OInlUgp of 2Itb?ral Arts SItbrarg

The Gift of The fiu+hor

BO AM 1933

p7 + 70

BOSTON UKIVERSITy GRADUATE SCHOOL

Thesis

CRITICAL EVALUATION

Of the

EPWORTH LEAGUE UETIT CURRICULUM

Chauncey Warren Ellison

(A* As bury College 1929)

(B. D. Astury Theological Seminary 1930)

sutmitted in partial fulfilment of the requirements for the degree of Master of Arts

1933

BOSTON UNIVERSITY COLLEGE OF LIBERAL ARTS LIBRARY

An n53

OUTLIliE OT" MASTER'S THESIS (Table of Contents)

Page

I Introduction 1

A* Statement of Problem • • • • 2

Bm Delimitation ••••••• 4

C« Other productions relative to

this problem ••••••• 7

!)• Method of Procedure 8

II Data and Results 9

A* Educational Basis of the Unit

Program • 10

1* Factors in the Educational

Basis of the Unit Program • 10

a* Their basis in common

experience • • • • • 10

b. Their demand for initia- tive , self-determinat ion and self-realization • • 18

c« Law of Character Growth • 23 2» Use of the Bible 33

3* Place of Evangelism in the

Youth Progrton 36

B« Evaluating the Units • • • • 38 Im Introduction • • • • • 38

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2* The criteria for Evaluating the

Units • . 41

C» The Evaluating Scale and DatdU • • 44

1. General Information • • • • 44

2* Content and Treatment • • • 47

III Summary ••• 84

IV Bibliography •••••••• 91

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Introduction

statement of Problem.

In the past few years educational theories have teen changing rapidly. New methods of procedure here been, if not substituted for the old, the means of effecting radical changes in the old methods. This revolution in the field of secular education has refused to be limited and has been carried over to the field of Religious Education. In the course of this transition many changes have occurred

The change in the Epworth League program has been radical and definite. The early procedure was a definite dated series of topics for the year printed in quarterly leaflets and also in the church and Epworth League official publications. While this method in part is still followed, the quarterly has been discontinued.

In order to meet the wishes and needs of the Epworth League chapters, a number of unified discussions were put in booklet form to be studied over a period of several weeks. Each unit is a concentrated study of some specific topic or problem. They are organized to cover from one to six weeks. They are bound in one cover with helps, sugges- tions, and source material. These units seek to meet the demands and needs of the groups concentrating on a given topic. The materials, sources, and immediate helps were suggested and collected.

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Will this new type adequately supplant the old material? This brings us to the task of this paper, namely — the eTaluating of the unit program now published for the Epworth League.

Delimitation.

There are three groups of material presented for the Epworth League of the Methodist Episcopal Church, especially designed for Intermediates, ages 12-14; Seniors, ages 15-17; end Young People, ages 18-24:

(1) Everyday Adventures in Christian Living, (2) Christian Comradeship Series, and (3) The Christian Quest* This study is limited to the first series mentioned: — Everyday Adventures in Christian Living.

This series is classified in groups. Those in list A are simplest; list B units are more difficult, and those in list C are for college groups or employed young people. Of these three groups this study is specifically interested in list A.

Under list A. there are dated and undated units. The dated units are published in the Epworth Herald and are to "be used under proper date. This study is further limited to exclude the dated group.

This thesis deals with the undated units found in list A. for Intermediates, Seniors and Young People.

The complete list is here given.

1« Shall Ve Join the Church? 2. What Shall We Play?

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3* Cliques and Gangs.

4* Choosing What to Head*

5« How Can Ve Tell Who Is Great?

6» Quitting School*

7* Rules and Laws*

8* What Shall We Do on Sunday?

9* How Can We Serve Our Community?

10* Why Have Foreign Missionaries?

11* Neighbors All.

12* Poetry Trail*

13* A Worship Service on Trees*

14* What Shall We Sing?

15* Exploring "Once Upon A Time**

16* Problems About the Bible

17* Of What Value are laoving Pictures?

18* Discovering What It Means to Be Christian*

19* The Meaning of Baptism*

20* The Ideals of Jesus*

21* Getting Along With Our Teachers*

22* How Can We Work for Peace?

23* Cheating*

24* Asking Father and Mother*

25* Money Problems*

26* Choosing Friends*

27* The Right Kind of Missionary*

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28*	Thinking Afcout Comnunion.
	Twentieth Century Heroes.
30«	What Makes a Country Great?
31,	Problems of Church Attendance.
32.	The Bible and War.
33*	Problems of Prayer.
34«	Deciding for Ourselves.
35«	You and Your Future
36*	Tattling.
37,	Getting Acquainted with the Out-cf-Dcors.
38«	Right and Wrong.
39,	Cur Everyday Beliefs.
40.	Why Are There Poor and P.ich People?

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other Productions Relative To This Problem*

There have been pamphlets written in connection uith these units as explanatory materials* In the manual of suggestions, by Blaine E» Kirkpatrick, "To Leaders of Methodist Youth", is given some valuable material concern- ing the basis of the units and their purpose, also the International Curriculum Guide, Sections I and III.

Pamphlets in connection viith the entire youth pro- gram of the church have been prepared, smong them are:

Adventures in the Devotional Life — By Owen M« Geer Handbook for Leaders of Young People

in the Local Church — By Nathaniel Forsyth Adventures in Christian Leadership

— By Blaine E. Kirkpatrick Planning What To Do — By Blaine E. Kirkpatrick

However so far as is known there is no critique on these units such as is purposed in this thesis in jr int at the present time*

Method of Procedure.

This paper is dealing with litera+ure which has for one purpose the development of characters. It is material destined to shape lives and influence thinking. There is, therefore, an underlying current of thought which has been the "basis of this material. The first step in the procedure has "been to locate this current of thought and analyse it. This we have done under the caption "Educational Basis of the Unit Program."

After ascert£,ining this background, the criteria for evaluating the units built on such a "basic construc- tion was determined. Cut of these criteria an evaluating scale Was fashioned and applied to the material to be evaluated.

Then comes the task of analysing the results ob- tained through the use of the scale. The results of the evaluating scale are subjected to critical analysis. The thesis concludes with a summary designed to give a resigme of the thesis.

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II

Data and Results

A* The Educational Basis of the Unit Program

1* In dealing with the educational "basis of the unit program three basic factors have "been noted. These factors are presented here with amplification, illustra- tion, and references*

a* The first factor in the educational "basis of the unit program is that it deals with the common experiences which msike up the everyday life of young people. A reference to some of these units will indicate this fact.

Let us take tiie unit "What Shall We Do on Sunday?" This deals with a common experience of young people. Sunday is theirs to use to an advantage or as a detriment in the "building of their characters. They are engaged most o"bviously in some activity on Sunday, of what shall this consist? It is a common and vital experience and should "be controlled "by high motives and ideals.

Another unit will illustrate this "basic affirmation. Consider "Getting Along With Our Teachers" as an example. The young people are in school, they are confronted with the problem of associating with adults who are exacting from them duties and responsibilities. Their teachers seek to understand the pupils, which understanding must

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"be reciprocated. This is a daily experience for the young peajple* These units purport to assist in this experience common to them and frequent in its occurrence.

Another reference will provide a parallel to the previous citations the unit, "Deciding for Ourselves. Each young person finds himself confronted with many avenues of expression, many forks in the road necessitat- ing their power of choice. Much discrimination is impera tive in choosing the way of conduct. This is a most common experience and one frought with glorious achieve- ment or ignominious defeat.

In connection with this point Mr. Bower writes:

Education is not, therefore, a thing that can "be carried on apart from life. It is life "being lived under the counsel and guidance of the mature members of society who are assisting the immature to make their adjustment to the material and social world in which they live, and thus to realize themselves.

The question is sharply raised as to whe- ther it is possible to teach morality and reli- gion apart from the actiial situations in which one is called upon to live one*5 life morally and religiously. From the point of view of the present discussion, the answ^er is an empha- tic negative. If morality and religion are to be taught effectively^, that is, so that they will function in the conscious and purposive direction of experience from within, they must be taught as an integral part of the responses that are made to day-by-dsy, actual concrete and typical situations life presents to the learner, with the relations, functions, and responsibili- ties that they involve. •

• Bower, V. C. The Curriculum of Eeligious Education, P

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Truth is a mutable thing that changes as experiences differ. Truth is not stagnant as ancient dogma, hut must he real in experience* What is truth for one age often changes with ne'n revelations* Thus the fact that the earth was flat was accepted at one time by civilization, but now serves to show the error in possible truth.

Knowledge as the record of the past and the indis- pensable support to persons of the past is not to be destroyed. But it must be remembered that while one is preparing to live many years from now, they are living now and must take cognizance of present experiences. Because knowledge is not made the center of education does not mean that it is discarded. When the past knowledge is understood as the record of striving and thinking as the tressels which support the fe>bric of life of another period, it finds a rightful place in present considerations.

Only to the extent to which the educational process deals with the pro- blems of a real and significant present can it be in any true sense a preparation for the solving of a future day. The best way to get ready to meet the needs of a com- ing day is to grow in ability by meeting the needs of each day efficiently as it arrives. •

• Bower, W. C. The Curriculum of Religious Education, P. 53

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And in another "book "by the same author, the previous quotation is substantiated.

