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Hurlbut, D.D. + </title> + <style type="text/css"> + + p {margin-top: .75em; + text-align: justify; + text-indent: 1.25em; + margin-bottom: .75em; + } + img {border: 0;} + .tnote {border: dashed 1px; margin-left: 10%; margin-right: 10%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em;} + ins {text-decoration:none; border-bottom: thin dotted gray;} + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; + } + hr { width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + } + + table {margin-left: auto; margin-right: auto;} + + body{margin-left: 10%; + margin-right: 10%; + } + + .pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; + } /* page numbers */ + .copyright {text-align: center; font-size: 70%;} + .blockquot{margin-left: 5%; margin-right: 10%; text-align: justify;} + + .center {text-align: center;} + .smcap {font-variant: small-caps;} + + .caption {font-weight: bold; font-size: 90%;} + + .figcenter {margin: auto; text-align: center;} + + .footnotes {border: dashed 1px;} + .footnote {margin-left: 10%; margin-right: 10%; font-size: 0.9em;} + .fnanchor {vertical-align:baseline; + position: relative; + bottom: 0.33em; + font-size: .8em; + text-decoration: none;} + .hang1 {text-indent: -2em; margin-left: 3em;} + .cap:first-letter {float: left; clear: left; margin: -0.2em 0.1em 0; margin-top: 0%; + padding: 0; line-height: .75em; font-size: 300%; text-align: justify;} + .cap {text-align: justify;} + + </style> + </head> +<body> + + +<pre> + +The Project Gutenberg EBook of Seven Graded Sunday Schools, by Various + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Seven Graded Sunday Schools + A Series of Practical Papers + +Author: Various + +Editor: Jesse Lyman Hurlbut + +Release Date: May 7, 2010 [EBook #32278] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK SEVEN GRADED SUNDAY SCHOOLS *** + + + + +Produced by Emmy, Tor Martin Kristiansen and the Online +Distributed Proofreading Team at http://www.pgdp.net (This +file was produced from images generously made available +by The Internet Archive) + + + + + + +</pre> + +<p><span class='pagenum'><a name="Page_1" id="Page_1">[1]</a></span></p> + + +<div class='tnote'><b>Transcriber's Note:</b> Clicking on the diagrams with +small print or that may be easier to read if the diagram were turned +will show the reader a larger and/or turned version.</div> + +<h1>SEVEN<br /> + +GRADED SUNDAY SCHOOLS</h1> + +<h3>A SERIES OF</h3> + +<h2>PRACTICAL PAPERS</h2> + +<h3>EDITED BY</h3> + +<h2>JESSE LYMAN HURLBUT</h2> + +<div class='center'> +<i>Secretary of the Sunday School Union of the Methodist<br /> +Episcopal Church</i><br /> +<br /><br /><br /><br /> +NEW YORK: EATON & MAINS<br /> +CINCINNATI: CURTS & JENNINGS<br /></div> +<hr style="width: 65%;" /> +<div class="figcenter" style="width: 371px;"> +<img src="images/illus-001.jpg" width="371" height="450" alt="Diagram from cover" title="" /> +</div> + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_2" id="Page_2">[2]</a></span></p> + + + + +<div class='copyright'> +Copyright, 1893, by<br /> +HUNT & EATON<br /> +<span class="smcap">New York</span>.<br /> +</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_3" id="Page_3">[3]</a></span></p> +<h2>CONTENTS.</h2> + + + + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="contents"> +<tr><td align='left'> </td><td align='right'><small>PAGE</small></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Essentials of a Graded Sunday School.</span> By Jesse L. Hurlbut, D.D., Secretary of the Sunday School Union of the Methodist Episcopal Church</div></td><td align='right'><a href="#Page_5">5</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Akron Plan.</span> By Hon. Lewis Miller, of Akron, O.</div></td><td align='right'><a href="#Page_11">11</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Wilkesbarre Plan.</span> By George S. Bennett, Esq., of Wilkesbarre, Pa.</div></td><td align='right'><a href="#Page_33">33</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Detroit Plan.</span> By Horace Hitchcock, Esq., of Detroit, Mich.</div></td><td align='right'><a href="#Page_51">51</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Erie Plan.</span> By H. A. Strong, Esq., of Erie, Pa.</div></td><td align='right'><a href="#Page_65">65</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Chicopee Plan.</span> By Hon. L. E. Hitchcock, of Chicopee, Mass.</div></td><td align='right'><a href="#Page_79">79</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Lynchburg Plan.</span> By Irvine Garland Penn, of Lynchburg, Va.</div></td><td align='right'><a href="#Page_90">90</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">The Plainfield Plan.</span> By Jesse L Hurlbut, D.D.</div></td><td align='right'><a href="#Page_103">103</a></td></tr> +<tr><td align='left'><div class='hang1'><span class="smcap">A Model Sunday School Room.</span></div></td><td align='right'><a href="#Page_113">113</a></td></tr> +</table></div> + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_5" id="Page_5">[5]</a></span></p> +<h2>THE ESSENTIALS<br /><small>OF</small><br />A GRADED SUNDAY SCHOOL.</h2> + +<h3>BY JESSE L. HURLBUT, D.D.</h3> + + +<div class='cap'>THE living question in the Sunday school of +to-day is that which considers its form of +organization. As every good public school at +the present time is a graded school, so every +first-class Sunday school must be. There can +be no efficient, regular, and satisfactory work +done in a Sunday school without a system of +grade.</div> + +<p>On this subject there is extensive inquiry, yet +general lack of information. The majority of +superintendents and teachers have either no +conception or at best an exceedingly vague idea +of what constitutes a graded Sunday school. +We propose in a few words to set forth what are +the essential features of a graded Sunday school.<span class='pagenum'><a name="Page_6" id="Page_6">[6]</a></span></p> + +<p>The first essential is that the school be divided +into certain general departments, which may be +three, four, or five in number. In our opinion +the best division is into the four departments—Primary, +Intermediate, Junior, and Senior. +These departments should exist in reality, as +well as in name, and each department should be +recognized as a separate element in the working +of the school.</p> + +<p>A second essential is that of a definite and +fixed number of classes in each department. +It is not a graded Sunday school where a teacher +and her class are advanced together into the +Senior Department whenever the pupils reach +the specified age. The inevitable result of such +a course will be to have in a few years in the +Senior Department a large number of "skeleton +classes," each with a few members, which is +the very evil to be avoided in the graded system. +There should be in each department a definite +number of classes, proportioned to the size of +the school, and this number should be kept +uniform. A Sunday school is always "dying +at the top," by the loss of its scholars after the +age of fifteen years. For this fact there are<span class='pagenum'><a name="Page_7" id="Page_7">[7]</a></span> +many causes, some necessary, others avoidable. +But, whatever be the cause, it is a fact to +be provided for in the management of the school; +and the provision should be, not in adding new +classes, but in advancing scholars from the +Junior Department and filling up senior classes +already organized. The classes in the Senior +Department should be kept few in number, but +kept full in size.</p> + +<p>A third essential of the graded Sunday school +is that of regular promotions from grade to +grade, with change of teachers. It is not necessary +for the pupils to pass from one class to +another every year in the Sunday school, though +this is done in the public school. While a pupil +remains in the same department he may continue +in the same class and with the same +teacher. But when he passes from one department +to a higher, or from Junior to Senior, there +should generally be a change of teachers. At +the period of change from Primary to Intermediate, +from Intermediate to Junior, from Junior +to Senior, the pupil should come under the care +of a new teacher. If teachers are advanced +with their scholars the entire system of gradation<span class='pagenum'><a name="Page_8" id="Page_8">[8]</a></span> +will be broken up, and the school will be +graded in name only.</p> + +<p>A fourth essential element is that of stated +and simultaneous transfers. The pupils should +not be changed from class to class or from +grade to grade whenever the superintendent +thinks a change should be made. All the promotions +should be made at once throughout the +school. A "promotion Sunday" should be +observed, and provided for long in advance. +For three months preparations should be made, +the superintendent and teachers should consult, a +committee should consider every case, and the +changes should be made deliberately and systematically. +On one Sunday in the year pupils +should be promoted from department to department, +and classes should be advanced from +grade to grade in the several departments. The +basis of promotion should be age, knowledge, and +general maturity of character, and the authorities +of the school should decide just how much +weight should be given to each requirement.</p> + +<p>The above are all the elements that we consider +essential; but there are also two adjuncts +of Importance in the graded school.<span class='pagenum'><a name="Page_9" id="Page_9">[9]</a></span></p> + +<p>One is that of a graded supplemental lesson +for each department. Some regard this as an +essential, and consider no Sunday school properly +a graded school without it. We regard it +as important, but do not look upon it as one of +the necessary features. There is need of a supplemental +lesson; it will greatly aid in making +the Sunday school efficient, and it should be +adapted to the various grades. But the supplemental +lesson, valuable as it is, we do not regard +as one of the essential features of the graded +system.</p> + +<p>Another is that of the annual examination. +There are a few Sunday schools which require +the pupil to pass an examination as the condition +of promotion. This follows the analogy of the +public school; but in our judgment it is not an essential +part of the graded system. The examination +in the Sunday school must of necessity be +a very easy one, since it is upon lessons studied +but little at home and given for a few minutes +only once a week. It is apt to be a mere form, +and sometimes is only a pretense. While we +recommend examinations we believe that they +should be left optional, and that the requirements<span class='pagenum'><a name="Page_10" id="Page_10">[10]</a></span> +for promotion should be those of age, +general ability, and fitness of character. Some +reward might be given in the form of a certificate, +but it should not be necessary to obtain +the certificate in order to receive promotion.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_11" id="Page_11">[11]</a></span></p> +<h2>THE AKRON PLAN.</h2> + +<h3>BY HON. LEWIS MILLER.</h3> + + +<div class='cap'>AFTER an experience of more than twenty-five +years with the graded system as carried +on in our Akron Sunday school it can with +confidence be recommended to others. It embraces +the entire school for all this time, but +more especially a course of sixteen years which +I will try to explain.</div> + +<p>Our rooms are a great convenience, and aid +much in perfecting the classification; the system, +however, can be carried on in any of the +present Sunday school rooms; in fact, for a +number of years this system was a success in a +church at Canton, O., also in the old Akron +Church. In each case there was one larger +room and but a few separate small rooms.</p> + +<p>The classification is based on the age of the +scholar; if, however, a scholar seems from some +cause to have advanced beyond his age in his<span class='pagenum'><a name="Page_12" id="Page_12">[12]</a></span> +general studies, which in most cases is determined +by his standing in the public schools, such scholar +is put in a class suited to his advancement.</p> + +<p>The following analysis will show more definitely +the system.</p> + + +<div class='center'><br />THE INFANT DEPARTMENT</div> + +<p>meets in a separate room, fitted for the purpose +with elevated seats. Children of about four +years of age are received into this department, +and remain until they are between eight and +nine. Boys and girls are kept together in the +same room or class. The class can be of any +number; we sometimes reach one hundred and +fifty. The class is put in charge of one teacher, +with as many assistants as desired. The regular +International Berean Lessons are taught, and +much time is given to song. In our Missionary +Society this department becomes a separate +band, with name and motto, making separate +contributions, of which proper records are kept.</p> + + +<div class='center'><br />THE INTERMEDIATE DEPARTMENT</div> + +<p>meets in a separate room, fitted similarly to the +one described for the Infant Department. Scholars<span class='pagenum'><a name="Page_13" id="Page_13">[13]</a></span> +from the Infant Class are promoted into this +department when eight years old, or sooner if, +in the public schools, they are in the "Second +Reader" grade. This class may be of any +number; ours sometimes reaches one hundred. +Girls and boys are kept in the same class. +This department is also put in charge of one +teacher, who has such number of assistants as +desired. The regular International Berean +Lesson is taught in this room, similar in method +to that in the Infant Class. The "No. One" +Catechism is taught in this department as a supplemental +lesson, and it is expected that, before +a scholar leaves this room, the Catechism will +be thoroughly memorized. A public examination +is made before the scholars are promoted +out of this department. This, like the Infant +Department, becomes a separate missionary +band.</p> + + +<div class='center'><br />THE YOUTHS' DEPARTMENT</div> + +<p>meets in the main room, which is provided with +a small table for each class; chairs are used; +books and papers are kept in the class table, the +teacher carrying the key, the superintendent +and his assistants having master-keys. Scholars<span class='pagenum'><a name="Page_14" id="Page_14">[14]</a></span> +are promoted from the Intermediate Class to +this department when ten years old, or when, +in the public schools, they are in the "Third +Reader" grade. As nearly as possible scholars +of the same standing in the public schools are +put in classes together, and this distinction is +made with scholars of the same age. In this +department boys and girls are put in separate +classes numbering not to exceed eight, six being +the standard. Each scholar is expected to have +a Bible and read the story of the lesson. Much +attention is given to have the scholar understand +and comprehend the simple story as told in the +Bible. The regular International Berean Lesson +is taught: the lesson book or Berean Leaf is +given to each scholar to aid in preparing the +lesson. The memorization of the names of the +books of the Bible, names of the prominent +Bible characters, and sections of the Catechism +are required as supplemental lessons. For +these supplemental lessons a series of pocket +memory lessons is prepared by the school; it is +a neat little book, suited for a boy's vest pocket. +An examination is made at the end of each year, +and the names of scholars having the proper<span class='pagenum'><a name="Page_15" id="Page_15">[15]</a></span> +standing are placed on the Roll of Honor. +Scholars remain in this department about four +years. The younger classes are put nearest the +superintendent's stand and, as they are promoted, +are moved back each year, the teacher +remaining with the same class during the four +years. Each one of these classes is a separate +missionary band and makes its separate report +of missionary contributions.</p> + + +<div class='center'><br />THE SENIOR DEPARTMENT</div> + +<p>classes meet in separate rooms. Scholars are +promoted into this department when they are +fourteen years old, or when they can show a +standing equal to the public high school grade. +Boys and girls are put into separate rooms, in +which they remain under the charge of one +teacher for three years. The class membership +numbers from fifteen to twenty-five. The regular +International Berean Lessons are taught, more +in the analytical form, requiring simple analysis. +A blackboard is permanently put on the wall of +each room, which affords good opportunity for +blackboard explanations. For supplemental +lessons the scholars in this department take up<span class='pagenum'><a name="Page_16" id="Page_16">[16]</a></span> +the study of Bible history, Bible geography, and +sections of the Catechism in suitable form for +memory exercises. These classes form themselves +into regular missionary bands, taking a +missionary field for a name, with suitable +mottoes. It is expected that members of these +classes acquaint themselves by reading, and by +communication with some missionary, with the +country and people which they have selected. +The classes are socially entertained at the homes +of the teacher or parents as frequently as is +deemed proper to keep up a social interest.</p> + + +<div class='center'><br />THE NORMAL DEPARTMENT.