ee eed . 3 fos beat gneneicen SS ee se ne MeN ee, men (2 : furans taint - mi aneeenes = ete eens : a en aban genes eS eee Anew Digitized by the Internet Archive in 2022 with funding from Princeton Theological Seminary Library https://archive.org/details/kingdomtasksforyOOsqulI Copyright THE HOPE OF THE WORLD ‘Tasks for Young Disciples Intermediate Department Third Year, Part II BY / WALTER ALBION SQUIRES, B.D. : JZ The Westminster Textbooks of Religious Education for Church | Schools Having Sunday, Week Day, and Expressional Sessions Edited by JOHN T. FARIS, D.D. PHILADELPHIA THE WESTMINSTER PRESS 1924 Copyright, 1924 By F. M. BRASELMAN Printed in the United States of America Preface GENERAL PLAN OF THE WESTMINSTER TEXTBOOKS OF RELIGIOUS EDUCATION The Westminster Textbooks of Religious Education aim to unify the educational program of the individual church by furnishing a graded course of study suitable for Sunday-school classes, week-day church-school classes, and expressional organizations. ‘The lessons are so constructed as to make the Sunday sessions largely devotional and the week-day sessions largely informa- tional. Suggestions are given for an expressional meet- ing in which pupils discuss the application of the truths they have learned to their own life problems. In these meetings they plan for various forms of Christian serv- ice, without which mere information and formal devotion are devoid of any great religious value. Churches planning to use these textbooks will need to provide for one hour of religious instruction on week days, in addition to their Sunday program. In the Primary, Junior, and Intermediate Departments of the Sunday school, the Westminster Textbooks will replace the lesson materials heretofore in use. The expressional work of the Westminster Textbooks will supplant the usual topics in the Junior and Intermediate Christian Endeavor Societies, or new organizations will be formed to have charge of this phase of the educational task of the church. The lessons in this series of textbooks may be used in the week-day classes independently of the Sunday school. In this case, however, there will be no corre- lated and unified program for the educational activities of the church. In carrying out the plan it is desirable that, so far as possible, the same teachers be in charge in all three sessions of the school. Where this is not possible, there should be one efficient supervisory Board or Committee of Religious Education and an efficient superintendent for the whole program. 111 SUGGESTIONS CONCERNING THE GOAL OF THE LESSONS IN THIS VOLUME These lessons aim to give the pupils a comprehensive view of the tasks of the Church. So large a subject cannot, of course, be treated exhaustively in a single volume; nor is such a treatment desirable with Inter- mediate pupils. With these facts in view, detailed descriptions of home-mission enterprises and of foreign- mission fields: have not been undertaken. The aim has been to give the pupils a view of the work of the Chris- tian Church as one great and varied task. It was felt that such a course would lay a foundation for more detailed studies in the after years. The informational foundation mentioned in the pre- ceding paragraph is by no means the chief goal of these lessons. Intermediate pupils are just entering upon life’s greatest ideal-forming period. The teacher of these lessons must herself be stirred by the thought of the profound tasks which she is endeavoring to bring before her pupils. She must cause the souls of her pupils to be emotionally stirred, or her teaching will be of little value. If pupils go through these lessons and feel no inward call to be about their Father’s business, the course has failed in one of its most important objectives. ' The course aims to lead pupils not only to know and to feel but also to do. If pupils finish the study of these lessons without having entered actively into some phase of the manifold task of the Church, the teaching process will have fallen short of completion and no large results can be expected. Information which ends with some added knowledge is soon forgotten and makes no im- pression of any great value on the personality of the pupil. Emotion which does not find expression in action degenerates into weak sentimentality. But information emotionalized and given expression in life and conduct will build ideals which rule the life and ennoble the whole personality. It is therefore the goal of these lessons to give Intermediate pupils information concern- ing the great tasks of the Church, to cause them to 1V THE GOAL OF THE LESSONS IN THIS VOLUME v respond to these sublime enterprises of the Church with all the buoyant spiritual enthusiasm of their young lives, and to lead them to lay hold on the