Rather, education should find its setting in the whole process of human experience as it moves creatively out of the long and meaningful past with its accumulated insights, achievements, and values into a future that holds untold possibilities that are as yet unrealized* When education is set in this larger framework of the whole human process, its operating center becomes the present moment of personal and social experience in ?aiich the past is united with the future in a continuous process and in which alone the forces of reconstruction can work creatively for the redirecting of that process* •

John Dewey says to this point:

We are not, then, to get away from enjoyments, experienced in the past and from recall of them, but from the notion that they are the arbiters of things to be further enjoyed. *•

In discussing the problems confronting Christian Education, George A* Coe gives as one of the largest, the use of ancient dogma by the present generations.

• Bower, W. C. Character Through Creative Experience, P. 15 •♦Dewey, John The Quest of Certainty P. 272

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Of course we cannot reconstruct anything unless we are acquainted with it; we cannot take a creative part in the moral order without intelligence as

to its present and its past. But the focal point of true education is not acquaintance with the past, it is the building forth of a future different from the present and from the past. *

In discussing the question of content of curriculum, Coe places the emphasis on "life-situations*"

Here the life-situation is, or appears to be, both the startingpoint and the endingpoint of the movement. ?*

The unit program deals not only with experiences common to young people, but deals with experiences which are social and mutual. This brings in the social aspect of experience and its part in the development of character. Education that would develop character must take into con- sideration the associations of the individuals to be educated. Eower speaks of it in the following quotation as the "associated aspects".

Education for character stresses personality in its associated aspects. It is true that certain aspects of the ethical life can best be realized in some degree of detachment from the social milieu. But the mode of ethical thinking and feeling sets the in- dividual in the social group from which

• Coe, George A. What is Christian Education, P. 33 Ibid page 192

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he derives stimulation and support, and through which, in association with his fellows, he finds express- ion for the rich and colorful nuances (*) of his personal experience.

And again he states:

There is no more fundamental factor in the development of personality than the interctction of the individual with his social group. The self is largely a social product. The individual is born into a social group. **

In discussing the political functions of non- state schools, in regard to their social value, Coe makes the followin^'^: statement:

The following proposition can be affirmed, however, without danger of unfairness: Children of privilege, segregated and schooled by themselves, are always and inevitably miseducated politically. ***

(•) italics

• Bower, W. C. Character Through Cretitive Experience, P. 19 •* Bower, W. C. Character Through Creative Experience, P. 37 ••* Coe, George A. Educating for Citizenship, P. 132

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In another chapter in the same book *, Mr» Coe discusses the new social studies for the high school. Here he indicates that in trying to meet the needs of high school pupils and their contacts with life, new social studies are being introduced in the curricula. This would indicate that in the development of charac- ters, the social aspect is an integral part.

The individual in the social order cannot live

unto himself alone. He

is not naturally a hermit. He is born into a clan or family circle. From the hour of his first cry until his voice is forever hushed in death, normally he is surrounded by fellow creatures. **

And being surrounded by fellow creatures, he is

responsible to them. The development of character cannot

be fully accomplished without

having an experience of social responsibility.

• Coe, George A. Educating for Citizenship. P. 155

*♦ Erame, Earle Edward and Stevick, Paul F.aymond Principles of Religious Education P. 38

•*• Hartshorne, Hugh Character in Human Relations, P« 179

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In the chapter on Organizing for Character • Hartshorne gives six character "building social agencies in school life not otherwise considered highly influential educationally* They are the follovtring:

(1) The classroom (4) Extra-curricula activities

(2) The clinic (5) The service department

(3) Special subjects (6) The assembly.

This strengthens the proposition that not only must the educating of characters be on the plane of common experience but in the realm of social experience also* It may be stated again that the unit program curriculum most conscientiously recognizes these character building principles.

• Hartshorne, Hugh Character in Human Relations, P. 337ff.

"b. The second factor in the unit program is that it calls for initiative, self-determination, self-realization and places a high value on the person- ality*

While it is expected that the young people will have the counsel of an adult leader, it is also expected that the responsibility for inaugurating the program and suc- cessfully carrying it to completion shall "be in the hands of the young people* This may not te the most exact method of putting across a stereotyped program, "but it will "be the most successful from the standpoint of develop- ing personality and individual resourcefulness*

The young people are in a world that demands the "best effort to keep abreast of opportunity and advantages* It exacts a heavy toll from the indolent and incompetent* Competition is so keen that to "be average and to main- tain the positions attained requires an alert mind, a willingness to serve, and e.n ability to produce profit- able results* This requires initiative*

It is he who does the thing, who faces the problems, who makes the plans, who alone achieves both the growth and the happiness**

• Elliott, Harrison, The Process of Group Thinking, P* 6

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The ability to be an independent, self-directed personality is present in possibility in original nature; but this possibility is made an actuality only through the proper kind of education. *

The world is not static and immutable. If it were so, to fit young people to fill a place in it would be comparatively simple. It would be a matter of talcing a mold of the past and casting a life to fit it. This is impossible in a rapidly changing world. The accomplish- ment of producing individuals for a changing world is:

Surely not by having them memorize conclusions which we have reached, or by having them repeat habits which we have formed. Rather, what is needed in such a world, is a race of people who have learned more how to think than what to think, who he.ve developed the ability to judge new situations and a method of attack upon new problems, who have grown resourceful, adaptable and self-reliant. That means a self-determined program rather than one that is superimposed. It means a program of activity carried forward whole- heartedly by the initiative and self-direction of the group, rather than one of passive listen- ing and following.

This of course, necessitates a high value placed on personality, the individual; the recognition that the indi- vidual was created an entity with prerogatives and responsibi-

• Elliott, Harrison, The Process of Group Thinking, P. 6

Kirkpatrick, Blaine E. To Leaders of Methodist Youth, P.18

litiesj that this individual is of infinite worth to

God, society and himself.

Self-detemination is effective only as it "becomes

self-realization. Self-realization is the highest good

or goal of the individual and social living. This is not

accomplished at the expense or irrespective of society.

It is clear , then, that democracy has to do with self-realizing persons as they live out their lives in a shared social situation. *

They must acquire the ability to give meaning and depth to common social experiences and bring it under the direction of a shared purpose.

Another view of the same idea is given in the definition of Christian Education.

It is the systematic critical examination and reconstruction of relations between persons, guided by Jesus* assumption that persons are of infinite worth, and by the hypothesis of the existence of God, the Great Valuer of Persons.

So the individual is brought face to face with the duty of initiating conduct that will develop himself and bring him to a high point of effectiveness. This is

♦ Bower, V. C. The Curriculum of Religious Education, P. Ibid P. 39

Coe, George A. What is Christian Education. P. 296

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purposive control* As man has been able to control

experience and reaction in the realm of physical

science, chemistry, animal husbandry, and horticulture,

so he will be able to control experience in the human

realm. He finds that man*8 response to stimuli comes

not generally involuntarily but after reflection,

thought and contemplation. He evaluates and calculates

the end and deliberately and wilfully chooses his course.

This is purposive behavior. It is an attempt to control,

with well designed purposes, his activities and reactions

to the problems presented in life.

The effective condition of the integration of all divided purposes and conflicts of belief is the realization that intelligent action is the sole ultimate resource of mankind in every field whatsoever. •

Primitive education was based on education as controlled experience. The Greeks utilized this form of education as the most effective means of making men who predominated in physical prowess. Their entire life became a process of education for experience, and was made the basis of it. Even later allformal education has been in this form. Only when the process of education becomes highly organized, do we get a content centered

• Dewey, J^hn The ^uest for Certainty P. 252

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curriculum with experience secondary* In this education, the basis is tradition, dogma, historical review of past experience* It is cut and dried, inflexible and iia- mutable* Predicting results in the light of contempla- tive action is incompatable with a program of material centered education. These dogma of the past are source material for the student to investigate in order to find the data needed for accurate and correct thinking in regard to incidences of present experience*

From the three following quotations we can construct a definition of education*

It is that reconstruction or reorgan- ization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience*

The other side of an educative experience is an added power of subsequent direction or control*

The essential contrast of the idea of education as continuous reconstruction with the other one-sided conceptions which have been criticized in this and the previous chapter is that it identifies the end (the result) and the process* *

Thus a reconstructed definition of education is: An intelligent, purposive, continuous reconstruction of experience identifying the end with the process*

• Dewey, John Democracy and Education Pp* 89-91

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c* The third factor in the educational

basis of the unit prograjn systeni is here indicated as

the law of character growth. Kirkpatrick in his manual:

To Leaders of Methodist Youth, in introducing his

discussion on the way character develops, gives the

following sentence:

The following are some of the principles that are generally recog- nized as involved (in the development and growth of character), together with suggestions of how they may be utilized in this new program. *

He proceeds to enumerate these principles under the designation of 'law»«

(1) We learn "by doing.

(2) The attitude of the individual.

(3) Satisfaction in achievement.

(4) Multiple learning*

(5) The association of the thing learned to the need of the learner.

The laws of character growth are enumerated by Thorndike ** as

(1) Readiness

♦ Kirkpatrick, Blaine E. Leaders of Methodist Youth P.

