Educational Work of the Church
APPENDIX
Appendix A: Questionnaire Evaluating Curriculum Materials and Activities
Objectives
1. Have clear, worthy, attainable objectives been set up to guide the teacher?
2. Do the objectives of the particular age or unit of work harmonize with the objectives for the program of religious education as a whole?
3. Do the objectives clearly reflect the needs, interests, and capacities of the Pupils? Are the goals child-centered?
4. Have all the materials, activities, and experiences been selected with respect to these objectives?
5. Is the attainment of these objectives measurable?
Subject Matter
6. Is the subject matter suited to the accomplishment of these objectives? Is there too much or too little content?
7. Is the subject matter used adapted to the interests, needs, and capacities of the pupils? Does it also center in the social life about the pupils?
8. Does the subject matter possess intrinsic interest for the pupils? Is it definitely related to their present-day religious needs and experiences? If not, can its use be justified on other bases?
9. If pupil study must be motivated, is a method for motivation suggested? Is supervisor able to aid the teacher in developing proper motivation?
10. Does the subject matter of the course adequately deal with the various sources and types of religious thought and experience? Is it wide in scope of interest and rich in value?
11. Is the content of the course properly related to the courses preceding and following it? Is it related to a total curriculum?
12. Does the subject matter have possibilities of being effectively related to other elements of the program such as worship, service? Are these possibilities utilized?
13. Are activities suggested in connection with the subject matter? Do these activities naturally grow out of or lead into the subject matter?
14. Is the material broken into proper units or “lessons” for study? Is there too much material or too little material for the lesson period?
15. Do the units of content have proper sequence? Is the course marked by progress from beginning to end?
16. Is the material of each unit well organized? Is there a teaching outline? Are the explanations and directions for the teacher clear and helpful? Are they too detailed? Not sufficiently explicit?
17. Are there adequate suggestions of source materials? Is the teacher’s material rich in illustrative and informational materials?
18. Is such material as is placed in the hands of the pupils interesting and well written?
19. Is its organization clear and helpful to the pupils?
20. Is the vocabulary within the understanding of the pupils? Is it in good literary form?
21. Are the directions and suggestions for the pupils phrased within their understanding.
22. Is the subject matter made available to pupils and teachers in attractive and durable form?
23. Are the textbooks well made? Is good paper used? Is the mechanical construction of high grade?
24. Do the literary construction and diction conform to the highest standards?
25. Are tables of contents, indexes, and other devices provided to enable the teachers to use material easily?
26. Are all maps, drawings, tables, and pictures of high grade and usable character?
27. Are drawings and pictures in pupils’ texts of good quality and artistic value, in keeping with the nature and importance of the subject?
Activities and Experiences
28. Are the activities, situations, and experiences selected with definite relationship to clearly defined objectives?
29. Do they have intrinsic worth in themselves? Are they real and typical experiences and situations?
30. Are the activities, experiences, situations pupil-centered? Are they of definite interest and value to the pupils?
31. Are they definitely related to the on-going processes of the lives of the pupil, the school, and society?
32. Are they related to a regular outline, program or course that provides continuity and progress?
33. Are they carefully graded to the limitations and capacities of the pupils?
34. Do the activities represent a variety of interests, values, skills, relationships?
35. Do the experiences selected include the various major areas of life? Do they extend the pupil’s thought and activities into the normal round of life activities?
36. Are the experiences selected rich in meaning, capable of expansion, effective for class treatment?
37. Are the various interests of individual pupils taken into account? Is provision made for dealing with individual differences?
38. Where activities and experiences are introduced into the class period is there sufficient aid given in the teacher’s guide to provide definite assistance in making the experience or activity profitable? To what extent is the supervisor able to supplement meager course guidance?
39. In the use of all activities, experiences, and life situations are suitable teaching methods and techniques employed? Do the teacher's manuals, guides, or outlines provide adequate teaching helps?
40. Are adequate material supplies and facilities available when such are needed? Are they in good condition? Are they accessible to the teachers and the pupils?
41. Are the activities carried through to completion? Are the objectives and values sought realized?
42. Are the pupil experiences and life situations explored fully? Are they carried through to definite conclusions, solutions, principles, and applications to conduct?
43. Is care exercised to aid the pupils to summarize the results of activities, projects, the study of life situations? Is the work of a given unit, term, quarter, or course considered, related to the larger units of training?