</div> + +<p>Scholars, when seventeen years old, or sooner +if graduates of the public high school, are promoted +into this department. The class may be +of any number; our classes have averaged +about sixty. Ladies and gentlemen are placed +in the same class, one teacher having charge. +They organize themselves into a regular society, +having a simple constitution, and subject to +the regulation and direction of the Sunday +school society. To the teacher is given the +responsibility of seeing that proper decorum<span class='pagenum'><a name="Page_17" id="Page_17">[17]</a></span> +is always maintained. As nearly as possible +the regular Chautauqua course of normal study +is pursued. Regular monthly literary and social +meetings are held at the homes of the +parents, which aid much to keep up the interest +of the normal study. At the end of two +years the scholars that have the proper standing +on the several written examinations in the +normal studies receive, at the annual graduating +exercises, suitable diplomas, prepared by +the school. The scholars do not understand +that they are expected to leave or are excused +from remaining longer in the school, but they +are only now prepared for a better and higher +work, that of teaching and leading others in the +good work. Many of these graduates become +volunteer teachers; they join what, in our school, +is known as our</p> + + +<div class='center'><br />YOUNG PEOPLE'S DEPARTMENT.</div> + +<p>We have now three large classes in this department, +numbering in the aggregate about +two hundred. One of these classes calls itself +the "Reserve Corps." They are mostly composed +of the normal alumni. This class take<span class='pagenum'><a name="Page_18" id="Page_18">[18]</a></span> +up the regular lesson one Sabbath ahead of the +school and, in regular order, become supplies +for absent teachers. They also study the best +methods of impressing scriptural truth. The +other two classes in this department include +quite a number of our young married people. +They aim to bring out the higher and deeper +thoughts and teachings of the lesson.</p> + + +<div class='center'><br />THE ASSEMBLY DEPARTMENT</div> + +<p>is composed of adult members of the school, +meeting in a separate room, under one teacher; +the number in the class is not limited. The +lesson is here taught more on the lecture plan.</p> + +<p>A course of reading has been prepared, suited +to each grade, which will give new life and interest +to our library, and will enable us, without +interfering with the regular lesson study of the +school, to impress many things of deepest interest, +such as temperance, church government +and history, amusements and proper entertainments +for young folks, leading them on, step by +step, to habits of proper employment of leisure +hours.</p> + +<p>Our aim is to interest the entire church by<span class='pagenum'><a name="Page_19" id="Page_19">[19]</a></span> +intrusting the educational interests of the church +to the Sunday school society, electing many of +our oldest members to offices and selecting them +as teachers. One of our officers is over seventy +years of age, and no one in the Sabbath school +takes greater interest or is more efficient, none +more acceptable.</p> + +<p>The school is regularly organized and governed +by the constitution, as approved by the +General Conference, and placed in the Church +Discipline. Teachers are selected and placed +by the superintendent, with the concurrence of +the pastor, in the departments to which they are, +in the superintendent's judgment, best adapted, +and remain with the scholars or class through +one department only unless specially changed +by the superintendent. Promotions are made +only once a year; exceptional individual promotions +may occur in some instances.</p> + +<p>This system possibly seems complicated and +difficult to carry out; we find it simple, easy, and +natural, solving many problems that constantly +arise in an ungraded school. It especially solves +the problem of how to retain our young people in +the Sunday school. Our system is thus given<span class='pagenum'><a name="Page_20" id="Page_20">[20]</a></span> +in detail in the hope that other schools may +profit thereby.</p> + +<p>I will add some suggestions for practically +working the scheme:</p> + +<p>There must be entire unanimity among the +officers and teachers in order to successfully +start and carry out a graded plan.</p> + +<p>First. It must meet with the approval of the +pastor.</p> + +<p>Second. The superintendent must with the +whole heart be in the effort. In fact, he should +be, and I believe must be, the prime mover in +every step. The superintendent and assistant +superintendents in our school during all these +years have every year done all of the work of +classifying and arranging of classes, made their +own "roll," etc. In this way, and in this way +only, can they be properly strengthened for the +work. They may, if they so choose, call other +officers to their aid; the pastor should, of course, +at all times be consulted. The secretary might, +in some cases, be of service.</p> + +<p>Third. The officers other than the superintendent, +are expected to give their full approval and +do all in their power, by encouragement and talk,<span class='pagenum'><a name="Page_21" id="Page_21">[21]</a></span> +to aid the work, and, where this cannot be had, +secure at least no direct opposition.</p> + +<p>Fourth. The teachers have much to give up. +The scholars in whom they have taken special +interest may be taken away from them. They +may not be assigned to have charge of such a +class of scholars as they desire; they may be +asked to take a place or room which to them +for some reason is not agreeable. Fears will +be entertained by some that scholars will be +lost from the school, etc. All these various +objections should be overcome. The aggressive +members should have much patience until +the teachers are, as a body, at least willing to +forego their fears and misgivings and will give +the scheme a fair trial. Harmony will nearly +always produce enthusiastic workers.</p> + + +<div class='center'><br />METHOD FOR GETTING A PROPER GRADE.</div> + +<p>1. Make an enrollment of the school as follows:</p> + +<div class="blockquot"><p>John Brown, Third Reader, age eleven +years, March 16, 1892.</p> + +<p>Samuel Findley, Fourth Reader, age twelve +years, July 13, 1892.</p></div><p><span class='pagenum'><a name="Page_22" id="Page_22">[22]</a></span></p> + +<p>In this way complete the enrollment of the +entire school, commencing either with the older +or younger scholars, as may best suit; of course +those whose ages are above twenty need not be +taken; all above that age should be enrolled as +married and young people. This kind of an +enrollment enables a clear understanding into +what class to place every member of the +school.</p> + +<p>2. Prepare an outline floor plan of the Sunday +school room on a scale large enough so that +a space can be marked which each class is to +occupy, and in each space write the names of +the scholars, their ages, the number of the class, +and the name of the teacher who is to have +charge. For rooms with galleries or without +the outline plan is the same. Arrange your +plan so as to have all the different class spaces on +the same sheet of paper. The diagram on page +23 will give an idea of one kind of room.</p> + +<p>A sheet three feet by two and a half will be +needed for a school of a thousand members.</p> + +<p>3. Having the age and standing in ability on +a sheet of paper, outlined as described and illustrated, +the next step is to make the selection of<span class='pagenum'><a name="Page_24" id="Page_24">[24]</a></span> +the scholars for the different grades and classes +they are to occupy. Commencing with the +Infant Class, write all the names of the Infant +Class scholars into the space outlined for their +class. Then place the names of the Intermediate +Class in the space outlined for them. These two +classes are not difficult to arrange, as all below +eight years, boys or girls, are placed in the Infant +Class, and those between eight and ten in +the Intermediate. These two grades may be +subdivided into as many classes as may be desired; +in our school we have each of these two +grades under one teacher, with one or two assistants. +Where rooms are convenient subdivisions +by age could be made with profit; we so +divide these classes, and sometimes teach them +by sections.</p> + +<div class="figcenter" style="width: 412px;"> +<a href="images/illus-027-big.jpg"><img src="images/illus-027.jpg" width="412" height="525" alt="PLAN OF AKRON SCHOOL." title="" /></a> +<span class="caption">PLAN OF AKRON SCHOOL.<br />N. B. This plan represents two floors on one diagram. +The rooms numbered from 1 to 10 are in the gallery; those +from 11 to 19 are under the gallery on the ground floor. +The classes numbered from 20 to 56 are not separated by +partitions, but are seated in chairs around tables.</span> +</div> + + +<p>The Youth's Department is separated into +classes of six to eight members each, and occupies +the main room, boys and girls in separate +classes, but so arranged that there is a class +of girls, then a class of boys, and so on alternately; +as far as possible for boys we have +a lady teacher and for girls a gentleman. +We place the older scholars in the rear of the<span class='pagenum'><a name="Page_25" id="Page_25">[25]</a></span> +room, or in the "rear circle," as we say in our +school.</p> + +<p>The roll of the school now serves an excellent +purpose; select all the boys that are past thirteen +years old, but not fourteen, and list them +with their standing in the public schools. This is +probably best understood by grade, say:</p> + +<div class="blockquot"><p>John Brown, seventh Primary Grade, thirteen +years, March 6, 1892.</p> + +<p>Samuel Jones, seventh Primary Grade, thirteen +years, July 24, 1892.</p> + +<p>Jacob Smith, seventh Primary Grade, thirteen +years, September 16, 1892.</p> + +<p>Isaac Miller, seventh Primary Grade, thirteen +years, April 20, 1892.</p> + +<p>Joseph Crankshaw, seventh Primary Grade, +thirteen years, May 19, 1892.</p> + +<p>Thomas Marshall, seventh Primary Grade, +thirteen years, February 10, 1892.</p></div> + +<p>You will not have much difficulty, in a school +of three or four hundred scholars, to find several +class lists all in the same grade and same age. +This will also permit the selection of certain +scholars somewhat in accordance with their social +standing. Probably one or two classes of<span class='pagenum'><a name="Page_26" id="Page_26">[26]</a></span> +each age will not all stand in the same grade +as in the public schools, and there will be +others who are not in the public or any other +school. The judgment of the superintendent or +committee must guide; age probably will be +much the best guide, and one, at least, that +scholars will recognize and consent to more +readily. As fast as classes are formed the +names are placed in their locality on the diagram +or school room plan. Sometimes, in order to +keep the grade by years, the classes may not +number six and sometimes may exceed six. All +the classes are selected in the same way, a class +of boys, then a class of girls, and the names of +the scholars placed on the diagram as illustrated.</p> + +<p>Scholars above fourteen and under seventeen +are comprised in another department, and should +be grouped in the same way, only into much +larger classes. Where separate rooms can be had +fifteen or twenty will not be too many—young +ladies and gentlemen separate. In small schools, +of course, the classes would be less in number. +The age will largely govern in this grade; only +such as are advanced ahead of their class will +go into higher grades. The names for each<span class='pagenum'><a name="Page_27" id="Page_27">[27]</a></span> +class should be placed in the space they are to +occupy on the diagram.</p> + +<p>The Normal Department is next to be selected. +All above seventeen and below twenty that desire +to take the course should be put into one class. +If a room can be secured large enough fifty to +seventy will not be too many. Ladies and gentlemen +are placed in the same class. This class +becomes an organized literary society, the +teacher ex officio president. They meet frequently +through the week at some home; a +short literary program is arranged and the evening +filled up with proper social entertainment. +The class may be composed of all the grades, +first, second, third, and fourth, on the same plan +as the C. L. S. C. readings are arranged, all the +grades taking the same studies at the same time, +as the studies are so prepared that either may +precede the rest. Not all who enter the Normal +will probably pursue the studies with such vigor +as to undertake the written examinations, of +which there should be at least two each year. +A good plan is to have all go along with the +class, because such as will not do thorough work +enough to pass these examinations will, after<span class='pagenum'><a name="Page_28" id="Page_28">[28]</a></span> +all, probably get as much good in this class as +they would in any other, and the associations are +such as will in nearly all cases retain them in +the school; and many times, before the final +graduation comes, they will make up the required +work and finally receive their diplomas. Only +those who have pursued the studies and have, +with credit, passed the written examinations, +should receive diplomas; this gives the proper +recognition and is an incentive to study. All +who began the Normal work at the same time +pass out of the class at one and the same time, +unless by special request some one or more +remain behind. Those who have not passed +the examinations go out without diplomas, in +our school we hold to a two years' course, half +of the class moving out of the class each year, +and new members being promoted into the +class. This, it will be perceived, keeps a continuous +class, some coming into the class each +year and others being removed, either with or +without diplomas. With us this plan is working +admirably, keeping up a continuous interest.</p> + +<p>The Assembly or Post-Graduate Department: +The Department of the Young People is divided<span class='pagenum'><a name="Page_29" id="Page_29">[29]</a></span> +into a Reserve Corps and a Young People's +Class. The Reserve Corps is made up of young +people who have passed through the Normal Department +and such others as will obligate themselves +to act as supply teachers in cases where +regular teachers fail; from this class permanent +teachers are usually chosen. Other young people's +classes are provided for those who do not +thus obligate themselves but are willing attendants.</p> + +<p>In addition a Young Married People's Class +and an Old Folks' Class belong to the Assembly +or Post-Graduate Department.</p> + +<p>Having thus arranged to place in some department +and class every member of the school, +and having every name placed on the diagram in +the place or class where each scholar belongs, you +can study the school members and their varied +wants and desires, and so adjust teachers, rooms, +and locations and provide for a thoroughly harmonious +school. All this work should be done +at least a week before promotion day, so that +changes can be made after a careful looking +over of the scheme of classification. Do not +consult teachers or other officers than those who<span class='pagenum'><a name="Page_30" id="Page_30">[30]</a></span> +have been aiding in arranging the classification. +You must give teachers and scholars to understand +that all has been done that is possible +in the judgment of the officers for the interest +of all the best possible results. Secure from the +school a willingness to submit to the judgment +of those whom they have placed at the head.</p> + +<p>All preparations being completed before the +day of promotion, it will not need to exceed +thirty minutes after the school is opened on promotion +day to place every scholar in the class +and department to which he belongs in a school +of six to eight hundred scholars. The superintendent, +with diagram in hand, remains at his +desk, the assistants being his aides. He first +calls the names of the Old Folks' Class and asks +them to go into whatever room is assigned +them; next the Young Married Folks' Class, the +Reserve Corps, and Young People's Class, each +in order will be asked to retire into the rooms or +apartments assigned them. The teachers assigned +for these classes will at once be asked to +take charge of such classes. The Normal Class +members will be asked, with their teacher, to +remove into the room assigned them. Then the<span class='pagenum'><a name="Page_31" id="Page_31">[31]</a></span> +classes between the ages of sixteen and seventeen, +with their teachers, to the rooms assigned +them. The assistant superintendents will see +that the rooms are in readiness and that the +scholars recognize the rooms that they are to +occupy. In the same way classes whose ages +are between fifteen and sixteen, with their teachers, +will be arranged in their rooms or apartments. +In like manner the classes between +fourteen and fifteen. This disposes of the Assembly +or Post-Graduate, the Normal and the +Bible or Senior Departments. If in a modern +room, with a full suite of apartments, these departments +can be asked to close their doors and +proceed with arranging themselves for work.