Condensed Volume 6 Book 1 Chapter 10 Section 1

THE KNOWLEDGE OF GOD

Of the three sorts of knowledge proper to a child,—the knowledge of God, of man, and of the universe,-the knowledge of God ranks first in importance, is indispensable, and most happy-making. Mothers are on the whole more successful in communicating this knowledge than are teachers who know the children less well and have a narrower, poorer standard of measurement for their minds. Parents do not talk down to children, but we might gather from educational publications that the art of education as regards young children is to bring conceptions down to their ‘little’ minds. If we give up this foolish prejudice in favour of the grown-up we shall be astonished at the range and depth of children’s minds; and shall perceive that their relation to God is one of those ‘first-born affinities’ which it is our part
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to help them to make good. A mother knows how to speak of God as she would of an absent father with all the evidences of his care and love about her and his children. She knows how to make a child’s heart beat high in joy and thankfulness as she thrills him with the thought, ‘my Father made them all,’ while his eye delights in flowery meadow, great tree, flowing river. “His are the mountains and the valleys his and the resplendent rivers, whose eyes they fill with tears of holy joy,” and this is not beyond children.

We (of the P.N.E.U.) begin the definite ‘school’ education of children when they are six; they are no doubt capable of beginning a year or two earlier but the fact is that nature and circumstances have provided such a wide field of education for young children that it seems better to abstain from requiring direct intellectual efforts until they have arrived at that age.

…that part of education which demands a conscious mental effort, from the scholar, the mental effort of telling again that which has been read or heard. That is how we all learn, we tell again, to
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ourselves if need be, the matter we wish to retain, the sermon, the lecture, the conversation. The method is as old as the mind of man, the distressful fact is that it has been made so little use of in general education.

Now our objective in this most important part of education is to give the children the knowledge of God. We need not go into the question of intuitive knowledge, but the expressed knowledge attainable by us has its source in the Bible, and perhaps we cannot do a greater indignity to children than to substitute our own or some other benevolent person’s rendering for the fine English, poetic diction and lucid statement of the Bible.
          Literature at its best is always direct and simple and a normal child of six listens with delight to the tales both of Old and New Testament read to him passage by passage, and by him narrated in turn, with delightful touches of native eloquence. Religion has two aspects, the attitude of the will towards God which we understand by Christianity, and that perception of God which comes from a gradual slow-growing comprehension of the divine dealings with men.

… it is probably true that the teaching of the New Testament, not duly grounded upon or accompanied by that of the Old, fails to result in such thought of God,
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wide, all-embracing, all-permeating, as David, for example, gives constant expression to in the Psalms. Let us have faith and courage to give children such a full and gradual picture of Old Testament history that they unconsciously perceive for themselves a panoramic view of the history of mankind typified by that of the Jewish nation as it is unfolded in the Bible.

Between the ages of six and twelve children cover the whole of the Old Testament story, the Prophets, major and minor, being introduced as they come into connection with the Kings. There will be probably some talk and discussion after
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this reading [from a commentary, The Bible for the Young]. Then the teacher will read the Bible passage in question which the children will narrate, the commentary serving merely as a background for their thoughts. The narration is usually exceedingly interesting; the children do not miss a point and often add picturesque touches of their own. Before the close of the lesson, the teacher brings out such new thoughts of God or new points of behaviour as the reading has afforded, emphasising the moral or religious lesson to be learnt rather by a reverent and sympathetic manner than by any attempt at personal application.

Forms III and IV (twelve to fifteen) read for themselves the whole of the Old Testament as produced by the Rev. H. Costley-White in his Old Testament History. Wise and necessary omissions in this work make it more possible to deal with Old Testament History, in the words of the Authorised Version, than if the Bible were used as a single volume.

          The New Testament comes under another category, The same commentaries are used and the same methods followed, that is, the reverent reading of the text, with the following narration which is often curiously word perfect after a single reading; this is the more surprising because we all know how difficult it is to repeat a passage which we have heard a thousand times; the single attentive reading does away with this difficulty and we are able to assure ourselves that children’s minds are stored with perfect word pictures of every tender and beautiful scene described in the Gospels; and are able to reproduce the austere if equally tender teaching which enforces the object lessons of the miracles. By degrees the Person of Our Lord as revealed in His words and His works becomes real and dear to them, not through emotional appeals but through the impression left by accurate and detailed knowledge concerning the Saviour of the World, Who went about doing good. Dogmatic teaching finds its way to them by inference through a quiet realisation of the Bible records; and loyalty to a Divine Master is likely to become the guiding principle of their lives.
          I should like to urge the importance of what may be called a poetic presentation of the life and teaching of Our Lord. The young reader should experience in this study a curious and delightful sense of harmonious development, of the rounding out of each incident, of the progressive
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unfolding which characterises Our Lord’s teaching; and, let me say here, the custom of narration lends itself surprisingly to this sort of poetic insight. Every related incident stands out in a sort of bas-relief; every teaching so rendered unfolds its meaning; every argument convinces; and the personages reveal themselves to us more intimately than almost any persons we know in real life. Probably very little hortatory teaching is desirable. The danger of boring young listeners by such teaching is great, and there is also the further danger of provoking counter- opinions, even counter-convictions, in the innocent- looking audience. On the whole we shall perhaps do well to allow the Scripture reading itself to point the moral.

“We are at present in a phase of religious thought, Christian and pseudo-Christian, when a synthetic study of the life and teaching of Christ may well be of use. We have analysed until the mind turns in weariness from the broken fragments; we have criticised until there remains no new standpoint for the critic; but if we could only get a whole conception of Christ’s life among men and of the philosophic method of His teaching, His own words should be fulfilled and the Son of Man lifted up, would draw all men unto Himself. It seems to me that verse offers a comparatively new medium in which to present the great theme.

Again, the supreme moment of a very great number of lives, that in which a person is brought face to face with Christ, comes before us with great vividness in the Gospel narratives, and it is possible to treat what we may call dramatic situations with more force, and at the same time with more reticence, in verse than in prose.

The higher forms in the P.U.S. read The Saviour of the World volume by volume together with the text arranged in chronological order. The lower forms read in turns each of the Synoptic Gospels; Form IV adds the Gospel of St. John and The Acts, assisted by the capital Commentaries on the several Gospels

The Catechism, Prayer-book, and Church History are treated with suitable text-books much in the same manner and give opportunities for such summing-up of Christian teaching as is included in the so-called dogmas of the Church. We find that Sundays together with the time given to preparation for Confirmation afford sufficient opportunities for this teaching.

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