44. Do the activities and experiences permit of some method of measurements of results? Do the teacher’s manuals, guides, or outlines suggest measurement devices or tests?
45. Is the supervisor able to give definite assistance in the evaluation of results?1
Appendix B: Major Characteristics of Different Age Groups
Nursery (one to three years)
General Characteristics: Extremely active (wiggler); attention span three to seven minutes; guided play important; vocabulary very limited; imitative in action and words; loves rhythm activities; requires individual attention; is fearful; needs sense of security, such as own teacher, own chair, own room; has poor use of hands for coloring, etc. Recommended one leader for every two to five children of this age. Allow frequent rest periods.
Level of Understanding: Few, brief, one-incident Bible stories, often retold in short sentences. Use short words. Repeat often. Express in action and words what pupil is to learn.
Activities to Increase Bible Enjoyment: Looking at, talking about, and touching pictures with hands. Simple songs, finger plays.
Beginner (four to five years)
General Characteristics: Similar to Nursery age as wiggler and imitator, who requires much personal attention. Susceptible to some discipline but needs to be wooed rather than forced into group activity. Each new idea ought to be visualized, each new word explained. Needs to be taught to share. Keep parents away and he will do better. Use finger plays. One leader for every five children. Interest span five to ten minutes.
Level of Understanding: Christ-like action in play, work, service. Bible is a book about God and Jesus; the source of loved stories.
Activities to Increase Bible Enjoyment: Dramatize familiar Bible stories spontaneously. Freehand drawing on large sheets to illustrate stories. Look at, handling, talking about pictures of favorite Bible stories. Tires easily. Activity is to be directed, not repressed.
Primary (six to eight years)
General Characteristics: Standing, sitting, raising arms, answering questions by actions. Action! He is interested in activity, not in the results. Expression through movement and noise is neces- sary. Dramatizer – learns from acting out parts of the story; imaginative; good at memorizing; likes group activities, girls with girls, boys with boys, especially; asks questions because he wants answers. Loves personal attention from teacher and needs it. Interest span seven to fifteen minutes.
Level of Understanding: Reads simple passages from the Bible itself. Appreciates Bible as special book: God’s message of Himself, and Jesus helps us to know how to live. Likes to retell Bible stories and play them. The pupil is developing power to reason. The teacher exercises this power to aid the pupil in solving his own day-to-day problems. Pupil has limited self-expression; patience is necessary. Child is emotionally immature and must not be taxed beyond his ability to respond.
Activities to Increase Bible Enjoyment: Dramatic play, acting out stories in leaflets. Activities centered in child life in Bible times – clay modeling, dressing costume dolls. Bible games; riddles, charades. Unison readings, repeated responses. The Primary is learning to read. He is an imitator – teach him to imitate great Bible people. Individualistic – each must be led to co- operate with other children.
Junior (nine to eleven years)
General Characteristics: The Junior is a memorizer! The rule is drill, drill, drill! The Junior is energetic, but discipline is no problem with competent teacher, adequate space, good lesson. Gang spirit and rivalry. Hero worshipper (of Jesus?) Needs a certain amount of freedom, yet strongly desires understanding and sympathy from adults. Gladly helps in lesson planning. Boys and girls may well be separated, with men teaching boys. This is the age when most Christians decide for Christ. Attention span is from ten to twenty minutes.
Level of Understanding: Finds it full of meaning to have a Bible of his own. Ready for some knowledge of Bible background and history. Seeks for solutions to problems in the Bible. Better understanding of life and teaching of Jesus. Develops skill in handling his Bible. Alert – give him opportunity to develop his thinking about Bible teaching. Can understand plan of salvation and his need for it. Often accepts Christ as Savior.
Activities to Increase Bible Enjoyment: Memorize! Memorize! Memorize! During this period memory is the most easily impressed and most tenacious. Receiving and learning to use his own Bible. Choral readings. Making Scripture greeting cards. Spatter painting. Dioramas, Bible character marionetts, Bible people dolls. The Junior is good at imitation and acting. Nature study, as a group looking for illustrations of Bible teaching. Trips to museums and Bible exhibits. Bible games take advantage of strong play interests.