</p> + +<p>The Youth's Department comes next in order. +Every class, section, or desk being numbered to +correspond with the diagram numbers, and the +assistant superintendents being fully posted as to +the order of these numbers, the teachers should +be asked to remove to the class place to which +they were assigned by the superintendent. +The older scholars will be asked first, by reading +the names of the scholars who belong to each +class separately, requesting them to move to the<span class='pagenum'><a name="Page_32" id="Page_32">[32]</a></span> +class to which they were assigned. Read slowly +enough to avoid confusion, waiting after the +names of a class are read until all are fairly in +their places; soon all will understand and the +work will proceed rapidly. Having thus called +every teacher and every scholar and placed +them in their proper classes in their order in the +Youth's Department (the whole being done much +quicker than it can be told how to do it), this department +is set to work; the names of the +scholars are carefully ascertained by the teacher +of each class, preparatory to making up the +class record, then the lesson can be taken up. +All children between the ages of eight and +eleven are placed in the Intermediate Department +and placed under the care of the teacher +selected for this division. Then all children +under eight years go into the Infant Department. +In some schools these last two departments +might be placed in one room and a suitable +number of teachers provided, so that grading, +similar to that of the Youth's Department, +might be arranged.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_33" id="Page_33">[33]</a></span></p> +<h2>THE WILKESBARRE PLAN.</h2> + +<h3>BY GEORGE S. BENNETT.</h3> + + +<div class='cap'>THE topic assigned me is a large one. Being +a business man I shall not attempt anything +theoretical, but shall be as practical as possible. +The best way I can serve you will be to give +you the result of the effort made by our own +school in trying to solve some of the problems +of to-day, in the organization, management, +and grading of Sunday schools. We have been +asked to do this, and in speaking, therefore, of +our own school, do not accuse us of seeking only +to parade our school before you. We shall give +you only the plans that have worked well with +us, and tell you of the system and methods employed +and now in actual operation in the Sunday +school of the First Methodist Episcopal +Church of Wilkesbarre, Pa.</div> + +<p>It has taken some time and much labor to +get our machinery in working order. We do<span class='pagenum'><a name="Page_34" id="Page_34">[34]</a></span> +not claim to be pioneers or original. We have +taken many of our ideas and plans from others; +we have no patent right on our system. What +we have is yours, and if we should find anything +of yours in this line suited to our use we +should not hesitate to appropriate and incorporate +it in our own.</p> + + +<div class='center'><br />CHURCH AND SCHOOL.</div> + +<p>We have a short and simple constitution, the +form of which can be found in the Discipline of +the Church.</p> + +<p>The school is a part of the church, and is under +the supervision of the Sunday School Board, +consisting of the pastor, the Sunday School +Committee appointed by the Quarterly Conference, +the officers and teachers of the school. +The superintendent is nominated annually by +the Sunday School Board, and confirmed by the +Quarterly Conference. The other officers of +the school, male and female assistant superintendents, +secretary, treasurer, librarian (who appoints +a suitable number of assistants), chorister, +organist, teachers of the Primary and Intermediate +Departments (who appoint their assistants),<span class='pagenum'><a name="Page_35" id="Page_35">[35]</a></span> +and the teacher of the Teachers' Class, are +elected annually by ballot of the board. The +teachers are nominated by the superintendent, +with the concurrence of the pastor, and are +elected annually by the board. The school is +thus brought under the immediate care and +control of the church, and is not a separate or +distinct organization. Being thus one department +of the church the official board of the +church annually appropriates a sum of money +sufficient to meet the ordinary running expenses +of the school. Extra expenses are met +in various ways.</p> + + +<div class='center'><br />EXECUTIVE COMMITTEE.</div> + +<p>We have an Executive Committee of five, +elected from among the officers and teachers, +with the superintendent as chairman. This +committee represents the school in the interim +between the stated meetings of the Sunday +School Board, conducts all examinations, has +charge of all promotions from one class or department +to another, the distribution of pupils to +classes, and the assignment of teachers to +classes.<span class='pagenum'><a name="Page_36" id="Page_36">[36]</a></span></p> + + +<div class='center'><br />BUILDING.</div> + +<p>The building occupied by our school is one of +the finest ever erected for Sunday school purposes. +When dedicated, in 1877, Dr. (now +Bishop) Vincent declared it to be the most complete +Sunday school chapel in the United States, +and this, he added, meant the world, for the +buildings of the United States for Sunday school +use were infinitely superior to those of other +countries. It is constructed in the shape of a +semicircle and is two stories high. The first, +or ground floor, contains a prayer room, church +parlors, class rooms, and the library. The second, +or principal floor, is arranged especially +for Sunday school uses. This is a vaulted +room with a gallery running entirely around it. +Beneath the gallery, and facing the superintendent, +are placed the Primary and Intermediate +Departments; their seats are on raised platforms. +Large folding doors with glass panels +and illuminated Scripture texts shut off these +rooms from the Junior Department. The gallery +over these rooms contains five large Senior +Class rooms. The floors are a series of wide<span class='pagenum'><a name="Page_37" id="Page_37">[37]</a></span> +platforms, and chairs are used for seats. Lifting +glazed doors, beautifully ornamented with appropriate +Scripture texts, shut off these rooms +from the auditorium. The main floor is occupied +by the pupils of the Junior Department, +who sit on chairs grouped around their class +tables. The Normal Class sits at one side and +the Reserve Corps at the other side, behind the +Junior Classes. The superintendent, from his +platform, commands a view of the entire school. +He can see everyone and everyone can see +him and the blackboard behind him. The rooms +are so arranged that at the opening and closing +exercises the schoolrooms can be made one +audience room. The visitors' gallery is behind +and over the head of the superintendent, facing +the school. The woodwork of the interior is of +Southern pine, finished in oil. The entire building +is beautifully painted and frescoed, but the +decorator's hand is shown more prominently on +the walls and vaulted ceiling of the Sunday +schoolroom, where the passion flower and grapevine +are artistically blended with the Greek and +Latin symbols representing Christ. In the arch +over the superintendent's desk is a large—almost<span class='pagenum'><a name="Page_38" id="Page_38">[38]</a></span> +life-size—oil painting on canvas, and attached +directly to the wall. It is a copy of Hoffmann's +celebrated picture, "Christ in the +Temple," and is pronounced a fine work of art. +The floors are all covered with carpets, which +are of colors that harmonize with the wall decorations, +and the rooms are seated with chairs, +making this Sunday school building unusually +attractive and elegant.</p> + + +<div class='center'><br />GRADING.</div> + +<p>Our school numbers 700, officers, teachers, +and pupils, with a large percentage of men and +women in the Senior Classes. We have most +of the modern appliances for Sunday school +work, and a most enterprising and faithful corps +of officers and teachers. Until within four or +five years our school had been divided into the +usual Primary, Intermediate, Junior, and Senior +Departments, and the teachers had for many +years sustained a successful weekly teachers' +meeting for the study of the lesson. There were, +however, manifest weak points in the work done. +The instruction on the part of the teachers, in +many cases, was superficial, and there was lack<span class='pagenum'><a name="Page_39" id="Page_39">[39]</a></span> +of study on the part of the pupils. The Sunday +school had been considered too much as a place +where an hour or two could be pleasantly passed +on the Sabbath, where the members could be +entertained without much work or study on +their part, and consequently was of little profit. +Our officers and teachers for some time considered +how our school might be improved, +made more efficient, and more satisfactory results +be obtained. A committee was appointed +to consider the whole subject. The public school +of to-day is looked upon as a model in method +and thoroughness of work. While there are +many points of difference between the two, yet +progressive Sunday school workers have sought +to overcome the apparent difficulties, and incorporate, +as far as possible, the best features of +the secular school.</p> + +<p>Some of the members of our committee had +been either directors, officers, or teachers of public +schools, and thus gave to the subject the benefit +of their knowledge and experience. The committee +spent considerable time in studying the +plans adopted in successful schools—some of +the more noted were visited; prominent Sunday<span class='pagenum'><a name="Page_40" id="Page_40">[40]</a></span> +school leaders were consulted, and in every way +light and information were sought. They in due +time made their report, which, after being thoroughly +considered and discussed, was unanimously +adopted, and the committee were instructed +to carry out the recommendations of +their report. The committee had a delicate task +to perform, to take a school of 700 members and +arrange them in the different grades sought to be +established. The whole plan was carefully explained +to the school, and printed circulars, containing +full information, were placed in the hands +of the Senior Department, where the greatest +changes were to be made. The teachers +for the new classes to be formed were first +chosen, then the committee met with the other +teachers of the classes in the Senior Grade, +and by mutual agreement their scholars were +permitted to leave any of the existing classes +and join any of the new classes to be formed as +they saw fit, without the least hesitation or embarrassment +either on the part of pupil or +teacher. The members of the Reserve Corps +were secured by special invitation from the +superintendent. The classes of the Junior Department<span class='pagenum'><a name="Page_41" id="Page_41">[41]</a></span> +were, with the general consent of their +teachers, divided by the committee into the first, +second, third, fourth, and fifth years. The committee +used their best judgment and made the +assignments without examination, general attainments +and age being the standards. Transfers +were also made from the Primary to the +Intermediate, and from the Intermediate to the +Junior Department of such as should be promoted. +Most of these changes were made on a +review Sunday, though some time was previously +taken in the necessary detail work, and the +transformation was accomplished with the best +of feeling, both on the part of teachers and +scholars.</p> + +<p>We have six grades. Primary, Intermediate, +Junior, and Senior Departments, Normal Class, +and Reserve Corps.</p> + + +<div class='center'><br />LESSONS.</div> + +<p>The International Lessons are used throughout +the entire school. The standard of promotion +from one department to another is the age of +the pupil, knowledge of the ordinary lessons, and +especially of the supplemental lessons studied in<span class='pagenum'><a name="Page_42" id="Page_42">[42]</a></span> +each class of the school, with two or three exceptions. +These supplemental lessons occupy the +first five minutes of each lesson period, and contain +valuable information in regard to the Bible +and the Church.</p> + + +<div class='center'><br />THE PRIMARY DEPARTMENT.</div> + +<p>In this room the instruction is oral, and the +lesson is taught to the entire class by the principal. +She is assisted by several ladies in maintaining +order, leading the music, marking the +roll, taking the collection, noting birthdays, and +caring for the wants of the children. The blackboard +and visible illustrations are freely used. +The children remain here until they are eight +years of age. They are taught besides the regular +lessons the Lord's Prayer, the Beatitudes, a number +of verses of Scripture, and several Psalms. +On passing an examination on these supplemental +lessons they are promoted to the intermediate +Department.</p> + + +<div class='center'><br />THE INTERMEDIATE DEPARTMENT.</div> + +<p>In this room also the instruction is mainly +oral. The children are taught the lesson by the<span class='pagenum'><a name="Page_43" id="Page_43">[43]</a></span> +principal, who uses blackboards and charts when +needed. She likewise has her assistants, who +perform for her the same service as is rendered +by the assistants in the Primary Department. +The Catechism of the Church, the Ten Commandments +and the Apostles' Creed are taught +as supplemental lessons. Here the children remain +three years, or until they are eleven years +of age. On passing an examination on the supplemental +lessons they are promoted to the +Junior Department.</p> + + +<div class='center'><br />THE JUNIOR DEPARTMENT.</div> + +<p>In this department the boys and girls are assigned +to separate classes. As far as possible +the girls are taught by male and the boys by +female teachers. Each class contains six or +eight pupils, who sit around a little table, the +drawer of which holds their order of exercises +and singing books. The pupils remain in +this department five years, or until they are sixteen +years of age. These classes are divided +into five sections, representing the five years of +study in this grade. The pupils of the first section, +or year, occupy seats to the right, immediately<span class='pagenum'><a name="Page_44" id="Page_44">[44]</a></span> +in front of the superintendent; the +pupils of the second year at the left, immediately +in front of the superintendent; the pupils +of the third year behind the first, and the pupils +of the fourth year behind the second. The +pupils of the fifth year sit at one side, at the left, +and are divided into two large classes for convenience +sake, and use for recitation two of the +church rooms on the first floor of the building. +The teachers go with their classes as they are +promoted from year to year in this grade, and +when their classes are promoted to the Senior +Department they turn back and take new classes +from the Intermediate Department.</p> + +<p>The pupils of the first year, the most recent +from the Intermediate Department, remain in +this section one year, and then, if able to pass a +satisfactory examination in the names of the +books of the Bible and the five doctrines of +grace, they may be promoted with their teachers +to the second year. The supplemental lessons +in this grade are printed on cards and furnished +to each scholar. The pupils of the second +year remain in this section one year, and then, +if able to pass a satisfactory examination in Bible<span class='pagenum'><a name="Page_45" id="Page_45">[45]</a></span> +biography from Adam to the Judges, the Apostles' +Creed and the Beatitudes, they may be promoted +to the third year.</p> + +<p>The pupils of the third year remain in this +section one year, and then, if able to pass a satisfactory +examination in Bible biography of the +Judges and Kings, the Ten Commandments, +the Great and New Commandments, they may +be promoted to the fourth year.</p> + +<p>The pupils of the fourth year remain in this +section one year, and then, if able to pass a satisfactory +examination in the biography of the +New Testament, the women of note in the Old +and New Testaments and the eight points of +Church economy, they may be promoted to the +fifth year.</p> + +<p>The pupils of the fifth year remain in this section +one year, and then, if able to pass a satisfactory +examination in Bible geography and history, +they may be promoted to the Senior Department.</p> + + +<div class='center'><br />THE RECEPTION CLASS.</div> + +<p>Connected with the Junior Department is a +Reception Class for pupils between the ages of +eleven and sixteen. All new scholars who join<span class='pagenum'><a name="Page_46" id="Page_46">[46]</a></span> +the school and are entitled to enter the Junior +Department become members of this class. +The teacher makes it her special duty to learn +the scholar's age, attainments, home influence +and surroundings, and tests his punctuality and +regularity of attendance. After the scholar has +passed a satisfactory probation he is assigned +to a class in the graded system of the school.</p> + + +<div class='center'><br />THE SENIOR DEPARTMENT.</div> + +<p>In the Senior Department the classes occupy +three of the five large rooms in the gallery. The +members of these classes remain in this grade +three years. They study as supplemental lessons +"The Chautauqua Text Book Number 19—'The +Book of Books,'" divided into a course +of study for three years. Those who pass satisfactory +examinations, and who desire it, are +promoted to the Normal Class.