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diff --git a/32278.txt b/32278.txt new file mode 100644 index 0000000..e82dd16 --- /dev/null +++ b/32278.txt @@ -0,0 +1,2693 @@ +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: ASCII + +*** 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) + + + + + + + + + + + +SEVEN + +GRADED SUNDAY SCHOOLS + +A SERIES OF + +PRACTICAL PAPERS + +EDITED BY + +JESSE LYMAN HURLBUT + + _Secretary of the Sunday School Union of the Methodist + Episcopal Church_ + + NEW YORK: EATON & MAINS + CINCINNATI: CURTS & JENNINGS + + + + + Copyright, 1893, by + HUNT & EATON + NEW YORK. + + + + +CONTENTS. + + + PAGE + + THE ESSENTIALS OF A GRADED SUNDAY SCHOOL. By Jesse L. + Hurlbut, D.D., Secretary of the Sunday School Union + of the Methodist Episcopal Church 5 + + THE AKRON PLAN. By Hon. Lewis Miller, of Akron, O. 11 + + THE WILKESBARRE PLAN. By George S. Bennett, Esq., of + Wilkesbarre, Pa. 33 + + THE DETROIT PLAN. By Horace Hitchcock, Esq., of + Detroit, Mich. 51 + + THE ERIE PLAN. By H. A. Strong, Esq., of Erie, Pa. 65 + + THE CHICOPEE PLAN. By Hon. L. E. Hitchcock, of + Chicopee, Mass. 79 + + THE LYNCHBURG PLAN. By Irvine Garland Penn, of + Lynchburg, Va. 90 + + THE PLAINFIELD PLAN. By Jesse L Hurlbut, D.D. 103 + + A MODEL SUNDAY SCHOOL ROOM. 113 + + + + +THE ESSENTIALS OF A GRADED SUNDAY SCHOOL. + +BY JESSE L. HURLBUT, D.D. + + +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. + +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. + +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. + +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 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. + +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 will be broken up, and the +school will be graded in name only. + +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. + +The above are all the elements that we consider essential; but there are +also two adjuncts of Importance in the graded school. + +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. + +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 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. + + + + +THE AKRON PLAN. + +BY HON. LEWIS MILLER. + + +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. + +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. + +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 +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. + +The following analysis will show more definitely the system. + + +THE INFANT DEPARTMENT + +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. + + +THE INTERMEDIATE DEPARTMENT + +meets in a separate room, fitted similarly to the one described for the +Infant Department. Scholars 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. + + +THE YOUTHS' DEPARTMENT + +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 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 +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. + + +THE SENIOR DEPARTMENT + +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 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. + + +THE NORMAL DEPARTMENT. + +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 +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 + + +YOUNG PEOPLE'S DEPARTMENT. + +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 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. + + +THE ASSEMBLY DEPARTMENT + +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. + +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. + +Our aim is to interest the entire church by 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. + +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. + +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 +in detail in the hope that other schools may profit thereby. + +I will add some suggestions for practically working the scheme: + +There must be entire unanimity among the officers and teachers in order +to successfully start and carry out a graded plan. + +First. It must meet with the approval of the pastor. + +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. + +Third. The officers other than the superintendent, are expected to give +their full approval and do all in their power, by encouragement and +talk, to aid the work, and, where this cannot be had, secure at least +no direct opposition. + +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. + + +METHOD FOR GETTING A PROPER GRADE. + +1. Make an enrollment of the school as follows: + + John Brown, Third Reader, age eleven years, March + 16, 1892. + + Samuel Findley, Fourth Reader, age twelve years, + July 13, 1892. + +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. + +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. + +A sheet three feet by two and a half will be needed for a school of a +thousand members. + +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 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. + +[Illustration: PLAN OF AKRON SCHOOL. + +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.] + +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 room, or in the "rear circle," as we say in our school. + +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: + + John Brown, seventh Primary Grade, thirteen years, + March 6, 1892. + + Samuel Jones, seventh Primary Grade, thirteen + years, July 24, 1892. + + Jacob Smith, seventh Primary Grade, thirteen + years, September 16, 1892. + + Isaac Miller, seventh Primary Grade, thirteen + years, April 20, 1892. + + Joseph Crankshaw, seventh Primary Grade, thirteen + years, May 19, 1892. + + Thomas Marshall, seventh Primary Grade, thirteen + years, February 10, 1892. + +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 +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. + +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 class should be placed in the +space they are to occupy on the diagram. + +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 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. + +The Assembly or Post-Graduate Department: The Department of the Young +People is divided 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. + +In addition a Young Married People's Class and an Old Folks' Class +belong to the Assembly or Post-Graduate Department. + +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 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. + +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 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. + +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 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. + + + + +THE WILKESBARRE PLAN. + +BY GEORGE S. BENNETT. + + +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. + +It has taken some time and much labor to get our machinery in working +order. We do 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. + + +CHURCH AND SCHOOL. + +We have a short and simple constitution, the form of which can be found +in the Discipline of the Church. + +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), 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. + + +EXECUTIVE COMMITTEE. + +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. + + +BUILDING. + +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 +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 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. + + +GRADING. + +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 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. + +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 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 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. + +We have six grades. Primary, Intermediate, Junior, and Senior +Departments, Normal Class, and Reserve Corps. + + +LESSONS. + +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 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. + + +THE PRIMARY DEPARTMENT. + +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. + + +THE INTERMEDIATE DEPARTMENT. + +In this room also the instruction is mainly oral. The children are +taught the lesson by the 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. + + +THE JUNIOR