Intermediate (twelve to fourteen years)
General Characteristics: Adolescence is a trying time. Unsettled, uncertain, awkward, self- conscious, and insecure. Girls giggle. Boys are boisterous. They desire independence from adult authority, but need guidance by patient adult who understands this age and is not easily shocked. Strongly individualistic – be sure to speak and spell names correctly. Competition is keen. Prestige is more important than adult approval. Willing to try hard to gain proficiency, but needs informed guidance. More mature interests must be met by more mature programs. Most pupils lost to church at age fourteen.
Level of Understanding: Growing ability to find personal help in Bible and in ability to use it. Greater understanding of Bible. Accepts Christ as personal friend, Savior now or often never. Rote memory ability is decreasing, while memory from associations is increasing. Reasoning ability greater, but doubtful because he has little basis of experience. Fear of shame can be a controlling factor. Doubts are increasing. The teacher shows the way to find answers to questions.
Activities to Increase Bible Enjoyment: Choral readings. Bible flower garden, Bible memory book, etc., are interesting. Bible games, utilizing the group spirit peculiar to this age. Family influence is vital to enjoyment of the church and Sunday school. If parents are indifferent, the chances are better than nine to one he will be lost to the church.
Senior High (fifteen to seventeen years)
General Characteristics: Romantic, critical, independent, and rapidly increasing in ability, this age group challenges the lest leadership. Nothing old-fashioned or slow is accepted. Having reached psychological adulthood, the student lacks in experience. He exhibits a “know-it-all” attitude, is intensely emotional, and the desire to conform to standards of his age group is stronger than his response to adult guidance. But the student is wise enough to appreciate capable guidance.
Level of Understanding: Grows in appreciation of Christian way of life. Sees in the teachings of the prophets and Jesus values for social and personal problems of today. Appreciates relationship of Bible to other areas of learning: science, history, literature. Doubts increase. Needs to know the answer. Is the teaching program meeting this need?
Activities to Increase Bible Enjoyment: Work out harmony of Gospels, of the life of Jesus and major teachings. Dramatic readings. Use of concordance and other tools to enrich Bible study. Investigative nature offers opportunity to direct growth through daily Bible readings, prayer, and meditation. Clique tendency suggests much use of organized class and other group activity. The leader does not over-supervise, but knows what is going on and supervises.
Older Young People and Adults
General Characteristics: Here the “terrible teens” merge into the “teachable twenties,” the “thoughtful thirties,” the “fiery forties,” and the “forceful fifties,” “serious sixties” and “sacred seventies.” No one ever becomes too old to learn. Perhaps the teacher must do more to arouse the desire to learn as the student grows older (guided participation is increasingly difficult), but smaller classes and more discussion help solve the problem. Segregating the sexes is no longer important.
Level of Understanding: Finds in Bible a source of power and inspiration for daily life. Knows Scriptures well enough to use sincerely and naturally to enrich personal and family life. Finds satisfaction in interpreting Bible to children on level of their understanding.
Activities to Increase Bible Enjoyment: The older pupil is to find ways to use Bible significantly in family worship. Tells Bible stories to children, reading a few significant verses from the Bible itself. Guides activities of family. Individual daily Bible reading, meditation and prayer can become a habit beyond value. Christian service such as calling, aiding the needy, or donating talent and craftsmanship to the Lord’s service is demanded by the rule of “Use me or lose me.” The more he serves and the more he gives the more he grows as a Christian.2
Appendix C: Graded Aims of Christian Education
Early Childhood (three to five years)
To believe in God as the great good Father and to trust His love, care, goodness, power, and wisdom.
To believe in Jesus as God’s Son, who lived in this world and was kind and good and is the friend of children.
To love and trust God, and to desire to do what He wishes.
To learn kindness, helpfulness, and obedience.
To begin to know right and wrong; to love the right and hate the wrong.
To begin to develop the feeling and experience of reverence and worship.
To express appreciation and desires in simple original prayers.
To know about and to love the heavenly home.
To begin to know about the Bible as God’s book.
Middle Childhood (six to eight years)
To awaken within the child a desire to live as God’s child.
To help him to see God’s power, wisdom, goodness and care in such a manner as to arouse within him love, trust and obedience in return.
To lead the child to see ways in which he may express his love, trust, and obedience.
To enable him to see Jesus in His love and service for men.
To arouse within him a desire to be a helper of Jesus in doing good.
To assist the child in the formation of correct habits.
To lead to the acceptance of responsibility.
Later Childhood (nine to eleven years)
To bring to an understanding acceptance of Jesus as his Savior and example.
