CHAPTER VII

EXPRESSION THROUGH SOCIAL SERVICE

1. Educational Principles of Social Service.

(a) Begin Within the Child's World of Reality. We must begin in the realm of the child's world. His definite interest is in the home and the things that surround him. This includes mother, father, the baby, brothers, sisters, pets, playthings, birds, flowers and such other things with which he comes in contact every day. This does not exclude an interest in other children whom he has never seen even though they be far across the sea. Sympathetic relations may be made through a story or otherwise so that the little child will bring these children of other lands within his circle of thought, sympathy and interest. Any type of service that comes within this realm of child experience will be appropriate and fitting. As the child's world enlarges more avenues of service open up and less interest will be taken in the types of service which formerly appealed to him. This means that our program of service must be graded and fitted to the needs of the various ages of the child.

(b) Create Sympathetic Relations with Other Children. No child lives to himself. Sooner or later he finds an interest in other people. The interest in others less fortunate than himself is found by special appeals through story or fact as may be presented by the

teacher. When the proper appeal is made the interest is intense. To create a genuine spirit of benevolence in children we must establish these sympathetic relationships. A story which was told a group of children, about the starving children of China, so impressed them that long afterwards every little prayer was in substance, "Dear Jesus, bless the little children in China who have no food to eat." This prayer became most real after they had actually given their offerings for China relief. Every appeal for an offering should thus be very definite. For example, if the offering is for orphans in China the teacher should say, "To-day our offering is for a poor little Chinese child who has no home." This will motivate the offering so that it will be of real educational worth to the child.

(c) Choosing and Giving. "The full ministry of giving includes the choice of an object as well as the bestowment of one's money"-Hutchins. The power to make right choices is the ultimate aim of religious education. Things children do of their own initiative are far more interesting to them and more valuable expression than if it is handed out to them by some one else. To secure the highest interest and hence to develop the greatest spirit of benevolence the children should be allowed the privilege of selecting the object of benevolence. This can best be done by the entire group. The teacher will be able to unify their choice by certain appeals of benevolence. The objects of benevolence should vary from time to time so as to provide broader sympathetic relations tending toward

universal interest. The caution should be that the teacher should not create an interest which is not in the realm of the child's experience.

2. Building a Church School Museum.

(a) Educational Value. A museum in the church school furnishes an unusual opportunity for Social Service. Every boy and girl should be able to contribute with his own service something to the museum. A school should begin to collect a museum as soon as it begins to collect a library. Both should receive attention from the beginning. Museums and Library

rooms should be provided in the planning of a modern plant for religious education. For a small school one room will suffice for both purposes.

A good museum should be regarded as much a part of the equipment of a church school as a laboratory is considered an essential part of a high school plant for public education, both are laboratories; places for investigation and the concrete demonstration of facts. and principles. Implements, costumes, and curios are valuable contributions for teaching Bible history and oriental customs, as they vivify the reality of the historic events. In teaching missions a collection of relics from the various mission countries will add much to the interest and appreciation of bare book facts. For example, an Indian tomahawk, bow, arrows, peace pipe, etc., would make children understand and remember more than pages of reading or hours of talk. Museums should preserve in the concrete what the books attempt to describe.

(b) Types of Museum Specimens.

(1) Oriental specimens. Actual objects from past times, such as oriental farm implements, house furniture, articles of dress, weapons, scrolls, books and manuscripts compose one type of the content of Museums. These can be secured by the pupils, personally and through friends who travel through Palestine and oriental mission countries. It would be practical to secure specimens by correspondence from missionaries on the field.

(2) Models. Another valuable contribution to the museum is models of oriental specimens, such as miniature houses, Bible land curios, mission types of houses of various nations, flags, modes of conveyance and other articles representing customs and habits of life of the periods of Bible history. Photographs and other pictures would have decided value and inter

est.

This type of museum specimen provides a real opportunity for expression through Social Service for our Junior and Intermediate boys and girls. They delight in this kind of hand work. A miniature tabernacle with all its equipment and other representations of the life of Bible characters will create a vital interest in Bible study.

3. Social Service Classified.

(a) Home Relationships. Being in the home with mother, brothers and sisters provides the first opportunity for training in service. Various kindnesses and helpful attitudes lead the child into unselfish behavior.

Many opportunities arise in which the child can express a kindness to children and domestic animals, sympathizing with them in their ailments and suffering. Practical services

(b) Local Church Activities.

which are rendered to aid in the church program, including the social life of the community, are classed under this type of service. The activities of the Religious Educational program are becoming more and more larger fields for training in Christian service.

(c) Dependents and Shut-ins. There are in every community babies and older children who have had misfortunes-some motherless and some deformed in body. Such unfortunates make a strong appeal to

children for service.

Families who are needy appeal more to older children and young people who have developed altruistic feelings. Misfortunes have knocked at many doors. Fires, floods, storms, and other destructive agencies visiting even strangers make strong appeals for service. In almost every community are found the aged. The Old Folks' Homes and Alms Houses are challenges to our young people for social service.

(d) Community Betterment. Campaigns against spread of diseases, community health, and habit clubs, beautifying the grounds of the community center and many other activities invite boys and girls in the 'teen age to such a program of social service.

(e) Home and Foreign Missions. Through missionary societies and other sources of missionary education there come strong appeals to all ages of children for self-sacrificing activities. This type of service has