07 V. SCHEDULE AND CURRICULUM

V. SCHEDULE AND CURRICULUM

Chapter V SCHEDULE AND CURRICULUM

Considering the importance of Bible study to all, it is certainly desirable that we study at any time we have the opportunity. If it >is desirable that we study the word of the Lord for ten days in a vacation school, then, of course, it is equally desirable to continue to study it for a much longer period. But there are practical considerations that must be taken into account in deciding the length of term. The length should probably vary somewhat according to the circumstances and might not be the same in every community. The usual term is two weeks with sessions on the usual school days. That makes ten days of actual school. In most places we would probably run into difficulties if the length is increased. There is usually less difficulty in securing teachers for the shorter term, especially for the first attempt- Teaching in the vacation school is work, real work, if the teacher takes her task seriously. Most of the teachers will neces- sarity be women who have housework to do and children to look after. It will likely be easier to get people to come to the school at first for the shorter term. After the first school in any place, you may be able to have a longer term. Of course, the work of the teacher in the school is a “work of faith and labor of love.”

Some of the denominations have what they call a “standard school.” It must run for at least three weeks and often runs for five. The local church receives some kind of credit with the central authority of the church, the amount depending on the length of the term. Of course, the central authority sets up the course in detail.

Working out the daily schedule for the vacation school is not difficult. The schedule need not be the same every’where. Below is given a schedule that has worked satisfactorily in several places. The time of day for starting the school may also vary according to the community, but it has always been found best to start early enough to get through before the hottest portion of the day. For that reason 8:30 A.M. has been found to be a very desirable time for starting the daily session.

Daily Schedule Devotional 8:30-8:40 Class Period 8:40-9:15 Recreation 9:15-9:35 Class Period 9:35-10:10 Drill or Song Period 10:10-10:30 This schedule gives time for two thirty-five-minute class periods- Longer periods do not seem desirable, especially for the smaller pupils. It is best to have as much uniformity in periods ’as possible. If the preschool children can pass out to playgrounds early without disturbing the other classes, it is well to allow them to do so. If this is not practicable, the teacher of the small children should let them play in their room. Of course, these pupils cannot give attention for more than a very few minutes at a time and the teacher will have to vary the activity.

Devotional Period This period can be made very enjoyable for all. It should be conducted in a reverential manner, but this does not mean that it should be too “stiff” and formal. Some boy should read a scripture. You should easily get volunteers for this. It is well to appoint this boy at least the day before. It might be well to select the scripture for him. If he has one of his own, allow him to read it unless there is some very good reason for the one you have selected. After the scripture reading, there should follow a song or two, depending on the amount of time you have. There should be a prayer led by the director or someone on whom he will call, perhaps one of the older boys. Make the songs the kind the children enjoy and can sing well. Difficult songs should not be used. On the other hand, if you use very many songs suitable for the smaller children, the older pupils are apt to think them “sissy” and become disgusted. Try to make this period a happy one for all. (A “theme” song is sometimes selected by the school and used with satisfaction to all concerned. It should be one with rousing tune that they all like.) The suggestion made elsewhere about mimeographing some suitable songs is a good one. The pupils should come to the class with lessons prepared. Their desires and ambitions should be aroused so they are willing to do this. Experience has proved this can be done. Thirty-five minutes is not long for a class period. Teachers will have to make every minute count. It will be found advisable to allot the time so as to be sure and finish the lesson each day. Sometimes this will be difficult, but it seems best to do so. Remember that the task in which we have chosen to engage is an important one. Let us make the time really count. Let us so teach as to influence lives for Christ. The schedule is one that calls for intense activity. It is better to have it thus than to have longer periods in which the pupils become too tired and quit attending. If the lessons are not completed each day, the teacher will find it difficult to complete the course. Do not allow too much discussion on any one point. Give enough time for the point to be made reasonably clear and then go ahead. The last period of twenty minutes is to be spent in a general assembly in the auditorium. If a song leader, who can teach the fundamentals of music, is available, it will be found very much worth while to spend this last period in singing and studying music fundamentals. Of course, we all realize the essentiality of good singing. If we are to have it, we must begin training our children early. We should teach them the fundamentals of music and drill them in using what they learn. Both the music fundamentals and the drill are essential. The boys in the school should be encouraged to try to lead. We may use this period profitably in doing other things, but let us have the song drill if it is possible to have it conducted efficiently.