To learn much Scripture and to appreciate it more as God’s Word.
To continue to strengthen his faith, love, and trust.
To increase obedience.
To establish the spirit of reverence and worship thoroughly.
To form proper habits.
To see the knowledge, power, and courage of Jesus and His disciples.
To form the habit of regular church attendance.
To establish the habit of regular private prayer.
To form habits of helpfulness to the poor, old, sick, and otherwise unfortunate.
To enter proper social and recreational activities.
To form good taste and habits in reading.
Early Adolescence (twelve to fourteen years)
To accept Christ as Savior, Teacher, and King.
To build a strong, devout, helpful Christian character.
To keep clean and unspotted from the world.
To see more fully and clearly the knowledge, wisdom, power and courage of Jesus and His disciples.
To strengthen habits of private and public worship.
To take a regular and active part in the work and worship of the church.
To choose a suitable and worthy vocation.
To keep busy in useful ways.
To think out his own problems and make his own decisions on the basis of his knowledge of God’s will.
To determine his own conduct on the basis of his loyalty to the right and his hatred of evil.
To engage in proper social and recreational activities.
To select proper reading. To learn more Bible.
Middle Adolescence (fifteen to seventeen years)
To bring those still out of Christ to Him.
To become permanently and satisfactorily settled in the church.
To fix Christian character firmly.
To establish thoroughly Christian convictions on the basis of God’s Word.
To understand thoroughly the divine origin and mission of the church.
To assume responsibility for carrying on the work of the church.
To prepare for efficient leadership in the church.
To select or get started well in a worthy vocation.
To order their social and recreational lives on a Christian basis.
To continue proper reading habits.
Later Adolescence (eighteen to twenty-four years)
To guide to a broader Christian knowledge of the church, the home, and society.
To become definitely settled as workers, teachers, and leaders in the church and community.
To become settled in a suitable life work.
To become happily married.
To establish Christian homes with daily Bible study and family worship.
This is a period of faith fixing, ship and dedication.
Adults (twenty-five years and up)
To assist them in continued Bible study.
To assist them in Christian growth and service in the various general and special fields.
To offer special Bible courses as needed.
Other courses should be offered. such as: Teacher training; Parent training; Training for elders and deacons; Training for personal work; Personal evangelism; Gospel preaching; Singing.3
Appendix D: Teacher Guide for Securing Type of Information Needed in Order to Serve Pupils More Effectively
General Information: Name, address, telephone number, birth, age, sex, department, class.
Home Life:
Father’s name, occupation, church membership, where, Sunday school member, mother’s name; church
membership, where, Sunday school member; sisters, names and age of each, their church membership,
where, Sunday school member; brothers, names and age of each, their church membership, where,
Sunday school member?
What is his attitude toward other members of the family?
Do they have family worship?
Does the child participate?
Does the child have assigned family chores?
What is his attitude toward them?
What is his attitude toward discipline?
What is the economic status of the family?
Is there an atmosphere of love and happiness in the home?
What are the attitudes of the father and mother toward the child?
Would the neighborhood be rated as above average, average, or below average?
What unfavorable or favorable influences are there in the community?
School Life:
Name of school, teacher, grade, attitude toward school, attitude toward teacher, general grades?
What subject does he like best, or dislike most?
What extra-curricular activities does he engage in? Does he like to read?
Does he use library facilities? What books does he read?
Is he on the athletic teams?
What is his social relationship with others in his school?
Companionships:
Does he have few or many friends?
Does he make friends readily or slowly?
Is he concerned more to give or to get in friendships?
Is the influence of his companions in general helpful or harmful?
Is he primarily a leader or a
follower?
Does he choose his companions from the same social level or otherwise?
From church circle or
elsewhere?
What evidences of growth in capacity for Christian friendships?
Temperament and Disposition:
Is he primarily self-centered or interested in others?
Is he sensitive?
Is he good natured?
Is he dependent or independent?
Does he like notice and prominence?
Does he shrink from
responsibility?
Is he more aggressive or timid?
Does he have a happy outlook on life?
Does he have a healthy attitude toward religion?
Does he anger easily?
Does he control his temper and emotions?
Is he able to reason?
Does he have a cheerful disposition?
Is he tolerant of others?
Recreation and Hobbies:
What is his favorite recreational activity?
What other types of recreation does he engage in?
How much time does he have far recreation?
Does he play well with others?
Does he enter actively into sports?