tasks with a devotion which will enable them to accomplish great things for the Kingdom of God in their day and generation. SUGGESTIONS CONCERNING THE WEEK DAY SESSION The week-day session is intended to be the main informational period _of the correlated school. It is highly desirable to have trained teachers in this part of the work, and in most communities they should be paid. Classes can usually be much larger in the week- day sessions than they are in the Sunday sessions. The week-day teacher should make frequent reviews, so as to be sure that both the week-day lesson material and the Sunday lesson material are being mastered by the pupils. It necessary, arrangements should be made for repeating lessons in case they have not been mastered. This will be possible because the lessons are not limited to any time schedule. Suggestions are given for supplemental lesson mate- rials, to be used at the discretion ofithe teachereawin each week-day lesson. This supplemental material is so selected that it emphasizes the main truths of the regular lesson. It may be assigned to individual pupils, or be given to the class for home work in addition to the textbook material. In some chapters of the book, suggestions are given concerning stereoptican slides which illustrate the sub- jects treated in the lesson materials. Teachers will find these pictures and the lectures which accompany them to be of great value in creating interest in the course and in imparting information. vi SUGGESTIONS CONCERNING THE SUNDAY SESSION The Sunday session of the correlated school is chiefly responsible for training the pupils in worship. When- ever possible, the lesson materials for the Sunday lesson have been chosen with this end in view. The attain- ment of the desired goal will depend largely upon the department superintendent and the teachers. If pos- sible, each department should meet by itself. An opening service may thus be built around the lesson theme for the day. Songs may be sselected which are in harmony with the lesson materials. Every effort should be made to secure and maintain a spirit of reverence and devotion throughout the whole of the Sunday session. Intermediate pupils are old enough to be given a large share in the service of wor- ship, and it is highly desirable that this privilege be given tothem. Pupils may be asked to read the Scripture lesson, take up the offering, lead in prayer, and in other ways assist in the service. The teacher of the Sunday session ought to be familiar with the materials presented to the pupils on week days and with the program to be carried out in the expressional meetings, Jtas only thus that the desired unity can be obtained in the pursuit of the course. The Sunday teacher ought to have the privilege of reviewing the week- -day lesson and of using the questions which are found in the material for the expressional meetings. The pupils will be all the better prepared for the expressional meeting if they have discussed these questions with their Sunday teacher. Fach Sunday lesson contains a lesson prayer. Many teachers use these prayers for a brief period of worship at the beginning of the lesson period or at its close. Teachers may compose their own prayers, or ask pupils to do so. Pupils should be encouraged to offer extem- poraneous prayer. ‘The classroom worship may thus be made an agency, next in power to the family altar, for training the devotional life. vil viii CONCERNING THE SUNDAY SESSION Each Sunday lesson contains suggestions concerning supplemental lesson materials. This supplemental mate- rial may be assigned to individual pupils in advance work to be reported to the class, or it may be given to the class as home reading. Its aim is to illustrate further the main truths of the regular lesson. SUGGESTIONS CONCERNING THE EXPRES- SIONAL SESSION The expressional meeting is of great importance. In this session the pupils learn spiritual initiative and self- expression. By carrying out the program of activities planned in the expressional meetings, pupils make the truths which they have learned a part of their daily life and conduct. ‘The superintendent of the expressional sessions has, therefore, a task of utmost importance. So far as possible, the expressional session should be carried on by the pupils themselves. This is their meeting, in which they plan to put into effect what they have learned in the other sessions of the church school. It is recommended that the expressional meetings, whenever possible, should be organized as Christian En- deavor societies. There is distinct value in being thus connected with a great national organization and in being a part of a community organization of young people such as a Christian Endeavor union. The using of topics other than those prepared