</p> + +<p>There is connected with the Senior Department +a Lecture Class, where the lesson is taught +entirely by the lecture method. No questions +are asked the members. Visitors and strangers +are made welcome to seats in this class. There +is also a General Bible Class, where the lesson is<span class='pagenum'><a name="Page_47" id="Page_47">[47]</a></span> +largely taught by questions and answers. These +two classes—the Lecture and General Bible Class—occupy +large rooms in the gallery, and are for +those graduates of the Senior Department who +do not wish to fit themselves for teachers in the +Normal Class, and for all others of mature years +who wish to study the International Sunday +School Lessons without entering the graded +system of the school.</p> + + +<div class='center'><br />THE NORMAL CLASS.</div> + +<p>The Normal Class occupies seats on the main +floor, at the left of the superintendent, during +the opening and closing exercises, and uses for +recitation one of the church rooms on the first +floor of the building, furnished with blackboard +and maps. In the Normal Class the regular +International Lessons are studied very briefly. +For two years the class is taught the lessons of +the Chautauqua Normal Union, and passes +yearly written examinations on the studies pursued. +At the end of two years the members +who have passed satisfactorily the examinations +on the printed papers furnished by the +Normal Union are graduated, receive their<span class='pagenum'><a name="Page_48" id="Page_48">[48]</a></span> +diplomas, and are promoted to the Reserve +Corps, to be drafted on occasion into the teaching +force.</p> + + +<div class='center'><br />THE RESERVE CORPS.</div> + +<p>The Reserve Corps consists of the graduates +of the Normal Class and others who are +specially fitted for teaching. They occupy seats +on the main floor, at the right of the superintendent, +during the opening and closing exercises, +and use for recitation one of the church rooms +on the first floor of the building. The members +of this class enter it with the distinct understanding +that they will hold themselves in readiness +to teach when called upon, and they act, in +turn, as substitute teachers for the regular teachers +who may be absent. They study the lessons +one week in advance of the school, so when +asked to teach a class they are prepared by the +study of the previous Sabbath. From this class +the permanent teachers of the school are generally +taken. This fact is a great incentive to +diligence and punctuality on the part of the regular +teachers, as they know that a number of +qualified persons stand ready to take their places +if they are irregular or not acceptable.<span class='pagenum'><a name="Page_49" id="Page_49">[49]</a></span></p> + + +<div class='center'><br />PROMOTIONS.</div> + +<p>Examinations in each department are held +during the month of March, by the Executive +Committee, and the promotions are all made on +one Sunday in April. This promotion or commencement +day becomes one of great interest +and importance. The members of the Normal +Class who have passed their examinations +are presented before the entire school by their +teacher for graduation. They receive their +diplomas from the hands of the pastor, who +presents them with words of praise and encouragement. +They then take their seats with the +Reserve Corps. Promotions from the Senior +Department then fill up again the Normal Class. +Promotions from the Junior Classes fill up the +empty room in the Senior Department. The +Junior Classes are all advanced one year, and +the Intermediate Department gives a new first +year to the Junior Grade. The depletion of the +Intermediate Department is then supplied from +the Primary Department. The primary room +fills up, not by promotions, but by constant +accessions made from Sunday to Sunday.<span class='pagenum'><a name="Page_50" id="Page_50">[50]</a></span></p> + + +<div class='center'><br />CONCLUSION.</div> + +<p>We have tried to give you, as best we could, +some idea of our school. We are by no means +satisfied with it; there are too many weak places +yet to be found. We do not allow, however, our +pupils to go on from year to year without learning +something, and we afford them the opportunity +of gaining much valuable knowledge. +We shall continue to labor on in this line and +try to make it what its name signifies that it +is, a school—a school on the Sabbath for the +study of God's word. We have gone into detail +in regard to our work that we might help some +out of difficulties under which they may labor. +If we have dropped a word, or made any suggestions +that shall be helpful to Sunday school +workers in organizing and conducting their +schools, we shall be amply paid for the preparation +of this paper.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_51" id="Page_51">[51]</a></span></p> +<h2>THE DETROIT PLAN.</h2> + +<h3>BY HORACE HITCHCOCK.</h3> + + +<div class='cap'>FOR many years, while serving as superintendent +of Sunday schools, I saw hundreds +of children grow up to young manhood and +womanhood, and in a majority of cases go out +from the school because they had reached such +maturity. Every conceivable effort was made +to retain them by securing the best teachers and +offering such attractive social influences as +could be introduced into a class. Occasionally +some magnetic teacher with marked and strong +personality would succeed for a time in holding +a considerable number of young people in the +school, but such teachers were hard to find. The +The scholars never seemed willing subjects, but +bound in some way to a service that was neither +palatable nor in all cases profitable. Why is +this so? was the question asked by troubled +teacher and superintendent, and too often it was<span class='pagenum'><a name="Page_52" id="Page_52">[52]</a></span> +attributed to the perverseness of the young people, +and they were given over to the world with the +hope that early instruction might have left some +seed in their hearts that would in future years +bear fruit for their good and the glory of God.</div> + +<p>In the midst of these discouraging conditions, +which seemed to be almost universal in the Sunday +school (so much so that in every institute +program was found this topic: "How can the +young people be retained in the Sunday school," +and when the paper was read and the discussion +ended, the mystery was not solved), the writer +began to search for the cause that produced these +conditions, and asked the question of himself. Why +did you leave the Sunday school at the age of sixteen, +just as these people do you are so troubled +about? Going back to those days and digging +out of memory their thoughts, I found that +there existed in my mind the thought which +was confirmed by the conduct of all schools, +that the Sunday school was for children, and +not for young people, and that as I was no longer +a child I was out of place. It was not that I +did not like to be in the school, but that I had +changed conditions and the school had not;<span class='pagenum'><a name="Page_53" id="Page_53">[53]</a></span> +therefore was not adapted to me or my wants. +This was a revelation which led to the thought +that the fault was not in the splendid young men +and women who left us, but that of the organization +and adaptation of the school to their +needs. The conclusion was that if we would +retain our young people in the school and +church, we must adopt methods and instruction +which would be in accord with their age and +thought. The public schools at once gave a +pattern to be followed. The graded system +made some part of the school fit every scholar +who came to it, and gave to each one in lower +grade a laudable and helpful ambition to reach +the higher. This idea, I conceived, might, in a +modified form, be introduced into the Sunday +school, and as soon as the plan was matured I +proceeded to introduce it into the Central Methodist +Episcopal Sunday School of Detroit. I +will as briefly as possible outline it, trusting it +may be helpful to others.</p> + + +<div class='center'><br />GRADES.</div> + +<p>The school was divided into four grades, +namely, the Primary, Intermediate, Junior, and<span class='pagenum'><a name="Page_54" id="Page_54">[54]</a></span> +Senior, with two other departments, the Normal +and the Home, each one of which was +under the direction of a special superintendent, +all of whom were under the direction of the general +superintendent, the object of this being +to make some person who was adapted to the +place responsible for the department; and it has +proved to be an excellent feature of the graded +system, as every assistant superintendent, without +any friction with others, has been ambitious +to make his or her department as successful as +possible.</p> + + +<div class='center'><br />THE PRIMARY DEPARTMENT.</div> + +<p>This grade should consist of all children +under eight years of age, under the instruction +of a single teacher, with such assistants as are +needed. Kindergarten methods of instruction +may be introduced to give variety, and by the +object lessons used to teach through the eye +and by the movements of the body lessons +from the Word never to be forgotten. Before +promotion to a higher grade scholars should be +able to repeat from memory the Apostles' +Creed, the Ten Commandments, and the +Twenty-third Psalm. The ingenious teacher<span class='pagenum'><a name="Page_55" id="Page_55">[55]</a></span> +in this grade will invent a hundred methods +for instruction, but before all she must comprehend +that she is in the most responsible position +in the school. She is laying the foundation +for the instruction of the other grades, and +as she builds so will the superstructure be strong +or weak.</p> + + +<div class='center'><br />THE INTERMEDIATE DEPARTMENT.</div> + +<p>This grade should be made up of scholars +promoted from the Primary Grade, and all between +the ages of eight and twelve years, and +should be divided into classes of about seven +scholars each. They should study the same +lesson as the Junior and Senior Grades, and in +addition to that the Catechism of the Church to +which the school belongs. This may be taught +by the teacher of the class or by the superintendent +of the department. Promotion to the +Junior Grade should be made when scholars are +about twelve years of age, or upon a test of fifty +questions in the Catechism, to be answered in +writing, the scholars to pass if forty are answered +correctly. This is the test we employ in this +grade.<span class='pagenum'><a name="Page_56" id="Page_56">[56]</a></span></p> + +<p>It is important that much should be done for +these scholars. Special printed programs and +reviews should be prepared for them, and they +should receive much attention from the officers +of the school. This department should also be +a training school for teachers, who should be +selected from the Seniors for their fitness for +such work and after a pledge has been made +that they will attend the weekly teachers' meeting +for study and help in methods. These +teachers should be promoted with their classes +when they show they can do more advanced +work. Great care should be taken in the selection +of a superintendent. One who is apt to +teach will find abundant opportunity to assist +both teachers and scholars.</p> + + +<div class='center'><br />THE JUNIOR DEPARTMENT.</div> + +<p>All scholars between the ages of twelve and +sixteen should be placed in this grade. In +most schools this will be the largest department. +The wisest and best teachers should be selected +for it, as the scholars are of that age in which +we find them restless and difficult to interest. +As a rule it will be in the same room with the<span class='pagenum'><a name="Page_57" id="Page_57">[57]</a></span> +Seniors, and should be recognized as a grade as +frequently as Seniors. It may be done in many +ways, but should be especially in the opening +and closing exercises of the school. They may +be called upon to read responsively with the +Seniors, or to sing the solo part of a hymn while +all join in the chorus. Special work may be +given them in connection with the school, but +not jointly with any other department. If you +can keep the Junior Grade busy you can both +educate and benefit them. They have great +pride in being recognized as a separate organization. +The members of this grade should be +promoted at the age of sixteen to the Senior +Grade. It may be on some examination, but I +believe it not best, for this is the point where +the boy and girl have gone away from school +because they thought they were no longer children +and a child's school was not the place +for them. Recognize the fact that they are +young people as soon as they do, and promote +them because they are, into an element that is +congenial. At once they are bound to the +school by personal pride and by social influences +that they are not quick to abandon. Use these<span class='pagenum'><a name="Page_58" id="Page_58">[58]</a></span> +elements wisely, and the school has won a victory. +The superintendent of this department +should be a person whom all the boys and girls +like because he is one of them, and while he is +"one of them" he should not forget above all +things that he is their superintendent, with a responsibility +resting upon him to secure their salvation.</p> + + +<div class='center'><br />THE SENIOR DEPARTMENT.</div> + +<p>This most important grade will have in it all +persons over sixteen years of age, and all classes +should be on an equal footing; that is, that all +should be called Senior Classes, whether the +members are sixteen or sixty. There should +be no "Bible classes."</p> + +<p>In the formation of Senior Classes great +care should be taken so to adjust them that +there shall be no friction. The social idea must +be considered, although the scholar should not +know that it is being thought of. Scholars who +would have no sympathy with each other, and +who would never harmonize, should never be +placed in the same class; if they are, one or the +other will leave the class or school. In the +selection of teachers for the Senior Classes great<span class='pagenum'><a name="Page_59" id="Page_59">[59]</a></span> +care should be taken. These scholars must be +taught, not entertained; so men and women +must, if possible, be found who are well informed, +apt to teach, consecrated to their work, +and who will give to their lesson and class such +attention as is required to insure successful +work. It is far better in this grade to have a +few good teachers with large classes than many +teachers, some of whom are incompetent to +instruct, and smaller classes. Special instruction +should be given in the way of courses of +consecutive lessons, lectures, and anything that +will supply the intellectual wants of these young +people. Never allow the methods of instruction +to get into ruts. Teachers should be helped +by pastor and superintendent, and nothing +should be left undone which would interest and +attract the young people. The social element +should be employed under careful supervision, +but always with the Senior Grade alone. Never +allow the children of lower grades to have a +part in a social gathering with the Seniors unless +by special invitation of the young people. +This is the point where they are sensitive, and +it must be well guarded.<span class='pagenum'><a name="Page_60" id="Page_60">[60]</a></span></p> + +<p>Employ the young people in every possible +way. Let the ruling members of the church +recognize them and give them all the church +work possible, and they will do it, not only well, +but with a spirit that will be inspiring to the +church.</p> + +<p>Many years of experience convince me that +from this department must come the best material +for teachers for the school, and will help to +settle the vexed question as to where we can +get teachers. Take them from the Senior +Grade and give them such Normal training as +will fit them for teachers and officers. The +knowledge that the superintendent is looking +among the Seniors for competent persons to +fill all places of responsibility is a great inspiration +to them, and exalts their idea of the character +and usefulness of the Sunday school.</p> + +<p>The members of this grade are at an age +when they are ready to enter upon some business, +and the question as to what it shall be and +where they shall get a situation is a very serious +one to them. There is no way in which +officers and teachers can bind the young people +more closely to themselves and the school than<span class='pagenum'><a name="Page_61" id="Page_61">[61]</a></span> +by taking a personal interest in their business, +and helping them to secure such employment +as they need, and securing situations where +they will be under good influences.</p> + + +<div class='center'><br />SUGGESTIONS.</div> + +<p>In the Primary Grade a great effort should be +made by the teachers to secure a personal +acquaintance with the mothers of the children. +If possible call at their homes and thereby learn +something of their home life, always making a +memorandum of such things as impress the +teacher as having an influence upon the character +of the scholar.</p> + +<p>A Saturday afternoon reception for the mothers, +who, if possible, are to bring their children, +is an excellent method. It should be very informal.</p> + +<p>Avoid in this grade, as in all others, the idea +of paying scholars by prizes, or in any other +way, for efforts made to learn or do what is +right, but always keep before them the idea that +they are to do well because it is right. This +gives the little ones a self-respect which is powerful +in its influence.