DEPARTMENT. + +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 +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. + +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 biography from Adam to the Judges, the Apostles' +Creed and the Beatitudes, they may be promoted to the third year. + +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. + +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. + +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. + + +THE RECEPTION CLASS. + +Connected with the Junior Department is a Reception Class for pupils +between the ages of eleven and sixteen. All new scholars who join 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. + + +THE SENIOR DEPARTMENT. + +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. + +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 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. + + +THE NORMAL CLASS. + +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 +diplomas, and are promoted to the Reserve Corps, to be drafted on +occasion into the teaching force. + + +THE RESERVE CORPS. + +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. + + +PROMOTIONS. + +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. + + +CONCLUSION. + +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. + + + + +THE DETROIT PLAN. + +BY HORACE HITCHCOCK. + + +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 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. + +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; 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. + + +GRADES. + +The school was divided into four grades, namely, the Primary, +Intermediate, Junior, and 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. + + +THE PRIMARY DEPARTMENT. + +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 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. + + +THE INTERMEDIATE DEPARTMENT. + +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. + +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. + + +THE JUNIOR DEPARTMENT. + +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 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 +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. + + +THE SENIOR DEPARTMENT. + +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." + +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 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. + +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. + +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. + +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 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. + + +SUGGESTIONS. + +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. + +A Saturday afternoon reception for the mothers, who, if possible, are to +bring their children, is an excellent method. It should be very +informal. + +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. + +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. + +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. + +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. + +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 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. + +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. + +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 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. + + + + +THE ERIE PLAN. + +BY H. A. STRONG. + + +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 and science. Teachers, as a +body, are measuring up to these privileges and responsibilities. + +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. + +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. + +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 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. + +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. + +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. + +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. + +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. + +Is there a remedy for such defects? Could 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. + +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. + +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? + +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 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. + +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. + +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 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. + + +THE BOOKS OF THE COURSE:[A] + + _Junior Department:_ + First Year--Catechism. + Second Year--Catechism. + Third Year--Life of Christ. + Fourth Year--Church History. + + _Senior Department:_ + First Year--Jewish History. + Second Year--Jewish History and the Bible. + Third Year--Christian Evidences. + Fourth Year--Christian Evidences. + +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 the Church Catechism, and the Senior books have each about +thirty pages. + +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." + +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. + +This system calls for regular examination in which the classes of the +school participate; it 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. + +For what it is, and what it promises, it is brought to the attention of +the Church and Sunday school. + + +THE GRADING. + +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 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. + +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. + +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 in its grade. +In this we make haste slowly. + + +THE STUDY OF THE BOOKS. + +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. + + +THE ANNUAL EXAMINATION. + +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 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. + +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. These honor names are arranged alphabetically and +without the percentage of standing, so that it is an equal honor to all +students. + +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. + +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. + +The written examination, its report read to the school, the roll of +honor, the promotions, the Commencement and its banquet, are appeals +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. + +Under such inspiration whole classes have handed in perfect papers. And +yet some may and will fail. For them a second examination is given. + +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. + +FOOTNOTE: + +[A] These books have been published in pamphlet form by the Methodist +Book Concern as "Graded Lessons for the Sunday School." + + + + +THE CHICOPEE PLAN. + +BY HON. L. E. HITCHCOCK. + + +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. + +Before describing in detail the plan it may be well to stale three +principles on which the plan is based: + +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 in teaching +in the Sunday schools any more than they can in the day schools without +impairment of the results desired. + +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. + +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. + +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, 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. + + +PLAN OF ORGANIZATION + +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. + +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. + +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 is presented to each scholar who thus +graduates. + +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. + + +COURSES OF STUDY. + +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. + +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. + +The following schedule will show at a glance what are the specific +studies of each grade in the Intermediate Department: + + ----------------------------------------------------------------------- + Age. | Grade. | International Lesson. | Supplemental Lesson.