If the song drill cannot be had, this last period should be spent in a Bible drill with the entire school taking part. In most of our experience this drill has occupied the time. Full instructions for that drill are given elsewhere. As stated previously, the schedule can be varied to suit the circumstances. This one has been tried and found to be workable. It would seem advisable to have a teacher for each of the various groups. We heard of one place where each teacher was allowed to prepare a lesson on any subject that might be chosen. In the first period each teacher met a certain group and then a different group teaching the same lessons the second period, and still a different group for the third period. This would seem to be an unwise practice for the following reasons: "(1) Teachers are not equalty capable of teaching all age groups. A teacher might be efficient with one age and very inefficient with another. (2) The smaller pupils do not like changing teachers. They usually fall in love with one, and if a change is made they are somewhat unhappy. (3) A lesson suitable for adults would very likely be unsuitable for the small children The Bible speaks of “milk” and “meat,” (4) A very different method would have to be used in teaching the various ages. Most teachers are incapable of varying the method to meet the need. If they were capable, it would be an unnecessary burden on them to have to do this. It would seem much better to give each teacher a certain class. The Curriculum for the School

It was stated in the first chapter of this book that a vacation Bible school should be a school in every sense. We cannot have a school without a curriculum. By curriculum we mean the course of study that is prescribed for the school. It is that which the pupils study and which is taught by the teachers. It goes without having to be said that the Bible should be the foundation or source book of our study. Of course, we will need supplementary materials. Just as the teacher of history needs magazines about current events, books on government, and economics to supplement the textbook, so the teacher of the Bible heeds some knowledge of history and other allied subjects to supplement the wonderful truths of the Bible. The Bible gives all the fundamental truths necessary, but history gives us some of our illustrations to show how these principles work in action. The Bible is the text that should be studied, The pupils should be taught to go to it for the answers to their questions. It should be the source book of all lessons, We should all realize that the Bible is the one and only authority in matters of religion. We should emphasize that there is no appeal from what the Bible says on any subject, that all will have to face its teaching when we come to give an account of our lives. We should see that our pupils get the habit of looking to the Bible for the solution of all their problems. It should be studied reverently and prayerfully.

There are certain fundamental factors that should determine the curriculum for the school. The first of these factors is: the age span of those who will engage in the study. Since we are to have all ages in the school, the curriculum should provide material suitable for all. Many of the adults will be able to take the “meat” of the scriptures, and the course of study should provide material for them. This group could profitably study most any book of the Bible or they could handle most any course of Bible study. But they are not the only groups about which we must think. We will have to consider the many that cannot take the “meat” of the Bible. Trying to give meat to some would be like trying to teach algebra and geometiy to first graders. They would not be able to grasp it at all. We must select a curriculum that is suitable for all ages in the school. The second factor to consider in deciding on the curriculum is the wide variety in knowledge of the Bible we will probably find in the students. If we get many students from outside of the church, we will have some who have never studied the Bible at all. It is not age alone that determines the ability to understand and digest the difficult portions of the word. Previous knowledge of the Bible is just as important. Many Christians are also woefully lacking in Bible knowledge. Some have only a fair knowledge, while still others will have been good students for a long time. We must provide suitable material for all.

Another factor that we must consider is the literary educational attainments of the adults who may attend, for this may be a determining factor iii their ability to comprehend the word. We are apt to have people who can scarcely read intelligently and still others who are highly educated.

Aims of the Curriculum In selecting the course of study we should ask our-selves what it is we would like for the pupils to get out of the course. Are we trying to get them to obey the gospel? This aim should be stressed by those teachers of the boys and girls who are reaching the age when they should become Christians. Is it our purpose to cause people who are already Christians to grow in the Lord? If so, select a course of study that will best bring this about. We need to decide before we start just where it is we intend to go. We are more apt to arrive if we know where we are going, and we will arrive much more quickly. Is it our aim to make people strong and happy in the Lord? Or is it our purpose to see that the forms of worship are learned? It is probable that we will have more than one of these purposes in mind. We also might purpose to teach people how to be Christians in their home life. We need to teach young people how to contract a happy marriage, for people cannot be happy if they are not happily married. Last of all, we need to teach our students how to be useful Christian citizens; how to take their place in the community and yet be Christian.

These represent the principal aims of Bible teaching. We should be conscious always of our purpose. Each lesson should have at least one of these for its outcome. The entire course might have a general aim, and each lesson, some phase of that aim. If it is the building of Christian character that is our general goal, then most any portion of the Bible would be good if the class can comprehend it. But, if it is some particular phase of Christian character that we wish to develop, we would need to select some portion of the scriptures that will bring about that development.

Let us take an illustration. Many Christians are not well prepared to meet the troubles that beset them. They do not have the right attitude toward the problems of life. The book of Philippians is especially suited to the purpose of developing the right attitude toward these problems. In this book Christians are taught how to get joy out of their religion in spite of sufferings, lowliness of service, and in spite of human imperfections. To build up these characteristics is a needed work, and this book has some fine material for the task.