Thorndike, Edward L. Educational Psychology Vol II The Psychology of Learning, Pp 23,24

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(2) Exercise

(3) Effect,

He adds two subsidiary laws:

(4) Multiple response

(5) The attitude of the individual.

These two sets of laws are identical in meaning though not in terminology. One (1) in Kirkpatr ick's list: 'We learn by doing* is similar in thought to (2) in Thorndike's list: 'Exercise** Kumber two (2) in Kirkpatr ick' s list: *The attitude of the individual' is similar to number five (5) in Thorndike's list: 'The attitude of the individual; Number three (3) in Kirkpatrick' 3 list: 'Satisfaction in achievement' is similar to number three (3) in Thorndike's list: 'Effect'* Number four (4) in Kirkpatr ick' s list: 'Multiple learn- ing' is sixflilar to number four (4) in Thorndike's list: 'Multiple response'; and number five (o) in Kirkpatrick's list: 'The association of the thing learned to the need of the learner' is similar to number one (1) in Thorndike's list: 'Readiness',

In Hartshorne's book: Character in Human Relations, Chapter XIX, he gives: Criteria of Effective Functioning, (page 257):

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Purposefulness Practical Spcial

3* Joy

4» Sense of belonging

5* Social spirit

6« Perspective

2« Utility — Skill — Success Practical Social

Numlatr one (1) ^Purposefulness' has been considered under the second factor in the unit program, beginning on page 18«

Number five (5) * Social spirit* has been con- sidered under the first factor in the educational basis of the unit program*

Number two and three correspond to number three (3) in Kirkpatrick' s, and number three (3) in Thorn- dike's list: 'Satisfaction in achievement' and 'Effect' respectively.

Number four (4) 'Sense of belonging' has some relation to number two (2) in Kirkpatrick's list : •The attitude of the individual' and number five (5) in Thorndike's list: 'The attitude of the individual* * Number six (6) 'Perspective' in the words of its author, Hartshorne,

signifies that each must fully pgirticipate in all phases of those acts which go to the making of our daily life and which constitute the frame work of any living culture or civilization* ♦

• Hartshorne, Hugh Character in Human Relations, P. 260

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This is similar to number one (1) in Kirkpatrick' s list: * Learn by doing' and number two (2) in Thorn- dike's list: 'Exercise'* In order that this may be visualized more easilyi the above three groups of princi- ples are here given in parallel columns,

Kirkpatrick Thorndike Hartshorns

1* We learn by doing 2* Exercise 6* Perspective

2* The attitude of 5« The attitude 4* Sense of be- the individual* of the indivi- longing

dual*

3* Satisfaction in 3, Effect (2* UTility —Skill

achievement* ( --Success

(3* Joy

4* Multiple learning 4* Multiple

response

5* The association 1« Readiness of the thing learned to the need of the learner

The first law of character development or growth is: we develop by doing, or 'Experience is the best teacher* ' This is the adage which has ruled the pro- cedure of life from its inception* This is the basis of habit formation* It is not an acceptance of the trial and error method of learning* The experience must be controlled and even anticipated* Guidance in the ♦doing' will rescue the process from the trial and error procedure* The elements in the experience not conducive

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to high character development will be eliminated*

As an example of this law in practice we may observe the unit "What Shall We do On Sunday,*. The group in its discussion reviews its own attitude as to what they believe are the expedient, inexpedient, and harmful activities for Sunday* These are carefully noted and listed* Then at the next discussion they bring in the opinions of adult groups and individuals, both contemporary and historical*

A further consideration in the discussion is the principles of Jesus concerning the use of Sunday''* This brings to bear on the topic the Christian attitude as exemplified by the Great Pounder* Now that we have these three angles casting some light on the question, we can plan a Sunday program* This necessitates the next step, that of 'learning by doing** It can be seen very readily that this is action with some information as to the possibilities of a Sunday observance and some intelligence as to how this can be realized* Thus as a climax to the development of character in this particular, comes the actual experiencing based on intelligent information*

The second law of character growth is, the importance of the attitude of the individual* Concerning this law,

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Thorndike says:

Consequently it is a general law of learning that the change made in a man by the action of any agent depends upon the conditions of the man when the agent is acting. The conditions of the man may "be consiaered under the two heads of the more permanent or fixed and the more temporary of shifting attitudes or 'sets** •

If a "boy is deeply interested in the subject of his research he will apply himself most diligently and learn most rapidly* If on the other hand he does not see the need for the research, he fails to grasp the import of its completion, in short doesn't like it and finds no interest in it» He will not develop a positive character trait through, this study.

In discussing how we learn, the following quotation

by Eame and Stevick is pertinent to the second law of

cha^E. cter growth.

Learning is more effective when the work of learning is done with the whole heart. In other words, we learn faster when we are deeply interested, or under- take an experiment freely and without compulsion from another.

• Thorndike, Edward L. Educational Psychology Vol II The Psychology of Learning, P. 24

•* EiLne, Earle Edward and Stevick, Paul Raymond Principles of Religious Education, P. 130

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The variety of the topics including the many interest areas presented by the units is a testimony to the fact that this is basic to the unit program* They seek to present a region of study and research of interest to every type of mind so that none need study where there is no vital interest,

A third law has to do with satisfaction in achieve- ment. We will repeat an experience that has brought pleasant results. We will also engage in work when we are reasonably certain of achievement. There is call for little interest when the results are not to be at- tained. Young people will strive with no little energy if they feel victory in the air. If they, through past experience, know that their efforts are not in vain, they will engage every power of their personality to accomplish the task. If this task has positive character building values, how significant it is that they experience achievement.

As one of the basic laws of learning, Emme and

Stevick give "The law of reward" explaining it as follows

THE LAW OF REWARD. If pleasurable consequences either accompany the per- formance of an act or immediately follow on its completion, a repetition of it is probable; nay, highly certain; but if those consequences give no pleasure

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or are painful, the likelihood of its voluntary repetition is 3iiiall» *

In this is the value of the unit progra^n. It provides for the experiencing of conditions and activi- ties which will result in the feeling that soroe thing has been achieved.

A fourth law is that of multiple learning or we learn many things at a time* Mr. Kirkpatrick says to

this point:

Our attention may be focused upon some one thing we are supposed to be learning, such as the list of the books of the Bible. At the same time, out in the margin of the attention, many other things a3E being noted, such as the manner of the teacher, the atmosphere of the school, the other pupils and the whole situation. While learning these books of the Bible, we may actually be learning a distaste for the whole process, a dislike for the teacher, an unfavorable impression of the Bible and the church and everything that has to do with the process. •*

The environment becomes a very impressive teacher and has more influence than we can weigh. It is important to recognize the fact that all of the factors in experience

• £nme, Earle Edward and Stevick, Paul Raymond

Principles of Religious Education P. 126

Kirkpatrick, Blaine E. To Leaders of Methodist Youth, P. 22

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have teaching potency. All of the stimuli of life

to irtiich we respond have some influence on the individual

character*

In connection with the law of multiple learning,

Emme and S^evick further note:

More than one sort of learning may go on at a given time, particularly in the case of the last three varieties. Because I am engaged in imitating some- body else, it does not follow that the process of rating and systematizing experiences must stop for the time being* The two may go on parallel in time. *

Thus the law of multiple laming is an important

item in the process of learning.

A fifth law of character development is: the association of the thing learned to the need of the learner determines the length of retention, the in- tensity and extensity of its influence. An engineering student will study mathematics with more enthusiasm and retain it longer than a student who feels that in his chosen profession he -^rill not have much need for mathema- tics. Thus a male student seldom registers in the depart- ment of home economics. Pacts learned without any relation-

♦ Bnme, Earle Edward and Stevick, Paul Raymond

Principles of Religious Education P. 125

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ship to present needs are of doubtful value* Young people seek to satisfy their needs* This is true when they seek activities of a religious import.

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2m The Use of the Bible in the Program

The use of the Bible in the unit program is presented by Blaine E. Kirkpatrick in "To Leaders of Methodist Youth" and also by Owen M. Geer in "Adventures in the Devotional Life»" Both of these men have had much to do with the formulation of the unit prograj3i» Quotations from their works are given to present the viewpoint of the units*

A further word m&y be said as to the place of the Bible in this program. There are two ways in which it may be used in harmony with the 'law of learn- ing* Just mentioned.

The first is to go to the Bible as a great source book of hu:Tian experience, and to find in it the wisdom that has come from the search other men and women have made for the way of life. For example, in the unit on Life Work, de scribed above, light may be thrown on the ethical and religious principles involved in one's vocation by a study of the prophets and Jesus. So with every problem young people may face. If they are helped to find the treasuresof the Book in relation to questions of importance in real life, it will give the Bible a new and vital meaning which it may never had had to them.

A second way to approach the Bible is to study it definitely as one of the intellectual and spiritual problems of young people. If sincere questions are raised as to the meaning of the Bible, how to understand it, and to relate it to other things, they are learning, then

34-

it may "be frankly studied for the sake of answering these questions*

There are several definite units projected which are of this sort: Understanding the Bible, The meaning of Jesus for My L"^fe, Miracles, etc. •

The Bible is the Scriptures of the Christian religion, the source book of our Christian beliefs and a guide to our conduct. It holds a very strategic place in a program which seeks to give helpto youth in the vital issues of life. **

The purpose of the Bible in the program should be to help us in everyday life. It should be a source for our help on the questions which arise in our discussion. *

Mr. Geer suggests the following ways of using the

Bible for the prograns:

Read the Bible as great literature.

