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diff --git a/35050-h/35050-h.htm b/35050-h/35050-h.htm new file mode 100644 index 0000000..f11c9e5 --- /dev/null +++ b/35050-h/35050-h.htm @@ -0,0 +1,6026 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> + +<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> + <head> + <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" /> + <meta http-equiv="Content-Style-Type" content="text/css" /> + <title> + The Project Gutenberg eBook of Organizing and Building Up the Sunday School, by Jesse Lyman Hurlbut. + </title> + <style type="text/css"> + + p {margin-top: .75em; + text-align: justify; + text-indent: 1.25em; + margin-bottom: .75em; + } + img {border: 0;} + .tnote {border: dashed 1px; margin-left: 10%; margin-right: 10%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em;} + ins {text-decoration:none; border-bottom: thin dotted gray;} + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; + } + hr { margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + } + + table {margin-left: auto; margin-right: auto;} + + body{margin-left: 10%; + margin-right: 10%; + } + + .pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; + } /* page numbers */ + .copyright {text-align: center; font-size: 70%;} + .blockquot{margin-left: 5%; margin-right: 10%; text-align: justify;} + + .bbox {border: solid 2px; margin-left: 10%; margin-right: 10%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em;} + .small {font-size: 70%;} + .big {font-size: 110%;} + .author {font-size: 120%; text-align: center;} + .center {text-align: center;} + .smcap {font-variant: small-caps;} + .chaptertitle {text-align: center; font-size: 110%; font-weight: bold; margin-bottom: 2em;} + + .caption {font-weight: bold; font-size: 90%;} + + .figcenter {margin: auto; text-align: center;} + + + .unindent {margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + .right {text-align: right;} + .poem {margin-left: 30%; text-align: left;} + .poem2 {margin-left: 15%; text-align: left;} + .list {margin-left: 8%; text-align: left;} + .sig {margin-right: 10%; text-align: right;} + .footnotes {border: dashed 1px;} + .footnote {margin-left: 10%; margin-right: 10%; font-size: 0.9em;} + .fnanchor {vertical-align:baseline; + position: relative; + bottom: 0.33em; + font-size: .8em; + text-decoration: none;} + .hang1 {text-indent: -3em; margin-left: 3em;} + + </style> + </head> +<body> + + +<pre> + +The Project Gutenberg EBook of Organizing and Building Up the Sunday School, by +Jesse Lyman Hurlbut + +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: Organizing and Building Up the Sunday School + Modern Sunday School Manuals + +Author: Jesse Lyman Hurlbut + +Release Date: January 24, 2011 [EBook #35050] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK ORGANIZING THE SUNDAY SCHOOL *** + + + + +Produced by Emmy, Charlene Taylor and the Online Distributed +Proofreading Team at https://www.pgdp.net (This file was +produced from images generously made available by The +Internet Archive) + + + + + + +</pre> + +<p><span class='pagenum'><a name="Page_1" id="Page_1">[1]</a></span></p> + + + + +<div class='center'><span class="smcap"><b>Modern Sunday School Manuals</b></span><br /> + +<b>Edited by Charles Foster Kent in</b><br /> +<b>Collaboration with John T. McFarland</b><br /> +</div> +<h1><span class="smcap">Organizing and Building<br /> +Up the Sunday School</span></h1> + +<div class='author'>By JESSE LYMAN HURLBUT<br /><br /><br /><br /></div> + +<div class="figcenter" style="width: 132px;"> +<img src="images/i-005.png" width="132" height="175" alt="Emblem" title="" /> +</div> + +<div class='center'><br /><br /><br /> +NEW YORK: EATON & MAINS<br /> +CINCINNATI: JENNINGS & GRAHAM<br /> +</div> + +<hr style="width: 65%;" /> +<p><span class='pagenum'><a name="Page_2" id="Page_2">[2]</a></span></p> + + + + +<div class='copyright'> +Copyright, 1910, by<br /> +EATON & MAINS<br /> +</div> + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_3" id="Page_3">[3]</a></span></p> + +<h2>TABLE OF CONTENTS</h2> + + + + + + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Contents"> +<tr><td align='right'> </td><td align='left'> </td><td align='right'><span class='small'>PAGE</span></td></tr> +<tr><td align='right'>I. </td><td align='left'>The Historic Principles Underlying the Sunday School Movement</td><td align='right'><a href="#Page_7">7</a></td></tr> +<tr><td align='right'>II. </td><td align='left'>The Constitution of the Sunday School</td><td align='right'><a href="#Page_14">14</a></td></tr> +<tr><td align='right'>III. </td><td align='left'>The Necessity and Essentials of a Graded Sunday School</td><td align='right'><a href="#Page_21">21</a></td></tr> +<tr><td align='right'>IV. </td><td align='left'>The Grading of the Sunday School</td><td align='right'><a href="#Page_30">30</a></td></tr> +<tr><td align='right'>V. </td><td align='left'>The Departments of the Graded Sunday School</td><td align='right'><a href="#Page_37">37</a></td></tr> +<tr><td align='right'>VI. </td><td align='left'>The Superintendent</td><td align='right'><a href="#Page_46">46</a></td></tr> +<tr><td align='right'>VII. </td><td align='left'>The Superintendent's Duties and Responsibilities</td><td align='right'><a href="#Page_53">53</a></td></tr> +<tr><td align='right'>VIII. </td><td align='left'>The Associate and Department Superintendents</td><td align='right'><a href="#Page_63">63</a></td></tr> +<tr><td align='right'>IX. </td><td align='left'>The Secretary of the Sunday School</td><td align='right'><a href="#Page_69">69</a></td></tr> +<tr><td align='right'>X. </td><td align='left'>The Treasury and the Treasurer</td><td align='right'><a href="#Page_75">75</a></td></tr> +<tr><td align='right'>XI. </td><td align='left'>Value of the Sunday School Library</td><td align='right'><a href="#Page_81">81</a></td></tr> +<tr><td align='right'>XII. </td><td align='left'>The Management of the Library</td><td align='right'><a href="#Page_91">91</a></td></tr> +<tr><td align='right'>XIII. </td><td align='left'>The Teacher's Qualifications and Need of Training</td><td align='right'><a href="#Page_98">98</a></td></tr> +<tr><td align='right'>XIV. </td><td align='left'>The Training and Task of the Teacher</td><td align='right'><a href="#Page_105">105</a></td></tr> +<tr><td align='right'>XV. </td><td align='left'>The Constituency of the Sunday School</td><td align='right'><a href="#Page_113">113</a></td></tr> +<tr><td align='right'>XVI. </td><td align='left'>Recruiting the Sunday School</td><td align='right'><a href="#Page_122">122</a></td></tr> +<tr><td align='right'>XVII. </td><td align='left'>The Tests of a Good Sunday School</td><td align='right'><a href="#Page_129">129</a></td></tr> +<tr><td align='right'> </td><td align='left'>Appendix</td><td align='right'><a href="#Page_135">135</a></td></tr> +</table></div> + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_5" id="Page_5">[5]</a></span></p> + +<h2>PREFATORY</h2> + + +<p><span class="smcap">In</span> the preparation of this volume the purpose +was to supply a convenient handbook upon the +organization, the management, and the recruiting +of the Sunday school, to be read by those desiring +information upon these subjects. But after the +larger part of the work had been prepared a desire +was expressed that the method of treatment be so +modified that the volume might be employed as a +text-book for classes and individual students in the +department of teacher-training. It has been the +aim of the author not to alter the work so materially +as to render it unfitting for the general reader; +and with this in view the series of blackboard outlines +for the teacher, and the questions for the +testing of the student's knowledge, have been +placed at the end of the book. In the hope that +both the reader and the student may receive +profit from these pages the book is committed to +the public.</p> + +<div class='sig'> +<span class="smcap"><b>Jesse Lyman Hurlbut.</b></span><br /> +</div> + + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_7" id="Page_7">[7]</a></span></p> + +<h2>I</h2> + +<div class='chaptertitle'>THE HISTORIC PRINCIPLES UNDERLYING THE SUNDAY-SCHOOL MOVEMENT</div> + + +<p>1. <b>Magnitude of the Sunday-School Movement.</b> +At the opening of the twentieth century the +Sunday school stands forth as one of the largest, +most widely spread, most characteristic, and most +influential institutions of the Anglo-Saxon world. +Wherever the English race is found the Sunday +school is established, in the Mother isle, on the +American continent, at the Cape of Good Hope, +and in Australasia. In the United States and +Canada it has a following of fourteen million members, +representing every religious denomination. +Its periodical literature has a wider circulation +than that of any other modern educational movement. +It touches every class of society, from the +highest to the lowest; and its largest membership +is found among the young, who are of all ages the +most susceptible to formative forces. It is safe to +say that this institution has exerted a powerful +influence upon the majority of the men and women +of to-day, and is now shaping the character of +millions who will be the men and women of to-morrow.</p> + +<p>2. <b>A Modern Movement.</b> Great as it appears in +our time, the Sunday school is comparatively a +modern institution. Undoubtedly, the germ of it +can be traced back to that source of all the religious +life of the civilized world, the Hebrew people.<span class='pagenum'><a name="Page_8" id="Page_8">[8]</a></span> +The elemental principle of the Sunday school is +possibly to be found in the prophetic guilds before +the Exile, and the schools of the Jewish scribes +after the Restoration. The great Bible class of +Ezra (Neh. 8) was not unlike a modern Sunday +school. Yet as an organized institution the +Sunday school began with Robert Raikes, the +philanthropist of Gloucester, England, who on one +Sunday in 1780 called together a group of street +boys in a room on Sooty Alley, and employed +young women to teach them the rudiments of +reading and religion. If Raikes had not happened +to be the editor of the town newspaper, and in +constant need of copy, his Sunday school might +soon have been forgotten. But from time to time +he published concerning it paragraphs which were +copied into other papers and attracted attention, +so that the Sooty Alley Sunday school became the +parent of a vast progeny throughout the United +Kingdom and beyond the seas. No institution +then in existence, or recorded in church history, +suggested to Robert Raikes either the name or +the plan. Both arose out of his own good heart +and active mind. But since his day both the +name "Sunday school" and its plan of working +have been perpetuated, and every Sunday school +in the world is a monument to Robert Raikes, the +editor of Gloucester.</p> + +<p>3. <b>A Lay Movement.</b> It is a significant fact +that the first Sunday school was established not +by a priest, but by a private member of the Church +of England, that its earliest teachers were not +curates, nor sisters, but young women of the +laity, and that throughout its history the movement<span class='pagenum'><a name="Page_9" id="Page_9">[9]</a></span> +has been directed and carried forward, in +all lands and among nearly all denominations, by +lay workers.<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a> This is noteworthy, because in the +eighteenth century, far more than in our time, the +teaching of religion was regarded as the peculiar +function of the clergy, and lay preaching was +frowned upon as irregular. The earliest Sunday +school may have been preserved from churchly +opposition by its own insignificance; or it may +have won the favor of the clergy by the fact that +all its pupils at the close of the morning session +were regularly marched to church. Whatever the +cause may have been, it is certain that under a +providence which we must regard as divine, both +in its beginning and throughout its history, the +Sunday school, although a laymen's movement, has +received favor, and not opposition, from the clergy +and the Church.</p> + +<p>4. <b>Unpaid Workers.</b> It has been stated that +Raikes paid the young women who taught in his +Sunday school a penny for each Sunday. But as +the movement went onward the conductors and +teachers were soon giving their service freely; and +this has been the prevailing rule throughout the +world. There are a few Sunday schools wherein a +curate or assistant pastor is the superintendent, +and a few mission schools that employ a salaried +teacher who works through the week as a visitor; +but it may be asserted that the world-wide army +of Sunday-school workers lay upon the altar of +the Church their free-hearted, unpaid offering of +time, study, and effort. This has been and is a<span class='pagenum'><a name="Page_10" id="Page_10">[10]</a></span> +noble, a self-denying, a splendid service; but it +has also been a potent element in the progress of +the movement. Those who would establish a +school, alike in the city and on the frontier, have +not been compelled to wait until funds could be +raised for the salary of a superintendent and +teachers. If only churches rich enough to pay for +workers had established Sunday schools in our +country, the Sunday school as an institution would +not have advanced westward with the wave of +population. And not only has the unpaid service +aided the growth of the movement, it has also +added to its moral and religious power. The pupils +and their parents have recognized that the teachers +were working not for pay, but from love for their +scholars and their Saviour; and that love has +imparted to their message a power all its own.</p> + +<p>5. <b>Self-supporting.</b> The Sunday school has been +from the beginning and even now remains in large +measure a self-supporting movement. It everywhere +involves expense for furniture, for teaching +requisites, for song books, for libraries; but for the +most part the money to meet these expenses has +been contributed in the school, among its own +members, and not by the church. Instances are +on record, even, where the church, in former times, +charged and received rent for the use of its property +by the Sunday school! Such short-sighted +practice has been rare, but multitudes of churches +have found the Sunday school a source of far +greater profit than expense. In other words, those +who have done the work of the school have also +paid its bills, and many families that have received +its benefits have been exempt from its burdens.<span class='pagenum'><a name="Page_11" id="Page_11">[11]</a></span> +It is noteworthy, however, that this condition is +passing away, that churches are awakening to their +responsibility and opportunity, and are giving to +the Sunday school that liberal support which its +work requires and deserves. In the ratio of investment +and return, no department of the church +costs so little and rewards so richly as an efficient +Sunday school.</p> + +<p>6. <b>Self-governing.</b> As a result of being self-supporting, +the Sunday school has also been a +self-governing institution. Paying its own way +and asking no favor, it has been almost everywhere +an independent body, accepting no outside +authority. It has grown up almost unrecognized +and unnoticed by the churches. Fifty years ago +scarcely one of the denominations, great or small, +gave the Sunday school recognition as an integral +part of its system. Little attention was paid to it +in the ruling body of the local church. It chose +its own officers, obtained its own teachers, made +its own rules, and for its teachings was responsible +to no ecclesiastical authority. It was generally an +ally to, but independent of, the church. In this +respect a gradual change has taken place. Its +relations are now much closer, its position is defined; +and the institution is sanctioned and supervised +by the church.</p> + +<p>7. <b>Self-developing.</b> The system of the Sunday +school has been evolved without guidance or control +from any human authority. It has been from +the first self-organizing, and has been also self-developing. +Some might consider the form which +it has taken accidental; but it is better to regard +it as providential. The men and women who laid<span class='pagenum'><a name="Page_12" id="Page_12">[12]</a></span> +the foundations of the Sunday school were building +under a divine direction of which they were +unconscious. Working apart from each other, on +both sides of the sea, and separated by wilderness +and prairie, everywhere they established an institution +under the same general principles, and with +substantial unity in its plans. Perhaps one cause +for its unity of method is that it arose in the +midst of the Anglo-Saxon race, a people which +has instinctive tendencies toward law, system, and +organization. If it had started among a Latin +people, where men, and not systems, rule, there +might have been a different form of organization, +with different aims, with different titles for officers, +in every province. But throughout the English-speaking +world, which is the habitat of the Sunday +school, the institution bears the same name. Its +principal or conductor is called a superintendent—cumbrous +though the title may be—and its working +force are known as teachers.</p> + +<p>8. <b>Bible Study.</b> The most prominent trait in the +Sunday school of the present is that it has become +the most extensive movement for instruction in +the Sacred Scriptures that the world has yet seen. +All these millions of members, young and old, are +engaged in the study of one book—the Holy Bible. +Many of these millions, indeed, study the Bible +superficially, unintelligently, with narrow interpretations +and crude methods; yet in the Sunday +schools of the lowest type as well as of the highest +some portion of the Bible every week is brought +to the scholars' attention. That the Bible is so +generally known and so widely circulated, that the +demand for this ancient book warrants the printing<span class='pagenum'><a name="Page_13" id="Page_13">[13]</a></span> +of more than ten million copies every year, is +due more to the Sunday school, with all its defects +of method, than to any other institution. This +concentration of attention upon the Bible has +grown gradually in the Sunday school. In the +eighteenth century Sunday school, both of England +and America, religious instruction was only one of +its aims; and it was instruction in the catechism +and forms of worship rather than in the Bible. +But by slow degrees the Bible came more prominently +to the front, until now the Sunday school +is everywhere the school with one text-book. He +who surveys the Sunday school through the inner +eye beholds it on one day in each week covering +the continent with its millions of students, all +face to face with some portion of the great text-book +of religion. The thoughtful observer will +reflect that a people whose children and youth +come into weekly contact with the living word +will not wander far from the path of righteousness.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_14" id="Page_14">[14]</a></span></p> +<h2>II</h2> + +<div class='chaptertitle'>THE CONSTITUTION OF THE SUNDAY SCHOOL</div> + + +<p>The general characteristics of the Sunday school, +as they have gradually developed during its long +history, must be considered in any plan for organizing +and conducting an individual school. The +institution should be studied both ideally and +practically: practically, to ascertain what the +Sunday school has been and is now; yet ideally, +with a view to developing its highest efficiency +and largest usefulness. Such a plan for the +specific Sunday school may be called its constitution. +It is desirable to have the constitution in +written or printed form, but it is not necessary. +There is no more complete system than the government +of Great Britain, yet it has no written +constitution; and Mr. James Bryce has shown us +in America that the instrument known as the +Constitution of the United States by no means +represents our own actual method of government. +In every nation there is an unwritten law, wrought +out of a people's consciousness, which is more +imperative and enduring than any parchment scroll +or printed form.</p> + +<p>The general principles to be maintained in +establishing and developing a Sunday school are +the following:</p> + +<p>1. <b>Aim.