<span class='pagenum'><a name="Page_62" id="Page_62">[62]</a></span></p> + +<p>In making promotions from one grade to +another it is not best to have ironclad rules. If +a class is to be promoted it is not best to leave +one or more out because they have not quite +reached the age required. Neither is it wise to +insist upon a scholar being promoted because he +has reached the proper age, unless he is willing +to leave the class he is in.</p> + +<p>Promotion may be made once or twice a +year. I think once is best, and then it should +be at a special service in which all the school +should take part.</p> + +<p>If a teacher is a misfit in a class the time for +promotions is the time to put that teacher where +he can work without friction, without giving any +publicity to the change. It is also an excellent +time to place a scholar not easily controlled +with a teacher who is especially fitted to handle +him. The scholar should never know why the +change was made.</p> + +<p>Every Sunday school should have a Normal +Class. Courses of study have been prepared +which can be handled by any good teacher or +pastor who will make an effort. This course +will give not only teachers but scholars an exalted<span class='pagenum'><a name="Page_63" id="Page_63">[63]</a></span> +idea of the Bible as a book, and prepare +them to expound the lessons as they could not +without such a course of study. If there is not +a class individuals may take the course alone +and pass examinations, which will entitle them +to the diploma of some of the Sunday school +assemblies.</p> + +<p>Many superintendents say they cannot grade +their schools because they have not separate +rooms for the departments. It is desirable to +have separate rooms, but if you do not have +them you should grade the school, putting each +grade by itself in some part of the room, if you +have but the one. An aisle or a curtain may be +the dividing line. Most excellent results have +been realized where the whole school was in +one room.</p> + +<p>The Home Department is for the benefit of +persons who cannot attend Sunday school. The +conditions upon which membership is secured +are that they shall study the lesson for the day +one half hour on the Sabbath; all members to +report quarterly whether they have kept the +pledge. Those who join this department are +members of the school and entitled to all its<span class='pagenum'><a name="Page_64" id="Page_64">[64]</a></span> +privileges, such as lesson helps, the use of +library, and all other things that other members +enjoy. This department should include persons +who are distant from the school, the aged, the +sick, and may include persons who reside hundreds +of miles away, especially those who have +been members of the school in other days. This +department should have a superintendent who +will give it attention and look after all who become +members.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_65" id="Page_65">[65]</a></span></p> +<h2>THE ERIE PLAN.</h2> + +<h3>BY H. A. STRONG.</h3> + + +<div class='cap'>THE query often arises whether the modern +Sunday school is now at its maximum of +efficiency in the line of its development. Wonderful +is the progress already attained. The +introduction of the International Lesson System +marks an epoch. Before that separate schools +and even teachers were a law unto themselves. +Now schools are in touch one with another; +sectarian barriers have been broken down; +the unity of the cause is recognized. The +Church is one; so are her schools. The culture +and the spirituality of the Church catholic +everywhere are now the teacher of the teachers. +Helps to Bible study are so multiplied and improved +that it is difficult to see how an advance +step could be taken here. The testimony is +well-nigh uncontradicted that the Bible is studied +as never before in the light of modern research<span class='pagenum'><a name="Page_66" id="Page_66">[66]</a></span> +and science. Teachers, as a body, are measuring +up to these privileges and responsibilities.</div> + +<p>The advance movement in Sunday school +work may not be in its literature, nor in the efficiency +or the enthusiasm of its corps of teachers. +Elsewhere must we look for the necessity for +improvement.</p> + +<p>The Sunday school is a school. The expression +sounds trite and tautological; but it needs +emphasis. Bishop Vincent in his latest book, +"The Modern Sunday School," discusses the +proposition that the "Sunday school is and +must be a school." Out of the fullness of his +knowledge and experience proof is there given +that the organization, system of teaching, and +methods of the public schools must be appropriated +by the Sunday school of the day. The +modern Sunday school must stand or fall as it +is contrasted with the modern public school. By +such a comparison alone can excellencies or deficiencies +be revealed.</p> + +<p>Wonderful has been the development of the +public school system in the present generation. +Great teachers have appeared in all ages and +schools have gathered about them. But this<span class='pagenum'><a name="Page_67" id="Page_67">[67]</a></span> +age is remarkable in this, that it has adopted a +system of instruction for youth and has trained +teachers for that system. The combination of +these two elements makes the modern common +school system. Let the adults of to-day state +the case of their day. Such a comparison would +show the value of the present. The great boon +from the State to the youth of to-day is an educational +system based on scientific principles.</p> + +<p>In that system two essentials must be emphasized: +first, departments; and, second, the +place of the pupil. These departments form a +series that are mutually related and dependent. +They each mark a step in the development of +the mind of the pupil. Again, the pupil has his +proper place in that system, assigned not by +caprice but by a principle. That principle is the +attainment of the pupil in the studies of the system. +A competent instructor could find by +examination the true place of any pupil in any +city public school. Such a statement is so self-evident +that it excites no surprise. It is as it +should be. The method of assignment and promotion +is the public school system. Without it +that system would not be what it is.<span class='pagenum'><a name="Page_68" id="Page_68">[68]</a></span></p> + +<p>Apply now these essentials as tests to the Sunday +schools. How are pupils there assigned +and promoted? The answer must be that such +assignment and promotions are there unknown. +Here we touch a radical defect and weakness. +The statement of that weakness hardly needs +elaboration.</p> + +<p>As we study further the public school system +we find there a course of study. That course +of study, comprehensive and complete, the work +of educators, is the glory of the system. It is +this curriculum that makes its pupils students. +In these points also compare the Sunday school.</p> + +<p>A summary of these conclusions may be +made. The modern Sunday school is not the +peer of the modern public school. The Sunday +school has a defective system of unrelated, independent +departments. The modern public +school has a perfect system of correlated dependent +departments. The Sunday school has +no system of promotions, no training school +for teachers, and no course of study. Do its +pupils study? Why, they are not required, nor +examined.</p> + +<p>Is there a remedy for such defects? Could<span class='pagenum'><a name="Page_69" id="Page_69">[69]</a></span> +its department be perfected? Yes; but the disease +is deeper than that. Could a system of promotions +be devised? Undoubtedly. Could a +teachers' class be formed? Many schools have +that. To treat these symptoms separately is not +to reach the source of the disease. It is but to +tamper with difficulties.</p> + +<p>The solution lies in a "Course of Study." In +the public school the system rallied around a +common center—its course of study. All the +agencies employed were to render that course +effective. Out of a supplemental lesson system +will arise conditions that will crystallize into correlation +of departments, methods of promotion, +a Normal Department with its commencement +day, and, best of all, by the help of the home +and the church, an atmosphere of study for the +scholar without which a school cannot be.</p> + +<p>It is believed that such a course of study is +practicable. Is it not thus that the modern Sunday +school as a school must be improved?</p> + +<p>It is evident that the course of instruction in +the Sunday school will be different from that +of the day school. There, mental culture is +sought; here, spiritual culture is the end in<span class='pagenum'><a name="Page_70" id="Page_70">[70]</a></span> +view. There, many are the text-books on diverse +themes; here, one book and one theme. +The Bible and its revelation must be the book +and the theme of any supplemental lesson system. +It may be taken as an axiom that that +system will be the most efficient and acceptable +which has the most of the Bible in it and whose +teachings best mirror the Bible.</p> + +<p>The writer has prepared a series of text-books +to be used as a supplemental course of study in +the Sunday school. These books have been +compiled in connection with his work as superintendent; +and as they were completed they +were tested in the Sunday school at Erie, Pa. +The first one was written five years ago, and +since then they have been continuously used.</p> + +<p>This school, as now graded, consists of the +following departments: Primary, Junior, Senior, +Normal, Reserve, and Assembly. The Primary +Department has a four years' course and +classes to correspond. The Normal Department +has adopted the two years' course of study +of the Chautauqua Normal Union. The course +of study to which attention is directed is an eight +years' course—four years for the Junior Department<span class='pagenum'><a name="Page_71" id="Page_71">[71]</a></span> +and four for the Senior Department. This +course receives pupils from the Primary room +at the age of about ten, and, after it is finished, +passes them on to the Normal Department.</p> + + +<div class='center'><br />THE BOOKS OF THE COURSE:<a name="FNanchor_A_1" id="FNanchor_A_1"></a><a href="#Footnote_A_1" class="fnanchor">[A]</a></div> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Books"> +<tr><td align='left'><i>Junior Department:</i></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">First Year—Catechism.</span></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">Second Year—Catechism.</span></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">Third Year—Life of Christ.</span></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">Fourth Year—Church History.</span></td></tr> +<tr><td align='left'><br /><i>Senior Department:</i></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">First Year—Jewish History.</span></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">Second Year—Jewish History and the Bible.</span></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">Third Year—Christian Evidences.</span></td></tr> +<tr><td align='left'><span style="margin-left: 2em;">Fourth Year—Christian Evidences.</span></td></tr> +</table></div> + +<p>All these books are catechetical in form, simple +in statement, and seek through the questions +to give the theme a natural unfolding. They +are printed uniform in series. The Junior +books have each about twenty pages the size of<span class='pagenum'><a name="Page_72" id="Page_72">[72]</a></span> +the Church Catechism, and the Senior books +have each about thirty pages.</p> + +<p>The Catechism is the first book of the series. +Experience teaches that then memory best aids +in its mastery. To these text-books on the Catechism +is added a supplement on the books of the +Bible and its history and geography. The "Life +of Christ" undertakes to tell that life in the +words of the gospels. "Church History" treats +of the apostolic Church and great events in that +history, as the Crusades and the Reformation +under Luther and Wesley. The first Senior +book, "Jewish History," follows mainly the outline +of the Old Testament emphasized by the +lessons of the international course. The second +year book completes that history, and has chapters +on the Bible—its translations and geography, +etc. The third and fourth years are employed +in the study of "Christian Evidences."</p> + +<p>A glance shows that the course of study is a +study of the Bible, the Junior books being +taken from the New Testament, while the Senior +cover the Old Testament.</p> + +<p>This system calls for regular examination in +which the classes of the school participate; it<span class='pagenum'><a name="Page_73" id="Page_73">[73]</a></span> +creates an atmosphere of study for the scholars. +They are expected and required to study, and +they meet that expectation. This system further +promotes harmony between the different +departments of the school and forms a basis for +promotion for the scholars and classes. Promotions +are as regular and as judicious as in +the public schools.</p> + +<p>For what it is, and what it promises, it is +brought to the attention of the Church and Sunday +school.</p> + + +<div class='center'><br />THE GRADING.</div> + +<p>In this work the number of departments into +which the school is to be divided must be fixed. +The following will probably be found requisite: +Primary, Junior, Senior, Normal, Assembly, +and Reserve Departments. The Primary Department +may be graded in unison with the +school and a course of four years' study be +adopted. The Normal Department takes the +Chautauqua Assembly course of study. The +Assembly is the adult Bible Class of the school. +Graduates of the Normal Department constitute +the Reserve Department. This department +studies the Sunday school lesson a week in advance<span class='pagenum'><a name="Page_74" id="Page_74">[74]</a></span> +of the rest of the school, and stands ready +to fill the places of absentee teachers. The +main body of the school constitutes the Junior +and the Senior departments. The course of +study is for these Departments, and covers a +period of eight years. Their grading is a work +of tact and difficulty.</p> + +<p>The scholars should be formed into classes, +averaging seven to a class. These classes, +when organized, should be seated in the school, +with the view of promotion from year to year. +In a school of five hundred pupils the classes +would average about five to each grade.</p> + +<p>Where these departments occupy the same +room the Juniors may be seated on one side, +according to rank, and the Seniors on the other +side. The position of the class, being won by +merit, becomes a place of honor which the +superintendent wisely uses. In the first organization +a perfect grade is not attainable. Out +of the material given only an approximation to +the ideal can be hoped for. Time will cure defects. +Each year the entire system moves. +With a few annual promotions the actual +attains the ideal and the system becomes perfect<span class='pagenum'><a name="Page_75" id="Page_75">[75]</a></span> +in its grade. In this we make haste +slowly.</p> + + +<div class='center'><br />THE STUDY OF THE BOOKS.</div> + +<p>The time of the introduction of the books and +the method of their study are for the decision of +the school. A suggestion may be offered. The +Sunday school year may follow that of the public +school. If so, their study would begin in +September, and the examination would be the +June following. But, whenever introduced, it +should be made plain that the books are auxiliary +only to the International System of Bible +study. Each session should have an allotted +period of time, at least five minutes, for their +study. Each teacher can divide the given +matter into convenient parts so that the whole +may be mastered in nine months. This study +will be tested by an examination.</p> + + +<div class='center'><br />THE ANNUAL EXAMINATION.</div> + +<p>This examination is the keystone of the whole +system. Without it the course of study is a failure. +Its importance must be emphasized before +the whole school. How to emphasize it is a +problem that each school must solve. A description<span class='pagenum'><a name="Page_76" id="Page_76">[76]</a></span> +of the plan adopted in the school where +the system originated may throw some light on +that question. Some Sunday in June is selected +as the day for the examination, and of +that day the school is forewarned. Examination +questions, twenty in number, and covering +the work of the year, are furnished each +scholar. These questions are so printed as to +leave blank spaces under each question for the +answer to be written by the scholar. The whole +session of the school is given up to the examination. +The papers are gathered and careful +work is put thereon in marking the same. Each +answer is marked on a scale of 5, and, if +the answers are correct, the paper is marked +100. The marks thus make a system of percentage +easily understood by all. The minimum +percentage to pass the examination is 75. +Those who get 75 and upward are known as +honor students.</p> + +<p>The Sunday following the examination a full +report of the work of the school is read. An +honor roll of students who pass the examination +is placed upon the blackboard or printed in fine +form and placed upon the walls of the room.<span class='pagenum'><a name="Page_77" id="Page_77">[77]</a></span> +These honor names are arranged alphabetically +and without the percentage of standing, so that +it is an equal honor to all students.