Discover how problems like ours have been met in the past.

Learn from the aspirations and achieve- ments of great spiritual pioneers of the race.

Learn from the failures and mistakes of those who have gone before.

Discover what is really important in life.

♦ Kirkpatrick, Blaine E. To Leaders of Methodist Youth, P. 23 •* Geer, Owen M. Adventures in the Devotional Life, P. 78 Ibid P. 83

35-

Becoine aware of ways in which we have not "been Christian.

Come to know the Spirit and attitude of Jesus • •

Owen M» Adventures in the Devotional Life. P»

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3« The Place of Evangel ism in the Youth Program.

Closely connected with the Bible in the program is the place of Evangelism in the program for youth. This is one aspect of the experiences of the young people which must not "be avoided. In this connection, Mr. Geer again gives pertinent observations.

In regard to the old type of evangelism where "accepting Christ" was the dominant motive, Mr. Geer says:

Let us pause to consider some of the old evangelism. For one thing it was definite, specific — it gave clear cut issues. Furtliermor e, it demanded a choice on the part of the individual, and it required that he make a public confession of the choice he had made. And finally it linked up those specific issues with accepting Christ for all of life. •

Evangelism to this program is the matter of facing

decisions constantly. —

We cannot avoid facing issues. Everyone who lives comes to crossroads in his life in which he must decide which way to go, and our decisions often run out to the very end of life. We cannot escape. For life ia a matter of making decisions. *

Geer, Owen M. , Adventures in the Devotional L^fe, P. 88

Ilk

37

Beginning at the point y^nich is an issue with your group, the task is to push "back of the immediate issues to its cause, then back further to the final and ultimate values of life — the general principle involved in the specific issue. This, we believe, is evangelism* *

There is a suggestion here of Decision Day and Comradeship Week. These for the purpose of

The making of Christian Decisions*

The total evangelism of the program, then, is

found in these words:

The facing of specific issues in the program from week to week, together with the observance of Decision Day and Comradeship Wekk, offer the most promis- ing opportunity for what has been called personal evangelism*

• Geer, Owen, M* Adventures in the Devotional Life, P* 90 Ibid P* 92

•»• Ibid P. 92

4

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B« Evaluating the Units !• IntroductiD n

In attempting to evaluate material which is used to develop character a problem arises, getting a scale which will adequately evaluate the material as material, and at the same time being just to it as a character forming instrument* No experiments have been carried out in this paper as to the actual results of the units in practical use, therefore the evaluation must be purely on the merits of the material* Then it must be remembered that a particular unit may have a high character forming value for one group and a very low one for another group* Also the instrument used in evaluating these units must be as impersonal as possible so that the philosophy of the person using it will not be reflected in the results* This is a personal evaluation made by the author*

With these considerations in mind, a scale has been devised to evaluate these units* The scale given in the International Curriculum Guide Section II • has been used in part* Some additions and omiifeions have been made*

• International Curriculum Guide, Section II pp 152, 153

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39

In the evaluating scale, c.« *l8 the aim definitely stated' has been added to the scale given in the curriculum guide* This addition has "been made "because it seems that each unit should be evaluated as to the presence of a definite aim* 'Is it an experience-centered course?*

has also been added to the above scale. It seems that this should be in the scale as a contrast to the previous one jL,« 'Is it a content-centered course?'

In the evaluating scale as given in the Curriculum Guide, f« 'Tfhat is its relation to the pupil's experience?' has been left out of the scale used in this thesis because it seemed to overlap in idea and seemed irrelevant to this study. In J,« 'Is this unit well constructed?* three subheads have been left out: (1) Has it literary merit?

(4) Are directions for procedure clear and practical?

(5) Are the mechanics good? These comprise the changes in the scale as given in the Curriculum Guide. *

This scale is largely impersonal in character, yet not wholly free from personality reflections. However as far as possible it is purely an objective instrument.

The units which have been selected from the group in list A of the Ep^Aorth League curriculum, representa- tive of the group, include all of the areas of human

♦ International Curriculum Guide, Section II, pp. 152,153

4

»

•

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experience. This selection of fifteen representative units has "been made the particular study in connection with the evaluating scale*

-41-

2* Criteria Por Evaluating the Units

(!)• General Information

Title: Author:

Date of Publication; Approximate Length:

(2)« Content and Treatment

a* To what extent does this unit deal with the actual interests and situations of this age group?

1 2 3 4 5

"b. Which areas of pupil experience does it vitally touch?

(1) Health Activities

(2) Educational Activities

(3) Economic Activities

(4) Vocational Activities

(5) Citizenship Activities

(6) Recreation

(7) Sex, Parenthood and Family Life

(8) General Life in the Group

(9) Friendship Activities

(10) Aesthetic Activities

(11) Specialized Religious Activities

Is the aim definitely stated?

Definite General Inadequate

d* Tov/ard which of the following objectives does it specifically contribute?

(1) God as a reality of experience

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(2) Appreciation of Jesus

(3) Development of Christlike character and conduct

(4) Participation in and contribution to a Christian social order

(5) Participation and fellowship in organ- ized church life.

(6) A Christian interpretation of the universe and a Christian life philosoph}'-*

(7) Assiiailat ion of the "best religious experiences of historic Christianity*

e« In what way does this unit relate God (Deity) to the experience explored?

Cosmic Force Personal Guide Not (Transcendent) Redeemer related

f» What is the method of this unit?

(1) Appreciation

(2) Problem Solving

(3) Project

(4) Drill

g« Does this unit predetermine what the student's experience must be?

Yes No

h» Does this unit stimulate the students to creative interest and independent exploration?

Yes Partially No

i» Is it a content centered course?

Exclusively Predominately Subordinately

j# Is it an experience centered course?

Exclusively Predominately Subordinately

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t

Is this unit "based on Biblical material? Primarily Partially No

How is Biblical material used?

To illustrate As appended Not used

reference

Is the vocabulary suited for the age for which it is intended?

Very poorly

Very well 1 2 3 4 5

Is the material well organized? Very poorly Very well

1 2 3 4 5

To what extent does this unit lead into other problems?

Is there any carry over value?

Very little Very much

1 2 3 4 5

44-

C* The Evaluating Scale and Data

1« General Information

Title: Problems About the Bible Author: W. and M, Morgan Date of Publication: 1927 Approximate length: Two weeks

Title: What Shall We Do on Sunday? Author: Virginia Corwin Date of Publication: 1930 Approximate length: Six weeks.

Title: How Can We Serve Our Community? Author: Ina M» White Date of Publication: 1927 Approximate length: Six weeks

Title: What Shall We Play? Author: Chester L« Bower Date of Publication: 1927 Approximate length: Two weeks

Title: Getting Along With Our Teacher Author: Virginia Corwin Date of Publication: 1929 Approximate length: Pive weeks

Title: Money Problems Author: Goodwin B. Watson Date of Publication: 1927 Approximate length: Three weeks»

9

45-

Title: Quitting School Author: Eliz&loeth Watson Date of Publication: 1927 Approximate length: Tcur weeks

Title: Deciding for Ourselves Author: Henry and Wilfred W. Tyler Date of Publication: 3 930 Approximate length: Three weeks

Title: What Makes a Country Great? Author: W« and M« Morgan Date of publication: 1929 Approximate length: Six weeks

Title: Asking Father and Mother Author: May Wilson Lovel&nd Date of Publication: 1927 Approximate length: Two weeks

Title: Choosing Priends Author: W. and M* Morgan Date of Publication: 3927 Approximate length: Two weeks

Title: What Shall We Sing? Author: Carrie E. M, Holmes Date of Publication: 3 928 Approximate length: Three weeks

Title: A Worship Service on Trees Author: Oscar W. Low Date of publication: 1931 Approximate length: Two weeks

Title: Neighbors All Author: Gladj'-s Hijgple Watson Date of Publication: 3928 Approximate length: Three weeks*

9'

#

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Title: Cliques and Gangs Author: Gladys Hippie HVatson Date of Publication: 1927 Approximate length: One v/eeK

These units are published by the Board of Education of the Methodist Episcopal Church, Chicago, Illinois* This list includes units for the Intermediate and Young People Divisions.

#

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2« Content and Treatment

a* To what extent dees this unit deal with the actual interests and situation of this age group?

Title of Units 12 3 4 5

Problems about the Bible x Quitting School x Getting Along with Our Teacher x Money Problems x Deciding for Ourselves x What Shall Ve Play? x What Shall We Do on Sunday? x How Can We Serve Our Community? x What Makes a Country Great? x Asking Father and Mother x Cliques and Gg.ngs x Neighbors All x Choosing Friends x A Worship Service on Trees x What Shall We Sing? x

f

#

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"b. Which areas of pupil experience does it vitally touch?