Does he follow sports primarily as a spectator?
What type of social life does he engage in?
Is he more of a leader or a followed in recreation?
Special Interests and Abilities:
Indicate interests that center chiefly about the home, about work, about school, about intellectual
activities, about social activities. Indicate his interest in the home, his interests in money
making, his interest in crafts, arts, music.
What does he talk about being when he grows up? What are his talents?
How is he using them?
Does he need help in developing them? What is his attitude toward his talents? Is he afraid of
criticism?
Religious Life:
Is he a Christian?
Is he faithful?
What services of the church does he attend?
What services seem most to appeal to him?
In what organized activities of the church does he take part?
Is he interested in or indifferent to Bible study?
Is his religion an annoyance, a duty, a habit, or a source of joy?
Is his religion a growing, developing part of his life?
Does he put into practice what he learns in Sunday school and church?
Is he interested in missions, does he seek to enlist others?
What is his attitude toward stewardship?4
General Preparation:
The teacher’s preparation of himself in mind and spirit.
Through Bible study.
Through prayer.
Through meditation – What has this truth (in the lesson to be taught) meant to me in my personal
experience?
What am I to teach?
Study carefully the suggested Scripture passage including the larger lesson.
Use commentaries and
other lesson helps.
Whom am I to teach?
General information concerning class members.
Specific information concerning class members.
What need or needs do my class members have that are met by this lesson?
What interests do my class members have that I can use to stimulate interest in the study of this
lesson?
A Lesson Plan:
What is my aim for the quarter?
What is my aim for this unit?
What is my aim for this lesson?
A good aim ought to be:
Brief enough to be remembered.
Clear enough to be written down.
Specific enough to be attainable.
What kind of aim do I desire?
Do I desire a knowledge aim?
Do I desire an inspiration aim?
Do I desire a conduct response aim?
How shall I secure purposeful Bible study?
Do not read the Bible in the class until the class members have been stimulated and prepared to
read it.
How shall I capture the interest of the group at the beginning of the lesson?
How shall I direct this interest toward a desire to read or study the Bible?
How shall I seek to insure that the reading of the Bible will be purposeful and meaningful?
What questions shall I ask the class in order to direct their study as they read the Scripture?
How shall I lead in the discussion of the questions after the Scripture has been read?
How shall I develop the lesson so as to lead the class to accept and follow my aim for the lesson?
What suggested materials shall I use?
What suggested material will I have to leave out? (The aim that the teacher has in mind will
determine this.)
What other material that is not suggested shall I use?
How shall I organize this material so that it will be in harmony with the needs and interests of my
class members?
What questions shall I ask?
What problems shall I pose for the class to solve?
What method or methods shall I use?
How shall I make this lesson personal?
How shall I lead the class to feel that this spiritual truth affects their lives today?
How shall I help them to see certain situations in their lives in which this spiritual truth would
apply?
How shall I lead them to the conviction that this truth is not only right but that they should
follow it in practice?
How shall I secure carry-over?
How shall I seek to insure that what I teach will not die in the classroom?
Carry-over must be planned for.
Conclusions must be unhurried.
Adequate time must be left for this part of the lesson.
It must be the class members’ conclusions.
Lead them to suggest ways of carry-over.
What specific plans far this carry-over should be made?
What plan do I have to test whether or not any carry-over was made?
How shall I stimulate interest in the study of next Sunday’s lesson?5
There are many elements of a Christian teaching personality.
P – patience
E – earnestness
R – reliability
S – sacrifice
O – objectivity
N – neatness A – accuracy L – leadership I – ideas
T – tact
Y – yourself at your best.
Physical traits are important for good teaching.
1. Good personal appearance
2. Physical endurance
3. Sound health
4. Abundant energy
5. Physical vigor
6. Physical strength
7. Good carriage and posture
8. Physical control
9. Correct personal habits
10. Good voice
Mental factors are important for good teaching.
1. Genuine interest
2. Accurate knowledge
3. Clear thinking
4. Sound judgment.
5. Power of decision
6. Scholarly attitude
7. Ability to see ahead
8. Ability to concentrate
9. Mental alertness
10. Constructive imagination
Factors of temperament and disposition are important.
