CONTENTS

PART I. THE SCOPE AND AIM OF RELIGIOUS INSTRUCTION.

THE WHY OF TEACHING.

Chapter 1.-The Aim or Purpose of Education

Man's Five-fold Educational Inheritance-The Factors

Means The Object or Alm of the Church School-Definitions

of Education-Professor Dewey's Broad Statement-Dr. Brown's

Definition-Our Educational Ideal-Every Lesson Must Func-

tion in Doing-Three Elements in All Education-An Ideal of

Education Needful for Good Work.

PART II.-THE TEACHER, HIS CHARACTER AND TRAINING.

THE WHO OF TEACHING.

Chapter II.-The Teacher's Work

The Teacher and the Child-The Teacher, His Necessary Quali-

fications-Other Essential Qualifications-Some Silent Teach-

ers-The Primary Peril-How a Proper System will Help Teach-

ers-Teaching Is both an Art and a Science-Teachers' Meet-

ings.

THE WHOM OF TEACHING.

Chapter III.-The Nature of the Child

or

PART III.-THE CHILD AND CHILD-STUDY, OR THE PROCESS OF

MIND GROWTH.

The Discovery of the Child-The Study of the Child Heredity

vs. Environment-Heredity-Personality-Infancy and Educa-

tion-The New-born Child The Symbolic Period.

Chapter IV-A Study of Psychology

The Old vs. the New Psychology-Self-activity-The_Lowest

Form of Life-Evolutionary Remains-Types of Cells-The_Ner-

vous System-Neurones, or Nerve Fibres-Weight of the Brain

-The Localization of Functions in Cerebrum-Stream of Con-

sciousness-An Illustration of the Fringe Thinking—Apper-

ception-Realizing an Idea-Stages of Thinking.

Chapter V-A Study of Psychology (Continued)

Attention and Interest-Types of Attention-Memory-Types of

Memory-The Sub-conscious Self-The Will-Deliberation-

Deliberation, Reflection, and Willing-Types of Will-Opposi-

tion of Knowing, Feeling, and Willing-Emotion, Intellect, and

Will-Face, the Window of Mind.

Chapter VI.-A Study of Psychology (Continued)

Instincts, Native and Acquired Classification of Instincts-

Instinct vs. Reason-Instincts of Educational Value-Habits-

The Self-Elements of Moral Training.

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Chapter VII.-The Stages of Development-I. Primary Age,

1 to 6 years old

I.-PHYSICAL CHARACTERISTICS: Restlessness-Activity-Love

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108

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of Play-Savagery. II. MENTAL CHARACTERISTICS: Depend-
ence on Others-Frankness-Faith and Trust-Personification-
Self-unconsciousness - Imitativeness-Curiosity-Imagination
Active Concreteness-Conscience Undeveloped-Memory Weak
-Sex-unconsciousness. HINTS TO PARENTS AND TEACHERS:
Avoid Affectation-Develop Perception-Watch Child's Com-
panions.

Restlessness-Tireless

Chapter VIII.-The Stages of Development-II. Later Child-

hood, 6 to 12 years old

I. PHYSICAL CHARACTERISTICS: Less
Activity-Irresistible Impulsiveness-Daring-Truant Procliv-
ities. II.MENTAL CHARACTERISTICS: Rising Desire for Inde-
pendence Crude Sense of Humor-Creature of the Present-
Natural Imitator-Group Age-Memory Age-Desire for Affec-
tion-Collecting Instinct-Rise of Conscience-Sex Repellance-
Need of Positive Teaching.

Chapter IX.-The Stages of Development-III. Early and Mid-

dle Adolescence, 12 to 18; 16 to 19 years old

I. BODILY CHANGES PREDOMINATE: Sex-attraction-Novel in
Age of Romance. II. MENTAL CHANGES: Self-consciousness-
Age of Ideals-Developing of Reason-Storm and Stress-Con-
version Period-Curve of Conversion-Gang Age-Strengthening
of Conscience-The Aufklärung-Development of Will-Ritual
and Adolescence-Ethical Dualism-Revival of Private Prayer.

Chapter X.-The Stages of Development-Later Adolescence,

18 to 25 years of age; Manhood, 25 years onward

Chief Characteristics of Adolescence-Relation Between Mind
and Body-Effect of Body on Mind and Spirit-Effect of Mind
and Spirit on Body-Types of Children-Sex Differences-
Temperament-Reaction Time-Temperament and Christianity
-Table of Temperament-A Suggestion to Teachers.

PART IV.-THE LESSON AND ITS PREPARATION.

THE WHEREWITHAL OF TEACHING.

Chapter XI.-How to Prepare the Lesson

How to Prepare to Study the Lesson-Dr. Hervey's Directions

for Study-The Herbartian or Formal Steps-Other Points_of

Importance-Elements in Review-Importance of Reviews-Ex-

aminations-Adult Classes-Types in Teaching.

Chapter XII.-"The Point of Contact" in Teaching

The Plane of Experience-How Much Children Know-Words

as Vehicles of Thought-The Child's Vocabulary-How to Graft

Unknown to Known-Rules to Find the Point of Contact.