(1) Health Activities

(2) Educational Activities

(3) Economic Activities

(4) Vocational Activities

(5) Citizenship Activities

(6) Recreation

(7) Sex, Parenthood and Family Life

(8) General Life in the Group

(9) Friendship Activities (IC) Aesthetic Activities

(11) Specialized Religious Activities

Title of Units

Numerals refer to above areas

Problems about the Bible	(11)
Q,uitting School	(2)	(4)	(7)	(3)
Getting Along with our Teacher	(2) i	t5)	(6)	(8)
Money Problems	(3)	(7)	(6)	(9)
Deciding for Ourselves	(2)	(7)	(8)	(9)
What Shall We Play?	(1)	(6)	(9)
What Shall We Do on Sunday?	(1) (	[6)	(7)	(9)
How Can We Serve Our Community?	(1) (	'3) (	[5)	(8)
What Hakes a Country Great?	(1) 1	(5)	(8)	(9)
Asking Father and Mother	(1) 1	[2)	(6)	(7)
Cliques and Gangs	(6)	(8)	(9)
Neighbors All	(2)	[3)	(4)	(5)
Choosing Friends	(4) (	[7)	[8)	(9)
A Worship Service on Trees	(10)	(11)
What Shall We Sing?	(10)	(11]

•

49-

c« Is the aim definitely stated?

Title of Units Definite General Inadequate

Problems About the Bible x Quitting School x getting Along with our Teacher x Monej^ Problems x Deciding for Ourselves x What Shall We Play? x What Shall We Do on Sunday? x How Can We Serve Our Coinmunity? x What Makes A Country Great? x

Asking Father and Mother x Cliques and Gangs x Neighbors All x Choosing Friends x A Worship Service on Trees x What Shall We Sing? x

50-

d« Toward which of the following objectives does it specifically contribute?

(1) God as a reality of experience

(2) Appreciation of Jesus

(3) Development of Christlike character and conduct

(4) Participation in and contribution to a Christian social order

(5) Participation and fellowship in organized church life

(6) A Christian interpretation of the universe and a Christian life philosophy.

(7) Assimilation of the best religious experien- ces of historic Christianity.

Title of Units	Numerals refer to i objectives*
Problems About the Bible	K2)	(7)
(Quitting School	(4)	(Inadequat
uetting Aiong witn our leacner	(4)
Money Problems	(4)	(5)
Deciding for Ourselves	(3)	(4)	(indef
What Shall "i^e Play?	(5)
What Shall We Do on Sunday?	(3)	(6)
How Can We Serve Cur Community?	(3)	(4)	(5)
What Makes a Oountrj/ Great?	(4)	(7)
Asking Father and Mother	M
Cliques and Gangs	(4)
Neighbors All	(4)
Choosing Friends	(4)
A Worship Service on Trees	(6)
What Shall We Sing?	(5)

f

f

61-

e* In what way does this unit relate God (Deity) to the experience explored?

Title of Units Transcendent Hot

(Cosmic Force) related Personal Redeemer

Pro'blems alDOut the Eitle x

Quitting School x

Getting Along with our Teacher x

Money Problems x

Deciding for Ourselves (Guide, indefinitely)

What Shall We Play? x

What Shall We Do on Sunday? x

How Can We Serve Our Community? (Guide)

What Makes a Country Great? x

Asking Father and Mother x

Cliques and Gangs (Example)

Neighbors All x

Choosing Friends (Example)

A Worship Service on Trees x

What Shall We Sing? x

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f« What is the method of this unit?

(1) Appreciation

(2) ProlDlein solving

(3) Project or producers enterprise

(4) Drill

Title of Units Numerals refer to atove

methods

Problems about the Bible	(2)
Quitting School	(2)
Getting along with our Teacher	(2)
Money Problems	(2)
Deciding for Ourselves	(2)
Wxiax bnaJ.J. we jrxayr	\o }
What Shall We Do on Sunday?	(2)	(3)
How Can We Serve Cur Community?	(3)
What Makes a Country Great?	(1)
Asking I'ather and Mother	(2)
Cliques and Gangs	(2)
Neighbors All	(2)
Choosing Friends	(1)	(2)
A Worship Service on Trees	(1)
What Shall We Sing?	(3)

0

g* Does this unit predetermine what the student* experience must "be?

Title of Units Yes No

Problems about the Eible x

(Quitting School x

Money ProlDlems x

Deciding for Ourselves x

What Shall Ve Play? x

What Shall We Do on Sunday? x

How Can We Serve Cur Community? x

What Malces a Country Great? x

Asking Father and Mother x

Cliques s.nd Gangs x

Neighbors All x

Choosing Friends x

A Worship Service on Trees x

What Shall We Sing? x

Getting Along with our Teacher x

#

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h« Does it stimulate the students to creative interest and independent exploration?

Title of Units Yes Partially No

Pro"blenis alDout the Bible x Quitting School x Getting along with our Teacher x Money Frotlems x Deciding for Ourselves x What Shall ^'e Play? x What Shall We Do on Sunday? x How Can We Serve O^r Coimnunity? x What MalE s a Country Great? x Asking Father and Mother x Cliques and Gangs x neighbors All x Choosing Friends x A Worship Service on Trees x What Shall We Sing? x

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!• Is it a content-centered course?

Title of Units Exclusively Predominately Sub-

ordinat

ProlDlems about the Bible x

Quitting School x

Getting along with our Teacher x

Money Problems x

Deciding for Ourselves x

What Shall Ve Play? x

What Shall We Do on Sunday? x

How Can ^e Serve Our Community? x

What llakes a Country Great? x

Asking Father and Mother x

Cliques and Gangs X

Neighbors All x

Choosing Friends x

A Worship Service on Trees x

What Shall We Sing? x

<

56-

j» Is it an experience-ceritered course?

Title of Units Exclusively Predominately Subor-

dinately

Problems about the Bible x

Quitting School x

Getting along with our Teacher x

Money Problems x

Deciding for Ourselves x

What Shall V/e Play? x

What Shall We Do on Sunday? x

How Can We Serve Our Community? x

What Makes a Country Great? x

Asking Father and Mother x

Cliques and Gangs x

Neighbors All x

Choosing Friends x

A Worship Service on Trees x

What Shall We Sing? x

c

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k« Is this unit "based on Biblical material?

Title of Units Primarily Partially No

Problems about the Bible x

Quitting School x

Getting along with our Teacher x

Money Problems x

Deciding for Ourselves x

What Shall We PJ-ay? x

What Shall We Do on Sunday? x

How Can We Serve O^r Coranunity? x

Asking Father and Mother x

Clio^ues and Gangs x

Fnat Makes a Country Great? x

Neighbors All x

Choosing Friends x

A Worship Service on Trees x

What Shall We Sing? x

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Im Eow is Eitlical material used?

Title of Units To illus- As appended Not

trate references used

Problems about the Bible x Quitting School x (slightly)

Getting along with our Teacher x Money Problems x

Deciding for Ourselves x

What Shall We Play? x

What Shall We Do on Sunday? x

How Can We Serve Our Community? x

What Hakes a Country Great? x

Asking Father and Mother x

Cliques and Gangs ' x

Neighbors All x

Choosing Friends x

A Worship Service on Trees (basic material)

What Shall We Sing? x

c

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m* Is the vocabulary suited for the age for which it is intended?

Title of Units Yery poorly Very ^ell

1 2 3 4 5

Prohlems about the Bible x

Quitting School x

Getting along with our Teacher x

Money Problems x

Deciding for Ourselves x

What Shall We Play? x

What Shall We Do on Sunday? x

How C&n We Serve Our Community? x

What Makes a Country Great? x

Asking Father and M^^ther x

Cliques and Gangs x

Neighbors All x

Choosing Friends x

A Worship Service on Trees x

What Shall We Sing? x

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n« Is the material well organized?

Title of units Very Poorly Very Well

1 2 3 4 5

Problems about the Bible x

Quitting School x

Getting along with our Teacher x

Money Problems x

Deciding for Ourselves x

What Shall We Play? x

What Shall We Do on Sunday? x

How can We Serve our Community? x

Asking Father and Mother x

What Makes a Country Great? x

Cliques and Gangs x

Neighbors All x

Choosing Friends x

A Worship Service on Trees x

What Shall We Sing? x

4

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o« To what extent does it lead into other protlems? Is there any carry-over value?

Title of Units Very little Very Much

1 2 3 4 5

Problems about the Bible x

Quitting School x

Getting along with our Teacher x

Money Problems x

Deciding for Ourselves x

What Shall We Play? x

What Shall We Do on Sunday? x

How Can We Serve Our Community? x

What Makes a Country Great? x

Asking Father and Mother x

Cliques and Gangs x

Neighbors All x

Choosing Friends x

A Worship Service on Trees x

What Shall We sing? x

r

J>* Interpretation and Criticism of Data

The evaluating scale gives a picture of the data in regard to these units* The first question in tliis scale is: Do these units deal with the actual interests and situations of this age group? We find that on a scale of one to five, eight out of the fifteen units especially evaluated tfome under five, three under four, three under three, and only one under two, and none under one. A high percentage of these units have a high score indicating that they are based on the needs of the group.

The titles of these units indicate the fact that they are "built around the actual interests of this age group. We may take as an illustration the unit: Choosing Friends. This unit deals with an experience -ishich is common to the young people in this age group who are in many social contacts which necessitate the forming of friendships.

One of the units which has a score of two in this scale is: What fhall We Sing? The reason for the low score is very evident as given in tiie material of this unit. The material deals with a question that might normally arise in any group of young people, but its

r

63

method of answering the question is a bit too technical and professional to "be the normal situation. According to this unit, there is a musician in the group who is able to appreciate and lead others in the appreciation of good hymns.