</b> The primary aims of the Sunday school +are religious instruction, character-development, +and effective service. It is not to teach history,<span class='pagenum'><a name="Page_15" id="Page_15">[15]</a></span> +nor science, nor sociology, but religion; and not +merely to impart a knowledge of religion to the +intellect of its pupils, but, infinitely more important, +to make religion an effective force in the +life of the individual scholar. As a Christian +institution, in the definition given by one of its +greatest leaders,<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a> "The Sunday school is a department +of the Church of Christ, in which the word +of Christ is taught, for the purpose of bringing +souls to Christ, and of building up souls in Christ." +If it be in connection with a Jewish synagogue or +temple—as are some of the best Sunday schools +or Sabbath schools in our land—it is for the +purpose of instruction in the faith of the ancient +fathers, and of making their teachings live again +in the men and women of to-day. A true religious +education, such as the Sunday school seeks to +give, will include three aims: (1) knowledge, +(2) character, (3) service. There must be an +intellectual grasping of the truth; a character +built on the truth, out of faith in God, and the +life of God inspiring the human soul; and service +for God and humanity. The Sunday school seeks +to develop not only saints in fellowship with God, +but workers for God, who shall strive to realize +on earth the kingdom of God, not seeking to be +ministered unto but to minister. There have been +centuries in the past when the Christian ideal was +the cloistered saint, living apart in communion with +God. But that was a pitiably incomplete conception +of the perfect man. In our age we have the larger +ideal of saintliness with service; and to promote +this should be the aim of every Sunday school.</p> +<p><span class='pagenum'><a name="Page_16" id="Page_16">[16]</a></span></p> +<p>2. <b>Method.</b> To attain its aim the Sunday school +employs the teaching method. The Sunday school +is not, as some weak-minded people have called +it, "the nursery of the church." Nor is it, as it +has been named, "the Bible service"; for, although +it holds a service, it is more than a service. It +is not—or should not be—a gathering of groups, +large or small, where silent hearers listen to +sermonettes by little preachers, miscalled teachers. +It holds a service imbued with the spirit of worship, +yet worship is not its central purpose. It +should have music, but it is not primarily a service +of song. It should be pervaded by an atmosphere +of happiness, but mere enjoyment is not its object. +The Sunday school is a <i>school:</i> and the very +word shows that its aim is instruction and character +formation, and its method is that of teaching. +For the work of a Sunday school the essentials +are three:</p> + +<p>(1) There must be the living teacher who is +fitted to inspire, to instruct, and to guide. His +part is not merely to pour knowledge into his +pupils, but to awaken thought, to guide the +search for truth, to call forth expression in character +and in action.<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a></p> + +<p>(2) There must also be the scholar who is to +be taught. It is his part in the process of instruction +not merely to listen and to remember, not +merely to receive impressions, but to give expression +to the teaching, in life, in character, in influence, +and in service. The true effectiveness of the +teaching in the Sunday school will be shown by<span class='pagenum'><a name="Page_17" id="Page_17">[17]</a></span> +the reproductive power of the truth in the life +of the scholar.</p> + +<p>(3) There must be a text-book in the hands +of both the teacher and the pupil. In any school +for religious instruction one book will of necessity +stand prominent, that great Book of books which +records the divine revelation to man. The Sunday +school may teach history, geography, institutions, +doctrines, literature of the Bible, but these only +as a framework or a foundation for the education +of the heart into a personal fellowship with God. +This character-molding, faith-impelling force is the +divine truth taught in the Bible through the +experiences and teachings of patriarchs, prophets, +priests, psalmists, sages, and apostles, and above +all by the words and life and redemptive work of +the Master himself. And the subjects of study in +the Sunday school need not be limited to the +text of Scripture. There may be extra-biblical +material for the teaching of character and service; +and all this should be open to the Sunday school.</p> + +<p>3. <b>Relation to the Church.</b> However independent +of the church organization the Sunday school may +have been in its beginnings, and however self-dependent +some union Sunday schools may of necessity +be in certain churchless regions, the general fact +is established that the Sunday school as an institution +belongs to the church, is under the care of +the church, has a claim upon moral and financial +support by the church, should be a feeder to the +membership of the church, and should gratefully accept +the supervision of the church. It should regard +itself and be recognized by all as in many ways +the most important department of the church.<span class='pagenum'><a name="Page_18" id="Page_18">[18]</a></span></p> + +<p>4. <b>Government.</b> All power must be under direction, +and the mighty energies of the Sunday +school especially need a wise, strong guidance. +In the general management of the Sunday school +two elements should be recognized: (1) the rights +of the workers and (2) the authority of the church.</p> + +<p>(1) It must ever be kept in mind that the +Sunday school is an army of volunteers. Its +workers are men and women who of their own +accord give to the school without compensation +their gift of service. Those who make such a +contribution to the success of the Sunday school +should certainly have a voice in its management.</p> + +<p>(2) But it is not to be forgotten, on the other +side, that the Sunday school is not superior to the +church, nor independent of it, but subsidiary to +it; hence the church should be able to exercise +some control over the school if such control shall +ever be needed. For example, in the choice of a +superintendent, who is the executive officer of the +school, the ruling body of the local church and +the working body of teachers and officers should +unite. No one should undertake to conduct a +church Sunday school unless he thus has the +definite assurance that his teachers are with him, +and that his church is officially supporting him.</p> + +<p>5. <b>Officers.</b> Little need be said here on this +subject, for it is one with which every worker is +familiar.</p> + +<p>(1) There must be a leader, or manager, the +executive head of the school, who is universally +styled the superintendent. If we were organizing +a new institution, and not describing one already +world-wide and with officers already named by<span class='pagenum'><a name="Page_19" id="Page_19">[19]</a></span> +common usage and consent, we would prefer that +the executive of the Sunday school receive the +title of Principal or Director; but the somewhat +awkward word Superintendent is settled upon him, +and will remain.</p> + +<p>(2) There must also be an assistant superintendent, +or more than one, as the size of the +school may demand. The better title is associate +superintendent, as is now given in the larger +number of well-organized schools. The superintendent +should have the privilege of nominating +his own associates or assistants, the nominations +to be confirmed by the board of teachers and +officers.</p> + +<p>(3) There will be a secretary, with such assistants +as he may require, to be nominated by the +secretary and confirmed by the teachers.</p> + +<p>(4) There will be a treasurer, to care for the +funds, and to disburse them as ordered by the +board of teachers, or the Sunday school as a whole.</p> + +<p>(5) Lastly, but most important of all, there must +be the working force of instructors, the faculty of +the institution, its teachers, who should be carefully +chosen. The pastor, as well as the superintendent, +should have an active voice in their call, +since they are his coworkers in the religious +instruction of the congregation.</p> + +<p>6. <b>Membership.</b> In the conception of a Sunday +school, both ideal and practical, the constituency +for which it is established must be considered. +As has been noted, it was originally for children +only, and only for children who were destitute of +home training, and outside of church relationship. +The earliest Sunday schools were what are called<span class='pagenum'><a name="Page_20" id="Page_20">[20]</a></span> +in England ragged schools, and in America mission +schools. But in the noble evolution of the movement +the Sunday school constituency has been +vastly enlarged; and now it is recognized that the +Sunday school is for all ages and all classes. It +should embrace the young and old, the ignorant +and intelligent, the poor and rich, the sinner as +well as the saint. The Sunday school which fulfills +its mission to society will welcome all the world.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_21" id="Page_21">[21]</a></span></p> +<h2>III</h2> + +<div class='chaptertitle'>THE NECESSITY AND ESSENTIALS OF A GRADED SUNDAY SCHOOL</div> + + +<p>1. <b>The Necessity of Grading.</b> As the result of +the gradual and unguided evolution of the Sunday +school through a century or longer, most schools +are now divided in a vague way into certain +departments, generally known as the Primary, or +Infant Class; the Youths Department, or Boys +and Girls; and the Adult Department, or Bible +Classes. Many who have charge of schools such +as these regard them as graded, and so report +them. But the mere naming of departments does +not constitute a graded school. Whoever studies +the ungraded or loosely graded Sunday school will +perceive in it certain evils which can be removed +only by a thorough system of grading, maintained +faithfully through a series of years. Some of these +conditions which make the graded Sunday school +an absolute necessity are the following:</p> + +<p>(1) <i>The School as a Whole.</i> The close observer, +looking at the entire school, notes first of all that +its gains and its losses in membership are at the +extremes of its constituency. It is the normal +condition for the gains to come in the Primary +section; for the little children in families are +attracted to the school or brought there by older +children. There is almost invariably a constant +increase in this department, requiring frequently +the organization of new classes in the grade above,<span class='pagenum'><a name="Page_22" id="Page_22">[22]</a></span> +among the younger boys and girls. But, on the +other hand, there is a constant loss of older scholars. +In most schools, at the age of fourteen, in what +is known as the early adolescent period of life, +the pupils, for one reason or another, begin to +drop out, and few enter to take their places. +Almost every school is thus growing at the bottom +and dying at the top. The Primary classes are +full, but the classes of those above fourteen years +are usually small—two large boys here, three +yonder. And although girls continue in the school +more frequently than boys, there will appear the +same conditions—some large classes of girls and +young women, but others where discouraged +teachers are sitting down with one, two, or three +pupils. Six or eight years ago these same classes +came out from the Primary Department, each +with eight or ten pupils; now they are mere +skeleton classes, barely alive, and threatened with +dissolution. Every earnest, thoughtful superintendent +would rejoice to find some plan that will +guarantee large classes of young people between +sixteen and eighteen years of age, for this is the +most vital period in the life of the individual. +Such a plan is proposed in the graded system.</p> + +<p>(2) <i>The Condition of the Classes.</i> Fixing the +attention upon the several classes, the critic of the +school system notes three unfavorable conditions:</p> + +<p>(a) There is the inequality in the size of classes, +to which reference has already been made. When +classes come together by accident, pupils bringing +their friends, or new members joining whatever +classes they please, some classes of boys or girls +will inevitably be too large for good government<span class='pagenum'><a name="Page_23" id="Page_23">[23]</a></span> +or good teaching, and others will be too small +to create any enthusiasm, either in the teacher or +the pupils.</p> + +<p>(b) There is also an inequality in the ages of +pupils in the same class. A class may include +one pupil or two pupils sixteen years old, and +others as young as ten, or even nine years; some +who during the week are in the high school, and +others who can scarcely read the verses assigned +to them.</p> + +<p>(c) Where these inequalities of numbers and +ages exist there is a lack of that class spirit which +is an essential element of power in a well-ordered +Sunday school. Every class should be a unit, +with a strong social bond; but this ideal cannot +be realized when there are in the class two or +three youths in the noisy, assertive, self-conscious +stage of early adolescence, and others who are +several years younger. Nor can there be a proper +social bond in a class with only two or three +members. They are likely to be irregular in +attendance, to find excuses for absence or for +leaving the school, until at last the discouraged +teacher and the listless scholars together drop out +of sight.</p> + +<p>For the correction of these evils of inequality in +numbers and in ages, and of this lack of class +spirit, the only successful method is to grade the +school, and resolutely to keep it graded.</p> + +<p>(3) <i>Difficulties of Administration.</i> The difficulties +which confront the superintendent in the +management of an ungraded school are many and +great.</p> + +<p>(a) The first and ever-present difficulty is in<span class='pagenum'><a name="Page_24" id="Page_24">[24]</a></span> +obtaining teachers for new classes. The constant +growth of the Primary Department is his perennial +perplexity. To relieve the congestion in the +crowded Infant Class its older pupils must be +brought into the main school, and teachers must +be found for them. The superintendent is always +seeking, and often seeking vainly, for new teachers.</p> + +<p>(b) Another difficulty is found in the attempt +to transfer scholars from one class to another. +No matter how much out of place a pupil may be, +it is almost impossible to transfer him to another +class without incurring the displeasure of the +teacher, the scholar, or the scholar's family. And +however overgrown or ill-assorted a class may +have become, to divide it is a delicate task, almost +sure to cause ill feeling. Also, when there arises +the need of a teacher for a new class just emerging +from the Primary Department, the natural +plan would be to combine some of the skeleton +classes in the other departments, and thereby release +a teacher for service with the new class. +But the superintendent who attempts this plan +finds that almost invariably it results in some of +the older scholars leaving the school because their +teacher is taken from them.</p> + +<p>2. <b>The Essentials of a Graded School.</b> Briefly +stated, the essentials of a graded Sunday school +are the following:<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a></p> + +<p>(1) <i>Departments.</i> The graded Sunday school is +organized in certain distinct groups, of which the +most important, for our present purpose, are the +Primary, Junior, Intermediate, and Senior Departments.<span class='pagenum'><a name="Page_25" id="Page_25">[25]</a></span> +To these will be added the Beginners and +Adult Departments when the subject comes up +for a complete treatment. Each of these departments +should have, if possible, a separate room; +but if these rooms cannot be provided in the +building, the pupils should be seated by departments +in the different parts of the one room. +Perhaps it may be assumed that there is a separate +room for the Primary Department; then let those +who have most recently come from the Primary +be seated on the right block of seats; the Youths +or Intermediate in the middle; and the Senior +classes on the left block, or vice versa. The +younger classes of the department should have +the front seats, the older those in the rear, in +regular gradation. The school may be arranged in +the order shown in this diagram:</p> + + +<div class="figcenter" style="width: 500px;"> +<img src="images/i-029.jpg" width="500" height="386" alt="diagram" title="" /> +</div> +<p><span class='pagenum'><a name="Page_26" id="Page_26">[26]</a></span></p> + +<p>(2) <i>Classes.</i> The number of classes should be +fixed for each department, and their relationship +established, so that when a group of scholars is +promoted to a higher grade in the same department, +or in the next department, they do not +enter as classes, but as individuals; not to form +new classes in the department, but to be placed +in classes already formed. This plan will keep +the classes in the Senior Department always full, +and avoid the unfortunate skeleton classes of the +ungraded school. It will also impress upon the +pupils the importance of faithful work.</p> + +<p>(3) <i>Promotions.</i> There should be annual and +simultaneous promotions throughout the school. +One Sunday in the year should be set apart as +Promotion Sunday; and on that day all promotions +should be made. Those who are to be +advanced from the Intermediate to the Senior +Department are called out by name and placed +in their classes, which are not new classes, but old +classes replenished with new members. These promotions +will vacate the seats of the Fourth Year +classes in the Intermediate Department. But these +seats will at once be filled by the Third Year now +becoming the Fourth Year, and taking their seats; +the Second Year pupils becoming the Third Year; +and the First Year the Second Year. The First +Year of the Intermediate Department will be left +vacant, to be filled by promotion of the Fourth +Year in the Junior Department, and the moving +up of classes to the year above in the same department; +and the First Year of the Junior Department +will be filled by promotion from the Primary +Department.<span class='pagenum'><a name="Page_27" id="Page_27">[27]</a></span></p> + +<p>(4) <i>Teachers.</i> As groups of scholars pass either +from one grade or from one department to another +there must also be a change of teachers. This +constitutes the crux of the entire system, and in +its inception is apt to prove the most formidable +obstacle in grading the school. The pupils, however, +are accustomed to a system of promotions +in the day school, and expect to leave their +teachers when they change their grades; but many +of the teachers in the Sunday school, not being +trained under the system, dislike to lose their +scholars, and show their dissatisfaction in ways +that affect their pupils. This difficulty must be +overcome by tact and an appeal to unselfish +motives; teachers must consent for the sake of +the common good to give up their old classes and +take new ones which begin in the department. +The teacher may remain in the grade and receive +a new class each year as his pupils advance to a +higher grade; or he may remain with the class and +advance until the pupils pass from their former +department to a higher one, as from Primary to +Junior, from Junior to Intermediate, and from +Intermediate to Senior. He should then return to +a new first year's class in his own department and +lead it through the course. If any teacher asks, +"Why cannot I go with my class into the Senior +Department?" the answer is that if the plan be +permitted for one it must be recognized for all; +and in the Senior Department there will follow +an increasing number of classes, with a relatively +diminishing membership in each class. The scholars +also need the inspiration of contact with different +teachers. Furthermore, the teacher who is adapted<span class='pagenum'><a name="Page_28" id="Page_28">[28]</a></span> +to the Junior or Intermediate Department is rarely +a suitable teacher for Senior scholars. Hence +there is need of a careful assignment of teachers +no less than of pupils. Therefore, to maintain a +graded school the pupils must change teachers +when they change departments.</p> + +<p>(5) <i>Lessons.</i> There should be graded lessons +for each department. If a graded system be +followed in the school, as it should be, with different +subjects, text-books, and lessons for each +department, giving to the entire school a regular, +systematic, progressive curriculum, this requisite +will be met. If, however, the uniform lesson for +all the school be followed, as at present is still +the case in many Sunday schools, the graded +teaching must be given in the form of supplemental +lessons, taught by the head of the department +where it has a separate room, or by the teacher +if the departments must be assembled in one +room. In some form the graded teaching is an +absolutely essential requisite of the graded school. +Most schools, when once thoroughly graded, will +realize the need of the next step in the evolution +of the institution—lessons graded in subjects as +well as in methods for the several departments.</p> + +<p>(6) <i>Basis of Promotion.