PART V.-THE CURRICULUM.

THE WHAT OF TEACHING.

Chapter XIII.-Grading the Sunday School

What is a Graded School-What Grading is Not-Practical

Grading-How to Grade a Small School-Principles of a Well

Rounded Curriculum-Some Standard Curricula-Order of

Studies-Subjects Suggested-Analysis of each Grade-Best

Practical Way to Set About Grading.

Chapter XIV.-Order

PART VI.-THE CLASS.

THE HOW OF TEACHING.

What is Order-Difference Between Securing and Maintaining

Order Securing Order-Agencies for Keeping Order-Restless-

ness Causes Disorder-Emotions as Incentives-Pupils Innately

Disorderly-Penalties-Disorderly Teachers.

Chapter XV.-The Art of Securing Attention

How to Hold Attention-Law of Voluntary_Attention-How

not to Get Attention-Principles Involved-Will as Basis of

Attention-Methods for Holding Attention-Other Suggestive

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239

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289

Rules-Placing Scholars-Negative Variations of Attention-

Fatigue-Signs of Fatigue.

Chapter XVI.-The_Proper and Improper Uses of Interest

How to Secure Interest-Two Kinds of Interest-Practical_Pre-

cepts-Killing Interest-False Views of Interest-Some Help-

ful Suggestions.

Chapter XVII.-The Art of Questioning

Uses of Questions-What is Effect of a Question-Method of

Sunday School Questioning-Kinds of Questions-Curiosity

Kindled by Questions-How to Learn to Question-Character

of Questions-Adolescent and Adult Classes.

Chapter XVIII.-How to Use Stories and Illustrations

Stories and Parables-Purpose of Using Stories-To What

does Illustration Appeal?-Dangers in Illustration-Character-

istics of a Good Illustration-Points to be Remembered in

Story-Telling-Brief Rules-How to Learn How-Other Illus-

trative Methods-Graded Stereoscopic Work.

Chapter XIX.-Manual Work in the Sunday School

Manual Work-Map-Making in Relief-In Flat-Modelic Work.

Chapter XX.-Memory and Its Training

Memory-Training-What Kinds of Memory Wanted-Types of

Memory-Chief Educational Laws of Memory-How to Mem-

orize Reasoning-Forgetting-Memoriter Work-Reasons for

Written Answer Work-Question-and-Answer Work-The Cate-

chism-Should Anything be Learned that is not Understood?

Chapter XXI.-The Inculcation and Training of Habits

Habit-Forming-Habit End of School Work-Sub-conscious

Field of Habit-Specialization in Habit Formation-Rules for

Habit Formation-Other Suggestions-Elements of Moral Train-

ing-Cultivation of Doing-Some Important Habits.

Chapter XXII.-The Will in Sunday School Teaching

Chapter XXIII.-Proper Recitation Balance

Moral Training is Will Training-Training Will-Self-denial-

Desire and Will-Choice and Decision-Strengthening Will by

Pledges Training the Judgment-Prejudice Effect of Music

on Will-Conscience-Inter-relation of Intellect, Feeling, and

Will.

Right Method of Conducting Recitation-Review Steps-How

to Secure Balance.

PART VII.-THE SCHOOL AND ITS ORGANIZATION.

THE WHERE OF TEACHING.

Chapter XXIV.-The Scope of the Sunday School

What the Sunday School Is and Is Not-Possibilities of the

Sunday School-The Organization-The School Year.

Chapter XXV.-The Plan of the Sunday School

The Time of the Sunday School-Music in the Sunday School-

Departments-Selecting Teachers-Age and Sex of Teachers-

Paid Teachers-Teachers' Meetings.

Chapter XXVI.-The Business Side of the Sunday School: Sug-

gestions

Officers Superintendents-Secretaries-Use of Rewards, In-
centives, and Punishments-Inadequacy of Sunday School-
Week-day Instruction.

PART VIII. THE HISTORY OF RELIGIOUS EDUCATION.

THE SOURCE OF TEACHING.

Chapter XXVII.—The History of Religious Education

Chinese Education-Egyptian-Babylonian-Assyrian-Phoeni-

cian-Hebrew-Education of India-Medo-Persian Education-

Greek Roman Early Christian Schools - Education from

Fourth to Thirteenth Centuries.

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390

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413

Chapter XXVIII.-The History of Religious Education (Con.)
Origin of Third Revival-Two Chief Types of Education Seen-
Other Orders in Church-Early Scientific Tendency-"Nature"
Tendency-Psychological Tendency-Sociological Tendency-
Modern Educational Systems—Industrial Tendency.

Chapter XXIX.-The History of the Sunday School Movement 469
Early Origin-Beginning of Sunday School Movement in Amer-
ica-Just after Revolution-Civil War Period-Rise of Amer-
Ican Church Sunday School Institute-International Lessons-
Modern Commission Movement-Fundamental Principles of
Forward Movement.

Cahpter XXX.-The History of Lesson Systems

438

History of Lesson Systems Uniformity of System-Possibilities
and Limitations of Heuristic Method.

492