The unit: What Makes a Country Great? received a score of thi-ee or average. The materials here, which give this unit the score of three is largely its racial aspect which is an actual experience of the young people of this group. However, it is not so predominating as an actual interest situation.

These units are based on the actual interests and experiences of the young people. This is a very acceptable characteristic, one which commends the unit curriculum to the leaders of youth. The units, dealing as they do with the youth situations, have an immediate appeal and thus an enthusiastic response is assured. These units are largely social centered and not individual and personal centered.

It is noted in the evalua.ting scale under b. : Which areas of pupil experience does it vitally touch?, that the greatest number of units touch pupil escperience where it is most social in import. Thus recreation is an area of pupil experience in seven units: sex, parenthood,

<

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and family life, in six units; general life in the group, in seven units; and friendship activities, in seven units. All of these activities are predominately social*

The unit: What Shall ^e Play?, will illustrate the atove conclusion. There are three areas of pupil experience vitally touched in this unit: health activi- ties, recreation, and friendship activities. The main topics of this unit are: Choosing the party; Decorations Publicity; and Progr&jn. It can "be seen from these topics that this unit is developed from the standpoint of the group and not the individual. There is no place in this unit where the individual's attitude toward the whole program of recreation is recognized.

Another unit illustrating the social characterof these units is: Ueighhors Alll In this unit, the social contacts between nationalities is the predominating idea. This again gives a group picture rather than a personal quality to the unit.

One more illustration pertinent to this discussion

is found in the unit: Money Prohlons. Here, "both the

social and personal viewpoint is to be seen under the

topic: Some things to do:

1. Plan a way in which, by working as a group, you can earn more money than you could if each one just tried to work by himself.

m

65

2« Plan a meeting for parents to talk over allowances with one another.

Appoint a committee from your League to meet the parents and present your point of view.

3« Pind out how much you cost your parents, for doctor's bills, food, clothes, toys, entertainment, etc» See how many hours of their work you take in the course of a week.

4» Go through the advertisements in some magazines for young people, and see hov* many ways of earnir^ money they offer you. See what you have to do to earn this money. Pind out whether older people vrould think you were serving them or were a nuisance if you did these things. •

While the social aspect is important, the social structure cannot be changed merely by analysing experience. There must be some criteria in the light of which the analj^'sis taJkes place. The social Gospel must be a Gospel. It must bring something to society which will add a domi- nant note. Society should accept readily its suggestions and its dictates. Christianity then, must be brought to bear upon the institution of society. This cannot be done by cross-examining experience but by emulating Chris- tian standards, themselves experience tested, and demand- ing that society seek Christian standards.

• Watson, Goodwin B. , Unit A 1, Money Problems Pp. 4 The Department of the Epworth League

c

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In order to change society, the individuals comprising the group must be changed, not necessarily to conform to the existing standards. The individual must conform to a standard of truth and then meet the conditions of society "by changing them to conform to such standards.

In the social aspect, experience of the group is made the basis for corjclusicns. The matter for dis- cussion is brought before the group, each gives his opinion and then from this total experience, they move to a principle of conduct. It would seem that principles of conduct should be offered first, and then weigh the experience of the group in the light of these principles. The experience of the group is no criterion for a stan- dard of religion. There may be valuable deductions to be made from exp-rrience but not final Judgments. Tlrie majority .my be wrong, hence its decisions are not necessarily valid.

As to whether or not the aim is definitely stated in these units, the tabulation under £. indica,tes that three of them state the aim definitely, three in a general way and nine in a very indefinite manner. This seems to be in keeping with the former discussion that the units

€

67-

are interested in experience and hence eremite their own aims as the study proceeds. The young people should choose their own unit and the unit should only open the field for exploration; and they should analyse the experience explored. This makes a place for initia- tive and self-detsrminat ion as discussed in the first division. There should be, however, a well-defined aim, definite, clear, and concise.

In the scale under d. : Toward which of the follow- ing objectives does it specifically contribute?, none of these units are indicated as having, as a specific object- ion, either God as a reality of experience, or Apprecia- tion of Jesus. In order to substantiate the results in the scale under this question, several units will be used as illustrations.

The first one of these is: ^iuitting School. The only Biblical references given in this entire unit, and the only references made to Deity are given in the follow- ing quotation, under illustrative material:

a* What is meant by the Bible verse in John, C'lapter 6, verse 27 — "Work not for the food which perisheth, but for the food which abideth unto eternal life."

€

♦

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In what ways does school help you to choose the "fool -(Which a"bideth unto eternal life?"

b. Ecclesiastes 7, verse 19, reminds me of the Bible story of David and Goliath, Can you tell why?

Can you illustrate the idea of the verse with anything in life today?

c» Is it always the college graduates who are the wisest?

d» Do you know some uneducated people who have a real understanding of life? Did Jesus mean something similar vhen he said, "I thank thee, 0 Father, Lord of Heaven and Earth, that thou didst hide things from the wise and understanding and didst reveal them unto tabes?"

Does it mean anything else to you? *

It surely cannot be said of this unit that the

is any attempt to appreciate Jesus, or to make God a

reality of experience^

In the unit: Getting Along with our Teachers, we have a similar condition.

What was Jesus* method of dealing with people? Did he like or dislike a person simply because he belonged to a certain group or did he deci,l with each one on the basis of his individual characteristics?

• Watson, Elizabeth Unit C 1, Quitting School, p. The Department of the Epworth League

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Leader: Perhaps the minister or 3ome other competent adult will "be glad to come and help you discover what Jesus' attitude was, as it is described in Matt» 8: 5-10; 9: 10-13 J John 4:5-9; Luke 10: 30-36; 19:1-7. Outline to this adult "beforehand what you are v^orking on, and how much time you want him to tatce» *

It is said that Jgsus taught general sayings that men could take and from them work out rules that apply to living. Do you think that is true? Some of his prin- ciples are in the following places:

Matt. 5:21,22,29,30,34-42; 7:1-5; 22:34-40

Could you take these general sayings and turn them into rules that apply to life as we live it to-day, in school and out of school? ("Love thy neighbor" is a principle. "When a workingman sits down beside you in the car don*t move your seat" might be a special rule.) •*

It is most obvious from the quotations taken from this unit, that the primary purpose of the scripture, as here used, is not to give the pupil a greater apprecia tion of Jesus, nor to make God a reality of experience.

In the unit: Money Problems!, the only reference in the text of tie unit, to Deity and to scriptures is:

• Corwin, Virginia, Unit B 3 Getting Along with out Teachers, p. 19

The Department of the Epworth League.

•♦Ibid , pp. 20-21

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4

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8. Read Luke 12: 15-34. Does this seem to recommend saving money? Is it necessary to taice thought atout what we shall eat and wear? Why do you suppose Jesus told the story and gave the teach- ings of this chapter? •

There seems to "be no appreciation of Jesus, nor

any recognition of God in the unit: Asking Pather and

Mother, save the following vvhich are the exclusive

BilDlical references:

1« Follow the discussion on freedom iDy having someone re.5,d Deuteronomy 5:16, Ephesians 6:1-4, Matthew 7:13,14.

So far as Biblical references are concerned, the

unit: Cliques and Gangs, is very limited. The story

of the Good Samaritan is given with its application for

a neighborly spirit in the school, and the following

reference about David and Jonathan:

"What things did Jonathan consider when he saw David? I Sam. 18: 1-4

What things did Jonathan do for David? Do you suppose D^vid thought about all that before he made a covenant with Jonathan?

Can you think of the story of any other friends? How about Damon and Pythias? ••♦

^

Milligan, May Loveland, Unit: Asking Father and MHher,p.l2

The Methodist Book Concern

♦•» Watson, Gladys Hippie, Unit: Cliques and Gangs, p. 10

The Methodist Book Concern • Watson, Goodwin L., Unit A 1, Money Problems, p. 7

The Department of the Epworth League

71

One more illustration will suffice for this point. In the unit; Neighbors Alll , under suggestions for the meeting, the following references are given without continent ;

Read Luke 10:25-37; Romans 10:12; I Corinthians 3:9; Acts 17:26a. •

The a"bove quotations from their respective units, indicate the reasons why in the evaluating scale under d» no unit has for its specific objective either God as a reality of experience, or the appreciation of Jesus. This seems like too important an oversight for units which purpose to deal with young people and their needs.

These units fail to link God and experience in any vital way as indicated in e.. In eight of the units here evaluated He is not related to experience in any way. In three He is a transcendent force, two represent Him as Guide, and two rather feebly set God up as an example.

The quotations from the above six units have illus- trated this fact rather comprehensively. However, more illustrations will be given here to further justify the checks in e.. of the evaluatirg scale.

In the unit: What ilakes a Country Gre^it?, outside

• Watson, Gladys Hippie, Unit H 4: Neighbors All, P. 13 The Methodist Book Concern

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of the quotation given "belovr, the term for Deity is

mentioned twice, and that in the same paragraph.

The following quotations give the Biblical references

in this unit:

Many people have found cause in themselves for pride* T"or example, imagine with what pride Paul must have announced that he had "been "born a citizen of the great Roman empire (Read Acts 22: 27,28.) *

"People will come from east and west and north and south to their places • ••••••• :vithin the realm of God."