</i> The question is often +asked, "Should promotions be made on the basis +of age, or as the result of examinations?" The +examination system may be regarded as desirable +in the Sunday school, but there are as yet few +schools where thorough examinations can be rigidly +insisted on as a part of the school system, and +promotions invariably made to depend upon standing. +A school which meets only once a week,<span class='pagenum'><a name="Page_29" id="Page_29">[29]</a></span> +for a session of less than an hour and a half, and +with but one lesson period of forty minutes or +even less, cannot maintain the same strictness in +its standards as the public school. Moreover, new +scholars are continually entering the schools, and, +while most of them begin at the foot of the ladder +in the Primary Department, yet others enter at +various ages and in various grades. Any system +of promotion based merely upon acquirement +attested by examination is sure to become in +many instances a meaningless form when applied +to the Sunday school. Yet acquirements and +examinations need not be ignored in the graded +Sunday school. There may be certain ages at +which the pupils shall by right pass from a lower +grade to a higher. But it may also be arranged +that pupils who are exceptionally bright, well-informed, +and studious can be promoted a year +in advance of their classmates by passing examination. +Let the examination be given in writing +to all the pupils, and let all be urged to take it; +with the promise that those who pass will be +promoted, even though they be less than the +required age. But let it also be understood that +failure to pass the examination will not keep the +student for more than one year from promotion. +In other words, the examination may well be +made the door through which earnest students +may pass on, and so keep abreast of their equals +in training and ability.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_30" id="Page_30">[30]</a></span></p> +<h2>IV</h2> + +<div class='chaptertitle'>THE GRADING OF THE SUNDAY SCHOOL</div> + + +<p>The question is often asked, "How may an +ungraded Sunday school be placed on a graded +basis?" The work may seem simple, and easy of +accomplishment, but when it is undertaken difficulties +arise which must be intelligently and tactfully +met.</p> + +<p>1. <b>The Difficulties.</b> If all our Sunday-school +teachers were trained educators, accustomed to the +methods of the public school, they would see at +once the advantages of the graded system, and +heartily enter into it. But most of our teachers +are untrained, and their range of vision often fails +to reach beyond their own class and their immediate +environment. The relation between teachers +and scholars is personal rather than official; and +on both sides the personal equation often complicates +the problem. In every school there are a +few teachers who are so strongly influenced by +their feeling for their pupils that they fail to +recognize the needs of the school. There are also +scholars, especially in the sentimental early adolescent +age, who are unwilling to leave their teachers +when promotion is offered to them. But unless +the change of teachers is maintained the graded +system will utterly fail to benefit the school; +it will be graded in name only, and not in +fact. This part of the program must be carried +through, even though it may cost the school<span class='pagenum'><a name="Page_31" id="Page_31">[31]</a></span> +the loss of a teacher or two teachers and their +scholars.</p> + +<p>2. <b>The Remedy</b> for this difficulty is only to be +found in carefully considered action by presenting +the necessity and value of the plan so clearly that +the teachers as a whole will fully understand it, +appreciate its importance, and heartily accept it. +The grading should not be attempted upon the +mere fiat of the superintendent, nor on the vote +of a bare majority of the workers. The teachers +must recognize the self-sacrifice which it requires, +and must make that self-sacrifice generously, giving +up their scholars for the general good. The possible +objections of the scholars are more easily overcome, +for they are accustomed in the public +schools to promotions with change of teachers, +and readily accommodate themselves to the same +system in the Sunday school. Thoughtfulness and +kindness, with time, will soon remove the hindrances +from the path of the graded school.</p> + +<p>3. <b>The Method of Grading.</b> The school may be +graded in either of two ways, the gradual or the +simultaneous method.</p> + +<p>(1) In the gradual method the superintendent, +with the concurrence of the teachers, may announce +that after a certain date all promotions +will be made in accordance with the graded system, +leaving the classes as they are until the time for +promotion arrives. Then promote from Primary to +Junior, from Junior to Intermediate, and from +Intermediate to Senior, according to the principles +of the graded school; and in four or five years, +if the system be maintained, the result will be a +school fully graded in all its departments.<span class='pagenum'><a name="Page_32" id="Page_32">[32]</a></span></p> + +<p>(2) In the simultaneous method of grading, the +plan must be carefully matured, and general +coöperation of all assured. The following plan has +been tested in more than one school, and found +to work successfully:</p> + +<p>(a) Let a careful committee be chosen to arrange +the details of grading. The committee should +consist of teachers acquainted with the scholars +as far as may be practicable, and should, of course, +include the superintendent. They should also take +an abundance of time for their work.</p> + +<p>(b) Obtain the ages of all the scholars between +eight and eighteen years of age, and, approximatively, +the ages up to thirty. Let this list be +made quietly by each teacher for his or her own +class. It may be desirable not to inform the pupils +for what purpose the enrollment is made. Instances +have been known where scholars have +understated their ages, hoping thereby to remain +with favorite teachers.</p> + +<p>(c) Let the committee go over the lists and +assign the scholars to classes according to age and +acquirement. In some degree social relations +should be considered, so that each class may be +as far as practicable a social unit. In the Intermediate +Department boys and girls should be in +separate classes, and not more than six or eight +pupils should be placed in one class. No announcement +of the assignment of scholars to classes +should be made until the day fixed for the reorganization +of the school. It will be a good plan to +prepare a map or chart of the schoolroom, with +the place proposed for each class indicated upon it.</p> + +<p>(d) On the day appointed, after the opening<span class='pagenum'><a name="Page_33" id="Page_33">[33]</a></span> +exercises, first let the seats or rooms set apart +for the Senior Department be vacated; and then +let the roll be called according to the new list. +"Class No. 1, Senior Department. Mr. A——, +with the following scholars." As their names are +called let them take their places, until the list +of classes and scholars in this department is filled. +Next vacate the seats assigned to the Intermediate +Department, and let these teachers and pupils +take their places; then the Junior Department, +according to the same plan. The Primary Department +can be graded by its superintendent or +teacher without aid from the committee.</p> + +<p>Let it be understood that every scholar must +take the place assigned to him at the time when +his name is called; and that only for an important +reason can an assignment, when once made, be +changed. In a large school there will be found +a few cases where the committee has made a mistake, +even with the greatest care; and these mistakes +should be rectified, but not until the pupils +have taken their new places temporarily in the +scheme of the school.</p> + +<p>4. <b>Advantages of Thorough Grading.</b> Many +benefits will follow from the proper organization +of the school; and their value will be increasingly +apparent as the system is maintained through a +series of years.</p> + +<p>(1) <i>Appearance.</i> It is the testimony of every +superintendent and pastor who has graded his +Sunday school that the appearance of the school +is greatly improved by the graded system. The +older scholars are assembled in one body, instead +of being scattered throughout the room; scholars<span class='pagenum'><a name="Page_34" id="Page_34">[34]</a></span> +of the same size and age are brought together in +classes. The school will also actually seem larger +than it was before the grading.</p> + +<p>(2) <i>Order.</i> The order of the school will be +more easily maintained. The big boys and the +giggling girls, both at the self-conscious, awkward +age, will be in a new environment, no longer the +leaders over smaller and younger pupils, but in +classes by themselves, and with responsibilities +appealing to their self-respect.</p> + +<p>(3) <i>Social Relations.</i> It will be a benefit to +the scholars of each age to be associated in groups +of the same period in life, with the same interests +and similar mental acquirements. Many scholars +will find their new associations more congenial +than their former ones in the ungraded classes, +where older and younger people have been brought +together. The class will now become, far more +than it was before, a social power.</p> + +<p>(4) <i>Teaching Work.</i> In the ungraded class, with +older and younger pupils together, the teacher +met with his greatest difficulty in finding a common +ground of interest. In the graded class, with +pupils of uniform age and equal intellectual understanding, +the teaching can be better adapted to +the needs of the pupils.</p> + +<p>(5) <i>Incentive to Interest.</i> The prospect of promotion +awakens an interest in the classes. Each +scholar looks forward to the time when he will +attain to a higher grade with its enlarged privileges.</p> + +<p>(6) <i>Obtaining Teachers.</i> The grading of the +school greatly aids in the solution of the ever-present +problem of obtaining new teachers, (a) The<span class='pagenum'><a name="Page_35" id="Page_35">[35]</a></span> +graded school requires a smaller number of teachers +than the ungraded school, since it provides for +the consolidation of skeleton classes in the Senior +Department. This sets at liberty a number of +experienced teachers for service in other grades. +(b) Whenever a new class comes from the Primary +Department, a teacher is already at hand in the +Junior Department whose class at the same time +has advanced to the Intermediate Department. +The teacher goes year by year with his class until +it leaves the department, and then he returns to +a new class beginning the studies of the same +department. (c) After the results of a teacher-training +class are available there will always be +trained teachers waiting for classes.</p> + +<p>(7) <i>Leakage Period.</i> The young people between +fifteen and twenty years of age constitute the +"leakage period,"<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[5]</a> when they are in great danger +of drifting away from the school. They will be +held to the school far more firmly if they have +before them the prospect of membership in large +classes of young people, with social opportunities, +and club life, so popular with youth at the early +adolescent age. It has been clearly shown by +practical experience that an organized Senior +Department, with large classes kept full by regular +reinforcement from the Intermediate Department, +will maintain itself and hold its members, while +skeleton classes of the young people constantly +tend to disintegration.</p> + +<p>The well-organized, completely graded Sunday +school possesses such evident and great advantages +that it is certain to be established wherever<span class='pagenum'><a name="Page_36" id="Page_36">[36]</a></span> +thorough and efficient religious instruction is +sought. The sooner it comes, and the more +faithfully it is maintained, the better it will be +for the church of to-day and to-morrow, and the +more quickly and effectually will the grave problems +of our modern civilization be solved.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_37" id="Page_37">[37]</a></span></p> +<h2>V</h2> + +<div class='chaptertitle'>THE DEPARTMENTS OF THE GRADED SUNDAY SCHOOL</div> + + +<p><b>General Scheme.</b> The four departments essential +to a graded Sunday school, whether large or +small, have already been named by anticipation. +But it is necessary to give to the subject a closer +consideration, and to add the names of other +departments which are needed either as departments +or subdivisions in the school. Following the +analogy of the secular schools, the great divisions +of a Sunday school may be named as Elementary, +Secondary, and Advanced or Adult. The Elementary +Division will include the Cradle Roll, Beginners, +Primary, and Junior, taking the scholar up +to twelve years of age. The Secondary Division +will include the Intermediate and Senior Departments, +also the Teacher-training Class, and will +embrace the scholars between twelve and twenty +years of age. The Advanced or Adult Division +will include all the classes wherein the average age +is above twenty years, including the Home Department. +Beginning with the youngest children, the +departments of a thoroughly organized school are +the following:</p> + +<p>1. <b>The Cradle Roll.</b><a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6" class="fnanchor">[6]</a> This should include all the +little ones in the families of the congregation who +are too young to attend the school. Their names,<span class='pagenum'><a name="Page_38" id="Page_38">[38]</a></span> +in large lettering, in plain print rather than script, +should be recorded upon a list, framed and hung +upon the wall in the Primary room. A separate +card catalogue should be kept of the names alphabetically +arranged, with ages, birthdays, parents' +names, and the street address of each family. +Every effort should be made to keep the list +complete; children should inform their teachers of +new little brothers and sisters for the Cradle Roll; +the pastor in his visitation should take their +names and report them; and the teacher or conductor +in charge of the Cradle Roll should occasionally +visit every family on the list. Whenever +gifts are made to the pupils of the school, as at +Christmas or on birthdays, toys and dolls for the +little ones of the Cradle Roll should not be forgotten. +In a small school the care of the roll and +the visiting of the families may be assigned to the +Primary superintendent; but in a large Sunday +school it will call for a special conductor, and +recognition as a separate department. Let no +one suppose that this is an unimportant, sentimental +matter. The Cradle Roll, maintained as +it should be, will awaken interest in every +family having a name inscribed upon it, and +in due time will lead many little feet to the +Sunday school.</p> + +<p>2. <b>The Beginners Department.</b> At about three +years of age the little children should be brought +to the school, and be regularly enrolled as attending +members, their names being now taken from +the Cradle Roll. They should remain in the +Beginners Department from the age of three to +that of six years—the Kindergarten period in the<span class='pagenum'><a name="Page_39" id="Page_39">[39]</a></span> +public school. Here they should be told simple +Bible and nature stories, without effort to place +the stories in chronological order; for children of +this age have only a faint conception of the sequence +of events. They may be taught simple +songs, marching exercises, etc. It is a mistake, +however, to give them much, if any lessons, to +tax the memory, beyond a few short sentences of +the Bible and verses of children's songs. If they +can meet in a room by themselves, with their own +teacher, it will be better than to have them in +the Primary room; for the work in this grade +should be constantly varied, and the stories very +brief, in order not to weary the little ones. If +they must meet in the room with the Primary +children, they should sit by themselves as a +separate section, and not with their older brothers +and sisters.</p> + +<p>3. <b>The Primary Department.</b> This department +should be the home of little children between +six and eight or nine years of age. They should +remain in it until in the day school they have +begun to read. Boys and girls may be placed in +the same classes, which should be for those six +years old, seven years old, and eight years old, +respectively. With each year their seats should +be changed, indicating their promotion from the +lower to the higher classes. In this department +the simpler stories of the Bible and other helpful +stories adapted to the grade should not only be +told but taught, and the children expected not +only to learn but also to tell them. The Twenty-third +Psalm, the Lord's Prayer, the Ten Commandments, +a few other selected passages of Scripture,<span class='pagenum'><a name="Page_40" id="Page_40">[40]</a></span> +and some standard hymns of the Church should +be memorized.</p> + +<p>In many well-organized Sunday schools both +the Cradle Roll and the Beginners class are recognized +as subdivisions of the Primary Department, +and are under the direction of the Primary +superintendent.</p> + +<p>4. <b>The Junior Department.</b> This department will +care for the children from the ages of eight or +nine until the full age of twelve; except that boys +or girls who are especially advanced in intelligence +may be promoted upon examination at eleven +years. In a very small Sunday school all the +pupils of this department may form one class, +provided they can have a room by themselves. +If they must meet with the rest of the school, +they may be organized either in two classes, one +of boys, the other of girls. If, however, the number +of scholars will admit, it is far better to place +the pupils in separate classes for boys and girls, +with different classes for each year of the period. +To scholars of the Junior grade the great characters +and events of Bible history should be +taught in their order; also the most important +facts about the Bible, and in a simple form the +lands and localities of the Bible. In churches +which use a catechism this should constitute a +part of the teaching in the Junior Department, +for at this period the child's verbal memory attains +its greatest strength.</p> + +<p>5. <b>The Intermediate Department.</b> Here the +pupils are from twelve to sixteen years of age. +The classes should be small, generally of six boys +or girls, never more than eight. This period in<span class='pagenum'><a name="Page_41" id="Page_41">[41]</a></span> +life is known as early adolescence, and calls for +careful direction by wise teachers. In the Intermediate +Department the great biographies of the +Bible should be studied, either as the regular or +the supplemental lessons; also the heroic lives of +leaders in the history of the Church, of foreign +missionaries, and of men and women who have +labored in the home fields. Boys and girls in +this stage of life are instinctively hero-worshipers, +and before them should be set high ideals of +character and service. Special effort should be +made in leading the scholars to personal consecration +to Christ and to union with the Church; for +if the great decision be not made before the age +of sixteen is reached, there is great danger that +it will never be reached. But that decision should +include more than a formal profession. It should +embrace a full surrender to the will of Christ, an +inward, conscious spiritual life, an aim for completeness +of Christian character, and especially a +willingness to work for God and humanity. Youth +is a season of ardor and of energy, a period of +lofty ideals and noble endeavor. All those active +powers of the youthful nature should be guided +into channels of usefulness. The true twentieth +century disciple of Christ is not one who lives +alone feasting his soul on God, but one who stands +among his fellow-men, eager to aid in the world's +betterment.</p> + +<p>6. <b>The Senior Department.</b> This is the preferable +title, although some organized schools call it the +Young People's Department, and restrict the word +Senior to the classes of fully adult age. Still +others call it the Assembly, and give it an organization<span class='pagenum'><a name="Page_42" id="Page_42">[42]</a></span> +independent of the Sunday school.<a name="FNanchor_7_7" id="FNanchor_7_7"></a><a href="#Footnote_7_7" class="fnanchor">[7]</a> The +age of entrance should be sixteen, except with +some who in stature and mind are mature beyond +their years. It is imperative, as we have already +seen, that at the door of this department the +young people should leave their former teachers, +and should not form new Senior classes, but as +individuals enter classes already established. This +department includes the members of the school +between sixteen and twenty years of age; not that +members of classes must necessarily leave them at +twenty, but that men or women above that age +entering the school should rather join the Adult +Department. The classes may be as large as the +arrangement of rooms will allow; larger where each +class can have a separate room, which is the ideal +plan. Generally, young men and young women +should be in separate classes. The teacher of a +young men's class should be a man whose character +will inspire the respect and win the fellowship of +his class. The teacher of the young women's class +will generally be a lady, although often men have +been successful teachers of young women.