Show i Pictures in ill Religion Class ClassA rA A Paper Read Rend Before the Religion Reli ion Class Class und and Teach Tench ors ers Convention June 7 1910 by b John Henry I Evans of the General Board of Religion Classes V Y u II Ld d 01 1 In the Ihl h r j r M Bram I t I explain tie 11 nt of Jr In the th n elnas Dut rt 1 a I iri rr r tak tack as tia I think in h into to make clear th tI or of lh th thor for or the Ihl inning year H r otho Olho if Je I Khali hiU hardly he hc able t h ay any uny y about hout II a my In n tit Ito I 1 first t tak Ik k the liberty of or lay Iy I JtB JUI jt ou flu ha hai has turn h de n with it re ee tn t I the tho pinn or I on OUI J t nl then of it t try In to oNI FHy My him p at Ii ut tha Iha th u ii of 1 ti h IN I 1 un n L fI in tn pr r rIIS I 1 Ion IIo clan 1 Jn In ln the r pin It his hall been bf though I t to u it I of t I Iea m t p 11 two Th fh I I olk DIk li 1 11 Ii i I Ihl Mar Ir unit anti am lh th set n 11 years OIE III I yi ar r Kor lur the th yat 1 nil nfl tho ho given gl n the th Ih two to tn years n filing will be lie I published with suh le I e 0 vUlon jIon loll UK g ITIn b Ix deemed iu c mi r RII the work V ok k lor mr r the he I pr I ry di p I ment In Iii on un in volume Unit for Pr the ira fut Intermediate department In u not hoi that tOI for tb Intermediate Irit ff guI nl 1111 it in and Ind that rr for th Ih HI ad adL L n In Iii a fourth For the general rd luu i a I t I t tu to hu four I Instead of ot three thle n na as f fOre fate The Tia of If f thIs thin or It detriment lessons In Is tine three threefold fold Fl Flu FIat st th teacher will h Inive v Hereafter ill al the Ilie an aM Ii early earl In Inthe 11 t the can UK cc he which hm ht been beon second th thI Instructor I rJ tIll In nay azy ono one On department will be inquired 1 tu to purchase the lesson liv in 11 any other ther department undo and third the teachers III In each eMch 11 have hav acoss a tu t ti SO O uit nf of tinly JO 30 O For I or It Is I the Intention t I mango the th lesson In u It t way WO that I Instructor may nay take tk ak mi up any all lesson I n nt lit a 1 time whan lian he 11 thinks It will lie most opportune fur for his hia hi of t to Lain lok It up u In on definite ec It lou has ho been hern to print two tw departments of or it the tho ita I II I such Illustrative atones UH ui UHn n It y be b needed dd Our Dill chief difficulty giH 01 a you yuu know liac h Ile Iwon n to tl I PCt ICI material fur tOI i And A lid til narrative l I is one of ut the th Ih d nrc t nm t and t int t f Idea lika to children liven trl will be lie letold retold In the tho Iv I It t Nau tar for tn the th inn not t pert part p rt the th material I III f and h a point I mAI be In lii the method nf vf It retell I Jn Ira It I Vi ler IJ It IK Ia I than U la general ly U fl uV OlId to 10 tell III n s sIV IV lu that children will Ret get th the right Idea hi fIn them and that because of the warda and end e In III which lir c stories for the moot moat rt are told All 11 the that appear In the ln Ic will wilt have hav been boon written o og oa for tur thi tho cud cudlip lip will be not nut only from our CUr III own history nd literature lit Il t from any all other ather that will CL b Lye ui us what v O I want TO Gr CUfAR IDEAS IDEA Thirdly Id I till the underlying thought ot at atthe f the th leB leMon on will bo be boo t tto I to give clear l to the tha th children re ip what they ought to 10 do and I then thon to direct their conduct by b way I of lit setting pelting the doe clan cia habitually to ox t Ires rIS 5 thORe ld I Idane In their lives This Thie needs need a word ord of at explanation The of ot o education In the tho child chilli und ond nd dona It la 18 ti left JUt to 10 take luke on an this thle form torm First Firsti I i the Mho I child gets the Idea next It n nI RII as I I I html In to the Idea I that i is b makes make tho ho Idea part of ot Its and an l spiritual I I equipment and then It 11 expresses express tho