How to Teach Religion | Page 2

for the lesson hour--The use of the topical
method--Place and dangers of the lecture method--Securing
participation from the class--The question method--Principles of good
questioning--The treatment of answers--The story method--Guiding
principles in story teaching--The teaching method of Jesus--Jesus the
embodiment of all scientific pedagogy--Questions and problems.

EDITOR'S INTRODUCTION
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.
There is no substitute for mastery of the technique of the teaching
process. Prayerful consecration cannot take its place. This ready
command of the methods of teaching, on the other hand, is in no sense
an equivalent of the consciousness of having been "called" or "chosen"
to teach religion. The two must go hand in hand. No one who feels
himself divinely appointed for this sacred task dares ignore the
responsibility of becoming a "workman not to be ashamed, rightly
dividing the word of truth."
This volume by Dr. Betts offers the earnest teacher of religion an

exceptional opportunity to make more effective his ideal of instruction.
The treatment applies the best of modern educational science to the
problems of the church school, without, however, for a moment,
forgetting that a vital religious experience is the final goal of all our
teaching.
Besides setting forth the underlying principles of religious teaching in a
clear and definite way, the author has included in every chapter a rich
fund of illustration and concrete application which cannot fail to prove
immediately helpful in every church classroom. It is also believed that
students of religious education will find this treatment of method by
Professor Betts the most fundamental and sane that has yet appeared in
the field.
NORMAN E. RICHARDSON.

AUTHOR'S PREFACE
_Children can be brought to a religious character and experience
through right nurture and training in religion._ This is the fundamental
assumption on which the present volume rests, and it makes the
religious education of children the most strategic opportunity and
greatest responsibility of the church, standing out above all other
obligations whatever.
Further, the successful teaching of religion is based on the same laws
that apply to other forms of teaching; hence teachers in church schools
need and have a right to all the help that a scientific pedagogy
permeated by an evangelistic spirit can give them. They also have the
obligation to avail themselves of this help for the meeting of their great
task.
This book undertakes to deal in a concrete and practical way with the
underlying principles of religious instruction. The plan of the text is
simple. First comes the part the teacher must play in training the child
in religion. Then the spiritual changes and growth to be effected in the
child are set forth as the chief objective of instruction. Next is a
statement of the _great aims,_ or goals, to be striven for in the child's
expanding religious experience. These goals are: (1) fruitful _religious
knowledge_; (2) right _religious attitudes--interests, ideals, feelings,
loyalties_; (3) the application of this knowledge and these attitudes to
daily life and conduct.

Following the discussion of aims is the question of just what subject
matter to choose in order to accomplish these ends, and how best to
organize the chosen material for instruction. And finally, how most
effectively to present the subject matter selected to make it serve its
purpose in stimulating and guiding the spiritual growth and
development of children.
The volume is intended as a textbook for teacher-training classes,
students of religious education, and for private study by church-school
teachers. It is also hoped that ministers may find some help in its pages
toward meeting their educational problems.
Northwestern University, Evanston, Illinois.


CHAPTER I
THE TEACHER HIMSELF
It is easy enough to secure buildings and classrooms for our schools.
The expenditure of so many dollars will bring us the equipment we
require. Books and materials may be had almost for the asking. The
great problem is to secure _teachers_--real teachers, teachers of power
and devotion