The Boy Problem

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The lab- oratory method and not the recitation method, learn- ing by doing, is needed. A third danger is that m emphasizing memory, which we may properly do since the school neglects that faculty, we teach proof texts, the dried figs of theology, instead of the great inspirmg passages of truth and faith. A ready-made answei paralyzes, not stimulates, the mind. The last dangei is to find thus the point of contact. Here is a bound- ing, bursting boy, with his heroisms and enthusiasms 118 SOCIAL O...RGANIZATIONS and a new sexual, social and moral nature that almost overpowers him, full of moods, doubts and obstinacies.
Does the quiet, logical, sweetly reasonable catechetical method really come to where that boy lives and find him at home?
In the Episcopal Church, where the method is not a recent experiment or a thing by itself, most of these objections are met because of its place in a larger system. It is but one wheel of an ecclesiastical ma- chine. The baptized child is accepted as a member of the ecclesiastical family, potentially regenerate; the catechism is not a matter of special class instruction, but it is taught in the Sunday-school; it is the tradition, and so the expectation that the child will come for- ward in adolescence to prove his knowledge of the catechism in the confirmation class; instead of waiting for a cataclysmal conversion and a Christian experience before admitting the child into full communion, the child is admitted upon attaining a fitting age and reasonable knowledge of the catechism, and it is be- lieved that in the solemn interim between confirmation and the first communion, in the activities that follow or in the fold of the church with maturing character, spiritual life will actually appear.


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