by the Christian Endeavor Society in no way makes it necessary for the expressional organizations of the correlated school to be independent of the Christian Endeavor movement. For the convenience of the leader of the meeting and the superintendent of the organization, the material for the expressional session is grouped under certain heads. First comes a briet, suggestive study of some passage of Scripture bearing on the topic of the meeting. This is intended as the basis for the opening talk of the leader of the meeting. Then come some statements of truths to be discussed in the meeting. These state- ments are offered as illustrations. It is expected that the superintendent and pupils will formulate many such statements of their own. The review questions will help to tie the expressional session to the other sessions of the school. They will also prepare the minds of the pupils for the meeting by refreshing their memory of what has been studied. These questions may be used in a variety of ways, which will 1X se CONCERNING THE EXPRESSIONAL SESSION suggest themselves to the trained teacher or superin- tendent. The Bible verses have some direct bearing on the topic and ought not to be merely read by the pupils. Verses should be assigned to pupils before the meeting so that they will have time to study them and to become prepared to speak on them intelligently and helpfully. The study topics ought to be taken up as one of the main parts of the session. They aim to bring the truths taught into direct contact with the life problems of the pupils. It will be found best to assign these topics some time before the meeting. Some will require con- siderable investigation and a few will require correspond- ence with Boards of the Church. These ought to be assigned long enough in advance to enable pupils to make the needed preparation. By glancing ahead at the lessons the superintendent will be able to determine which topics should be assigned a considerable time in advance. If pupils have given the topics no previous study and express merely such thoughts concerning them as happen to come to their minds on the spur of the moment, the topics will miss the object for which they were intended. , It is expected that the class will carry on a program of activities which will be a practical expression of the truths they have found and to which they have promised allegiance. This program of activities is of special 1m- portance in the lesson course outlined in this book, since it deals with the great missionary tasks of the Church. When engaged in the study of the lessons, which are distinctly missionary in their character, the teachers of the course should correspond with the Board of National Missions of the Presbyterian Church and with the Board of Foreign Missions of the Presbyterian Church. When the lessons are used by denominations other than the Presbyterian, the teachers will of course correspond with the Boards of their own denomination. Helps for Mission Study Which May Be Secured from the Boards of the Church. Both the Board of National Missions and the Board of Foreign Missions have pub- lished valuable aids for the study of missions in their respective fields. Some of these helps are as follows: CONCERNING THE EXPRESSIONAL SESSION = xi 1. Books. The Board of Foreign Missions has valu- able books dealing with the mission work in most foreign countries. Many of these books are intended especially for Intermediate pupils and will be found very helpful as supplemental material. The Board of National Missions has similar books dealing with mission work among Negroes, Indians, southern mountaineers, and other forms of the home-mission task. 2. Picture Sheets. The Boards and the Missionary Education Movement have prepared excellent picture sheets which will be found exceedingly helpful by the wide-awake teacher. These pictures make excellent ma- terial for illustrated notebook work. 3. Post Cards. Beautifully colored post cards illus- trating mission work may be had from the Boards. 4. Maps. The study of missions will be greatly aided by the use of suitable maps. The Board of Foreign Missions can furnish maps of all the mission fields under itcecontrol. Lhe Board ot National Missions also has excellent blue-print maps of many of its fields of activity. 3 5. Plays and Pageants. Dramatics and pageantry are potent agencies for teaching missions. The Boards have lists of plays and pageants, and the teachers of this course should plan to use this important educational material at least occasionally. 