</p> + +<p>In this department the classes should be organized, +each with its own officers, chosen by the +members; and the class should be consulted when +a teacher is to be appointed, although the voice +of the class in the decision should be advisory and +not mandatory. Especial attention should be given +to the social activities of this department. Each +class should have its own gatherings, classes of +young men and women should meet together +occasionally, and a Senior Reception should be<span class='pagenum'><a name="Page_43" id="Page_43">[43]</a></span> +held at least annually to promote acquaintance +among the members. The interest of the young +people should also be enlisted in some definite +form of service for the church or the community.</p> + +<p>7. <b>The Teacher-Training Department.</b> The most +promising young people, both men and women, +should be selected at sixteen years of age—the +time of promotion into the Senior Department—and +should be organized as the Teacher-training or +Normal Class. The best teacher obtainable should +be assigned to this department. Often in the +high school or some near-by college, a scholarly, +Bible-loving instructor may be found who is willing +to give a part of his time to the equipment of +teachers for the coming generation. A text-book +should be chosen from among those approved by +the International Teacher-training Committee. No +person should be admitted to this class who is +not willing to give some time during the week to +the study of the course. While the rest of the +school may be studying the regular lessons, +whether graded or uniform, this class should be +at work with the teacher-training text-books. +There should be thorough instruction with examinations +looking toward a certificate of work done, such +as the International Teacher-training diploma.<a name="FNanchor_8_8" id="FNanchor_8_8"></a><a href="#Footnote_8_8" class="fnanchor">[8]</a> +The course may cover two, three, or four years; +and new members may be placed in the class at +the opening of each year, to begin at the point +where the class is studying, and to remain until +they shall have completed the entire course. In<span class='pagenum'><a name="Page_44" id="Page_44">[44]</a></span> +a properly graded school after a few years there +will be a class graduating from and a class entering +the Teacher-training Department each year.</p> + +<p>This department should also include a Reserve +Class, consisting of those who are ready to act as +substitutes for absent teachers. If the uniform +lessons are followed, the Reserve Class should study +the lesson a week in advance of the school. Into +this class the graduates of the Teacher-training +Class should be placed, to remain until classes are +ready for them in the school.</p> + +<p>In some schools the Teacher-training and Reserve +Classes do not form a separate department, +but are two classes in the Senior Department. +But it is the better plan in a large school to establish +the Teacher-training Department, with its own +officers, thereby adding to its prestige in the school.</p> + +<p>8. <b>The Adult Department.</b> This will include all +who are above the age of twenty years. It is the +judgment of advanced leaders in Sunday-school +work that at twenty years those who have belonged +to Young People's classes in the Senior +Department should leave them for the Adult +Department. Otherwise, the Senior Department +in a few years will cease to be a place where young +people of sixteen and eighteen years feel at home. +In the Adult Department men and women may +meet together as members of the same class, unless +there arise a demand for separate classes and the +numbers enrolled justify the division. In conducting +these classes two forms of instruction have +been found to be successful: (1) the colloquial +method of teaching, the class studying and discussing +the lesson together under the guidance of<span class='pagenum'><a name="Page_45" id="Page_45">[45]</a></span> +the leader; and (2) the lecture method, the teacher +being the principal speaker, but always admitting +questions and answers on the subject suggested by +the lesson. Classes in this department may be +allowed to choose their own courses of study, +provided (1) that the subjects and methods are +in line with the general aim of religious education, +and not merely secular science or history; (2) that +the courses of successive years have some sequence, +and are not chosen in a haphazard, accidental +manner. The Adult Department under wise direction +should promote a large, intelligent, broad-minded, +philanthropic type of Christian character +in the church and the community.</p> + +<p>9. <b>The Home Department.</b> This department, like +the Cradle Roll at the other extreme of the Sunday-school +constituency, is composed of people, both +young and old, who cannot be present at its sessions, +but are interested in its work, and willing +to give some time to its studies. In every community +there are such people—aged or infirm men +and women, invalids, mothers unable to leave their +offspring, commercial travelers, and people who live +too far from the school to attend it. These are +organized into the Home Department, furnished +with the literature of the school, study its text-books, +make their report of work done, and send +their contributions to its support through the Home +Department superintendent or visitor.<a name="FNanchor_9_9" id="FNanchor_9_9"></a><a href="#Footnote_9_9" class="fnanchor">[9]</a></p> +<p><span class='pagenum'><a name="Page_46" id="Page_46">[46]</a></span></p> + + +<hr style="width: 65%;" /> +<h2>VI</h2> + +<div class='chaptertitle'>THE SUPERINTENDENT</div> + + +<p>1. <b>His Importance.</b> Several years ago, the +president of the New York Central Railway was +called upon by a legislative committee to explain +the system of signals employed upon the railroad +for the protection of passengers. He gave a detailed +statement, answered every question, and +then made this remark: "However perfect the +system may seem to be, there must always be a +man to work it; and in the final analysis more +depends on the man than on the plan."</p> + +<p>That which is true in every human organization +is especially true in the Sunday school: its success +depends not on a constitution, whether written or +unwritten, but upon a man. In the Sunday +school that man is the superintendent, who not +only works the plan, but also generally plans the +work. Given an efficient superintendent, an efficient +school will usually be developed; for the able +man will call forth or will train up able workers. +Hence the first and greatest requisite for a successful +Sunday school is that the right man be chosen as +superintendent.</p> + +<p>2. <b>His Appointment.</b> The selection of the superintendent +should be the task not only of the +officers and teachers in the Sunday school, but of +the entire church, for every family in the congregation +has an interest in his appointment. The +pastor should be consulted, and should give diligent<span class='pagenum'><a name="Page_47" id="Page_47">[47]</a></span> +attention and time to the search for a superintendent, +not merely because he may be presumed to +know his constituency, but more especially because +out of all the church the superintendent is to be his +most important helper. The election of the superintendent +should be made by the workers in the +school, its board of teachers and officers, and its +action should be formally confirmed by the ruling +board of the local church. No man should hold +the office of a superintendent who fails to receive +the approval of the church of which the school is a +part. He should know that in his appointment the +school, the church, and the pastor all unite.</p> + +<p>3. <b>His Term of Office.</b> He should be chosen +for a term of one year; but may be reëlected for +as many terms as appear expedient. Frequent +changes in the management of the school will +tend to destroy the efficiency of its work. But +whenever the great interests involved in the religious +education of an entire church or community +require a new superintendent the change should be +made, even though sympathy be felt for the one +set aside. The institution must not be sacrificed +to save the feelings of the man.</p> + +<p>4. <b>His Qualifications.</b> It is important to consider +the qualifications of an ideal superintendent, +remembering, however, that all these qualities are +rarely to be found in one man. We must set +before us high ideals, not expecting that they will +always be fully realized, yet ever seeking to attain +them as far as may be possible in this imperfect +world. The following are the most important +qualifications for a superintendent; some of them +are essential, all are desirable:<span class='pagenum'><a name="Page_48" id="Page_48">[48]</a></span></p> + +<p>(1) <i>Moral Character.</i> The Sunday school undertakes +to train the young in character; therefore +he who stands as its responsible head must possess +a character worthy of admiration and imitation. +His life must honor, and not dishonor, his profession. +It is possible for a man whose work for +an hour on Sunday is in behalf of the gospel so +to live in his family, in business, and in society +as to work for six days against the gospel, and +more than undo all his efforts for good. The +leader in such an uplifting movement as the Sunday +school must have clean hands and a pure heart. +What Saint Paul wrote of a bishop he would have +written of a Sunday school superintendent: he +must have "a good report." In the well-known +painting of the Emancipation Proclamation may be +seen standing at the right hand of President +Lincoln the Secretary of the Treasury, Salmon P. +Chase, who once said, "A man in my position +must not only seem right, but be right; and not +only be right, but seem right." So will every +one say of the Sunday-school superintendent.</p> + +<p>(2) <i>A Devout Believer.</i> The superintendent's +character should be irradiated with the fine glow +of a Christian faith. He should be one who has +seen the heavenly vision and unto it has not +been disobedient; one whose spirit has been kindled +by the Divine Spirit burning like a fire within; +one who is himself a Christian man, longing to +lead other men into fellowship with the Father +through Jesus Christ the Son.</p> + +<p>(3) <i>A Working Church Member.</i> We have already +learned that the Sunday school is not a +society or an institution standing alone. It is a<span class='pagenum'><a name="Page_49" id="Page_49">[49]</a></span> +branch of the church, and one of the most important +branches. The normal growth of the church +depends in large measure upon the Sunday school, +and the support of the Sunday school comes, or +should come, from the church. The superintendent +who endeavors to do his duty to his scholars will +strive to lead them to Christ and into active +membership and service in the church. Therefore, +he himself must be a professed, loyal, and effective +member of the church. His name should not only +stand upon its roll, but his heart should also be +enlisted in its behalf.</p> + +<p>(4) <i>A Bible Student.</i> The Sunday school is the +school with one preëminent text-book; and of that +Book the superintendent should be a diligent +student. His work is executive and not instructional; +yet he must supervise the teaching, and +this supervision he cannot rightly give unless he +is familiar with the course of study. He should +study the lesson of each department, perhaps not +as thoroughly as the teachers in the department, +but sufficiently to maintain acquaintance with their +work. And he should master not only the specific +lessons of the immediate course before his school, +but also the Book as a whole.</p> + +<p>One successful superintendent gave as a secret +of his power to make his school, both teachers +and scholars, willing to do whatever he asked, +"I never expect my teachers or scholars to do +anything that I am not ready to do myself. Before +I ask them to bring their Bibles I bring mine. +When I asked my school to be ready on the following +Sunday to repeat in concert the Nineteenth +Psalm, I committed it to memory during the<span class='pagenum'><a name="Page_50" id="Page_50">[50]</a></span> +week, and when the time came spoke the words +with the school." Only that superintendent who +himself loves the Bible, and studies it, can have +a true Bible school.</p> + +<p>(5) <i>An Able Executive.</i> The Sunday school is +like that vision seen by the prophet Ezekiel, a +system of wheels within wheels, all endowed with +life; and the master of the mechanism directing +its motion is the superintendent. Moreover, each +of these living wheels in the Sunday-school machine +is a volunteer worker, who may at any moment +drop out of his orbit. To hold together these +varied elements, to combine their movements, to +guide each in his own sphere, to compass the +common purpose through all the forces working +as one, requires a wise brain and a skillful hand. +The superintendent should have a plan for the +school, with details throughout for every emergency; +he should be ready to assign to every +worker the task for which he is best fitted; he +should be able to work with others, not merely +to command others; and he should be a leader +whom others will follow, not by the might of an +overmastering will, but by the magnetism of an +attractive personality. He should never forget that +with others as well as with himself service in the +Sunday school is not compulsory but voluntary, +that his associates lay on the altar their free-hearted, +unpaid labor; and that such workers +cannot be commanded, although by tact and wise +generalship they may be led to accomplish the +most difficult tasks.</p> + +<p>(6) <i>Sympathy with Youth.</i> The superintendent's +office will bring him into relations with youth<span class='pagenum'><a name="Page_51" id="Page_51">[51]</a></span> +during all its stages, from early childhood through +the entire adolescent period. He must be able to +see life and the world through the eyes of a little +child, of a growing boy, and of a young man. +The sympathy which he needs is not a compassionate +feeling <i>for</i> youth, but a feeling <i>with</i> youth, +an ability to put himself in its place; to feel as +young people feel, and to understand why they +act as they sometimes do. This sympathy will +impart a love for young people, such a love as +will enable him to be patient with their foibles +and faults, to exert a powerful influence over them, +and to keep before them noble ideals of character +and service.</p> + +<p>(7) <i>Teachable Spirit.</i> No matter how much the +superintendent knows, or thinks he knows, he +should hold his mind open to new knowledge. +He should be on the alert for new ideas, from the +periodicals, from books, and from his fellow +workers, in conversation, at conventions and institutes; +not that he may inflict every new method +upon his school, but that out of many methods +he may select the best. When Michael Angelo was +past eighty-five years old, and almost blind, he +was found one day beside an antique torso which +had recently been dug out of the ground, bending +over it, and carefully pressing his fingers upon its +surface. When asked what he was doing, he +answered, "I am learning"! The masters in every +department of work are never too wise nor too +old to learn.</p> + +<p>If a man can be found who possesses all these +seven traits of character and temperament, the +school which can secure him for its superintendent<span class='pagenum'><a name="Page_52" id="Page_52">[52]</a></span> +will be fortunate indeed. And the superintendent +who thoughtfully reads the catalogue of qualifications, +and feels that in some of them he is lacking, +may by divine grace and his own will working +together make progress toward the goal of becoming +an ideal superintendent.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_53" id="Page_53">[53]</a></span></p> +<h2>VII</h2> + +<div class='chaptertitle'>THE SUPERINTENDENT'S DUTIES AND RESPONSIBILITIES</div> + + +<p>The superintendent has been found, has been +chosen, and is in his place—what are the prerogatives +and the duties of his office? These may be +considered under three classes: (1) His general +duties. (2) His duties during the week. (3) His +duties in the session of the school.</p> + +<p>1. <b>General.</b> (1) <i>Supervision.</i> It is his right to +supervise and direct the work of the school without +interference as to details from the teachers, the +officers of the church, or the pastor. The pastor +may be the admiral of the fleet, directing the +general movements of the sea campaign; but the +superintendent is the captain of the ship, through +whom orders are to be given to all on board.</p> + +<p>(2) <i>Selection of Teachers.</i> He should have the +chief word in the choice and appointment of +teachers, but in the choice he should obtain the +concurrence of his pastor; and their election should +be made upon the superintendent's nomination by +the teachers and officers.</p> + +<p>(3) <i>Assignment of Scholars.</i> He should possess +the final authority in the assignment of scholars +to classes, in any changes from class to class, and +in promotions from lower to higher departments. +In these responsibilities he may be greatly aided +by an associate superintendent, to whom his +authority may be delegated.<span class='pagenum'><a name="Page_54" id="Page_54">[54]</a></span></p> + +<p>(4) <i>Program of Services.</i> It is the superintendent's +prerogative to plan and direct the +services of the school session. It may be the part +of wisdom for him to consult with the musical +director or organist in the selection of hymns, but +it is the superintendent's right to choose and to +announce them, in common with all parts of the +program.</p> + +<p>(5) <i>Support.</i> He is entitled to a loyal support +from all his fellow workers; but if he is tactful he +will take them into his confidence, will present +his plans for their consideration, and will not +attempt important reforms or changes without +their concurrence.</p> + +<p>2. <b>Week-day Work.</b> He is the superintendent of +the Sunday school for seven days in every week; +and will find much work to be done between the +sessions. His week-day duties will include some +that have already been mentioned.</p> + +<p>(1) <i>Program.</i> Before he comes to the school he +should invariably prepare a well worked out program +for each session. It is a good plan to have +a large blank book, in which two pages opposite +each other are assigned to the session for the day. +Every hymn should be selected in advance and +noted in its place; every announcement to be made +should be written; the outline of a lesson review, +if one is to be given, should be indicated; and +space should be left for memoranda of miscellaneous +matters which may need attention. This +program should be laid upon the desk, so that if +for any reason the superintendent should be out +of his place upon the platform an associate can +go forward without delay.<span class='pagenum'><a name="Page_55" id="Page_55">[55]</a></span></p> + +<p>(2) <i>Lesson Study.</i> In schools where the uniform +lesson is still followed in all or most departments, +the superintendent should make himself thoroughly +acquainted with the lesson for the coming session. +As has been intimated, he should be prepared for +any work expected of his teachers and scholars. +He should be ready after the class study to give +a practical summary of the teachings in the lesson, +in a crisp, well-outlined talk, which will be aided +by a blackboard illustration. And in the increasing +number of schools which are employing graded +lessons, not uniform in the departments, the +superintendent should have at least a general +knowledge of the subjects studied in each department. +The more thoroughly the superintendent +fills his own mind and heart with the truth, the +more efficiently will the truth be taught in his +school.</p> + +<p>(3) <i>Social Duties.</i> The superintendent should +know all his teachers, and, as far as possible, his +scholars also. If it be practicable for him to visit +teachers at their homes, the visitation will greatly +increase his influence and his usefulness. If in his +own home, or in the parlors of some family in +the congregation, a social gathering of the teachers +and officers can occasionally be held, it will add +to the social power of the school. And in the +social relations much can be accomplished before +and after the church service, the school session, the +prayer meeting, and the other gatherings of the +congregation. There are superintendents who keep +before them up-to-date lists of the classes, and by +study of faces during the school session, with +judicious inquiry, are able to call large numbers<span class='pagenum'><a name="Page_56" id="Page_56">[56]</a></span> +of the scholars by name. Such greetings will +strengthen the superintendent and heighten the +loyalty of the school.</p> + +<p>(4) <i>Seeking Workers.