Nation, has
led many investigators into the field.
1t has been noted that a large percen-
tage of boys are lost to the church dur
ing the years of early adolescence. The
conclusion has been reached that this
period between IL and is years of age
is the critical period in the religious
education of the boy. AS conse-
quence, much attention has been given
to the choice of biblical materials, and
to methods of instruction adapted to
the needs of the adolescent
However, is 1t not possible that a
more comprehensive pedagogy will find
it desirable to supplement this excel
lent work by devoting some considerable
attention to the roots of the tree of re-
1igious life, those roots which are nour-
ished or impoverished according to the
measure of pedagogical intelligence en-
ployed by parent or teacher during the
periods of babyhood and early child
hood?
Infancy is the time in the develop
lnent of the child which demands an
instruction rich in romping physical &C
tivity and in exercise of the senses.
Here is the foundation upon which all
later mental and spiritual attainments
are reared. The penalty of disregard is
ever that which comes to him who
builds upon the uuicksands.
Later at the age of perhaps six, the
old stick personif1ed becomes the pranc-
ing steed and the boy lives in an age
of imagery. He initiates. he is curious,
and he questions: he talks necessarily,
he becomes nuisance to the unSyinpa-
thetic parent or teacher. And vet, this
is natures way Of laying groundwork
for the proper functioning of human
soul.
Can we convince the religious educa-
tor that nature deems 1t necessary that
every normal child shall repeat in nat
ural order all the activities which have
helped unfold the mind and soul OF
the race? At years the boy Is a
selfish little animal: at he lives In
world peopled with heroes: at IA he
bears the call of the gang instinct
and enters upon his social being.
Indeed, the boy from Dlrth 10 man
hood is passing through succession OF
periods of activity, nascent periods, each
period marked by peculiar responsive.
ness to characteristic activities, each &C.
tivity a heritage from the past of the
race. Dewey tells US that it is the
business of the teacher to seize upor
these budding impulses to activity dis:
PLAYED by the child, and to train then
until they ripen and pass over ints
higher endeavors. Activity-growth
development; inactivity, decay, degen'
'The kindergarten child learning thu
! geography of Palestine through sand
table work or paper-cutting exercises
the how of 10 years becoming acquaint
ed with Jesus the hero, the boy OF !:
or IA associated with his fellow adde's
cents in the Boy Scout patrol or In tn
Agricultural Club-itl is probable tna
I'll these are being instructed accord