6. Pamphlets and Leaflets. Both Boards have ex- tensive pamphlet and leaflet material. The “Pen Pic- tures” of the various missions, printed by the Board of Foreign Missions, are especially valuable. Vempleetwters icone Missionaries, Interesting letters written by missionaries on the field are availabie, and they add a personal interest to the study of missions, which is hard to attain otherwise. Things to Do. What the pupils do for the cause of missions while studying these lessons is a matter of utmost importance. Diligent and resourceful teachers will find some task to be done by the pupils for the mission work in every country of the foreign field and in every group of the home-mission field. The teachers of the course should secure a leaflet entitled “Things to xii CONCERNING THE EXPRESSIONAL SESSION Do” which is published by the Mission Board. Some of the suggestions in this leaflet are as follows: Gifts Which Are Acceptable in All Home Mission Fields Aprons Hair Ribbons Balls Napkins Beads Pencils and Paper Bedding Rugs Books Tablecloths Brushes Ties Combs Toys Clothing Towels Dolls Soap Games Wash Cloths Handkerchicfs Gifts Which Are Acceptable in All Foreign Mission Fields Picture Rolls and Pic- Games ture Cards for Sun- Kindergarten Supplies day Schools Victrola Records Pictures Christmas Tree Ornaments PostuGaras Pencils Christmas and Faster ‘Toothbrushes Cards Crochet Hooks Scrapbooks Toys Small Picture Books Dolls Books of Travel Cloth Magazines | The Boards will also give suggestions concerning gifts especially acceptable in the various mission fields studied in this course. Any group planning to send gifts to the mission field should get in touch with the Board concerned before starting work on the project. For lists of missionary material, write the Depart- ment of Missionary Education or the Mission Boards. All of the supplementary material listed under the several lessons may be ordered from the Board to whose work the lesson refers. There is, in addition, a great deal of leaflet material that may be so ordered. See Board catalogues. Lantern slides should be ordered as follows: CONCERNING THE EXPRESSIONAL SESSION xiii BoarpD oF NATIONAL MISSIONS Eastern Section 156 Fifth Avenue, New York, N. Y. Great Lakes and Northwestern Room 1323, 77 West Washington Street, Chicago, Illinois. Rocky Mountain and Pacific Coast 406 Columbia Building, 313 West Third Street, Los Angeles, California. Southwest and Southeast Section 1220 Arcade Building, St. Louis, Missouri. BoARD OF ForEIGN MIssIoNns New York City Lantern Slide Deparinene 156 Fifth Avenue. Chicago, Illinois Rev. Frank W. Bible, District Secretary, 77 West Washington Street, Chicago, Illinois. Pittsburgh, Pennsylvania Centralized Slide Service, Columbia Bank Building. St. Louis, Missouri Mr. J. M. Patterson, Southern District Secretary, Arcade Building. Omaha, Nebraska Centralized Slide Service, Peters Trust Building. Minneapolis, Minnesota Drow Ks Harshaw, 838 Plymouth Building. San Francisco, California Dr. W. T. Johnson, Western District Secretary, U/Sanosth treet. Portland, Oregon Woman’s Board of Foreign Missions, Room 310, 407 Washington Street. xiv CONCERNING THE EXPRESSIONAL SESSION Los Angeles, California Rev. Guy W. Wadsworth, 313 West Third Street. Projects of Service. Groups using these lessons ought, of course, to plan and to carry out definite service for some of the fields. studied), Discovermtrom the appre nmr Board what work is being supported by boys and girls and undertake a share in it. The group should become thoroughly acquainted with this work by various interest- ing methods of research and presentation. Make use of letters from the field (supplied by the Boards to those having definite share in the work), stories, simple dram- atizations (preferably worked out by the group itself), pictures, posters, and similar material. There are numerous useful gifts that boys and girls can make and send to the mission field. Select your field. Write to the Board concerned for full information. It is necessary to have certain facts clearly in mind in order to do really helpful work. TABLE OF CONTENTS General Plan of the Westminster Textbooks of IOUS Pit iica ll Olme smartest, ia, onda ili Suggestions Concerning the Goal of the Lessons in MA MV OLIITI Caner Nt Mie nA Merc. oh Scorch Gitta AM Uy iv Suggestions Concerning the Week Day Session.... vi Suggestions Concerning the Sunday Session....... vii Suggestions Concerning the Expressional Session... ix SHEL ONet Poko Or Poh HOME CAND CHAPTER I. Helping the American Indian to indeaw Ne yieurailamn eae CHAPTER Il) Vendine a, Handéto Our Colored BrOth Orsi ane emia ete eed. CHAPTER Pie Bearnnonwa New Light. Into the DBOUtNenne Ml Glntainsrennee (nae 35 CHAPTER IV. Helping Our Spanish Speaking INGIDTDOLSE Gbite cedcok’ hace aeetes 50 CHAPTER V. Planting God’s Kingdom in the (Ear y ACH IMTS S 1 Linh, a5 Cee es 64 CHAPTER VI. Winning Country Communities fom@hnistandsthe Church. an 79 CrAarine (Vil Leading; Jewish, People to’