the idea Iol In om form usually an net act This la is I the th natural method When hen a achild f fIlid child geln an all Idea thero tho Is la a It Itt tendency t to do Home tiling by way of at c that Id en Now Kow in most perhaps wo we religion class Work rork rind 2181 that tho the children are arc JO al ridy r In of ot the tho Ideas wo wa with them th m to have havo In that cose case our concern comNO Mil vilt bo be to brIng brine tho Into Iio greater to tako take them thorn eo to p oak out oU of at tho clouds clouda C l of ot their theIrA the A hU Hitherto In tiles III work we w laid e so much trouin flu n that It l II wo Wa may Iwo vo lost lut to sauna omo extent r tills thin mutter matter of getting 1 and ol ot I those thon 1 1011 To get Ket right Meat clear right Plans 1 IK I lx fore we VOl en n tho those thole o properly In our conduct ideas become clear era are or In the mind by h dwell lug 1111 upon them by luy h thinking them thetis I iii how 11 como to e our lives liven t I have known of ot oth where h n R horror o or t has hA resulted from a n simple by h and teachers th it il In III rong to desecrate thi Ihl day da fI Mont lOt Important however In is Inthe I Ith the th application of lit t tile the th idea IdeR In the life of ot the Individual child of opening a n away aWi way Wi by lif which that shall be tie t In ft a habit I 1 Ilku liku the beautiful thought of ot the old If and that everyone eton IH is a n soldier fighting for I which took look In their case the concrete form torm of at industriously ly l Ing the cull noil oil nb b an mu IM to produce whole Poole dome plants plant and to pull up tip the th un unwholesome wholesome and of ot snakes tonI toads and enol an no creations and mani f citations of ot the dark Too often ortell we w iv leevi our ur Ideas In the tho WP are soldier all nil right hut tint wo do not ursi enough the of ot fighting In tho the cease e I UI S TO Now to recur to the tho moans of ot In Inculcating Ideal and hero here 1 J como come to tomy tom my m subject I proper wo are ure to 10 u use of an a many avenues an as In order artIer to give Ivo clear cleur Ideas to the chil children children dren In the tho clues ulim One avenue U la the Iho our 1 0 11 k to 10 the tho child It hears heare and Not however no MO 0 we se w have recourse to 10 the eye which U ii another avenue to the Other things re reo the same name am an at Idea Idla which ha hn has come on to UH lie u both the Iho eye eyo und end the tho ear AVill ill II make mako a II deeper lam ilon on out the mind than an Plea Idea that come to us 1111 through only nl one no of thoin thosa moan And eo so o the general genral board has hax ha decided that pictures are arc to be bo mused lined LOOI next nt year In the th Religion olIon clas when whenever whenever ever r they are really serviceable and obtainable Not every very lesson leMon will be he II hv h b n it picture Nor or Is It the tho Intention to make pictures tho the main thing In the cla class ClAM w They The will willbe willlie be lie h used whenever they Ih can be used 1 to advantage anti they Ih will not be mused 11 1 when they thc serve no particular end In l It If Ifa Ita a R In other words will really iel to gIve or to Impress clear I lar right Iden Ideas In the tho class clo It will be Ion used mused when whon It II does doe do not nOI help It will not rot bo he employed oll It Is III to 10 be taken for tor grant granted ed 1 of course that only onh Rood good pictures will ho bo recommended for tor use ue Such pictures an as may be b suggested may mil be he used mused In one ono of or these theo three thrle forms they th may appear In tho the form orm of ot a i chart hart which can cIn be sot set before the h class 1111 or they Iho may he be large cards lIke Ike Ilk the time Perry lern pictures which can bo be kept kelt In a portfolio and taken out when needed n I d or they th may ma tie he 1 11 published In inthe th the he fk It has hn not yet et been decided dIel