</i> In nearly all Sunday +schools there is a constant need of helpers, to fill +the places of withdrawing or absent teachers; and +the work of supplying the demand generally falls +upon the superintendent. He may find relief in +the work of an associate superintendent, as will +be seen in the next chapter. Both the superintendent +and his associate should always be on the +alert for new teachers and for new scholars. As +the builder in stone looks at every fragment of +rock, to see where it will best fit into his wall, +so the whole-hearted superintendent studies every +individual in the parish, to find exactly the place +he may fill in the school, as an officer, a teacher, +or a scholar; and not infrequently his search will +be rewarded by a treasure.</p> + +<p>(5) <i>Cabinet Meetings.</i> The superintendent should +confer frequently with the several heads of departments, +and with all the officers; talking with them +freely about his own plans, and learning theirs, +for the welfare of the school. It is not necessary +that these cabinet meetings should be formal, having +a secretary and a record. They may be held +occasionally, for a few minutes after the session +of the school, or as a social evening at a private +house.</p> + +<p>(6) <i>Special Days.</i> He should keep a calendar of +special occasions in the school year, such as the +Sundays set apart for temperance and for missions, +Easter, Children's Day, Rally Day, Decision Day, +Christmas, Promotion Day, and other notable<span class='pagenum'><a name="Page_57" id="Page_57">[57]</a></span> +events. Weeks in advance of each occasion—in the +case of some of them even months in advance—he +should begin to consider what special exercises +should be held, what preparation is needed, and +who can best supervise the plans. For a fortnight +before Children's Day or the Christmas celebration, +many Sunday schools are in a turmoil of confusion, +and lessons abandoned, simply because the +superintendent did not take thought in sufficient +time.</p> + +<p>(7) <i>The Convention.</i> The Sunday-school work of +the Christian world is now thoroughly organized +in international, state, county, and town associations. +Each school finds itself a part in a mighty +movement; and it is the duty of the superintendent +to see that his school takes its place in the Sunday-school +army. He should see that in the institute +and the convention his school is well represented; +and if at all possible he should attend these gatherings, +and be active in them. Many a worker who +for most of the year is alone, burdened with +perplexities, has been refreshed, has found his +vision enlarged and his plans improved, by conference +with other workers, and by listening to +experienced specialists.</p> + +<p>3. <b>His Duties in the School Session.</b> (1) <i>Present +Early.</i> He should be at his post, if possible, +from twenty minutes to half an hour before the +opening of the school. However early he may +arrive, he will probably find a group of children +there in advance of him; and they will behave +better if his eye is on them, especially if his glance +is kind, and with it is a hand-shake or a word of +recognition. The early superintendent will often<span class='pagenum'><a name="Page_58" id="Page_58">[58]</a></span> +be surprised to find how much business in the +interest of the school can be transacted before the +session.</p> + +<p>(2) <i>Open Promptly.</i> With his program ready, +he should begin the session exactly on the minute, +and should carry out every item according to the +plan. If for any reason the superintendent is not +at the desk when the moment for the opening +arrives, the associate or first department superintendent +should be empowered to call the school to +order and begin the opening service.</p> + +<p>(3) <i>Conduct Program.</i> The superintendent +should conduct the general program of services; +although it is advisable to recognize the associate +and others, by calling upon them to take some +part in the opening or closing services. A superintendent +whose methods were always well chosen +was wont once in each month to invite some +official or prominent member of the church, who +was not an attendant upon the school, to be +present, sit upon the platform, and offer the prayer +at the opening of the session. This kept the +leading members of the church in closer relation +to the school.</p> + +<p>(4) <i>During the Lesson.</i> As a general principle, +the superintendent should remain at his desk +during the lesson period; but to this rule frequent +exceptions will be made. The supply of substitutes +for absent teachers, and the assignment of +new scholars to classes, belong to the field of the +associate superintendent.</p> + +<p>(5) <i>Lesson Review.</i> In the Sunday schools +which still follow the uniform system of lessons, +studying the same portion of Scripture in all, or<span class='pagenum'><a name="Page_59" id="Page_59">[59]</a></span> +nearly all, the grades of the school, the superintendent +should give a brief practical summing up +of the practical points in the lesson; but this +review should not exceed five or six minutes in +length. If the pastor possesses the gift of terse, +crisp speaking, this practical talk may be given +by him. In the schools adopting the graded courses +of lessons this review should be given in each +department by the department superintendent. +Here again the adaptation to the point of view +and needs of the pupils of each grade can be +made much more effective than in the ungraded +school.</p> + +<p>(6) <i>Closing.</i> The superintendent should so carry +out the program as to close the session at the +time appointed. An hour and a quarter is as +long as is profitable for the school; and everything +that needs to be done can be brought into +that space. Often much time is lost by unnecessary +delays between the numbers on the program.</p> + +<p>4. <b>Miscellaneous Duties.</b> Here are a few general +suggestions, hints, and "don'ts" for the superintendent, +briefly stated:</p> + +<p>(1) <i>Notebook.</i> Let the superintendent remember +to obtain that notebook, to keep it at hand, +and to make use of it. Some pages at the end of +the book might be reserved for special suggestions +gathered from books, periodicals, and meetings.</p> + +<p>(2) <i>Quiet.</i> Let him be careful not to make much +noise during the session, but to set an example—which +will soon be felt—in favor of quiet and +orderly conduct. It is not at all certain that he +needs a bell for calling attention; but if he uses +one, let it be a little, gentle, quiet bell, held in the<span class='pagenum'><a name="Page_60" id="Page_60">[60]</a></span> +hand as a signal, and never rung vociferously or +repeatedly. Said a new superintendent as he tested +the bell on Saturday before assuming office, "What +a magnificent bell this would be for calling missionaries +home from India!" But he never used +it in the school. One of the best superintendents +of a generation ago was widely known as "the +silent superintendent." He was not deaf nor +dumb, but his manner was noticeably quiet, and +his large Sunday school was always in perfect order.</p> + +<p>(3) <i>Early Lesson.</i> Let the opening service be +short, so that the lesson period—which is the +important part of the program—may be reached +while the teachers and scholars are fresh and the +air of the room is pure.</p> + +<p>(4) <i>Use the Bible.</i> If a Scripture lesson is read +by the superintendent and school responsively, it +should be from the Bible upon the desk or in +the hand of the leader, and not from a lesson +quarterly. Encourage the use of the Bible as a +text-book and for reference. If the superintendent +always brings his own Bible, he can appeal to his +teachers and scholars to follow his example. With +regard to the Scripture reading in the opening +service, it is the judgment of many thoughtful +superintendents that even in a school following +uniform lessons the reading should not be the +lesson for the day, but a devotional portion of +Scripture, perhaps a selection from the Home +Readings of the week. It is a good plan for the +first reading of the lesson for the day to be by the +teacher and the class together.</p> + +<p>(5) <i>Lesson Period.</i> No interruption should be +allowed to break into the time assigned for class<span class='pagenum'><a name="Page_61" id="Page_61">[61]</a></span> +study, except under imperative necessity. The +teacher and the class should hold that period +sacred to united study, without being diverted +from their task by secretary, librarian, superintendent, +or pastor. Said Bishop Vincent once, +"I would like to have suspended from the roof of +the Sunday-school hall a series of great glass half-globes, +one for each class, to be dropped down +over the class, and kept there during the time +reserved for the study of the lesson!"</p> + +<p>(6) <i>Speakers.</i> A visitor should rarely be invited +or allowed to address the school; never, unless the +superintendent has sufficient knowledge to be sure +that he will speak briefly, interestingly, and pointedly. +Before the uniform lesson concentrated the +studies of the Sunday school it was the custom +to invite almost any visitor to speak to the school; +and many were the wrongs inflicted upon the boys +and girls in those good old days by dull, loquacious +Sunday-school orators. But almost everybody +now understands that the Sunday school is +a working institution, and its work must not be +interrupted.</p> + +<p>(7) <i>Self-control.</i> There will be times when the +superintendent will need to be on guard over +himself; times when he feels depressed, or melancholy, +perhaps a little cross. If he yields to his +natural impulses, the school will soon perceive the +state of his nerves, and some scholars may even +endeavor to add to his trials. At such times, let +him watch over himself mightily, and resolve, no +matter how he feels, to "keep sweet," to speak +gently, and to look cheerful.</p> + +<p>(8) <i>The Aim.</i> Lastly, one purpose should ever<span class='pagenum'><a name="Page_62" id="Page_62">[62]</a></span> +stand before the superintendent, and should be the +constant object of his endeavor—to lead all his +scholars into a personal, vital relation to Jesus as +the Christ, to bring them into union with the +church, and to inspire them to enter upon active +Christian service.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_63" id="Page_63">[63]</a></span></p> +<h2>VIII</h2> + +<div class='chaptertitle'>THE ASSOCIATE AND DEPARTMENT SUPERINTENDENTS</div> + + +<p>1. <b>The Necessity.</b> In every Sunday school there +is need of an officer to aid the superintendent +and to take his place when absent. Even in a +small school the supervision can be more thorough +and the teaching more efficient, if some one is at +hand with authority to relieve the superintendent +of minor details, and give him freedom for the +general management. And in a large school +assistants to the superintendent are an absolute +necessity, for each department becomes in itself a +school. There is need, therefore, of a general +assistant to be the chief of staff to the superintendent, +and, in a large and well-organized school, +of a special assistant in each department.</p> + +<p>2. <b>Titles.</b> Until recently, the assistant superintendent +in most Sunday schools was merely one +of the teachers named to take the place of the +superintendent when absent, but with no duties +when the head of the school was present. In the +complete organization that is now becoming general, +the office has been renamed, and its functions +distinctly assigned. The chief assistant to the +superintendent is now generally called the Associate +Superintendent, a higher title for his important and +regular duties. The chief of each department in +the Sunday school is generally called Department +Superintendent, that is, Primary Department<span class='pagenum'><a name="Page_64" id="Page_64">[64]</a></span> +Superintendent, Senior Department Superintendent; +and each department superintendent has the +same relation to his department that the associate +superintendent holds to the school.</p> + +<p>3. <b>Appointment.</b> The associate superintendent +should be nominated by the superintendent and +confirmed by the board of teachers and officers. +When two candidates are nominated for the office +of superintendent, and one obtains a majority, it +is not wise to elect the minority candidate as +associate superintendent, unless he is entirely +acceptable to the newly chosen superintendent. +The chief executive of the school should not be +compelled to find next to him a rival, who may +be an uncongenial worker, to carry out plans +with which the latter may not be in accord. In +order to possess freedom in his policy the superintendent +should choose his own chief helper; but he +should receive the confirmation of his choice from +his fellow workers in the school. The same plan +of nomination and confirmation should be followed +in the choice of the department superintendents. +The associate and the department superintendents +should constitute the superintendent's cabinet, to +be called together often for consultation upon the +interests of the school.</p> + +<p>4. <b>Duties of the Associate Superintendent.</b> (1) +<i>Not a Teacher.</i> Unless the school be small, with +less than a hundred members, the associate superintendent +should not at the same time be the regular +teacher of a class. He will find other work to +occupy his time, both before and during the session +of the school. He may, however, hold himself +ready to act as substitute for an absent teacher.<span class='pagenum'><a name="Page_65" id="Page_65">[65]</a></span></p> + +<p>(2) <i>Deputy Superintendent.</i> If for any reason +the superintendent is absent, his place should be +taken promptly by the associate superintendent. +It should also be understood that if at the moment +of opening the school, or at any point in the +general service, the superintendent is not on the +platform, the associate shall act as his representative, +without the slightest reflection upon the +superintendent's administration, the two being regarded +in their work as one.</p> + +<p>(3) <i>Providing Substitutes.</i> One definite duty of +the associate superintendent should be to provide +substitutes for absent teachers, relieving entirely +the superintendent from that burdensome and +perplexing task. The teachers should permit no +ordinary hindrance to keep them from their classes, +for no one can fully supply the place of a true +teacher in the regard of the scholars. But when +a teacher finds it necessary to be absent he should +make strenuous endeavor to find a substitute; and +if unable to secure one, should notify, not the +superintendent, but the associate; and before the +lesson period the associate should have a supply +ready.</p> + +<p>If the school has been properly graded it will +include a Teacher-training Class; but under no +circumstances should the associate take one of its +members as a supply teacher, even for one Sunday. +This class should remain untouched by the demand +for teachers until its members have completed the +prescribed course. If there is a Reserve Class, +substitutes should be called from it in some order, +preferably alphabetical, so that the same members +will not be taken too frequently.<span class='pagenum'><a name="Page_66" id="Page_66">[66]</a></span></p> + +<p>Where the Sunday school is held in the afternoon +or at noon, the associate can generally provide +for needy classes by watching at the morning +service for possible teachers. If he is compelled +to look for them in the Adult or Senior classes of +the school, he should be present early, and if +possible obtain his supplies before the opening of +the school. If the associate superintendent has +done his work, when the lesson begins, every class +will have a teacher seated before it, ready for the +Bible study. He should never wait until the time +for opening the lesson to see what classes need +teachers, and then undertake to obtain them by +interrupting the teaching in three or four classes +and calling for volunteers, while the classes without +teachers are listlessly waiting, and valuable time is +lost from the half-hour of the lesson period. All +this work should be done before the lesson, and, +if possible, before the opening of the school.</p> + +<p>(4) <i>Assignment of New Scholars.</i> Another duty +of the associate superintendent is to meet new +scholars and assign them to classes. For this +work he should be present early, meet the scholars +as they come, learn who the new scholars are, +write down names, places of residence, ages, parents' +names, why they come; and prepare material +for the card catalogue under the secretary's care. +Scholars bringing new members, and teachers into +whose classes they may come, should introduce +them to the associate superintendent, who should +at once take charge of them. No new scholar +below the grade of Senior should choose his own +class, although his desire to be with friends should +be considered, so far as it will not interfere<span class='pagenum'><a name="Page_67" id="Page_67">[67]</a></span> +with the established system of classification. Some +large graded schools have a temporary class to +which new pupils in the Intermediate and Junior +grades are assigned for a few sessions until their +permanent place can be fixed.</p> + +<p>(5) <i>Detailed Supervision.</i> There are also minor +duties wherein the associate superintendent can be +of great service. While the superintendent is at +the desk directing the general exercises, his associate +may be upon the floor, quietly observing the +condition and needs of the school. He can note +where Bibles, song books, or lesson quarterlies are +needed, and can see that they are distributed +without interrupting the service. He can also give +quiet attention to the order of the school, calling +to their duty boisterous, talking, or inattentive +scholars. For the superintendent to stop in +announcing a hymn or reading the Scripture, to +rebuke some disorderly or thoughtless pupil, breaks +into the service and mars its dignity. The associate +superintendent can accomplish the desired +result at the right moment by a light step and a +gentle word.</p> + +<p>(6) <i>Chief of Staff.</i> In a word, the associate +superintendent should be the chief of staff to the +executive head of the school, his eyes, ears, and +hand; possessing full acquaintance and accord with +his plans, and carrying them out in his name; +informing and advising him, yet careful of criticism; +avoiding all that would hinder, and aiding in all +that would make his management successful. He +can divide the labor, and relieve his chief of some +of the most perplexing and trying details, leaving +him free to watch over the general interests of the<span class='pagenum'><a name="Page_68" id="Page_68">[68]</a></span> +school. Whoever can fulfill such a service is an +invaluable worker, and should be held in high +honor.</p> + +<p>Many of the duties named above may be in the +sphere of the department superintendent, who +should be in his section what the associate superintendent +is to the school.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_69" id="Page_69">[69]</a></span></p> +<h2>IX</h2> + +<div class='chaptertitle'>THE SECRETARY OF THE SUNDAY SCHOOL</div> + + +<p>1. <b>Importance.</b> The secretary of the Sunday +school is an officer of far greater importance than +is generally supposed. In too many schools some +youth in the adolescent period is made secretary, +merely to keep him in the school, without consideration +of his capacity and adaptedness to the +office. As a result of an unsuitable appointment, +the minutes of the teachers' meetings are incomplete, +the registry of the classes is neglected, and +the true condition of the school cannot be ascertained. +If by any good fortune or by a more +careful choice an able and faithful secretary takes +his place, at once a new impulse is felt by the +school. The superintendent, the teachers, and even +the scholars will realize that energy, accuracy, and +thoroughness count for much in the work of this +department. They will appreciate faithful service, +and will themselves respond to its influence.</p> + +<p>2. <b>Qualifications.</b> The ideal secretary of a Sunday +school should possess the following characteristics:</p> + +<p>(1) <i>A Business Man.</i> He should possess the +instincts of a man of business, being willing to +work, systematic in method, and thorough in care +of details.</p> + +<p>(2) <i>Regular in Attendance.</i> He should make the +Sunday school his business on Sunday, with a +fidelity equal to that which he manifests toward<span class='pagenum'><a name="Page_70" id="Page_70">[70]</a></span> +his vocation through the week. His regularity +should also embrace promptness, coming in advance +of the hour; for much of the secretary's work may +be done before the opening of the service.</p> + +<p>(3) <i>Good Writer.</i> He should be able to write +legibly, and possess skill in framing sentences +correctly, and in writing them plainly, without +unnecessary flourishes.</p> + +<p>(4) <i>Quick Mental Action.