(Luke 13:29)

All nations He has created from a common origin, to dwell all over the earth.5 (Acts. 17:26)

"In our one "body we have a humber of members, and the members have not all the same function, so too, for all our numbers, we form one bod^-- in Christ and are severally members one of another." (Romans 12: 4, 5, ) *♦

In the unit: What Shall We Sing?, many hymns are mentioned which have in them references to God. There is, however, no attempt to interpret these hymns in the terms of human experience. The God in these hymns is still left unrelated in any direct way to human relations.

Morgan, W. and M. Unit H. 5, What Makes a Country Great? p9.

Methodist Book Concern

♦ Ibid P. 11

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In the unit: Choosing Friends, the only refer- ence to Bible or Deity is given in the following quotation. This does not attempt to relate God to the experience of choosing friends.

What can one find on this question "by studying the life of Jesus?

Was Jesus ever over influenced "by even his best friends? (Read Matt. 16: 21-23),

What was his attitude toward the weakness of his friends? (Read Luke 22:31-34) •

These quotations added to the afore mentioned six, most obviously bear out the fact that God is unrelated in any vital way in these units to the ex- periences of the young people. God is relegated to an obscure position which leaves out of human experience the most dynamic force T^hich might be applied to the problems of life. The Christian religion must put God in the center or it ceases to be a religion of value for experience and becomes an ethical concept for academic controversy. As has been pointed out these units are primarily exporience-centered. Who, more tiian the Creditor, is interested in the experiences of the creature?

* Morgan, W. and M. Unit: Choosing Friends, P. 8

The Methodist Book Concern

II

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He is to Toe considered always where experience is under discussion. If religion is a realm of experience and God is interested in all of experience, then God should "be related, in these units, to the experience areas explored.

God as Redeemer, as the Force who can set life aright is not alluded to in any manner. The young people are out in a world which is often unfriendly. A world which exacts a heavy toll from all who would try to solve its problems. Young people need a controll- ing power and this power is God as Redeemer. No mention is made of Him in this light. Even as a Guide and Example, He is given very little opportunity to invade the exp^ - iences of youth. He is presented as Guide in two units,

and as example in the same number. Surely the great needs of young people should be met with more positive teachings about God in the experiences of life.

Prom the titles of these fifteen units, it would seem that a place for God could be found, a place of intrinsic worth to human experience. Young people need a positive conception of the great God and need to feel His stabalizing influence. He is the greatest challenge, and vigorous youth will respond to such a cViallenge if

0

-75

givsn an opportunity. These units fail to make that opportunity.

The question under f • : What is the method of this unit?, indicates in the scale that ten of the fif- teen units use the problem solving method* The titles of two of these units: Problems about the Bible, and Money Problems, connote the problem-solving method as predominate* The titles of five of these units are phrased as interrogative sentences* The problem- solving method is closely connected with experience* In fact all proble^as are experience problems of one type or another* The fact that so many of these units use this method would indicate that the unit curriculum is interested in the experiences of young people*

Under £. : Does this unit predetermine what the student's experience must be?, all the units are checked under *no'* These units do not attempt, as a predominating feature, to determine for the young people what their ex- periences must be* They take the students where they find them in their experiences, analyse these experiences in the light of the past and present, and let the young people make their own conclusions for future coiiiuct*

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Does it stimulate the students to creative interest and independent exploration?, is the heading in the scale under h« This question is "based on results for its answer and thus becomes rather speculative* However, the general purpose and method of procedure, hints and suggestions, give some foundation for making a judgment. We find that two of the units do stimulate such exploration; seven do not; and six, to a limited degree* In the unit : Problems about the Bilsle, under; Possible Things to Do, there are four suggestions which tend to link this unit to future activit

!• Let the group study how we got our Bible — how the materials were chosen which are in it, where and when these different parts were written, when they were put together, and how many translations have taken place before getting the Bible they are using now.

Or talk over with the members of the League the possibility of suggesting to your Sunday School Superintendent your desire to study more deeply into how we got our Bible* Perliaps a class could be arranged for those who desire to study further* Write to Young People's Work, Department of Church Schoolfe, 740 Rush St*, Chicago, for suggestions as to textbooks*

2* Ask your pastor or some other older friend of the League to talk at the

next meeting (or another) on the History of the Hebrew people and the growth of their ideals* This would help in the understanding of the Bible.

77-

3» Look through the first four books of the New Testament to see how many times Jesus quotes from the Old Testaments Also note where he criticized or changed ideals or conceptions found in the Old Testament* This will help one to see how much he valued the Old Testa;nent» For this, you may "best use ^eynouth's transla+ion of the New Testa- ment (which gives in large print all of Jesus' quotations from the Old Te8ta;iient) or the Standard Revised version (which gives marginal notes* )

4* Plan for a study some time in your Sunday School on the Ideals of Jesus* Write

the Department of Church Schools, Young People's Work, the above address, for sug- gestions* *

In determining the carry-over value of these units, the question in ^* of the scale, we have a condition similar to the above discussion* There will be carry- over value, only as these units have inspired the indivi- dual and the group* This inspiration depends upon many factors which cannot be observed in a rating scale* However, the rating looks as follows:

Very little Very Much

1 2 3 4 5

0 8 units 3 units 4 units 6

• Morgan, W* and M* Unit K 2: Problems About the Sible,

The Methodist Book Concern.

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As to whether or not these units are content- centered, the scales under and will indicate. The scale under X*' it a content-centered course?

shows that eight of these units are predominately content-centered; and seven are subordinately content centered. The scale under ±m: Is it an experience- centered course?, shows the reverse, that seven are predominately experience-centered, and eight are sub- ordinately experience-centered. The units which are shown to be content-centered, are only such in the sense that the unit is sufficient unto itself; the content is important only as it carries the students out into experience* The units which are shown to be experience-centered, are such in that they make ex- perience primal in all considerations.

The scale under k. : Is this unit based on Biblical material? will indicate that the Bible is incidental in these units. When the Bible is used it is merely as source and reference material; only in two of the fifteen cases, is it used as priioary material. On pages 67 -73, the entire Biblical refer ences are quoted from nine units:

79-

Quitting School

Getting Along with our Teacher

Money Problems

What Makes a Country Great?

Asking Father and Mother

Cliques and Gangs

Neighbors Alll

Choosing Friendsl

What Shall We Sing?

It is most obvious that the Bible, as represented

in these quotations, does not form any prominent function

in solving the basic problems of the units* Two of the

units: Problems about the Bible, and A Worship Service

on Trees, use Biblical material as the predominating

element in them. Three units: money Problems; Cliques

and Gangs (already listed in the preceeding list of

nine) and: How Can We Serve Our Community?, use Biblical

material partially* There are three remaining units not

yet mentioned under k« The first of these is: Deciding

for Ourselves* The exclusive quotation in this unit,

with its accompanying question is here given:

What light does the first part of the story of the Prodigal Son throw on this? (Luke 15: 12-14) •

• Tyler, Henry T* and Wilfred W* Unit: Deciding for

Ourselves, P* 5 The Methodist Book Concern

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The second unit; What. Shall We Play?, does not have a single Bible reference*

The third unit: What Shall We Do on Sunday?, has the following Biblical references, with their nota- tions:

3« The custom of "Sabbath keeping" as it was observed by the Hebrews will make another interesting report*

Look up these references* They give a good idea of the law*

Exodus 23:12i 20:1-11 (especially 8-11); 34:21i Deut* 5:13-15 •

A* Mark 1:21-34 gives a picture of the way Jesus no doubt spent many Sabbaths* How on the whole does it compare with outs?

B. Read aloud:

Mark 2:23-3:6; Luke 13:10-17

C* In Mark 2:27-28 did Jesus mean "Do anything you want to do"? What did he mean?

D*How did Jesus defend himself against the Pharisees when he broke the laws about the Sabbath? Do you agree with Jesus or the Pharisees? Why? Read Luke 14:1-6*

E* Wa&t would you say were the principles on which Jesus worked in deciding what to do on the Sabbath?

After the members of the group have given their suggestions, the Counselor may briefly sum up what they have said* Chapter 16 in •How Jesus Met Life Questions" will help here also*

• Corwin, Virginia, Unit: What Sliall We Do on Sunday? p*8

The Methodist Book Concern ** Ibid: pages 9, 10

-81

Though these units are primarily experience-centered, this does not justify ignoring past experiences, which are applicable to present day life. There are many experiences recorded in the Bible which coincide with common experiences today, making Bible material a fertile source for these units* Furthermore there should be some note of authority which Bible material can supply* To use it as reference material is good, but a more positive and definite use should be made of it»

Ten of the units are not based on the Bible at all* It would seem that many of these units could find some Biblical material as a great impetus for influencing youth* Since only two, as noted above, are primarily based on the Bible, thirteen out of fifteen ignore it as foundation material*

How is Biblical material used?, the quesion asked in the scale under 1», shows tiiat in two cases, it is not used at all* These two units are; What Sliall We Play, and What Shall W® Sing? In the unit: Deciding for Ourselves, there is a single reference to three verseSf These three units cover a total period of eight weeks of studo--* To find units which ODver such a period of time of study for the young people, during which time

9

Bible references are completely omitted, is almost inconceivable in religious literature* Four of the units, use the Bible as appended reference, and seven as illustrative material.

