The Child's Religious Ideas : Part 3

Religious Education in the Family
by Henry F. Cope

(Page 8 of 23)

Some of the child's questions probe deep; how shall we answer them? When you know the truth tell him the truth, being sure that it is told in language that really conveys truth to his mind. The danger is that parents will attempt to tell more than they know, to answer questions that cannot be answered, or that they will, in sloth or cowardice or ignorance, tell children untrue things. If a child asks, "Did God make the world?" the answer that will be true to the child may be a simple affirmative. If the child asks or his query implies, "Did God make the leaves, or the birds, with his fingers?" we had better take time to show the difference between man's making of things and the working of the divine energy through all the process of the development of the world. When the child asks, "Mother, if God made all things, why did he make the devil?" it would surely be wise and opportune to correct the child's mental picture of a personal anti-God and to take from him his bogey of a "devil." But the question of the relation of God to the existence of evil would remain, and the best a parent could do would be to illustrate the necessities of freedom of choice and will in life by similar freedom in the family.

It must be remembered that children's curious questions are only their attempt to discover their world, that they have no peculiar religious significance, but that they afford the parent a vital opportunity for direct religious instruction. These questions must be treated seriously; something is missing in parental consciousness when the child's questions furnish only material for jesting relation to the family friends.

7. Moral Teaching

Questions on conduct: Scores of times in the day the children come in from play or from school and tell of what has happened. Their more or less breathless recitals very often include vigorous accounts of "cheating," "naughtiness," unfair play, unkind words, discourtesies, all dependent as to their character on the age of the children and all opening doors for free conversation on duties and conduct. Here lies one of the large opportunities for moral instruction. There is no need to attempt to make formal occasions for this; so long as children play and live with others they are under the experience of learning the art of living with one another; this is the simple essence of morality. The parent's answers to their questions on conduct, the comments on their criticisms, and the conversation that may easily be directed on these subjects count tremendously with the child in establishing his ideals and modes of conduct. Returning to his play, there is no mightier authority he can quote than to say, "My mother says - ," or "My father says - ."

Let no one say that instruction in moral living is not religious, for there can be no adequate guidance in morals without religion, nor can the religious quality of the life find expression adequately except through conduct in social living. Children need more than the rules for living; they must feel motives and see ideals. They do not live by rules any more than we do. Besides the rule that is known there must be a reason for following it and a strong desire to do so. All ethical teaching needs this imperative and motivation of religion, the quickening of loyalty to high ideals, the doing of the right for reasons of love as well as of duty and profit.

The father's opportunity comes especially with the boys. They are sure to bring to him their ethical questions on games and sport; he knows more about boys' fights and struggles than does the mother. When the boys begin to discuss their games the father cannot afford to lack interest. Trivial as the question may seem to be, it is the most important one of the day to the boy and, for the interests of his character, it may be the most important for many a day to the father. If he answers with sympathy and interest this question on a "foul ball" or on marbles or peg-tops, he has opened a door that will always stay open so long as he approaches it with sincerity; if he slights it, if he is too busy with those lesser things that seem great to him, he has closed a door into the boy's life; it may never be opened again. Children learn life through the life they are now living. Real preparation for the world of business and larger responsibilities comes by the child's experiences of his present world of play and schooling and family living. To help him to live this present life aright is the best training that can be given for the right living of all life.

Questions on organized religion: As children grow up, the church comes into their range of interests. Just as they often make the day school focal for conversation, as they recount their day's work there, so they retain impressions of the church school, of the services of the church, and will always ask many questions about this institution and its observances. Here is the opportunity, in free conversation, to tell the child the meaning of the church, the significance of membership therein, and to lead him to conscious relationship to the society of the followers of Jesus. (See chap. xvii, "The Family and the Church.")

I. References for Study

Alice E. Fitts, "Consciousness of God in Children," The Aims of Religious Education, pp. 330-38. Religious Education Association, $1.00.

W. G. Koons, Child's Religious Life, sec. II. Eaton & Mains, $1.00.

J. Sully, Children's Ways, chap. vi. Appleton, $1.25.

II. Further Reading

George Hodges, The Training of Children in Religion, chaps. i-vi. Appleton, $1.50.

George E. Dawson, The Child and His Religion, chap. ii. The University of Chicago Press, $0.75.

Edward Lyttleton, The Corner-Stone of Education, chap. viii. Putnam, $1.50.

T. Stephens (ed.), The Child and Religion. Putnam, $1.50.

C. W. Richell, The Child as God's Child. Eaton & Mains, $0.75.

W. G. Koons, The Child's Religious Nature. Eaton & Mains, $1.00.

III. Topics for Discussion

1. What are the special difficulties which you feel about introducing the topic of religion to children? Describe any methods or modes of approach which have seemed successful?

2. Would you regard it as a fault if a child seems unwilling to talk about religion? What do you think "religion" means to the child-mind?

3. In what ways do children's aptitudes differ and what factors probably determine the difference? What was your own childish conception of God? Did you love God or fear him? Why?

4. Is it ever right to teach the child those conceptions which we have outgrown? What about Santa Claus and fairies? How can you use childish figures of speech as an avenue to more exact truth?

5. Does the child learn more through ears or eyes? Through which agency do we seek to convey religious ideas?

6. Is it possible to make the child see the intimate relation between conduct and religion? How would you do this?

7. Give some of the characteristics of a religious child of seven years, of ten.

Copyright 1915 by The University of Chicago