</i> His mental processes +should be sufficiently rapid for him to set down +an ordinary motion, presented in a public meeting, +without requiring it to be repeated or written out +by the mover. An able recorder will promptly +express in the minutes the form of a motion or +the spirit of a speech, thereby saving much time +in the meeting and much space in the report.</p> + +<p>(5) <i>Quiet Manner.</i> The secretary should watch +the program and do his work without interrupting +it. He should never appear among the classes during +prayer, during the reading of Scripture, or +while a speaker is addressing the school. Only +under urgent necessity should he come to a class +in the lesson period, and in that case only at its +beginning. During intervals in the service, or +during the singing, he may find it needful at +times to pass among the classes; but he should +do this necessary work quietly, without distracting +the attention of the school.</p> + +<p>(6) <i>Courteous Conduct.</i> His bearing should always +be that of a gentleman, refined and courteous, +thoughtful of others and patient toward all; a +manner enabling him to win the friendly aid of +every teacher, upon whom the accuracy of the +class record must depend.<span class='pagenum'><a name="Page_71" id="Page_71">[71]</a></span></p> + +<p>Whoever can be found, in the school or the +community, possessing these qualities, or approaching +them, should be chosen as secretary of the +Sunday school, whether man or woman. Often a +young woman, accustomed through the week to +business methods, becomes an efficient secretary of +the Sunday school.</p> + +<p>3. <b>Appointment.</b> The secretary should be elected +by the board of officers and teachers. As he is +not merely an assistant to the superintendent, +but an officer of the school, it is not necessary +that he should receive a nomination from the +superintendent. His term of office should be one +year, with as many reëlections as will promote +the good of the service.</p> + +<p>4. <b>Assistants.</b> In almost any school the secretary +will need an assistant, whom he should +nominate, subject to confirmation by the board of +teachers and officers.</p> + +<p>5. <b>Department Secretaries.</b> In a graded Sunday +school there should be an assistant secretary for +each department, who may be one of the teachers, +or in the Senior and Adult grades, one of the +scholars. He should take the records of the +classes in the department and transmit them to +the secretary of the school. But the secretary is +responsible for the records of the entire school, +and should see personally that the record of each +department is complete.</p> + +<p><ins title="Transcriber's Note: original reads '5'">6</ins> . <b>Duties.</b> The work of the secretary may be +classified as follows:</p> + +<p>(1) <i>Record of Meetings.</i> As secretary of the +board of teachers and officers, he should be present +at all business meetings and make a careful record.<span class='pagenum'><a name="Page_72" id="Page_72">[72]</a></span> +Every motion should be stated clearly, with the +names of its mover and its seconder, and the +action taken. A statement should be given of +every committee appointed, its purpose, and the +names of its members. All committees should be +expected to present written reports, however brief. +A concise summary of each report, in a few sentences, +or a single clause, should appear in the +minutes of the meeting at which the report is +presented; and the report itself should be filed +for reference in case it should be needed. A committee +once named is on the minutes, and cannot +be ignored nor forgotten until its report has been +presented and adopted, and the committee has +been formally discharged. For example, it is not +sufficient for the committee on the Christmas entertainment +to hold the entertainment; it must +afterward report that the entertainment was held +on a certain date; must have its report adopted, +and receive its discharge. It should be the duty +of the secretary from time to time to call for +reports of committees named in the minutes of +previous meetings, to insist that a report be +rendered, and that some action be taken upon it.</p> + +<p>(2) <i>Record of the School.</i> In every well-ordered +Sunday school the secretary summarizes in writing +the attendance in each department, the total +attendance, the number of new scholars, and +other items to be preserved, including the weather, +which may sometimes account for a small attendance; +also a comparison with the record of the +same Sunday last year. This report should be +read to the school by the secretary at the call of +the superintendent, or posted before the school;<span class='pagenum'><a name="Page_73" id="Page_73">[73]</a></span> +and it should also be recorded in a book which +will contain the statistics of the school through a +term of years.</p> + +<p>(3) <i>Records of Classes.</i> The secretary and his +assistants should prepare the books in which the +class record of attendance is recorded. The name +of each scholar should be given correctly and +fully (for example, not "F. Jones," but "Frederick +Jones"). The secretary should see that the record +of attendance for each Sunday is accurately kept. +He will need to give special attention to classes +where substitutes take the place of absent teachers, +and to see that the record for the day is not +neglected. As often as the arrangement of the +class books requires the rewriting of the names of +the scholars, he should transcribe the list, always +writing every name in full. In looking through +the class lists he should note the names of those +who have been absent for a series of sessions, +and should report them to the superintendent, for +consideration and for investigation of every habitual +absentee. If these scholars can be visited, +many of them may be retained in the school.</p> + +<p>(4) <i>Records of Scholars.</i> In addition to the +record in the class books, another record should +be kept of every member of the school, including +every officer, teacher, and scholar; a card catalogue, +each name upon a separate card, and all the cards +filed in alphabetical order. The card for each +scholar should give besides his name the date of +his entrance to the school, either the date of his +birth or his age at entering—approximative, if +above eighteen years; his residence, with street +and number in a city; parents' names; class to<span class='pagenum'><a name="Page_74" id="Page_74">[74]</a></span> +which he is assigned; his relation to the church or +congregation, and any other important facts. The +card should contain the record of every promotion, +and its date; of any changes in residence, and +other details, so that it becomes a reliable and +complete history of each individual in the school. +In many schools the birthday of each member is +kept upon the record, and is recognized by sending +a birthday card. If a scholar or teacher leaves +the school the fact is recorded, and the card is +then taken from the regular catalogue and filed +permanently in the list of "former members."</p> + +<p>(5) <i>Literature of the School.</i> The secretary +should be in charge of the literature used by the +school, its text-books, lesson-quarterlies, and other +periodicals. He should see that the literature is +ordered in full time, should receive it, keep it in +his care, and attend to its distribution. The particular +text-book for each grade is fixed by the +superintendent; and the secretary should receive +from him direction as to the lesson helps for each +grade.</p> + +<p>(6) <i>Correspondence.</i> The secretary should conduct +all correspondence in behalf of the school or +of the teachers as a body, unless for a special +purpose the chairman of a committee be in charge +of correspondence relating to his work.</p> + +<p>The secretary who with the aid of his staff +undertakes to do all the work that rises before him +will not find his task a light one. But his department +carried on with vigor will greatly promote +the success of the Sunday school.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_75" id="Page_75">[75]</a></span></p> +<h2>X</h2> + +<div class='chaptertitle'>THE TREASURY AND THE TREASURER</div> + + +<p>1. <b>In the Early Sunday School.</b> A study of origins +has shown that in the earliest Sunday schools +in America, as in England, provision was made for +the payment of officers and teachers. In the first +schools established in and near Philadelphia, each +paid teacher had charge of what would now be +considered a department, and the practical teaching +was given under his direction by scholars, who +were called monitors. But in a new country, where +the settlements were small and the people mostly +poor, the system of paid teachers soon passed +away, and the schools were carried on by voluntary +and unpaid workers. It was fortunate for the +American Sunday school that in its beginnings it +required but little money. For the place of meeting +any chapel or schoolhouse or settler's cabin +would serve. The literature was exceedingly +meager—a few Testaments and spelling books, and +generally these were brought by the teachers and +scholars. When the earliest lesson books were +published, they were not quarterlies, nor annuals, +to be thrown away after one using, but were studied +year after year. The largest item of expense was the +library; and as this was an institution for the entire +neighborhood, the families willingly contributed toward +it. Not until the Sunday school had become +thoroughly founded did the question of its financial +support arise as a problem.<span class='pagenum'><a name="Page_76" id="Page_76">[76]</a></span></p> + +<p>2. <b>In the Modern Sunday School.</b> As the Sunday +school advanced in position, in influence, and in +better methods of work, its expenses naturally +increased. Now, in the opening of its second +century, its financial requirements are far greater +than they were even a generation ago. It asks +for special and suitable buildings, with rooms and +furnishings adapted to the educational needs of its +several departments; for a periodical literature +suited to teachers and scholars of every grade, and +requiring to be renewed every year; for an organ +or piano—often for several, with an orchestra +added; for an equipment of song books different +from those in the church service; for entertainments +and gifts at Christmas, and a day's outing +for all in the summer; for libraries containing +popular books for the scholars and helpful works +for the teachers in their work. The demands of +a large and growing Sunday school, in city or +country, are great, but in nearly all congregations +the funds for the support of the Sunday school are +obtained with less effort than those for any other +department of church activity, and in this liberality +the Christian people show their wisdom and insight.</p> + +<p>3. <b>Practical Ways and Means.</b> The methods of +financial support for the Sunday school are exceedingly +varied. The simplest plan is through a +regular weekly contribution in the classes. Where +attention is given to the collection, and an appeal +is occasionally made in its behalf, the school will +generally obtain the funds needed for its own +support. When the special need arises for the +purchase of a piano or a library, some entertainment +may be held which will by its profits swell<span class='pagenum'><a name="Page_77" id="Page_77">[77]</a></span> +the receipts. The objection to these methods, +which are almost universal, is that they appeal to +self-interest, and fail to educate the members of +the school in true liberality. It is for <i>our</i> school, +<i>our</i> piano, <i>our</i> library, that the appeal is made +and the money is contributed. The scholars should +be taught to give to the cause of Christ and his +gospel, and not merely to interests from which they +themselves are to receive a reward.</p> + +<p>4. <b>The Ideal Way of Giving.</b> The more excellent +way is for the church in its annual estimate of +expenses to include a fair, even liberal, allowance +for the Sunday school, and at intervals through +the year pass over to the treasury of the Sunday +school the funds appropriated, to be expended +according to principles and regulations provided. +Then let every officer, teacher, and pupil in the +school, from the Adult Department to the Primary, +and even to the Beginners, make his own weekly +offering to the church. Most church schools contribute +to the cause of foreign missions; but there +is equal reason why they should give to all the +general benevolent objects for which the church +receives an annual collection. This plan would +unite the church and the school more firmly, would +avoid multiplying and conflicting objects for which +funds are raised, and, best of all, would train every +child in the Sunday school to systematic giving +upon the true gospel principle, which is "not to be +ministered unto, but to minister."</p> + +<p>5. <b>The Sunday-School Treasurer.</b> The work of +the treasurer is very different from that of the +secretary; yet the two offices are often held by +one person. In that case they should be regarded<span class='pagenum'><a name="Page_78" id="Page_78">[78]</a></span> +as distinct positions; the election to the two +offices should be separate, and not at the same +time for one person as secretary and treasurer. +At every business meeting a separate report should +be presented for the two departments, and the +treasurership should not be regarded as a branch +of the secretary's work. If the plan outlined in +the last paragraph be adopted as the method of +providing for the financial needs of the Sunday +school, it might be well to choose the treasurer of +the church as treasurer of the Sunday school, thus +giving unity to the financial administration of the +entire organization.</p> + +<p>6. <b>The Treasurer's Work.</b> This will require a +person who is known as careful in accounts, as +well as honorable in all his dealings.</p> + +<p>(1) <i>His Charge.</i> All the funds of the Sunday +school should pass through his hands. If money +is raised for any purpose, or a money-making +entertainment is held, the treasurer should take +charge of the receipts and pay the bills. For this +purpose he should be ex officio a member of all +committees required to receive and disburse funds.</p> + +<p>(2) <i>Bank Account.</i> Except in small and remote +places, the treasurer will find it desirable to keep +an account with a bank in behalf of the school, +and deposit therein all moneys received. Under +no circumstances should he deposit Sunday-school +funds as a part of his own private account, but +should keep separate accounts as an individual and +as treasurer.</p> + +<p>(3) <i>Reports and Vouchers.</i> At each meeting of +the governing board of the school he should present +a statement of the condition of the treasury,<span class='pagenum'><a name="Page_79" id="Page_79">[79]</a></span> +with exact mention of all moneys received and +paid since the last meeting; and for every payment +he should show a receipt or voucher, and on it the +"O. K." or approval of some qualified person who +knows that it is correct.</p> + +<p>(4) <i>Bills.</i> He should receive all bills against the +school, and should inform himself concerning them, +in order to be able to answer any questions raised +by members of the board. He should present at +the meeting a statement of all the unpaid bills +on hand, with a forecast of bills expected, and +obtain a vote of the board upon each bill that is +to be paid.</p> + +<p>(5) <i>Checks.</i> It is desirable to pay bills as far as +possible with checks, as the check will often serve +as a receipt; and the receipted bills should be filed +together for reference.</p> + +<p>(6) <i>Audits.</i> An Auditing Committee should be +appointed, to examine the accounts of the school +from time to time, and always when the treasurer +completes his term, alike whether he is reëlected +or gives place to a successor. This committee +should either present a written report, or should +sign their names to the treasurer's report, with the +indorsement, "Audited and found correct."</p> + +<p>Most of the above recommendations, perhaps all +of them, state the methods that would be followed +by any intelligent, businesslike treasurer. But in +the continent-wide area of the Sunday school, of +necessity, not all treasurers are intelligent or experienced +in business methods; and there are doubtless +many who may profit by these suggestions.</p> + +<p>(7) <i>Study of Benevolent Interests.</i> One of the +most important duties of a treasurer in a modern<span class='pagenum'><a name="Page_80" id="Page_80">[80]</a></span> +Sunday school is to study the different charitable +objects that present themselves to the school, decide +upon their merits, and then present them +understandingly to the members of the school, with +a view to eliciting their interest and training +them in the spirit and habit of intelligent giving. +This important task raises the treasurership out of +mere mechanical service, and constitutes it one of +the directing forces in the school.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_81" id="Page_81">[81]</a></span></p> +<h2>XI</h2> + +<div class='chaptertitle'>VALUE OF THE SUNDAY-SCHOOL LIBRARY</div> + + +<p>1. <b>The Library of the Past.</b> Until quite recent +times the Sunday-school library was understood to +be a collection of books, mainly of an entertaining +character, kept in the school, distributed at its +sessions, and read by the scholars, for enjoyment +rather than for instruction. Such a library was +regarded as an essential of the Sunday school. +However small or however poor the school, it +must have a library. Books were scarce, and +desirable books were high in price. There were no +free public libraries, and few circulating libraries. +The library was regarded as the principal attraction +of the school, and it drew the scholars. Many +children attended two Sunday schools in order to +obtain each week two library books. The books +were read by all the family; and in many homes +the Sunday-school library furnished most of the +reading matter. The literature may not have been +of the highest grade, but, with all its defects, the +Sunday-school library of the past was a useful and +valuable institution.</p> + +<p>2. <b>Its Decline in the Present.</b> In recent times, +and especially in well-settled and cultured communities, +the Sunday-school library has lost much +of its importance. Very many schools have closed +their libraries; and in the schools continuing their +use only a small proportion of the scholars obtain +books. Inquiry has shown that in cities and<span class='pagenum'><a name="Page_82" id="Page_82">[82]</a></span> +suburban towns a school of two hundred members +will include not more than thirty who make use +of the library. When the library is closed scarcely +any complaints from the scholars are heard; nor +is the closing of the library followed by a loss of +scholars. Publishing houses which formerly issued +fifty new books each year, especially for Sunday-school +libraries, have entirely abandoned this +branch of business. It cannot be maintained that +the Sunday-school library for the entertainment of +the scholars now holds a prominent place, or is a +factor of success, in the best American Sunday +schools.</p> + +<p>3. <b>Causes of Decline.</b> It is not difficult to find +reasons for this present lack of interest in the +Sunday-school library. Books are now far more +abundant than they were formerly. They are sold +cheaply, and are to be found in almost every +home. The periodical literature in circulation to-day +is apparently a hundredfold greater than it +was two generations ago. Every city and almost +every town has its public library. Many schools +are furnished with free libraries. Readers can +scarcely find time for the books and magazines +that are open to them. Moreover, the Sunday +school now stands in such recognized honor and +power that it no longer needs the old-time library +as a bait for scholars. The library for mere recreation +does not readily fit into the general scheme +of education in the modern Sunday school. Then, +too, the educational work of the school demands +such an outfit of books and periodicals, renewed +each year, that the additional expense of the +library is a heavy burden. Sharp criticism is<span class='pagenum'><a name="Page_83" id="Page_83">[83]</a></span> +passed upon the quality of the books in most +Sunday-school libraries, as being almost wholly +stories, and stories of a cheap and commonplace +character, many of them absolutely injurious. The +conducting of the library is often found to interfere +with the order and work of the school. These +are among the causes which have led to disuse of +the library in many Sunday schools.</p> + +<p>4. <b>The Uses of a Good Library.</b> Notwithstanding +the objections to the Sunday-school library, its +neglect by many scholars, and its abolition in +many schools, the fact remains that the majority +of Sunday schools still retain the library, and +claim that it is needed. There are even places +where the Sunday-school library holds its own +constituency in competition with the town library; +and in small villages the Sunday school supplies +most of the books in circulation. The principal +claims made in behalf of such a library are the +following:</p> + +<p>(1) <i>Family Needs.