[B] + ----------------------------------------------------------------------- + | | | + 9 | I | Learn and recite the | First half of Catechism + | | memory verses. | No. 1. + | | | + 10 | II | Same as Grade I. | Last half of Catechism + | | | No. I. + | | | + 11 | III | Learn memory verses | Life of Jesus. + | | and one thought. | + | | | + 12 | IV | Study persons (if any) | Studies about the + | | and one thought. | Bible. + | | | + 13 | V | Study places (if any) | Bible Geography. + | | and two thoughts. | + | | | + 14 | VI | Study manners and customs | Bible History. + | | and two thoughts. | + | | | + 15 | VII | Teachings of the lesson | History of Christian + | | having special reference | Church. + | | to manhood and | + | | womanhood. | + | | | + 16 | VIII | Same as Grade VII. | History of M. E. + | | | Church. + | | | + 17 | IX | Teachings of lesson bearing | Doctrine and rules + | | directly upon practical | of the M. E. + | | Christianity. | Church. + | | | + 18 | X | Same as Grade IX. | Government of M. + | | | E. Church. + ----------------------------------------------------------------------- + +Some explanation of the above is needed: + +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 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: + +Grades I and II. Learn the memory verses: 35-38. + +Grade III. Learn the memory verses and study thought: "Philip preached +Jesus." + +Grade IV. Study about the persons: Philip, Candace, the eunuch, and +Esaias, and also the same thought as in Grade III. + +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." + +Grade VI. Study customs: going to Jerusalem to worship, ceremony of +baptism, riding in chariot, and the same two thoughts as in Grade V. + + Grades VII and VIII. Thoughts-- + "Philip preached Jesus." + "Prompt response to call of duty." + "Habit of reading." + "Understand as you read." + "Act up to your knowledge." + + Grades IX and X. Thoughts-- + "Philip preached Jesus. I can do the same." + "Prompt response to call of duty. How these calls come." + "Fulfillment of prophecy." + "Immediate conversion and baptism." + "The new-found joy." + +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. + +A weekly teachers' meeting is held under the direction of the +superintendent for the purpose 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. + + +EXAMINATIONS AND MARKS. + +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. No +special work other than that usually taken up in Bible classes has been +attempted in any of the classes of the Senior Department. + + +SPIRITUAL WORK. + +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. + + +RESULTS. + +The actual working of this plan has demonstrated that many things which +might seem to be objections have been only imaginary. At 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. + +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 works easier and with less +friction to annoy than any other plan, and the cause is worthy of the +effort required. + +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. + +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. + +FOOTNOTE: + +[B] These Supplemental Lessons have been published by Hunt & Eaton, New +York, as "The Ten Minute Series." + + + + +THE LYNCHBURG PLAN. + +BY IRVINE GARLAND PENN. + + +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. + +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 +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. + +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. + +"The Modern Sunday School," by Bishop J. H. Vincent, was the first book +consulted, and the first sentence of Chapter XII, on Gradation, 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. + +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 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. + +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. + +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. + +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 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. + +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. + +The course embraces in our Primary Department the International Lessons +in the form of the "Picture Lesson Paper." The Lesson Paper 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. + +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. + +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 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. + +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 the +Baptismal Covenant, the Ten Doctrines of Grace, Ten Points of Church +Economy, etc. + +The pupil is now fifteen years of age, and, all things being equal, he +is ready for the Senior Course. + +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. + +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 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. + +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 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 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. + +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. + + + + +THE PLAINFIELD PLAN. + +BY JESSE L. HURLBUT, D.D. + + +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. + +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. + +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 +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: + +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. + +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. + +3. Promotions to be made annually, and all at the same time, on the last +Sunday of March. 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. + +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. + +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 to become a +pretense in the actual working of the scheme. + +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. + +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 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. + +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. + +The Intermediate Department consists of two large classes, each in a +separate room. One 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. + +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. + +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 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. + +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. + +The system thus inaugurated has been in operation two years. What have +been its results? + +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: + +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." + +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. + +3. Inasmuch as all changes are made at a 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. + +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. + +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. + + + + +A MODEL SUNDAY SCHOOL ROOM. + + +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. + +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. + +It is only twenty-two years since the first 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. + +[Illustration: FIRST FLOOR PLAN + +VINCENT CHAPEL] + +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 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 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. + +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. + +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 +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. + +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. + +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. + +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 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. + +[Illustration: GALLERY PLAN + +VINCENT CHAPEL] + +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 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. + +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. + + +THE END. + + * * * * * + +Transcriber's Notes: + +Obvious punctuation errors repaired. + +Page 51, repeated word "The" removed from text (The scholars never +seemed) + + + + + +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.txt or 32278.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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