It would seem that the Bible should be given a more prominent place in the unit program in order to keep the emphasis more evenly distributed. Experience is analysed in the light of previous experience and personal inclina- tion. The Bible appears to be an addenda, and God and the Bible should be central in Christian literature.

Is the vocabulary suited for the age for which it is intended?, the question under m. in the scale, presents a high score for these units. Inve^riably the language is commonplace, and presents the material v?ith clarity and comprehension.

The final observe-tion in this interpretation comes under n. : Is the material well organized? In the unit: What Shall We Do on Sunday?, we find a division for each of the five meetings this unit is supposed to cover. Each division, but the last, gives an assignment for the succeeding Sunday, and each division, except the first, has a place at the beginning of the meeting for reports.

f

The unit is organized for &. climax in the fourth division in the planning of an ideal Sunday, &nd an anti-climax in the check-up on the experiment. Each of these units follow somewhat the same plan with a definite outline and prominent topic headings, which make it possible to glance through them and ascertain the high points.

In this interpretation, an explanation of, and Justification for the scores indicated in the rating scale, under each of the items given therein, has "been considered. In justification for the scores, units ' have "been examined and analysed with accompanying quotations.

III

Siiinmary

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Summary

The discussion of this thesis pertains to the Epworth League Unit curriculum. With the ever increas- ing emphasis in the educational field upon experience- centered curricula, the religious educa^ icnal program has been inspired to change its methods. This change has come about in very recent times and is as yet in the early stages. Due to this fact the Epworth League Unit Curriculum which is an attempt to reorganize the religious educational program, is in a formative period. The process of production has largely consummed the time of those interested in the program and has made it im- possible for them to do a great deal of evaJuating or criticising. This thesis, therefore, is an approach to the field where there is very little material per- taining to the problem of critical evaluation.

The approach to this problem has been made through the educational basis of the unit curriculum, in vThich there are three factors: one, common experience; two, demand for initiative, self-determination and self- realization; and three, the law of character development.

S6-

The first factor above mentioned indicates th>it the unit curriculum is expe rience-conter ed» This does not exclude knowled£!:e as a record of the past, "but makes central, iDresent experiences. The knowledge of the past forms the foundations for the conduct of the present, and as much of the past knowledge as can be used and adaptable to present experience, is used in the construction of this curriculum.

The second factor in the unit program is tliat it calls for initiative, self-determination, and self- realization. The young people touched by this curriculum are in a world that requires an alert and attentive mind and an ability to produce profitable results. The world is not static bat is of such changing conditions that in order to meet its problems the young people must be able to readjust themselves. This demands great initiative. If youth would succeed in life, they must be other than machines; they must be positive, self-determining indivi- duals. Thus self-realization is one of the highest goals of individual and social living.

The third factor in the educi-^tional basis is the law of character growth. The first law is: We develop by doing. In no field of experience is this law more

*

applicable than in the field of religion. This is the basis of habit-forming and therefore it is highly- essential that this law be taken into consideration when character development is under discussion.

The second law of character growth, shows the import- ance of the attitude of the individual in the process. Since the individual is a self and not a machine, the highest good can be accomplished only when he has a favorable attitude toward the process of development. He must be interested in that agency that seeks to develop his character if his reaction is to be construc- tive.

A third law has to do with satisfaction in achieve- ment. If there are no pleasant consequences to be de- rived from a certain course of conduct or action, the major incentive is absent. It is necessary that some degree of satisfaction, acceptable to the individual, should attend every activity of his conduct.

The fourth law is the law of multiple learning. It is important in developing character to recognize the fact that all of the factors in experience have teaching potency.

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The last law found in these basic principles is the association of the thing to be learned to the need of the learner. In other words this iiie?:ns that if a certain course of conduct satisfies no actual need in the life of the individual, the conduct will have little de- sirable character development value.

The use of the Bible in the Unit Curriculum is

given in a quotation previously cited from "Adventures

in the Devotional Life" by Owen M« Geer, page 78:

"The purpose of the Bible in the program should be to help us in every day life. It should be a source for our help on the questions which arise in our discussion."

In evaluating the Unit Curriculum, criteria are arranged in the form of a scale, the separate items of which applied to each of the fifteen units which were selected from among the forty under L^st A of the Epworth League materials enumerated in ^Delimitation' on page four. The results of the ev8.1uating scale is made the basis of the interpretation and the criticism.

It is found first, that these units are consistant with the educational basis indicated in the beginning of

r

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the thesis. Second, they are largely experience- centered. Third, "being experience-centered, they are largely social-centered. Fourth, only to a limited extent, do they rela.te God to the experiences explored. And fifth, the Bible is not used as primary and basic material in thirteen of the fifteen units.

-9C-

IV

Bibliography

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91

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Athearn, Walter Scott, Character Euildii

Democracy* The Washington Gladden lectures. "Brt "^"^-"S^lJewnrork":

The MacMillan Coiapguny, 1925,

Betts, George Her^bert. The Curriculum of ReliRiouA Education* Pp. 316-348; New York: The atingdon Press, 1924

Bower, William Clayton, Character Through Creative.

Exte rience; Chicago: The University of Chicago Press, 1930

The Curriculum of Religious Education pp. 1-119 i New YOrk: Ch'arles Scriber's Sons, 1927.

Coe, George A. Educating for Citizenship: The

Sovereign State" as Ruler and as Teacher , pp. 155-176 J New York: Charles Scritner^s Sons, 1932.

Social Theory of Religious Education Hew YOrk: Charles Scritner's Sons, 1917

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Dewey, John. Democracy and Educa-';ion. An Introduction To g^he PKiAosopHy^'o7"l!5ucaT icn. ' pp.""^!^*^ New Y'^rk: The MacMillan Company, 1927

The Q.uest for Certainty: A Study of the ^ Relaiion of Knotvle'dge and AcTionsI New Y rk; Mintcn, Bulch and Co. 1929

Elliott, Harrison Sacket, The Process of Group Thinking New York: Association Press, 1928

Emme, Earle Edward; Stevick, Paul Raymond, An

Introduction to the Princip 1 e s of Religious Education^ pp. 57-154, Np»w T^k : fhe^

MacMillan Company, 1926

-92

Forsyth, Nathaniel F» Handbook for Lead_ers_ of Jouna People in. the, L^cjJ_ Church , pp • 5 - 06 ; Chicago: Board of Education of the Methodist Episcopal Church, 1932

Geer, Owen M* Adventures in the Devotional Life.

pp. 87-94 Chicago; The Board of Education

of the Methodist Episcopal Church, 1931

Germane, Charles E« and Germane, Edith Gayton,

Charact er Education : A Prog:ram for the School and the Home* New York, Boston: Silver Burdett and Co. 1929

Har t sho r ne , Hugh Character, iri^ Human Kelations , pp. 125-278; New York and London: Charles Scribner's Sons, 1932

Hartshorne, Hugh; Mayi Mark A.; Shuttleworth, Frank K.

Studies in the Nature of Character. Book I studies"' in Deceit: New Y rk, MacMillan Co. 1928

Book III, studies in the Organization of Character. 1930 New Ybrk, MacMillan Co.

Hartshorne, Hugh; May, Mark A.; Mailer, Julius

Book II, Studies in Service and Self-Control. New York: MacMillan Co. 1929

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Kilpatrick, William Heard, Foundations of Method.

Informal "^^Iks on Teaching, pp. 200-216, New York: The MacMillan Company, 1926

Kirkpatrick, Blaine E. Adventures in Christian

Leadership. A Guide to Young Pecple's Work in Church Schools and the Epworth League , pp 3^"S; 79-94, Chicago! The Board'of

Education of the Methodist Episcopal Church 1930

Planning What To Do^ pp. 1-40, Chicago: The Board of Education of the Methodist Episcopal Church, 1929

To Leaders of Methodist Youth^ pp. 4-35, Chicago: The Board of Education of the Methodist Episcopal Church, 1929

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Lawrence, William Irvin, The Social Emphasis in Religious Education^ pp 27-56 Boston: The Beacon Pj^ess, 1918,

Lotz, Philip Henry; Crawford, !• ^« Editors, Studies in Religious Education. An Qnderlying Philosophy for Religious for Religious Education, an article by Georgia Harkness, Nashville: Cokestury Press, 1931

Munro, Harry C» The Church As A School pp 32-68 St, Louis, Mo: The Bethany Press, 1929

Smith, Robert Seneca, The Use of the Old Testament in Current durricula."^ I^ew York. London;

The Century Co. 1929.

Thorndike, Edward L. Educational Psychology Vol II.

The Psychology of L'^^ningy New York: Teachers College, Columbia University, 1913

Human Learning. The Centur\'- Psychology Ser ies The I^essenger Lectures .Cornell University, fifth" series. 1928-1929; New Y'^rk: London: The Century Co. 1931

Watson, Goodviin B. and Gladys H. Case Studies for Teachers of Religion, pp. 46-56," 70-87, New York: Association Press, 1926

The International Council of Religious Education

Section II, pp. 20-71, 152-153, Chicago: International Council of Religious Education Book III, pp 3-192.

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