84
T h e
K i n g ' s
B u s i n e s s
February 1928
Christian Education—It’s History B y M iss F lorence M . C haffee ( Director Christian Education Course, Bible Institute)
HERE seems to be in many circles the very mis taken idea that Christian Education is a new and untried departure for the church, something that has grown up recently as a result of modern thought and experiment. Nothing could be far ther from the truth than this. T o be sure there is today an increasing realization of the need and impor tance of this work and an earnest conviction on the part of all thoughtful Christians that its methods must be im proved and its work extended, but Christian Education is as old as Christianity; and religious education goes back to the beginnings o f recorded history. As far as we know people o f all tribes and countries have given some and usually marked attention to the training of their children and young people in the things of their religion. Children were never supposed to come by these things instinctively or accidentally or even casually. It has always been recognized as the duty of parents and other leaders to furnish religious teaching and training for the youth of a people. The most conspicuous example of emphasis upon religious teaching is of course furnished by the ancient Hebrew people, and this emphasis was taken over by the early Christians. When one takes a con cordance and looks up thoughtfully the Bible references that have to do with teachers, teaching, the importance of childhood, Jesus’ work as a teacher, His - attitude toward children and the place of teaching in the early church, he is amazed at what he finds; for the Bible speaks in no uncertain terms o f the teaching- ministry, and Jesus Him self, both by His work and His words, gave teaching its great emphasis and brought it to its highest perfection. In Moses-’ great farewell address in Deuteronomy, while acting directly as the mouthpiece o f God, he not only gave certain laws and commands to the Hebrew people, but made provision for teaching these things to the children (Deut. 6 :7 ). Certain Levites and priests were soon set apart for the teaching ministry. The importance of this ministry to the life of the people is noted in 2 Chronicles 15:3, where we read: “ Now for a long season Israel hath been without the true God, and without a teaching priest, and without law.” A fter the Babylonian captivity, when the Hebrews had learned many lessons from their sad experiences in a foreign land, they began to establish in connection with the synagogue that sprang up in nearly every town, a synagogue school, and here the Jewish boys were taught in the things of their religion. This teaching left much to be desired in the way of method and em phasis, but certainly it was thorough; so that when Christ said to His followers, “ Ye have heard that it hath been said”— He spoke the literal truth for all o f them; they had heard it. Well were it for our children today if they knew as well the great teachings of the Christian faith and the way these teachings have found expression in the history of the Christian church life and experience! ' It seems unnecessary to speak of the particular em phasis that Jesus Himself put upon teaching, because the gospels so constantly speak of Him as a teacher, and so much is said o f His teaching work. His emphasis upon the importance o f childhood is especially significant (Matt.
18: 2-6, 10; Mark 9:36, 37, 41, 42; Mark 10:13-16). He put the child "in the midst” , and that is where the child belongs now— not to be shown off or spoiled, but to be taught. This however is not the general attitude o f the Christian church today. We, like the disciples, are more adult-minded and are inclined to turn away the people who wish the major emphasis of the Ghurch to be on the work with the children. An emphasis upon the teaching work second only to that of our Savior, is given by the great apostle Paul, as a careful study of his letters, espe cially those to Timothy, will reveal. A very interesting ref erence is in 1 Tim. 5 :17.. (Revised Version), where we notice not only that some o f the elders of the early church were to teach, but that such were to be counted worthy of double honor. In the very church at Antioch where the Followers of the Way were first called Christians, regular Christian Education began, for we read that in this church there were a certain group of people who were “ teachers.” History shows us that the early church found it necessary not only to set aside special leaders for the teaching work but also to establish schools for Christian instruction. As early as the second century catechumenal schools for the Christian education o f children and new converts were started and soon after catechetical schools, where leaders were trained to meet adequately the pagan philosophy and teaching o f that day. By the third century there were started in the cathedral cities schools for the training of the, clergy. These were called cathedral schools and were forerunners o f our theological seminaries. It is interest ing to note that during the middle ages the church lost its emphasis upon teaching and at the time of the Reforma tion the Roman Catholic church was depending for its in fluence upon ceremony and political power. The Protes tant reformers, however, placed great emphasis uptin teaching. Luther, Melancthon, Calvin and others were themselves teachers. Luther held that the teaching work o f the church was fully as important as the preaching work ; and said if he could have his way, every preacher would be a teacher. The Roman Catholic church soon came to see the wisdom of this emphasis, and since then has been far more consistent and emphatic and therefore more successful in teaching its children in the things of their religion than the Protestant church has been. Great outstanding leaders since Luther, such: as Zinzendorf, - Wesley, Robert Raikes, Bushnell, Marion Lawrance and an increasing number in our own day have seen the abso lute necessity for the teaching work of the church and for trained people to handle-it. So from the very history we may conclude that the teaching work of the church is not a side issue, or some thing that can be relegated to a secondary position. It is primary, a major task. Numerous important proofs can be given in support o f this statement— (1 ) The continual Bible emphasis, especially the emphasis and example of Jesus, gives it a major place. (2 ) The teaching work deals with life when it is young and plastic, when ideals and character are being
Made with FlippingBook - professional solution for displaying marketing and sales documents online