</i> Every family needs good +reading matter. The books that interest the young +generally interest the old also. People who would +be at a loss to select a book from the shelves of a +public library will read the book brought to them +from the Sunday-school library. The reading of +the library-book fills leisure time on Sunday afternoons +and on long winter evenings.</p> + +<p>(2) <i>Moral Influence.</i> While most Sunday-school +books as literature are open to criticism, yet in +the realm of ethics they generally present high +ideals. The characters depicted in them may not +be symmetrical, but on the whole they are earnest +and upright. Youth admires heroism; and the<span class='pagenum'><a name="Page_84" id="Page_84">[84]</a></span> +personalities portrayed in popular Sunday-school +books are generally heroic, even though they may +be unduly emotional. The boys who are picked up +by the police in railroad centers, armed for fighting +Indians or robbing trains, generally carry an assortment +of cheap novels, but they are not from +Sunday-school libraries. If the criterion be ethics +and not literature, most Sunday-school books will +stand the test.</p> + +<p>(3) <i>Aid to the School.</i> As has been already +suggested, the original aim of the library was to +attract scholars to the school. In many places +this influence is no longer needed; but there still +remain communities where scholars are obtained +and families are interested by means of the library. +And it is an open question whether if the library +had advanced step by step with the other departments +of the school, if the same attention had +been given to the supply and management of the +library as has been given to the educational work, +if the right books had been kept upon its shelves, +and advanced methods had been sought in their +distribution, the library of the Sunday school +might not still be a vigorous and successful institution.</p> + +<p>5. <b>Principles of Selection.</b> If the governing board +of the school decides that a library for general +reading by the scholars is desirable, the question +at once arises as to what principles shall determine +the selection of books. A few of these principles +may be stated:</p> + +<p>(1) <i>Variety.</i> The library should represent more +than one department of literature. So general is +the taste for stories that the tendency will be<span class='pagenum'><a name="Page_85" id="Page_85">[85]</a></span> +inevitable to overload the library with works of +fiction. Therefore special care should be given to +include in it the lives of great and good men—heroes, +statesmen, explorers, leaders of the church, +and missionaries. All of these present life on its +romantic side, and may be found written in an +entertaining manner. Upon the shelves should also +be placed history and science—not in many-volumed +treatises for scholars, but in popular books +for young people. In fact, there are few departments +of a good public library which may not +properly be included in the library of the Sunday +school, especially in places where the school is +expected to supply the reading matter for the +community.</p> + +<p>(2) <i>Popularity.</i> Merely to place books on the +shelves of a Sunday-school library will not insure +the reading of them. This library aims to be +emphatically a circulating library. Its books are +not for show, but for use; and their place to be +seen is not on the shelves of the library-room, but +in the homes of the scholars and teachers. It is +absolutely essential that no book be placed in +the library unless it is sufficiently interesting to be +taken out and read, for an unread book is worse +than <ins title="Transcriber's Note: original reads 'useles'">useless</ins> in the Sunday-school library. Although +its principles be as sound as the Ten Commandments, +if it be dull it must be condemned. Students +may be willing to plod through an uninteresting +book because it is profitable, but ordinary readers, +especially youthful readers, will turn from it. +Books should not be purchased because they are +good, or because they are cheap; nor, on the other +hand, should they be chosen only because they are<span class='pagenum'><a name="Page_86" id="Page_86">[86]</a></span> +popular; yet an interesting, popular quality should +be an absolute requirement in every book placed +upon the library shelves.</p> + +<p>(3) <i>Literary Quality.</i> Books are influential +teachers, and a style like that of Hawthorne or +Eliot will unconsciously mold the language of those +who read it. On the other hand, the habitual +readers of the slang in the comic paragraph of the +newspaper will talk in a careless and inelegant +manner. Of course, all books should be excluded +from the library which deal in low, profane, or +immoral language, without regarding the specious +plea that such describe life as it is. We do not +need to learn the language of the slums to know +life; and, as one writer has said, we do not want +a realism that can be touched only with a pair of +tongs. The best pirate story in the English language +is one that is without an oath from cover to +cover,<a name="FNanchor_10_10" id="FNanchor_10_10"></a><a href="#Footnote_10_10" class="fnanchor">[10]</a> and we would not exclude it from the +Sunday-school library. Let us seek for writers +whose expression is direct, smooth, and cultured. +The Sunday school in its literature as well as its +teaching should lead upward toward refinement of +taste.</p> + +<p>(4) <i>Moral Teaching.</i> The ethical standard of +every book in the Sunday-school library should be +of the highest. Not that every paragraph should +end with the application like the <i>Hæc fabula docet</i> +of Æsop's fables, or that the characters in a story +should be of a "goody-goody" kind, or that none +but good people should appear upon the page. +There must be some shadows in the perspective +that the light may stand in contrast. But in no<span class='pagenum'><a name="Page_87" id="Page_87">[87]</a></span> +case should wrong, or sin, or the doubtful moralities +of modern society be made attractive. +Moral problem stories, in which the boundary lines +of right and wrong conduct are crossed and re-crossed +until right seems wrong, and wrong seems +right, should have no place. "Should love stories +be admitted?" Not if the element of love enters +as the dominant thought of the book. A story +should not be forbidden because there is a pair of +lovers in it; but it should not be accepted if the +book shows no higher motive than to set forth +their passion. Books should be sought that will +inculcate a noble manliness for young men and a +noble womanliness for young women, and there are +such books in numbers sufficient to fill the library +shelves.</p> + +<p>(5) <i>Christian Spirit.</i> It is not required that +every book should set forth and illustrate a spiritual +experience. It may be religious without preaching +religion. But the morals it inculcates should be +founded upon the gospels and inspired by faith. +It should be reverent in its treatment of the Bible, +of the church, and of the ministry. A book or a +story designed to weaken belief in the Scriptures +as records of the divine will, or holding the church +up to scorn, or showing a minister as its villain, +should be kept out of the Sunday-school library. +Criticism or discussion of the Bible, of the church, +and of the ministry has its place, but its place is +not in the Sunday school. The Sunday school is +distinctively a religious and a Christian institution, +and the atmosphere of the Christian religion should +pervade its library.</p> + +<p>6. <b>The Coming Sunday-School Library.</b> Another<span class='pagenum'><a name="Page_88" id="Page_88">[88]</a></span> +library of a higher type than that designed for the +reading and recreation of the scholars is now +arising to notice in many advanced Sunday schools, +and is destined to become the Sunday-school +library of the future, either supplementing the +library of the past or taking its place. It is +the library which is to the Sunday school what the +college library is to the college, a workshop equipped +with tools for the use of the teacher and the +scholar. It will be at once a reference library, +containing the best Bible dictionaries, cyclopedias, +expository works, and gospel harmonies, open at +certain times for the use of students; and also a +lending library of books upon the Bible, upon the +Sunday school, upon teaching, upon religion, upon +character, and upon the varied forms of social +service which are now calling for workers, and will +call yet more imperatively in the coming years. +The books for this library must be chosen with +wisdom; for they should represent the results of +the best scholarship, yet be expressed in language +that the nonprofessional reader can understand; +and many of them must be for the scholars, who +are of all ages and all degrees of intelligence. +Those of the Primary Department should be able +to find in such a library the stories of the Bible +told in such a fascinating manner that a child +too young to read them may listen to them with +interest, and picture-books illustrating the events, +the people, the dress, and the landscape of the +Bible. It should be planned to meet the needs of +every grade in the Sunday school, and to aid +every teacher and every scholar; and when established +it should be made effective in the educational<span class='pagenum'><a name="Page_89" id="Page_89">[89]</a></span> +work of the school. Just as in the secular school +and the college students are sent to the library +with directions as to the books they will need, so +in the Sunday school teachers will be able to +counsel their scholars and to give them week-day +work, so that the teaching will be more than the +talk of the teacher; it will embrace the results of +searching on the part of the scholar. Under the +system of uniform lessons the use of such a library +was well-nigh impracticable, because every class +would need the same books at one time. But the +uniform lessons are being rapidly displaced by the +graded system, giving to each grade its own series +of lessons; and this method, requiring different +books for each age in the school, will open the way +for reference work and study in the library. The +time is at hand when such a working library will +become a necessity in every well-organized school.</p> + +<p>7. <b>The Public Library and the Sunday School.</b> +It would seem that wherever the public library is +free, available, and well conducted some arrangement +might be effected whereby the Sunday-school +libraries could be united with the public library. +This would lessen expense and difficulty in management, +would avoid the unnecessary reduplication +of copies of the same books, and would give to +the scholars at once a wider selection and the +advantage of the open shelf. In more than one +town this has been accomplished. The Sunday +schools have transferred all their libraries to the +public library, to its enlargement, and with no +loss of members to the schools. Some Sunday +schools in cities have been recognized as branch +stations of the public library, giving them the<span class='pagenum'><a name="Page_90" id="Page_90">[90]</a></span> +benefit of frequent changes in the equipment of +books, which at regular intervals are selected from +the store of the public library by the library committee +of the school. The working library for +teachers and scholars, proposed in the last paragraph, +in many places might be established in +the public library, wherever the schools in the +community will unite to show that it is needed, to +name the books required, and to make it practically +useful.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_91" id="Page_91">[91]</a></span></p> +<h2>XII</h2> + +<div class='chaptertitle'>THE MANAGEMENT OF THE LIBRARY</div> + + +<p>1. <b>Library Committee.</b> For the selection of +books, whether in the reading library for scholars +or the working library for teachers and scholars, +a wise, intelligent, and careful committee should +be chosen, and should be maintained in permanent +service. The pastor and the superintendent +should be ex-officio members of this committee, but +it should also include some other persons sufficiently +acquainted with books to pass upon their merits, +and willing to give time, inquiry, and thought to +the library. There may be schools fortunate in +possessing librarians who devote themselves to the +selection of books, as well as to the care of them; +and in such schools the library committees will find +their labors lessened. No book should be admitted +to the library without examination and approval +by the committee.</p> + +<p>(1) <i>Purchase of Books.</i> The simplest method +for finding books is far from being the best method. +It is to have a quantity of books—a hundred or +more at one time—sent by booksellers on approval. +This method involves hasty examination, and generally +results in obtaining many useless, worthless +books intermixed with a few good ones. The +better plan is for the committee, first of all, to be +supplied with catalogues from reputable publishers +of books for children and young people, and also +books on religious and biblical education; next to<span class='pagenum'><a name="Page_92" id="Page_92">[92]</a></span> +read carefully the reviews of books in these departments +as given in the best literary and religious +periodicals; then, to send only for such books as +they judge will be desirable, receiving them on +approval. Every book should not only be looked +at, but read; and if at all doubtful read by more +than one member of the committee. In some +Sunday schools there is placed at the door a +library box, in which may be deposited the names +of books desired by members of the school. Lists +of approved books are published by various houses +and societies; and the catalogues of a few good +Sunday-school libraries will aid committees. The +library committee must scrutinize closely all donations +of books offered to the library, and resolutely +decline every book that is unsuitable, even at the +risk of offending the donor. The Sunday-school +library room must not be turned into a mausoleum +for dead volumes. The committee must also beware +of bargains offered by some booksellers who +would unload upon Sunday schools their left-over +and unsalable stock. That which costs little is +generally worth less. The Sunday school must +obtain only books that will be read and are worth +reading.</p> + +<p>(2) <i>Frequent Additions.</i> The usual method is to +use the old library until its best books are either +worn out or lost, and then to make a strenuous +effort at raising money for the purchase of an +entirely new collection. But the better plan is to +add a few carefully selected books each month to +the library. To examine at one time two hundred +volumes is an impossibility, and in so large a +purchase many undesirable books are sure to be<span class='pagenum'><a name="Page_93" id="Page_93">[93]</a></span> +included. It is not difficult to select after careful +examination ten books each month, and thereby +keep the library always at a high grade of excellence. +With each purchase a slip describing +the new books might be printed, and distributed +to the school, thus keeping the library constantly +before its patrons.</p> + +<p>2. <b>The Librarian.</b> There is a close analogy between +the work of the librarian in the public +library and that in the Sunday school. For the +public library everywhere a specialist is sought, one +who knows books, can select them wisely, and +can aid seekers after literature in their reading. +The Sunday school needs just such a librarian, +and all the more because the scholars cannot +select from the open shelf, but must guess at the +quality of a book from its title in the catalogue. +It has been noticed that wherever a Sunday-school +library is successful in holding the interest of the +scholars there is found with it a librarian adapted +to his work and devoting himself to it. We notice +the characteristics of a good librarian in the +Sunday school:</p> + +<p>(1) <i>A Bookman.</i> He is a lover of books, acquainted +with them, and interested in good +literature. His work is more than to distribute +books: he should aid, sometimes supervise, their +collection.</p> + +<p>(2) <i>A Business Man.</i> He is practical, orderly, +and systematic in his ways of working; with a plan +for his task, and fidelity in accomplishing it.</p> + +<p>(3) <i>Gentle in Manner.</i> Opportunities will be +frequent for the librarian to clash with the scholars +on the one hand, or with the superintendent upon<span class='pagenum'><a name="Page_94" id="Page_94">[94]</a></span> +the other. With one he may appear arbitrary, +with the other disorderly, his work sometimes +breaking into the program of exercises. He should +be pleasant toward all, uniform in his dealings, +and attentive to the general order of the school.</p> + +<p>3. <b>His Assistants.</b> In most schools one assistant, +in large schools several assistants, will be required +by the librarian. He should nominate them, subject +to the approval of the governing board of the +school; and should require of them regular and +prompt attendance, and attention to their work in +the library. It is very desirable that the business +should be so arranged as to allow the librarians +to take part in the opening devotional service +with the school, and not to be at work arranging +books while others are at prayer.</p> + +<p>4. <b>The Management of the Library.</b> This involves +four processes: the collection, the assignment, the +distribution, and the return of the books.</p> + +<p>(1) <i>The Collection.</i> The books can easily be +collected without interfering with the order of the +school, if the library window is near the entrance +to the building, and the scholars as they enter +leave their books at the library. This is the +method employed in most schools.</p> + +<p>(2) <i>The Assignment.</i> How to enable each scholar +to choose his book introduces one of the three +problems in library management. The plan generally +followed is to supply each scholar with +a card bearing a number which represents the +scholar. He selects from the catalogue a large +assortment of books, and writes their numbers +upon his card: the librarian assigns the scholar any +one of the books selected, crosses it from his list,<span class='pagenum'><a name="Page_95" id="Page_95">[95]</a></span> +and upon another list marks the number of the +book opposite the number of the scholar. The +weakness of the plan is in the fact that the scholar +has no means of learning from the catalogue what +books are desirable; and a book desired by one +may be entirely undesirable to another. Theoretically +the scholar has the whole catalogue from +which to choose; practically he has no choice, +except the suggestion in the titles of the books. +The open-shelf plan cannot be established in the +Sunday school, for the room is usually too small, +the time of the session is too brief, and the work +of the school too important to allow interruption.</p> + +<p>In some graded Sunday schools another plan is +pursued, taking from the scholar all choice, but +assigning to each grade books of certain numbers, +all printed upon the card of the scholar, any one +of which books he may receive at any time during +his stay in the grade, but each of which will fall +to his lot but once. This plan demands a library +of books carefully selected, and as carefully fitted +to each grade in the school. But this method is +apt to be unsatisfactory to the scholars, who have +their own preferences among the books. The +difficulties in assigning books, and disappointments +of scholars in failing to obtain the books desired, +is a frequent cause for the disuse of the library; +and this problem has not as yet been fully solved.</p> + +<p>(3) <i>The Distribution.</i> This takes place at the +close of the school, and brings in the second +problem of library management. The books may +be brought to the classes by the librarians, and +distributed by the teachers; each scholar's book +being indicated by his card placed within it. This<span class='pagenum'><a name="Page_96" id="Page_96">[96]</a></span> +method often causes confusion; scholars being dissatisfied +with their books and leaving their classes +press around the library. Sometimes they exchange +books with each other. This is a simple plan as +far as the two scholars exchanging are concerned, +but sure to make trouble in the record of the +librarian. Or each class may be dismissed in turn, +and obtain its books at the library window while +passing out. But this plan causes a congestion of +scholars at the library, and also requires much +time. To manage the distribution of books demands +a strong will, coupled with a gentle manner +in maintaining the library rules.</p> + +<p>(4) <i>The Return.