</p> + +<p>The Commencement Day of the graduates of +the Normal Class occurs shortly after the examination. +These exercises are given on some +suitable evening of the week, and are made the +event of the school year. After the exercises +comes the banquet. For this occasion the Sunday +school room is made by the graduates a +veritable bower of floral beauty. The Normal +graduates and the honor students are received +as the honored guests at these festivities.</p> + +<p>Such a description may make plain how +to emphasize the examination. At least two +months before the examination the superintendent +should make short, pointed appeals to the +scholars and try to fill them with the spirit of +study. These examination honors, open to every +one, should be made plain to all. Adults work +with an object in view. It is the same with the +children.</p> + +<p>The written examination, its report read to +the school, the roll of honor, the promotions, +the Commencement and its banquet, are appeals<span class='pagenum'><a name="Page_78" id="Page_78">[78]</a></span> +not made in vain to the modern child. +What must be the legitimate result of such an +appeal to the children? They work for the examination +as they do for the examination in the +public schools. These last weeks are busy +ones. They meet evenings at the homes of the +teachers, and on Sunday they gather at the +church in special session for class study.</p> + +<p>Under such inspiration whole classes have +handed in perfect papers. And yet some may +and will fail. For them a second examination +is given.</p> + +<p>Then on the day of promotion the whole +school moves forward and occupies the rank +won. A course of study can thus revolutionize +a school and create an atmosphere of genuine +study.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_79" id="Page_79">[79]</a></span></p> +<h2>THE CHICOPEE PLAN.</h2> + +<h3>BY HON. L. E. HITCHCOCK.</h3> + + +<div class='cap'>CAN the graded system be successfully used +in small Sunday schools? The plan described +in this article has been in successful operation +for several years in the Central Methodist +Episcopal Sunday school in Chicopee, Mass., +in which the membership during that time has +averaged 200 and the average attendance has +been about 150.</div> + +<p>Before describing in detail the plan it may be +well to stale three principles on which the plan +is based:</p> + +<p>1. A school, in order to be such, must be instructive +as well as evangelistic, and if instruction +is to be given there are many principles of +instruction which have been worked out in our +system of public schools and which have come +to be accepted as right principles of teaching +anything, and these principles cannot be ignored<span class='pagenum'><a name="Page_80" id="Page_80">[80]</a></span> +in teaching in the Sunday schools any more than +they can in the day schools without impairment +of the results desired.</p> + +<p>2. In general terms, the most important principle +of successful teaching is that it should be +progressive and adapted in succeeding years to +the normal development of the mind of the average +child, and this relates to the method of teaching +a given subject as well as to the selection of +the subjects which shall be taught.</p> + +<p>3. Another principle of successful teaching +which is of almost as much importance as the +one just alluded to is that there shall be one +person at the head with a definite plan of +work.</p> + +<p>Applying these principles to Sunday school +work, this school supposes that there is certain +instruction which properly belongs to the Sunday +school to give; that there is no reason why +the Sunday school should not make use of the +best methods of instruction which are known to +educators so far as applicable; and that when +the superintendent is elected to his place the +church in effect commits to him or her the entire +care of that part of the work of the church,<span class='pagenum'><a name="Page_81" id="Page_81">[81]</a></span> +and that it is perfectly proper for him to direct +his teachers in the work which he will have done +in his school during his term of office.</p> + + +<div class='center'><br />PLAN OF ORGANIZATION</div> + +<p>The school is divided into three departments, +Primary, Intermediate, and Senior. The Primary +Department keeps the children until the +New Year after they are eight years old; the +Intermediate takes them through a ten years' +course of study, and then the Senior Department +receives them into the Bible classes.</p> + +<p>The Primary Department, which meets in a +room by itself and has its own order of exercises, +is divided into as many classes with separate +teachers as may be necessary for the proper +care of its little folks, and all under the care of +a superintendent of that department. The usual +exercises of this department are of the general +character customary in such grades.</p> + +<p>In July the class which will graduate at the +end of the year is formed and placed in the care +of a certain teacher, whose special duty is to see +that the class is prepared to graduate. The +graduating exercises are public, and a neat diploma<span class='pagenum'><a name="Page_82" id="Page_82">[82]</a></span> +is presented to each scholar who thus +graduates.</p> + +<p>The Intermediate Department is divided into +ten grades, each representing a year of study +and each containing two classes, one of boys and +one of girls, although there is no reason why +boys and girls should not be together in the same +class. There is no division of the Senior Department +into grades. It contains only three +classes, namely, the Young Men's Bible Class, +the Young Ladies' Bible Class, and the General +Class.</p> + + +<div class='center'><br />COURSES OF STUDY.</div> + +<p>The principal work of the school is done along +the lines of the International Lessons, which +are used in all the departments, although the +method of teaching them varies in the different +grades.</p> + +<p>In addition to the International Lessons Supplemental +Lessons are taught in the Primary and +Intermediate Departments. In the Primary Department +these include the Lord's Prayer, the +Ten Commandments, the Twenty-third Psalm, +the Beatitudes, and the Apostles' Creed.</p> + +<p>The following schedule will show at a glance<span class='pagenum'><a name="Page_83" id="Page_83">[83]</a></span> +what are the specific studies of each grade in +the Intermediate Department:</p> + + + + +<div class='center'> +<table border="1" cellpadding="0" cellspacing="0" summary="Intermediate department"> +<tr><td align='center'><small>Age.</small></td><td align='center'><small>Grade.</small></td><td align='center'><small>International Lesson.</small></td><td align='center'><small>Supplemental Lesson.<a name="FNanchor_B_2" id="FNanchor_B_2"></a><a href="#Footnote_B_2" class="fnanchor">[B]</a></small></td></tr> +<tr><td align='right'>9</td><td align='right'>I </td><td align='left'><div class='hang1'>Learn and recite the memory verses. </div></td><td align='left'><div class='hang1'>First half of Catechism No. 1.</div></td></tr> +<tr><td align='right'>10</td><td align='right'>II </td><td align='left'><div class='hang1'>Same as Grade I. </div></td><td align='left'><div class='hang1'>Last half of Catechism No. I.</div></td></tr> +<tr><td align='right'>11</td><td align='right'>III </td><td align='left'><div class='hang1'>Learn memory verses and one thought. </div></td><td align='left'><div class='hang1'>Life of Jesus.</div></td></tr> +<tr><td align='right'>12</td><td align='right'>IV </td><td align='left'><div class='hang1'>Study persons (if any) and one thought. </div></td><td align='left'><div class='hang1'>Studies about the Bible.</div></td></tr> +<tr><td align='right'>13</td><td align='right'>V </td><td align='left'><div class='hang1'>Study places (if any) and two thoughts. </div></td><td align='left'><div class='hang1'>Bible Geography.</div></td></tr> +<tr><td align='right'>14</td><td align='right'>VI </td><td align='left'><div class='hang1'>Study manners and customs and two thoughts. </div></td><td align='left'><div class='hang1'>Bible History.</div></td></tr> +<tr><td align='right'>15</td><td align='right'>VII </td><td align='left'><div class='hang1'>Teachings of the lesson having special reference to manhood and womanhood. </div></td><td align='left'><div class='hang1'>History of Christian Church.</div></td></tr> +<tr><td align='right'>16</td><td align='right'>VIII </td><td align='left'><div class='hang1'>Same as Grade VII. </div></td><td align='left'><div class='hang1'>History of M. E. Church.</div></td></tr> +<tr><td align='right'>17</td><td align='right'>IX </td><td align='left'><div class='hang1'>Teachings of lesson bearing directly upon practical Church. </div></td><td align='left'><div class='hang1'>Doctrine and rules of the M. E.</div></td></tr> +<tr><td align='right'>18</td><td align='right'>X </td><td align='left'><div class='hang1'>Same as Grade IX.</div></td><td align='left'><div class='hang1'>Government of M. E. Church.</div></td></tr> +</table></div> + +<p>Some explanation of the above is needed:</p> + +<p>1. The study of the International Lessons. +In all the grades the first things to be learned in +each lesson are the title, the Golden Text, and +the lesson story, and after these are learned the +teachers take up the specific grade instruction<span class='pagenum'><a name="Page_84" id="Page_84">[84]</a></span> +as above. The lesson thought, which appears +first in Grade III, is carried through all the remaining +grades as the central thought for the +session. These thoughts are selected by the +superintendent, and by him indicated to the +teachers at the beginning of each quarter. To +illustrate: Take the lesson for September 11, +1892, the title of which was Philip and the Ethiopian. +After learning the title, Golden Text, +and lesson story the different grades will study +as follows:</p> + +<p>Grades I and II. Learn the memory verses: +35-38.</p> + +<p>Grade III. Learn the memory verses and +study thought: "Philip preached Jesus."</p> + +<p>Grade IV. Study about the persons: Philip, +Candace, the eunuch, and Esaias, and also the +same thought as in Grade III.</p> + +<p>Grade V. Study about the places: Jerusalem, +Gaza, Ethiopia, Azotus, and Cesarea, and the +two thoughts: "Philip preached Jesus," and +"Prompt response to call of duty."</p> + +<p>Grade VI. Study customs: going to Jerusalem +to worship, ceremony of baptism, riding in +chariot, and the same two thoughts as in Grade V.<span class='pagenum'><a name="Page_85" id="Page_85">[85]</a></span></p> + +<p>Grades VII and VIII. Thoughts—<br /> +<span style="margin-left: 3em;">"Philip preached Jesus."</span><br /> +<span style="margin-left: 3em;">"Prompt response to call of duty."</span><br /> +<span style="margin-left: 3em;">"Habit of reading."</span><br /> +<span style="margin-left: 3em;">"Understand as you read."</span><br /> +<span style="margin-left: 3em;">"Act up to your knowledge."</span><br /></p> + +<p>Grades IX and X. Thoughts—<br /> +<span style="margin-left: 3em;">"Philip preached Jesus. I can do the same."</span><br /> +<span style="margin-left: 3em;">"Prompt response to call of duty. How these calls come."</span><br /> +<span style="margin-left: 3em;">"Fulfillment of prophecy."</span><br /> +<span style="margin-left: 3em;">"Immediate conversion and baptism."</span><br /> +<span style="margin-left: 3em;">"The new-found joy."</span><br /></p> + +<p>2. The Supplemental Lessons. The aim of +these lessons is to furnish systematic instruction +upon the subjects indicated, which are matters +that every well-informed person ought to know, +but which cannot be taught from the International +Lessons. Each year contains thirty-six +lessons which can easily be memorized and recited +in the twenty minutes usually allowed for +this study. The titles readily suggest the nature +of the lessons.</p> + +<p>A weekly teachers' meeting is held under the +direction of the superintendent for the purpose<span class='pagenum'><a name="Page_86" id="Page_86">[86]</a></span> +of assisting the teachers in the right understanding +of the things required to be taught on the +succeeding Sunday, and instructing them in +methods of teaching that particular lesson. It +is a sort of teachers' meeting and normal class +combined.</p> + + +<div class='center'><br />EXAMINATIONS AND MARKS.</div> + +<p>Written examinations upon the International +Lessons are held at the end of each quarter, and +one upon the Supplemental Lessons is held near +the close of the year, upon each of which the +scholars are marked. Each scholar is also +marked at each session of the school upon a +scale of five credits, as follows: one for attendance +at the opening of the school, one for attention +during school time, one for attendance at +closing the school, one for attendance upon +preaching service, and one for lesson study at +home. These marks, taken in connection with +the examination marks and the knowledge of +the general work of the scholar during the year, +determine his promotion at the end of the year. +The scholar who completes the course satisfactorily +is awarded the diploma of graduation and +admitted to the Senior Department of the school.<span class='pagenum'><a name="Page_87" id="Page_87">[87]</a></span> +No special work other than that usually taken +up in Bible classes has been attempted in any of +the classes of the Senior Department.</p> + + +<div class='center'><br />SPIRITUAL WORK.</div> + +<p>Although great stress is laid upon the work of +instruction in the school, it must not be concluded +that the spiritual work is overlooked. +This is attended to in two ways: first, in the +lesson thoughts in connection with the International +Lessons, which are selected, as far as possible, +to enable the teachers to illustrate and enforce +spiritual truths; and, secondly, each teacher +is expected to do all she can in the way of personal +example and influence to bring the members +of her class to Christ. Of course, if any +special religious interest at any time in the +church seems to call for it, the work of the +school is suspended and all the energy is brought +to bear upon the evangelistic part of the work.</p> + + +<div class='center'><br />RESULTS.</div> + +<p>The actual working of this plan has demonstrated +that many things which might seem to +be objections have been only imaginary. At<span class='pagenum'><a name="Page_88" id="Page_88">[88]</a></span> +the start the scholars were classified according +to their ages, with occasional modifications with +reference to their places in the public schools, +and the teachers were placed in the different +grades with reference to their relative abilities, +and they were asked to teach certain specific +things, which of course they cheerfully did. +The scholars, who are accustomed to this method +in the public schools, at once caught the idea, +and their parents became interested to see that +their lessons were learned before coming to the +school. The attendance of teachers became +more regular, for each teacher, having his own +specific work to do, very soon realized that if +he were absent his work could not be fully done +by a substitute, and the attendance of the scholars +was much improved, for they could see actual +advancement from Sunday to Sunday.</p> + +<p>The attendance of scholars in the Intermediate +Department averages fully twenty per cent +more than in any other department. Of course, +the adoption of any system of graded work +means considerable work for a superintendent +at the start, and this to a busy man is a serious +matter; but after the system is fairly started it<span class='pagenum'><a name="Page_89" id="Page_89">[89]</a></span> +works easier and with less friction to annoy than +any other plan, and the cause is worthy of the +effort required.</p> + +<p>Two reasons why schools should be graded +may be given: 1. Children will be interested +in what they can understand, and if the instruction +both as to form and substance is adapted to +their growing intellectual abilities it will easily +be received and taken care of, while, on the +other hand, if it is not comprehended it excites +no interest in the mind of the child, and he is +glad to get out of the school as soon as he can.</p> + +<p>2. The teachers do not go on with their classes +from year to year indefinitely, and by this means +it is possible to bring ten succeeding classes +under the teaching of the ablest teacher you can +get in a particular grade, instead of confining +that able teacher to only one class for ten years. +There can surely be no question as to which is +the better course.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_90" id="Page_90">[90]</a></span></p> +<h2>THE LYNCHBURG PLAN.</h2> + +<h3>BY IRVINE GARLAND PENN.</h3> + + +<div class='cap'>IT was early in the year of 1890 when it became +a positive fact, to the superintendent +who is now leading our Sunday school, that +we had accomplished practically nothing as a +school during the twenty years of our existence. +In this school our superintendent was entered +when but a lad of five years. He had shifted +from class to class, not by reason of any promotion +by the superintendent, teacher, or any +other officer of the school, but as he advanced +in age from five to eight, eight to ten, and ten +to fifteen years he correspondingly grew in size, +and of his own free will and accord he moved +from class to class, with no other recommendation +for promotion but age and size. At the age +of fifteen he was made secretary, and in that official +capacity he took account of the pennies collected, +disbursing them as the board might order.