1. General good health
2. Good cheer, joy, optimism
3. Sympathy, tenderness, love
4. Patience, perseverance
5. Sensitivity, serenity
6. Sense of humor, enthusiasm
7. Self-control, peace, caution
8. Kindliness, courtesy, polite
9. Poise, attractiveness, purpose
10. Zeal, reverence, exaltation
Proper social behavior is important element for good teaching.
1. Address
2. Tact
3. Leadership
4. Resourcefulness
5. Punctuality
6. Reliability
7. Truthfulness
8. Tolerance
9. Unselfishness
10. Ambition, dependability
Traits of character and morality and important.
1. Purity
2. Respect
3. High moral standards
4. Sensitivity
5. Devotion to the right
6. Fairness
7. Impartiality
8. Loyalty
9. Earnestness
10. Dignity
The effective Christian teacher must possess great spiritual qualities.
1. Absolute surrender to God.
2. Vivid sense of the reality and presence of God.
3. Recognition of Jesus Christ as the only way to God.
4. Whole-hearted dependence on the Holy Spirit.
5. Keen, deep interest in the salvation and the spiritual welfare of others.
6. Humble, growing sense of victory over selfishness, worldliness, and sin.
7. Intelligent and genuine conviction concerning great fundamental truths.
8. Willingness to serve and to give without thought of recognition.
9. Given to importunate, effective prayer.
10. Deep, sincere love of God and of pupils.6
Appendix G: Critical Analysis of Counselor’s Interview With Youth
Preparation for the interview:
Was I physically in good condition and mentally alert, or was I fatigued at the close of a hard day
or a long series of interviews?
Did I schedule sufficient time far this interview?
Was there provision for privacy and reasonable freedom from interruption?
Did my desk and office suggest welcome, and leisure to talk with the student?
Did I have a background of available data that would help me understand him better but would not
bias me against him in any way?
Did I have information and other facts that the student might need?
Had I previously established a reputation for being genuinely helpful, and not disclosing
confidence?
Beginning the interview:
Was I sensitive to the student and did I use an appropriate approach?
Was I able to create a psychological atmosphere in which the student was stimulated to take
responsibility for thinking through the situation?
Was I successful in maintaining free communication between us?
Development of the interview:
Did the student feel free to express his negative feelings?
Did he have opportunity to release
tension?
Was my attitude one of sympathetic obiectivity?
Was I sincere and did I show genuine respect?
Was my own attitude, so far as I know, free from bias?
Did I follow the leads suggested by the
student?
Did I help him to clarify and expand his positive feelings?
Did he establish a more forward-looking, positive, hopeful attitude during the interview or series
of interviews?
Was I able to give information he needed in order to move forward realistically in his thinking?
Did he become willing to face his problem frankly during the course of the interview?
Did he gain helpful insights about himself and his relationships?
Did he make definite plans for his next step and seem eager to cooperate in carrying out the plans?
Did the interview help to make the student more self-reliant?
Was the time spent in the interview an experience of value itself?
Did the student leave the interview or series of interviews with a feeling of satisfaction, greater
self-confidence, and encouragement?
Effect upon the interview:
Does the student feel free to come back for further interviews at any time?
Does he show a cordial,
friendly attitude toward the interviewer?
Has he advised other students to consult the interviewer?
Has there been any desirable subsequent change in his behavior or attitude that might be directly
attributed to the interview?
If he outlined an appropriate plan in the interview, did he carry it out in part or in whole?
Was the interview considered by counselor and student as a part of a total guidance program?
Was the interview, in and for itself, a satisfying experience for the student?7
Footnotes:
1 F.M. McKibben, lmproving Religious Education Through Supervision (Dobbs Ferry, New York; Methodist Book Concern, 1931), pp. 66-70.
2 Guy P. Leavitt, Teach With Success (Cincinnati: The Standard Publishing Foundation, 1956), pp. 153-160.
3 T.P. Sewell and H.E. Speck, The Church and Her Ideal Educational Situation (Austin: Firm Foundation Publishing House, 1933), pp. 150-157.
4 Findley B. Edge, Teaching for Results (Nashville: Broadman Press, 1956), pp. 81-84.
5 Findley B. Edge, Teaching for Results (Nashville: Broadman Press, 1456), pp. 160-62.
6 C.B. Eavey, Principles of Teaching for Christian Teachers (Grand Rapids: Zondervan Publishing House, 1940), pp. 81-91.
7 Ruth Strange, Counseling Techniques in College and Secondary Schools (New York: Harper and Brothers, Publishers, 1999), p. 144.
