How to Teach Religion, page 89 by George Herbert Betts
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sections which contain little of interest or significance for the child's life, or matter which is beyond his grasp and understanding.
Material which may be omitted.--This point of view implies the omission, at least from the earlier part of the child's religious education, of much material from different parts of the Bible; these irrelevant sections or material not suited to the understanding of childhood may remain for adult study.
For example, we may leave out such matter as the following: The detailed account of the old Hebrew law as given in Leviticus; much of the Hebrew history which has no direct bearing on the understanding of their religion; details of the institution of the passover, and other ecclesiastical arrangements; the philosophy of the book of Job; genealogies which have no especial significance nor interest; the succession of judges and kings; dates and chronological sequences of no particular importance; any stories or matter clearly meant to be understood as allegory or myth, but which the child would misunderstand, or take as literal and so get a mistaken point of view which later would have to be corrected; the theology of Paul as set forth in his letters; matter which shows a lower state of morality than that on which we live; and _such other matter as does not have some direct and discoverable relation to the religious knowledge, attitudes, and applications which should result from the study_.
After all such material of doubtful value to the child has been omitted, there still remains an abundance of rich, inspiring, and helpful subject matter.
The principle on which to select material from the Bible is clear: Know what the child is ready for in his grasp and understanding; know what he needs to stimulate his religious imagination and feeling and further his moral and religious development. Then choose the material accordingly.
Bible material for earlier childhood.--For the period of earlier childhood (ages three or four to ei