These are difficult times for both old and young. We all need every assistance we can get in fighting the battles of life. It is appalling to think of the conditions under which many children grow and develop. Their surroundings are such that they have little chance to develop as they should. Many homes are broken. Divorces are becoming more and more common. Or-phans homes receive many calls to take children whose parents are both living. Their homes have been broken by the sinful life of one or both parents, and the children are left without a fit place in which to live. Young people are often denied proper parental guidance. All of these needs should be kept in mind as we select our curriculum. It should be designed to meet the needs of life. It is not enough to just teach the facts of the Bible. The facts should be so taught that they register in everyday living. They must be translated into guides that can be used by the particular class we are teaching. Many who have a fair knowledge of the Bible have little notion of how to apply it to the problems that face them every day. The curriculum should provide the material with which the teacher in each class can give the students the things they need. 

Last Night Program The old-time “close of school program” was planned for entertainment. That would not mean that this motive should be ours in having a last night program for the vacation Bible school. Its object would be to arouse interest on the part of all by giving some exhibition of what the school had been able to accomplish. The program should be built around the activities that have been going on daily in the school. Knowledge has been acquired. Drills have been conducted. Songs have been learned. There have been interesting discussions, There are some high points that have been emphasized in each class that should be instructive and interesting. A committee of teachers should be selected to arrange the program so that it will be well balanced. Let each class do something, but try not to have too much of the same thing.

Here are some suggestions about the program that come out of experience. The program should be opened by the school singing some two or three songs that have been learned during the school, Some boy should read a scripture selection, and some one of the older boys lead a prayer. If you have a capable boy, it would be well to have him make a short talk as part of the devotional service. If you have been having a song drill as was suggested ip another part of this book, some of this drill can be used on the program, the entire school taking part. After the general program, it is well to have the part assigned to the tiny tots. Everybody likes to see them do things, and they generally like to do it. A part of the daily activity of this group should be singing, and they should be able to sing one or two simple songs. They might also have a simple Bible drill, and the teacher might also have some other number that would be suitable. Songs, drills, and storytelling from material covered in the school should make up most of the program. A round-table discussion has been used with satisfaction, A teacher and two or three boys took part in the discussion of a suitable theme, each contributing a part, and asking questions to bring out a point more fully. This makes a fine contribution to the program if properly handled, and too much time is not taken. Care should be taken not to have the program too long, but let all classes have a part.

Having this program should result in getting the parents into the building that have never been there before. All members of the church should be alert to welcome such people.

Another part of the program to which all should look forward is the giving of certificates for attendance and achievement. Some children are more apt to come to the program and take part if they are to get a certificate, Certificates may be given for attendance, and also for completing all of the work assigned in the course. If certificates are to be given, the pupils should be made to understand thoroughly on what basis they will be awarded, so that no one shall be disappointed.

Let us have a program, and let us make it as happy occasion as possible. At this time announcement should be made that another school will be held the following year.

Here are some brief suggestions as to how the church may get the full benefit of the school:

1. Use the information obtained, keep on files to get pupils for the Sunday morning classes.

2. Use the list in advertising meetings.

3. Use the list in mailing out church bulletins and tracts.4. The list should prove of value to the local preacher. He may like to call on each family from outside of the church.  The course of study given in this book is designed to meet all of the needs set out in this chapter. The junior and senior outlines are based upon the book of Acts. This book is ideal for a general course in making and developing Christians. In it we find the unfolding of God’s eternal purpose and the culmination of all his plans for the salvation of mankind. In it we see the fulfillment of the promise of Christ to send the Holy Spirit as a guide and comforter. We see people being saved by the gospel and the church being established. We see the methods of the early church in taking the gospel to the whole world and in working out many problems, by which it was confronted, under the direction of the Holy Spirit. The primary outlines are based upon Bible characters. These individuals display outstanding traits of character. Since small children are great imitators, it is thought that character studies will encourage them to formulate some ideals in their lives which will be lasting. Well-known Bible characters have been selected for these lessons because they will be easily taught and grasped by the children of these early years. You will find that the principle of faith runs through the series of lessons. This is the period in life when ideals of confidence, love, helpfulness, and reverence should be established. At the beginning of each lesson plan the objective for that particular lesson is set forth. The teacher should prepare the lesson with this aim in mind. The aim may, or may not, be mentioned to the class, but the teacher should be constantly aware of this aim. The use of supplementary materials is studied in another chapter.