which of or these theeo forms will ho bo houed housed used TilE THE tS OF ES So iti II far ns as concern an nn argument tot fot he time use u of ot pictures In tho Religion ats I 1 might easily rest rBt my case calle on he the broad statement that since Inee they tho hll hate lave been Increasingly employed In educational work wor from the tho beginning to o our o own n day the principle of ot the thA tiling timing must bo ho bed j d In some comae human need no That pictures havo have been so eo used n a mero mere glance at tho the history of or the tho subject will show School readers r from corn the he have employed pictures Text hook In history nt at one time Ume did lid not have hae Illustrations but you ou cannot annat now pick lck up U one alma that does do not abound In them hem ercH on an Science oven pay 18 and Greek and Latin gram Kram JT mars mitre make u use URe c of or it cuts Not only tn m school hook books IH is It true but popular such Buch as 1111 s tho the modem modern novel the tho he magazine and the newspaper ii er li Sa profusely Illustrated The Tho Invention of ot Un moving picture Is 18 now being turned u Into Inlo limb tho time most mORt Ingenious lines for tor or edu educational IU rational purposes Time Tho h number of ot the tho Worlds Work Pork ork contained nn all arti elu Ie IC Informing us that In III Iu school Ire n it valuable mice tiso Is I being rondo made of or moving ing pictures for moral purposes A Ayoung Aoun young oun man lumen fouled III In a it rare race wo we 0 saro told In which he hI h won tho lie i how hn imer 1 was wa disputed by hy his hla fellow con contestant ordinarily there would havo Lean been no proof on mm either side but hut In lii Inthis this Instance n II photograph was exhibit exhibited ed t l In proof 1100 that ho tue hail had fouled fa u 11 1 An Aim 11 edu educational Iu Institution In the tIme east cast has lies been hll spending in g In III cx Ing I with this means of at Inculcating moral lucas Ideas And no n doubt we w s shall hear har mon manic about Aboul It II from tl lIn now on Hut Hilt my may III contention Is lB that time the th use UI of or pic pictures Pictures tures t so 0 freely In III school popular Implies that there thre Is In tim them theman an nn appeal to something In III our human nature and anti that In em Im employing playing thorn them In the th class we weare C 0 Cirp are irp making use III of ot nn an additional means of or 0 Inculcating religious Ideas Idea Id M In our children Them urn are nt cit least three distinct val values nl ai use ues that ought to come como to UH us time the use 1180 of pictures In our classes The first benefit consists In lit this that It will help to arouse unit to hold In lii In time the th class recitation To en Ill engine gine gme the II Is I always the tho first requisite If It you ou would teach tench It Without that attention you youcan ou can tn Sn do nothing Nor or Is III it l In our classes to bo ho obtained by tJ tho the usual means of talking loud or scolding the children Tho The only attention that Is ii worth having 0 1 the th only Interest that luu lam educational value here her ut itt all events It I the voluntary Interest of tho the class clAM Since Interest therefore Is I M toO mO necessary a ii condition to getting lilacs Ideas hI any legitimate means to 10 the arousing and smi holding of ot the time attention In jim the dais B will bo b Now Non pictures arc nrc nr such a 11 moans The Tho reason for this t h fact Is not far farto farto r to seek elk A childs child world Is 18 u Il world of or concrete things the earth the sky sk trees tree flowers i people cople tops marbles dolls oll and so on Tho native Interests of children says Iro James Mo iio altogether In the time sphere phero of sensation Novel Noel things thin to look liok at or novel sounds sound to hear especially when they tile tho Involve the th spectacle of ot action of at n me I violent sort will always divert elivert tho the