<span class='pagenum'><a name="Page_91" id="Page_91">[91]</a></span></div> + +<p>Our future superintendent was then promoted +to be the teacher of Bible Class No. 3. It was +not Class "Three" because its members knew +more or less than Class 1 and 2, but because its +members were a class of misses, while Classes +1 and 2 were masters and young men. In fact, +Class 3 was as much entitled to be Class 1 as +Class 1 was to be Class 1. He was then promoted +to his present position. His career is +related in order that it may be shown that the +conclusion which he had reached was founded +upon personal experience and observation, +which he took no account of then, but which +served to demonstrate more forcibly to him that +the Sunday school was accomplishing nothing +save the one fact that it met on Sunday mornings +ostensibly for religious instruction. It +must be said, however, in justice to other superintendents, +that, whatever inclination he had to +seek and ascertain the defects and best needs +of the school, he was led slightly in that direction +by those who had shown that something +was needed, and who knew that a change must +take place if our Sunday school would maintain +her standing as a large and growing one in the<span class='pagenum'><a name="Page_92" id="Page_92">[92]</a></span> +community. We numbered four hundred, in +round figures, and while during the boyhood of +our superintendent the corps of teachers were +not efficient, by reason of the lack of advantages +necessary to proper qualification, yet when he +came into office he found himself surrounded +by a corps of teachers nearly all of whom were +prepared by intellectual and divine strength to +teach anything that could possibly be put into +a Sunday school course with propriety.</p> + +<p>No longer were there "blind leaders of the +blind" in the school, but intelligent leaders in +mind and heart. It was a proposition that +needed no demonstration to our superintendent +that he now had the opportunity to present the +one thing needful in the school, namely, method +and system in instruction and the adaptiveness +of work to the susceptibility of the pupil, which +is the essence of the grade idea. As soon, then, +as this idea was clear, our superintendent at +once began inquiry and to hunt literature bearing +on this subject.</p> + +<p>"The Modern Sunday School," by Bishop +J. H. Vincent, was the first book consulted, and +the first sentence of Chapter XII, on Gradation,<span class='pagenum'><a name="Page_93" id="Page_93">[93]</a></span> +gave the idea which settled the conviction. +The sentence reads: "The Sunday school is a +school." Nothing is truer than this one sentence, +and the sooner our superintendents and +teachers get this one idea ineradicably fixed in +their minds the better it will be for our Sunday +school interests. Most assuredly the "Sunday +school is a school" to teach the things of God, +to instill his truths and impress his good deeds +and loving favors to the children of men upon +the mind and hearts of those who must grow +up in the admonition of the Lord, if they would +make valiant soldiers and good citizens. It was +evident that our Sunday school was a school, +though poor in order, poor in work, and poor in +everything but singing and the giving of picnics. +Dr. Vincent's book was further consulted, +with others, and our superintendent reserved +several months to mature his plans and present +them.</p> + +<p>In the meantime several articles in the "Sunday +School Journal" of May and September, +1890, greatly helped him. A plan of action was +finally decided upon; first a new registration, +giving name, age, educational fitness, and some<span class='pagenum'><a name="Page_94" id="Page_94">[94]</a></span> +minor matters, was gotten of each pupil as accurately +as possible. In the meantime our plan had +by this time been told the school, and the taking +of a new registration, preparatory to the gradation, +created a genuine revival of interest in the +work. And, too, when the fact was known that +the school was undergoing a change which +would give larger and better opportunities to +the children, fathers and mothers who could +not themselves read, but who knew what it was +to have John and Mary to go from Catechism +to Catechism, from class to class, every time +higher and higher, gave vent to their feelings in +many "Amens" and "God-bless-yous." To +these expressions of approval and the prayers +of this class the success of our system may be +greatly attributed.</p> + +<p>The registration having been taken, our superintendent +was intrusted with the gradation +of the school. On the one hand the burden +was light; on the other heavy. The labor was +light, for no amount of it could seem a burden, +so great was the interest in the four hundred +souls who were now for once to be put into the +shape of an ideal Sunday school.<span class='pagenum'><a name="Page_95" id="Page_95">[95]</a></span></p> + +<p>On the other hand, it was for once a burden +to do duty as he saw it, because there were large +boys and girls who had been hitherto neglected +in this ghost of a school, and now had to suffer +the worry of doing a thing over when it +might have been done well at first. But our +superintendent had no time now to indulge in +sentimentality; the work was to be done, it was +given him to do, and he knew it was for the best +good of the school; hence he went at the work +in the fear of the Lord. During three weeks of +incessant prayer and labor the work was done, +submitted to and approved by our board. What +a change to be made during the next Sunday! +John, who could not read, used to be in Bible +Class No. 1; now he is to study the Catechism.</p> + +<p>During the next Sunday the grading was done, +classes rearranged, teachers replaced to suit the +departments; and after all was done we looked +calmly upon the scene, and never in all the history +of our Sunday school did it look so well, and +never have we seen children with such bright +and happy faces as were in that school on that +morning. It will never be forgotten even by the +smallest pupil. As I have said, they were always<span class='pagenum'><a name="Page_96" id="Page_96">[96]</a></span> +good singers, but with new life in them they sang +the praises of God on that morning until it seemed +we were all tasting of the riches of God as never +before. The three departments arranged were +Primary, Intermediate, and Normal, with provision +for a Normal Training Class. It may be +said here that we have seen the necessity very +clearly for the introduction of a Junior Department +or Course on account of the length of our +now existing departments. This will be done on +"Promotion Sunday" after our January examination.</p> + +<p>A course of study was carefully arranged to +cover the three departments, consisting of seven +years: Primary Course (provided child entered +at the age of three), ages from three to ten years; +five years' Intermediate Course, ages from ten to +fifteen years; five years in the Senior Course, +ages from fifteen to twenty years. These departments, +and the years in each, will be slightly +modified by the introduction of the Junior +Course.</p> + +<p>The course embraces in our Primary Department +the International Lessons in the form of +the "Picture Lesson Paper." The Lesson Paper<span class='pagenum'><a name="Page_97" id="Page_97">[97]</a></span> +is, however, not taken up until the pupil has +been in this department for four years, presuming +that he enters at three years of age. The +lessons during the first four years are orally +taught, and consist of selected verses of the +Bible, Lord's Prayer, Beatitudes, and selected +portions of Catechism No. 1. Since the day +school system only admits pupils at six and +seven years, it is presumed that they are not +prepared to be classified in any way as students +of the International System on account of their +inability to read.</p> + +<p>Thus all of the pupils from three to six years +are put into one class and taught orally, as explained +above. There are sometimes exceptions +to this general rule in the case of children +who may have had early training around the +fireside.</p> + +<p>The pupils in the Primary Department, having +received the Lesson Paper at seven or eight years, +have only from two to three years to remain there +before the proper age is reached, all other things +being equal, for their transfer to the next department. +During the last two or three years of the +Primary Course the pupils have for supplemental<span class='pagenum'><a name="Page_98" id="Page_98">[98]</a></span> +lessons selected Psalms and verses, Catechism +No. 1 to Question 25, inclusive. It has been +demonstrated to our board in our promotions +that this Primary Course is well conceived and +serves admirably well the purpose intended, +which is to lay a foundation upon which a structure +might be reared without fear of tottering.</p> + +<p>In our Intermediate Course the International +study begins the first year with the "Beginner's +Leaf" and is used during three years of the five +years' course. In the remaining two years the +"Berean Lesson Leaf" is used. In the use of the +Beginner's and Berean Leaves the course of +teaching is laid down by the Examining Board, +and the teacher directs her talk and instruction +in that direction. This is to avoid what may be +termed "splatterdash" teaching—the teaching of +everything with special reference to no one particular +thing, the teaching of what is understood +and not understood. The supplemental lessons +for the Intermediate Course include the Ten +Commandments, Catechisms Nos. 1, 2, and 3, +and the Old Testament read and thoroughly considered +from Genesis to Numbers, inclusive. In +this department special effort is made to impress<span class='pagenum'><a name="Page_99" id="Page_99">[99]</a></span> +the Baptismal Covenant, the Ten Doctrines of +Grace, Ten Points of Church Economy, etc.</p> + +<p>The pupil is now fifteen years of age, and, all +things being equal, he is ready for the Senior +Course.</p> + +<p>In this department the "Senior Lesson Quarterly" +is used. The supplemental work consists +of a completion of the Old and New Testaments +thoroughly read and considered during the five +years. In addition to this, McGee's "Outlines +of the Methodist Episcopal Church" is studied +the first year; "The Teacher Before His Class," +by James L. Hughes, in the second year; "Normal +Outlines for Primary Teachers" in the +third year; "History of the Sunday School," by +Chandler, in the fourth year; Discipline of the +Methodist Episcopal Church, and "Christian +Baptism," by Bishop S. M. Merrill, in the fifth +year.</p> + +<p>Our pupils are then entered in the Normal +Training Class, where they read such books as +"Open Letters to Primary Teachers," by Mrs. +W. F. Crafts; "Hand Book for Teachers," by +Dr. Joseph Alden. They also consider more fully +the doctrines of our Methodism and the history<span class='pagenum'><a name="Page_100" id="Page_100">[100]</a></span> +of "that great religious movement," as one +has termed it. The pupils of this class subject +themselves to much training for Sunday school +teachers. They are permitted and are expected +to meet the teachers in their weekly meetings +in order that they may go over the lessons with +the teachers and be prepared in case of an emergency. +Our examinations are held semiannually. +In the supplemental work the examinations +are conducted in written form. As to the +International studies, the recommendation of a +pupil by a teacher is sufficient to determine his +work and his ability to pass to a higher grade. +The teachers conduct their own examination +and make tabulated results, the whole of which +is submitted to our Examining Board, consisting +of eight members, who carefully pass upon it +and order the promotion. The promotion is then +made by the superintendent according to the +tabulated results.</p> + +<p>As an encouragement to pupils we have +found it wise to issue certificates to everyone as +they complete the course of study of each department, +and finally, when the Senior Course +is completed, to issue a diploma. The assembly<span class='pagenum'><a name="Page_101" id="Page_101">[101]</a></span> +idea also obtains in our school as a part of +our system. This has been found indispensable +as an incentive to devotion, because it makes +our higher Intermediate and Senior classes feel +their importance in a measure when they are +called together every fortnight to hear some +talk or paper upon some religious topic, apart +from the Primary and lower Intermediate +classes. In order that the teachers might be +more thoroughly interested in the success of +the system, and thus influence their children, +our superintendent has very wisely introduced +the social feature into our work, and very often +in our consideration of Sunday school matters +we find ourselves in the midst of a pleasant and +agreeable reception. This has worked well, for we +are all creatures of humanity with the same innate +social tendencies. The day of days, yes, the +red-letter day, is "Promotion Sunday." These +Sundays will never be forgotten. The enthusiasm +is equal to that of Children's Day in every +respect. Boys and girls with eager hearts pass +from class to class. As a means necessary to +the success of our system our superintendent +very carefully presented the necessity of a larger<span class='pagenum'><a name="Page_102" id="Page_102">[102]</a></span> +library than we had. The plans for raising the +money were arranged, and, to use the popular +expression, "they worked like a charm." Hundreds +of dollars were raised, with which we now +have over one thousand volumes and a neatly +built library case of twenty feet in length. It +would be a pleasure to tell how that money was +raised.</p> + +<p>As to the results accomplished in our school by +the system, suffice it to say they are manifold. +Order, system, interest, care, study, regular and +punctual attendance by officers and teachers, +have been some of the results. In conclusion, +let us pray that our superintendents and boards +will see the necessity for this system in their +schools, and that before long the schools of our +Methodism may be one of continuous gradation.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_103" id="Page_103">[103]</a></span></p> +<h2>THE PLAINFIELD PLAN.</h2> + +<h3>BY JESSE L. HURLBUT, D.D.</h3> + + +<div class='cap'>TWO years have passed since our Sunday +school was graded, and the results of the +system are now so apparent that we can safely +recommend our plan, for it has met and endured +the test of time. Our Sunday school, +before the grading was accomplished, embraced +about four hundred scholars of all ages, with +an average attendance of two hundred and seventy-five. +Its officers and teachers were fifty +in number. It was by no means an ideal +school, though above the average in the efficiency +of its work and the interest of its exercises. +Its building, however, is a model of +convenience and adaptation to the work of the +Sunday school, having around the main hall +eighteen class rooms, all capable of being +either secluded or opened together at a moment's +notice.<span class='pagenum'><a name="Page_104" id="Page_104">[104]</a></span></div> + +<p>We found in out Sunday school certain evils +and defects, all of which may be seen elsewhere. +Some of these were: 1. "Skeleton +classes" in the Senior Department, consisting +of four or five scholars, being the remains of +what had once been large classes of boys and +girls. 2. A constant tendency among the +young people to fall away from the school after +reaching the age of sixteen or eighteen years. +3. Great discrepancies of numbers in the classes; +large and small classes side by side in the +same grade. 4. In almost any given class +a lack of unity in the age and the intellectual +acquirements of its members. 5. Great +difficulty in obtaining suitable teachers for new +classes, or to take the places of teachers leaving +the school.</p> + +<p>After many conversations a conclusion was +reached that most of these evils might be removed, +and others of them might be lessened, +if the school were reorganized according to a +good system, and then maintained as a thoroughly +graded school. A committee was +chosen to prepare a plan. Correspondence was +held with graded schools, all printed information<span class='pagenum'><a name="Page_105" id="Page_105">[105]</a></span> +was carefully studied, a plan was prepared, +printed, submitted to the Sunday School Board, +discussed, modified, and finally adopted unanimously. +The following are the principal features +of the plan, for which we make no claim +of originality, as each of its elements was already +in successful operation in one or more +graded Sunday schools:</p> + +<p>1. That the school should be arranged in four +general departments: The Senior, for all over +sixteen years old; the Junior, from ten to sixteen +years; the Intermediate, from eight to ten; +and the Primary, for the children younger than +eight years. These divisions are not arbitrary, +but represent the average standard of age, to +which exceptions might be made in special +cases.</p> + +<p>2. In each department the number of classes +to be fixed and invariable, except that in the +Junior Department there might be some necessary +elasticity in the number of classes, owing +to the varying number of scholars promoted +into the department in different years.</p> + +<p>3. Promotions to be made annually, and all +at the same time, on the last Sunday of March.