attention from abstract conceptions of or objects le verbally taken In tn Tho The grimace that t Johnny Is III making tho the RJ that Tommy Is 18 ro rP uly to throw the tho In III the II street nt or tho the distant l ringing these are the Iho rivals a with Ih which the tho teachers powers or of being InterlInK interesting have Incessantly to cope The Cho child chil I will always alwA 8 attend morn mol to what shat a teacher does loes than to what tho the same Caine teacher says M A lady hilly told me mo that tha tOile one ha da lay during n II lesson lewon she ho was wan delighted it itt I having captured I so BO completely the attention of ot it ono of her hr young charges lb He H did 1 not hot remove lila his eyes e from froum her hr face but he ho said 1 to 10 her hr after thu IrH son MOil was wall over 1 I looked nt Ct you ou all the lime Ime tinH your our upper Jaw did dl l not move once on That was tho the only on fact that t ho hohnl hail had taken In fn Living things then moving things thing or things that savor of ot danger clanger or of blood bloor that have n It dramatic quality these are arc tho the objects natively Interest InterestIng lag Ing to childhood to the tha exclusion nf or al ul almost most mORt else anti and the tho teacher te of young children until more InDrO Interests have hll grown up III will keep In touch with her pupils by constant rip liP peal to such matters as these tIn tian must be he curried carried on objectively ex cx experimentally x Tho The black biRCk oar and must constantly come In AID 10 TO STOUT STon Stories wo we already havo In tho the fie He cliPs class as 85 a 8 I means of ot rousing and holding the tho Interest of the time children Pictures will bo ho an additional means of ot getting and I nd keeping that Interest The Tho first fI Ill I thing wo such hall do rio when hen nn wo have havea a II lesson n to 10 present which we e can Illus Illustrate Illustrate pictorially will be bo to place before tho the class a J good K od picture Instantly every eye ce will be b upon It II and every mind alert to know what It means mean That meaning will 11 be given Ien In another concrete manner by a n story sto Then Thon the tho children will readily take part In a II dl cushion of ot how we wo can apply ly In our lives th tM the Men we 0 have thu thus obtained So io I repeat pictures are arc nn an advantage an tage In 10 the way wety or of capturing the In Interest Interest Interest terest of ot 0 the tho children In our Religion classes A A second t derived from tram time the use of ot pictures Is that they help holp to fix images on the tite mind mindI I t know that In Sn roy ray own experience th the Illustrations ll In the school book of ot th the put cast on the tha National XII I Iu u u n nn N N W M MI MI Mi Mi o l I i F A I II 1 Y Yz z f Yf YA A A A A zA z 1 f z I X Y A A At t A b br r A 5 y to J X I Iz I U Ut t 1 ii P J z La S J Y j ji J h Jh h J JY h 1 I II J i h h j J t Jt I y y Y Y Y r h h Y X t I J d 4 h t A 1 c 1 1 1 X h t J X A I i h X A Ah h f fX ff f i X X I P y y 1 Y 1 b I L Y X Y 1 i f h Y Y X tt Y YX X 1 I Y Y Y i Y Y 1 1 Y X 1 1 A X H X u uS i SCENES S AT DRY FARMERS EXHIBITS AT NEPHI LAST WEEK I tenders I think they tile the called them ore art oretho the tho a II I things about those old books for r lf me inc they thu aro are al RI almost most mOAt time the only thins hung about them I can III In fact I could build UI up upa uia a II tolerable out nf ut those old ol wood cut not tho In lii the world perhaps hut but that would not bo ho tho the lI mura fault Tho Time poet you ett I her In his hll h poem 1 un 01 Im lie tho daffodils claims as nil tho time bliss lillis of solitude this very er power of ot tho time mind nub by ii h which remembered lIa h upon Inward eye Iye To he be sure he lie h Is III speaking about Images produced by h scenes In nature 1111 lu rr hut tho time saint thing thinK Is true truo of or images made by h 1111 only oni It may lacy bo be In III a II |