<span class='pagenum'><a name="Page_106" id="Page_106">[106]</a></span> +Except in special emergencies no changes in +classes to be made during the year, either by +teachers or scholars. If a teacher accepts a +class on "Promotion Day" it is generally to +be considered an engagement for the entire +year, unless a necessity arise.</p> + +<p>4. While in the same department a teacher +and his class to be advanced together; that is, +from the first year of the Intermediate Grade to +the second, from the first year of the Junior +Grade to the second, etc. But the promotion +from one department to another to be attended +with a change of teachers, in order to keep the +same number of classes in each department, +especially the Senior Department, from year to +year.</p> + +<p>5. While special supplemental lessons may +be provided for each department, the promotions +to be made upon general fitness, age, and +intelligence, and not upon the result of an examination. +No examination upon the plan of +the public schools is practicable in the Sunday +school, where all the classes are studying the +same lesson. All attempt at making an examination +the prerequisite of promotion is apt<span class='pagenum'><a name="Page_107" id="Page_107">[107]</a></span> +to become a pretense in the actual working of +the scheme.</p> + +<p>6. It was also decided that the entire school +should be reorganized on a certain day, in +accordance with the above plan. A careful +committee of seven members, including the +pastor and superintendent, made a canvass of +the school, ascertained the age of each scholar +under seventeen, conferred with the teachers, +and then prepared a new list of teachers and +scholars for all classes in the school, making +many changes, both in the teaching staff and +the assignment of scholars.</p> + +<p>Sunday, March 30, 1890, was a memorable +day, being our first "Promotion Sunday." We +approached it with some anxiety, for on that day +our committee held in its hands the fate of every +teacher and every scholar. Old ties were to be +broken, new relations were to be entered upon. +Ten teachers were to be returned to the ranks as +Senior scholars, and the complexion of every +class was to be changed. No one could tell +what heart-burnings would be engendered and +what disappointments would come. The superintendent +made a statement of the new plan, and<span class='pagenum'><a name="Page_108" id="Page_108">[108]</a></span> +proceeded to read the new roll, beginning with +Class No. 1 of the Senior Department. As +the names were called the members left their +former classes and took their new places in the +class room. Eight classes were assigned to the +Senior Grade, each having a separate room. +These classes were a young men's class, three +young ladies' classes, a class of elderly ladies, +a lecture class of ladies and gentlemen, a class +of reserve teachers, and a normal class to be +trained for teachers in the course of the Chautauqua +Normal Union.</p> + +<p>In the Junior Department sixteen classes were +formed. Those of the lowest rank, the first year, +took the front row of seats; the second year the +second row, etc. Those of the fifth year Junior +were in two classes, one for boys and another +for girls, each having a room. The teachers of +these two classes remain constant, and change +their scholars every year; but during the first +four years of the grade the teachers advance +with their scholars, changing their seats every +year, but retaining their classes.</p> + +<p>The Intermediate Department consists of two +large classes, each in a separate room. One<span class='pagenum'><a name="Page_109" id="Page_109">[109]</a></span> +class is of little children just promoted from the +Primary Department; the other, of those who +have been in the Intermediate Grade a year. +The teacher remains with each class for two +years, the term of this grade. We are inclined +to favor a three-year term in this grade, with a +class for each year, thus making the age at admission +to the Senior Department seventeen instead +of sixteen years.</p> + +<p>Our Primary Department formerly consisted +of nine or ten small classes under one Primary +superintendent. In the reorganization we constituted +it as one class, with a teacher and an +assistant. This change released a number of +teachers for service in the school, and was on +the whole an improvement. Whether it would +be desirable everywhere depends on circumstances. +In many places it might be easier to +find ten teachers, each of whom can teach ten +scholars, than one who can teach one hundred.</p> + +<p>When the roll of the school had been fully +called every teacher and every scholar had been +assigned, except one boy, who had joined the +school that day, and was left standing in the +middle of the room in a bewildered state of<span class='pagenum'><a name="Page_110" id="Page_110">[110]</a></span> +mind over the revolution which was going on +around him. A view of the newly arranged +classes from the platform showed the school +looking more orderly than ever before, and gave +it the appearance of having twice as many adult +scholars as formerly.</p> + +<p>One item must not be forgotten. The superintendent +announced that each department would +hold a "reception" adapted to the age of its +members. The Senior reception was appointed +for Monday evening of the next week, and was +to include upon its program music, addresses, +readings, cake, and cream. All the young people +were eager to be counted in, and hence willing +to leave their old classes for the new ones. A +fortnight later the Junior Department held its +reception, with a stereopticon entertainment and +the refreshments. Even if a boy can obtain +a superabundance of cake at home he will be +drawn by the prospect of another slice to the +Sunday school sociable. Each department held +its own reception, all were happy, and the young +ladies and gentlemen were not made to feel that +they were simply on the fringe of an institution +adapted mainly to little children.<span class='pagenum'><a name="Page_111" id="Page_111">[111]</a></span></p> + +<p>The system thus inaugurated has been in operation +two years. What have been its results?</p> + +<p>There were at first some complaints by teachers, +scholars, and parents. But only one teacher +left the school; the classes settled down to work +and soon became acquainted; a few changes, +but only a very few, were made in the assignments +of the scholars, as, for example, where a +mistake had been made in the age of a pupil; +and soon everybody was satisfied with the new +arrangement. Among its manifest benefits we +may note the following:</p> + +<p>1. The Senior Department is maintained with +large classes and growing numbers. There is +a social feeling, an "esprit de corps," in a large +class which is not found in a small one; hence +the shrinkage is less. And whatever loss is met +is more than supplied from the new blood infused +each year on "Promotion Sunday."</p> + +<p>2. The scholars in the Junior Department have +an aim and a hope before them. They look forward +to their promotion with earnest expectation, +and are on this account the more loyal to the +school.</p> + +<p>3. Inasmuch as all changes are made at a<span class='pagenum'><a name="Page_112" id="Page_112">[112]</a></span> +given time they are prepared for. For three +months the superintendent is planning for "Promotion +Sunday." If a teacher can be better fitted +with a class, a change is made at that time; +and where many changes are made at once the +friction of each is reduced to a minimum. +Classes are made more nearly uniform in their +constituency, and the school is kept up to an +evenness of organization which greatly increases +its efficiency.</p> + +<p>4. There has been a marked increase in the +membership of the school. Notwithstanding the +organization of a mission school by the church, +taking away several workers and some scholars, +the school has an attendance from seventy-five +to one hundred larger than that of two years +ago.</p> + +<p>After a trial of two years we are sure that the +establishment of a graded system and a faithful +adherence to its plans have greatly benefited our +Sunday school.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_113" id="Page_113">[113]</a></span></p> +<h2>A MODEL SUNDAY SCHOOL ROOM.</h2> + + +<div class='cap'>THE Sunday school is the door to the Church +through which enters the great majority of +its members. This fact alone would account for +the increasing interest that the Church now manifests +toward the school. As the institution which +trains the young for the Church, and leads both +young and old into the Church, the Sunday +school is entitled to the Church's support and +care.</div> + +<p>The housing of the Sunday school is one of +the most important subjects that can come before +the Church as the guardian of the school. +Too often the work of the school is impeded by +unsuitable and inconvenient quarters. Just as +the public school building now claims the attention +of architects and sanitary engineers, the +Sunday school hall is also attracting notice.</p> + +<p>It is only twenty-two years since the first<span class='pagenum'><a name="Page_114" id="Page_114">[114]</a></span> +building thoroughly adapted for the uses of +the Sunday school was erected at Akron, O. +This building, the joint conception of the Hon. +Lewis Miller, superintendent, and Mr. Jacob +Snyder, architect, has furnished most of the +ideas peculiar to Sunday school construction, +and is therefore entitled to preeminence in the +record. Others have improved upon the details +of the Akron plan, but its fundamental principles +have never been superseded, and can never be. +Those principles are only two, and they seem +almost incompatible with each other. They have +been called "aloneness" and "togetherness;" +that is, that each class in certain departments +shall be isolated in a separate room, and yet +that all the classes may be brought together into +one room for general exercises without delay, +without confusion, and without the change of +seats by the classes.</p> + +<div class="figcenter" style="width: 424px;"> +<a href="images/illus-119-big.jpg"><img src="images/illus-119.jpg" width="424" height="434" alt="First Floor Plan Vincent Chapel" title="" /></a> +</div> + +<p>Among the dozen or more Sunday school +buildings on the Akron plan one of the most +convenient and most complete, yet not one of +the most expensive, is that connected with the +Methodist Episcopal Church in Plainfield, N. J. +As this was for twenty years the church home<span class='pagenum'><a name="Page_115" id="Page_115">[115]</a></span> +of the Rev. Bishop John H. Vincent, the Sunday +school bears the appropriate name of "Vincent +Chapel." The plans were drawn by Mr. +Oscar S. Teale, architect. Mr. Teale was at +that time the efficient secretary of the school, +and added to an architect's knowledge a worker's +practical acquaintance with the needs of the Sunday +school. The chapel, as may be seen by the<span class='pagenum'><a name="Page_116" id="Page_116">[116]</a></span> +diagrams, embraces a large room, with eighteen +smaller class rooms around it, nine upon each +floor. The partitions of the class rooms are so +arranged as to offer no obstruction to the line of +vision from any seat in the building to the superintendent's +desk and the blackboard fastened to +the wall back of it. Thus the superintendent +can see and be seen by every pupil and teacher +in the building. He can also be heard with perfect +ease in every class room, as the acoustic +properties of the building are excellent.</p> + +<p>The main room is used by the Junior Department, +in which the scholars are from eleven to +sixteen years of age. The classes are seated +according to grade, the "first year Juniors" on +the front row of classes; the "second year Juniors" +on the second row, etc., for four rows, the +boys on the superintendent's right, the girls on +his left. Each year, on "Promotion Sunday," +the classes move one row farther from the desk, +and the new classes formed from the Intermediate +Department take the front row of seats.</p> + +<p>The nine class rooms on the ground floor are +used as follows: In the left-hand corner, just +where the most of the scholars pass in entering<span class='pagenum'><a name="Page_117" id="Page_117">[117]</a></span> +and leaving, is the secretary's room. Next is +the "fifth year Junior," into which all the girls +enter after four years in the Junior Grade, leaving +their former teachers for a new one. In this +class they stay either one or two years, according +to age and acquirements, and from it are promoted +to the Senior Department. The third +room is that of the "Ladies' Bible Class;" the +fourth, the "Reserve Class." Next comes the +church parlor, seating a hundred people, and +used by a large Senior Class. The next room +is for the "first year Intermediate," that is, +those just advanced from the Primary Department; +the seventh, the "second year Intermediate;" +the eighth, a "young men's Senior +Class;" the ninth, and last, the boys' section +of the "fifth year Junior," the largest class of +boys in the Junior Department.</p> + +<p>On the ground floor are four entrances, one +at each corner. As the chapel stands at the +rear of the church it was necessary to have the +principal entrance on each side of the room facing +the school. This is a slight drawback, as a +rear entrance would be preferable, in order not +to distract attention to the late comers.<span class='pagenum'><a name="Page_118" id="Page_118">[118]</a></span></p> + +<p>The partitions between the class rooms are +windows of ground glass of amber color. They +are movable, so that classes can be united whenever +desirable. Those between class rooms and +the main room are double doors of ground glass, +so hung that they may be swung aside easily, +and arranged when open not to interfere with the +line of vision. All the rooms are well lighted +and well ventilated; and the main room, when +all the rooms are closed, has abundant light and +air from a clear story above, with movable windows.</p> + +<p>To the gallery and its classes there are three +entrances. The one from without the building +leads exclusively to the Primary Class, which, +by having its own exit, can adjourn earlier than +the rest of the school. The two other stairs are +interior and lead to the gallery corridor, on +which all the class rooms of the upper floor +open. These are separated from each other and +from the main room by sliding doors of amber +glass, so that they may be united or isolated at +will, and in a moment. The seats in these +classes rise in tiers so that those in the rear as +well as in the front can see the platform and the<span class='pagenum'><a name="Page_119" id="Page_119">[119]</a></span> +blackboard. There are nine class rooms, of +which the central one is for the Primary Department, +and all the others are for the Senior +classes. All the Senior classes are large, and +are kept full by promotion every year from the +Junior Grade.</p> + +<div class="figcenter" style="width: 415px;"> +<a href="images/illus-123-big.jpg"><img src="images/illus-123.jpg" width="415" height="388" alt="Gallery Plan Vincent Chapel" title="" /></a> +</div> + +<p>The library room is at the main entrance, so +that books may be delivered by the pupils while +passing into the school, and might be given to +them while passing out, though in fact they are<span class='pagenum'><a name="Page_120" id="Page_120">[120]</a></span> +brought by the librarian to the classes. On the +opposite side of the building, in the rear of the +entrance, is a kitchen, which is used at entertainments +and social gatherings. For these two +or three of the class rooms are thrown together +as a refreshment room adjoining the kitchen.</p> + +<p>One advantage of such a chapel is its expandable +character. When all the rooms are closed +there is seating capacity for two hundred and +fifty chairs in the main room, which generally +suffices for the prayer meeting, while room +after room may be opened as the congregation +increases. This form of building is equally +adapted for the Sunday school, the prayer +meeting, and the social gatherings of the +Church.</p> + + +<div class='center'><br />THE END.</div> + +<hr style="width: 45%;" /> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_A_1" id="Footnote_A_1"></a><a href="#FNanchor_A_1"><span class="label">[A]</span></a> These books have been published in pamphlet form by +the Methodist Book Concern as "Graded Lessons for the +Sunday School."</p></div> + +<div class="footnote"><p><a name="Footnote_B_2" id="Footnote_B_2"></a><a href="#FNanchor_B_2"><span class="label">[B]</span></a> These Supplemental Lessons have been published by +Hunt & Eaton, New York, as "The Ten Minute Series."</p></div></div> + +<hr style="width: 65%;" /> + +<div class='tnote'><h3>Transcriber's Notes:</h3> +<p>Obvious punctuation errors repaired.</p> + +<p><a href="#Page_51">Page 51</a>, repeated word "The" removed from text (The scholars never seemed) +</p></div> + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Seven Graded Sunday Schools, by Various + +*** END OF THIS PROJECT GUTENBERG EBOOK SEVEN GRADED SUNDAY SCHOOLS *** + +***** This file should be named 32278-h.htm or 32278-h.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/3/2/2/7/32278/ + +Produced by Emmy, Tor Martin Kristiansen and the Online +Distributed Proofreading Team at http://www.pgdp.net (This +file was produced from images generously made available +by The Internet Archive) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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