</i> The theory of the Sunday-school +library is that each scholar will bring his +book back after a week or two weeks. But boys and +girls—sometimes older scholars also—are apt to be +careless. Books are exchanged between scholars, +are loaned from one home to another, are forgotten, +and are lost. And the books lost most readily are +frequently those that are most sought for by the +scholars. How to induce scholars invariably to +return their books constitutes the third problem +of library management. In many schools the +percentage of lost books is exceedingly large. The +librarian should do his utmost to reduce the loss +to a minimum. To this end a few suggestions +may be given:</p> + +<p>(a) Record of Scholars. Every scholar's name +and address, with his library number, should be +kept on record in the library; and every effort +should be made to make the record conform to all +changes in residence.</p> + +<p>(b) Record Sheet. The library should contain a<span class='pagenum'><a name="Page_97" id="Page_97">[97]</a></span> +record sheet, showing the number of every book +issued, and the number of the scholar receiving it; +to be canceled when the book is returned. This +will show who is responsible for every book out +of its place from the library.</p> + +<p>(c) Fines. A fine should be assessed upon the +scholar for every book kept over time; and notice +sent to the scholar at his home when a fine has +become due.</p> + +<p>(d) Rewards. Scholars should be paid a reward, +perhaps of ten cents for each book, if they can +succeed in tracing and finding any book which +has been out of the library two months or more. +These plans, or others, may lessen, but no plan +will entirely remove, the evil of books lost to the +library through neglect or a worse crime.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_98" id="Page_98">[98]</a></span></p> +<h2><a name="CH_XIII" id="CH_XIII"></a>XIII</h2> + +<div class='chaptertitle'>THE TEACHER'S QUALIFICATIONS AND NEED OF TRAINING</div> + + +<p>While the superintendent in the school is the +moving and guiding intelligence, the pulse of the +machine, the teacher in the class is the worker +at the anvil, or the loom, or the lathe, for whom +all the plans are made, and upon whom all the +success depends. In the warfare for souls he is +on the picket line and at close range, fighting +face to face and hand to hand. The sphere of his +effort is small, that group gathered around him +for an hour on Sunday, but in that little field his +is the work that counts for the final victory. His +task requires peculiar adaptedness, supplemented +by special training.</p> + +<p>1. <b>His Qualifications.</b> There are on the American +continent not less than a million and a half Sunday-school +teachers, who give to the gospel their +free-will offering of time, and toil, and thought. +They are not like civil engineers or the majority +of public-school teachers, graduates of schools that +have given them training for a special vocation. +In every respect they are laymen, engaged for six +days in secular work, and on one day finding an +avocation in the Sunday school. Yet there are +certain traits, partly natural and partly acquired, +which they must possess, if they are to find success +in their Sabbath-day service.</p> + +<p>(1) <i>A Sincere Disciple.</i> The Sunday-school<span class='pagenum'><a name="Page_99" id="Page_99">[99]</a></span> +teacher must be a follower of Christ, not merely +in profession but in spirit. He is one who has +met his Lord, has heard and has obeyed the call, +"Follow me." He enlisted in the grand army of +which Christ is the Commander, before he received +his assignment to the army corps of the Sunday +school, and his fidelity to the department is inspired +by his deeper loyalty to his Lord. It is +eminently desirable that the Sunday-school teacher +should be a member of the church; but it is imperative +that he should be a disciple of Christ.</p> + +<p>(2) <i>A Lover of Youth.</i> By far the largest proportion +of scholars in the Sunday school, perhaps +nine tenths, are under twenty-five years of age. +Therefore, with few exceptions, the teachers must +deal with young people; and youth at all its stages +is not easy to understand and to manage. Moreover, +the fact that not only the teachers, but to +a large extent the scholars, are volunteers enters +into the problem. Pupils attend the week-day +school and submit to a teacher's rule because they +must, whether their teachers are acceptable or are +disliked. But the rule in the Sunday school is +not the law of authority; it is the law of persuasion. +The teacher who cannot draw his scholars, but +repels them, soon finds himself without a class. +In all teaching sympathy, or the coördination between +the interest of the teacher in the pupil and +of the pupil in the teacher, is a strong factor in +success; but in the Sunday school it is an absolute +necessity by reason of the voluntary element in the +constitution of the Sunday school. That mystic +power which will combine uncongenial spirits, and +fuse the hearts of teacher and scholar into one,<span class='pagenum'><a name="Page_100" id="Page_100">[100]</a></span> +is love. Let the teacher love his scholars, let him +see in each pupil some quality to inspire love, +and the battle is half won. Love will quicken +tact, and love and tact together will win the complete +victory.</p> + +<p>(3) <i>A Lover of the Scriptures.</i> Whatever the +Sunday school of to-morrow may become, the +Sunday school of to-day is preëminently a Bible +school. There are tendencies in our time which +may in another generation render the Bible less +prominent, and introduce into the Sunday school +studies in church history, in social science, in +moral reform, in missions, perhaps in comparative +religion, or in some other departments of knowledge. +But as yet the great text-book of the +school is the Holy Scriptures. The volume should +be in the hand of every teacher and of every +scholar during the school session; and the teacher, +especially, must study it during the week. If all +of the Bible that he knows is contained in the +paragraphs assigned for the coming lesson, and the +rest of the book is sealed to his eyes, he will be +a very poor teacher. He needs to have his mind +stored with a thousand facts, and to have these +facts systematized, in order to teach ten; and the +nine hundred and ninety which he knows will add +all their weight to the ten which he tells.</p> + +<p>(4) <i>A Willing Worker.</i> The teacher's love for +Christ, for his scholars, and for his Bible is not +to expend itself in emotion or even in study; +it is to find expression in efficient service. A task +is laid upon him which will demand much of his +time and his power of body, mind, and spirit. +He must be ready to meet his class fifty-two<span class='pagenum'><a name="Page_101" id="Page_101">[101]</a></span> +Sundays in the year: on days of sunshine and days +of storm; when he is eager for the work, and when +he is weary in it; when his scholars are responsive, +and when they are careless; when his fellow +workers are congenial, and when they are anti-pathetic; +when his lesson is easy to teach, and +when it is hard. He must be regular in his service, +not turned aside by opportunities of enjoyment +elsewhere; and he must give to it all his powers +and all his skill. Work such as this can be sustained +only by an enduring enthusiasm, a devotion +to the cause; and therefore the teacher must +have his heart enlisted as well as his will.</p> + +<p>As a Sunday-school teacher, then, four harmonious +objects will claim a share in his love: his +Lord, his scholars, his Bible, and his work.</p> + +<p>2. <b>His Need of Training.</b> For two generations it +was supposed that any person fairly intelligent, +without special equipment, was fitted to be a +Sunday-school teacher. There are found no records +of training classes in Sunday-school work earlier +than 1855, when the Rev. John H. Vincent began +to gather young people and train them for service +in his Sunday school at Irvington, New Jersey. +The seed of his "Palestine Class" grew into the +"Normal Class"; and by 1869 there were in a +few places classes for the teaching of teachers in +the Bible and Sunday-school work. It is not +remarkable that Sunday-school teacher-training +should be delayed so long after the organization +of the first Sunday school, when it is remembered +that in America the first Normal School for secular +teachers was not founded until 1839. The Chautauqua +movement, begun in 1874, gave a strong<span class='pagenum'><a name="Page_102" id="Page_102">[102]</a></span> +impetus to Sunday-school teacher-training; the +state associations and denominational organizations +took up the work; and now teacher-training classes +are to be found in every state and province on the +American continent. The thoroughly graded school +includes in its system a class for the training of +young people who are to be teachers.</p> + +<p>It is late in the day to inquire why the Sunday-school +teacher needs training; but the question is +often asked, and the answers are ready:</p> + +<p>(1) <i>The General Principle.</i> All good work involves +the prerequisite of training. Especially is +this true of teaching; and there is a reason why +the principle holds with regard to the Sunday-school +teacher even more directly than with the +secular teacher. While the subjects of teaching are +vitally important, relating to character and efficient +service, the time for teaching is short, less than +an hour each week, in contrast to the twenty or +twenty-five hours in the week-day school. To +make an impression in so short a teaching period, +with such long intervals between the lessons, demands +that the teacher be one who possesses +exceptional fitness for his work, and this superior +fitness cannot be obtained without special and +thorough training.</p> + +<p>(2) <i>The Teacher's Responsibility.</i> All-important +as is the work of religious teaching, for which the +Bible is the chief text-book in the church, there +is but one institution in our time charged with +that mighty duty, and that is the Sunday school. +The Bible is rarely taught in the home, which +should be the first place for teaching it; it is only +incidentally taught in the pulpit, of which the aim<span class='pagenum'><a name="Page_103" id="Page_103">[103]</a></span> +is not so much instruction as inspiration. Practically +all the teaching of the Bible now devolves +upon the Sunday school, and the Sunday school +only. If the Sunday schools of the world for one +generation should fail to teach the word of life, +the knowledge of that word would well-nigh cease. +And the one person charged with that task, the +one on whom the responsibility rests, is the Sunday-school +teacher. He who is intrusted with so great +a work, and upon whose fidelity the work depends, +must have a proper equipment; and that equipment +presupposes training.</p> + +<p>(3) <i>The Demand of the Age.</i> We are living in +an intellectual age, unparalleled in the history of +the world. The boundaries of knowledge in every +direction have widened, and in each realm the +search is deeper and more thorough. Such wealth +has been added through recent investigations to +the store of Bible knowledge that most commentaries, +expositions, and introductions of the +past have now but slight value. Another exceedingly +important realm that has been added to the +domain of knowledge is that of child study, but +recently an unexplored field, now open to every +reader. In such a time as this the teacher who +would impart the contents of the Bible to the +young must have eyes and mind opened. He must +know the results of modern investigation in +the Scriptures and in the nature of those whom +he teaches. His pupils are under the care of +trained and alert specialists through the week; +they must receive instruction from well-taught +minds in the Sunday school.</p> + +<p>(4) <i>The Teacher and His Class.</i> The peculiar<span class='pagenum'><a name="Page_104" id="Page_104">[104]</a></span> +relation already referred to as existing between the +Sunday-school teacher and his class presents another +incentive to training. His relation is not like +that of the secular teacher, who speaks with +authority, and can command attention and study. +The teacher in Sunday school cannot require his +scholars to learn the lesson; the authority of the +parent is rarely employed to compel home study; +and as a result most of our scholars come to the +Sunday school unprepared. This is not the ideal +or the ultimate condition, but unfortunately it is +still the real condition in at least nine out of ten +Sunday-school classes. This condition makes the +demand upon the teacher all the greater. Because +his scholars are unprepared he must be all the +better prepared. He must be able to awaken and +arouse his pupils; he must inspire them to an +interest in the lesson; he must so teach as to lead +them into knowledge of the truth and a desire to +seek it for themselves. Anyone can teach the +scholar who is eager to learn; but to teach those +who come to the class unprepared and careless, +to send them away with a clear-cut understanding +of the lesson, and an awakened intelligence and +conscience—all this, under the conditions of the +Sunday-school teacher's task, and in his peculiar +relation to his scholars, requires not only ability, +but also thoroughly trained ability.</p> + +<p>In view of all these considerations, it is not +surprising that at the opening of the twentieth +century the demand of the Sunday schools everywhere +is for better teaching, and for teachers who +have themselves been taught and are able to +teach others.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_105" id="Page_105">[105]</a></span></p> +<h2><a name="CH_XIV" id="CH_XIV"></a>XIV</h2> + +<div class='chaptertitle'>THE TRAINING AND TASK OF THE TEACHER</div> + + +<p>1. <b>The Training Needed.</b> Many faithful workers +in the Sunday school realize their need of preparation; +but, while conscious of unfitness, they have +no clear conception of the equipment which they +require. What are those fields of knowledge which +should be traversed by one who has been called +to teach in the Sunday school? They comprise +four departments: (1) the Book, (2) the scholar, +(3) the school, and (4) the work.</p> + +<p>(1) <i>The Book.</i> We have already noted that the +Sunday school is differentiated from other systems +of education in the fact that it uses mainly but +one text-book, the Holy Scriptures. For that +reason the teacher must first of all acquaint himself +as thoroughly as possible with the contents of +that wonderful volume. He should be a twentieth +century Bible student; not a student or a scholar +according to the light of the Middle Ages, or the +seventeenth century, or even of the first half of +the nineteenth century; for in all those periods the +aims, the methods, and the scope of Bible study +were different from those of the present time. +He who is to teach the Bible successfully to-day +must have some knowledge of the Bible in the +following aspects:</p> + +<p>(a) Its Origin and Nature. He must have +a definite idea of how the sixty-six books of +Scripture were composed, written, and preserved;<span class='pagenum'><a name="Page_106" id="Page_106">[106]</a></span> +and, as far as may be known, who were +their authors.</p> + +<p>(b) Its History. The Bible is, more than anything +else, a book of history, containing the record +of a people who received the divine revelation and +preserved it. The divine revelation cannot be +taught nor comprehended unless the annals of that +remarkable people, the Israelites, be first read and +understood. Therefore biblical history should be +the first subject to be studied by the teacher in +the Sunday school. The leading facts and underlying +principles of that unique history must be +understood; not in an outline of minute details, +but as a general landscape, in which each lesson +of the Bible will take its place.</p> + +<p>(c) Its Geographical Background. The Bible +brings before us a world of natural features which +remain—seas, mountains, valleys, and plains; a +world of political divisions which has passed away; +its empires, kingdoms, and tribal relations; and +cities and towns, some of them now desolate, +others in poverty and in ruin. The teacher who +is to instruct his pupils must be able to see those +abiding elements, and by the aid of his historical +imagination to reconstruct those that have changed. +He must make that ancient world of the Bible +roll like a panorama before the eyes of his mind.</p> + +<p>(d) Its Institutions. Upon every page of the +Bible are stamped pictures of manners, customs, +institutions, forms of worship, that are unfamiliar +to our Christian, Anglo-Saxon, modern world. The +teacher must become familiar with this local color +of another civilization, and enable his class to see +it through his eyes.<span class='pagenum'><a name="Page_107" id="Page_107">[107]</a></span></p> + +<p>(e) Its Ethical and Religious Teaching. In the +past, and until a generation ago, the Bible was +studied only for its doctrines. It was generally +treated as one book, all written at once and by +one author; its history, biography, institutions, +were passed over as unimportant; while every +sentence was searched for some light upon theology. +From the Bible, by assorting and grouping its +texts out of every book, a system of doctrine was +constructed; and the mastery of this system with +its proof-texts was regarded as the principal work +of the Bible student. That method of Bible study +has justly fallen into disuse among modern +scholars. The Bible is now looked upon as a record +of life rather than as a treasury of texts. Yet its +stream of ethical, religious, and spiritual teaching +must be found and followed by the student who +is to teach the truth; and the doctrines revealed +through the Bible should be regarded as a necessary +part of his training.</p> + +<p>(2) <i>The Scholar.</i> One book must be studied +closely by the teacher, and that is his pupils. +During the last thirty years human nature in all +its stages, as child, as youth, during adolescence, +and in maturity—especially in the earlier periods—has +been investigated as never before. The student +in our time can enter into the results of special +study upon these subjects. He needs to know +what the best books can give him of child study +and mind study; and to supplement book-knowledge +in this department with watchful eyes and +close thought upon the traits which he finds in +his own scholars.</p> + +<p>(3) <i>The School.</i> The teacher in the Sunday<span class='pagenum'><a name="Page_108" id="Page_108">[108]</a></span> +school needs to understand the institution wherein +he is a worker. The Sunday school is like the +week-day school, yet unlike it; and the teacher +must be able to appreciate at once what he can +follow and what he should avoid in the methods +of the secular school. The history of the Sunday-school +movement, its fundamental principles, its +organization, officers, methods of management, and +aims—all these are in the scope of the teacher's +preparation.</p> + +<p>(4) <i>The Work.</i> Whether on Sunday or on +Monday, a teacher is after all a teacher, and +the laws of true teaching are the same in a +Sunday school, in a public school, and in a +college. The application of those laws may +vary according to the ages of pupils, the subjects +of instruction, and the aims of the institution, +but the principles are unchanging. Those +enduring principles of instruction are well understood, +are set down in text-books, and can +easily be learned by a student. There are successful +teachers who know these principles by an +intuition that they cannot explain; but most people +will save themselves from many mistakes and +comparative failure by a close study of modern +educational methods.</p> + +<p>In some way knowledge in all these four great +departments of training should be obtained by the +teacher, if possible, before he enters upon his task; +but if he has missed earlier opportunities of +preparation he must acquire this knowledge even +while he is teaching. The outlines of such a course +of study should be given in the training class for +young people; and such a training class should be<span class='pagenum'><a name="Page_109" id="Page_109">[109]</a></span> +regarded as essential to every well-organized +school.<a name="FNanchor_11_11" id="FNanchor_11_11"></a><a href="#Footnote_11_11" class="fnanchor">[11]</a></p> + +<p>2. <b>The Teacher's Task.</b> All the preparation +briefly outlined in these last paragraphs is only +preparatory to the work which the teacher is to +do in his vocation. The task set before the teacher +is fourfold:</p> + +<p>(1) <i>As a Student.</i> The studies named above are +not completed when the teacher has passed out +of the training class with a certificate of graduation. +The public-school teacher who ceases to +study after finishing the course of the normal +school is foredoomed to failure. The training class +or the training school has only outlined before the +teacher the fields to be traversed, and shown him +a few paths which he may follow. He who has +undertaken to teach a group of scholars, whether +in the Beginners Department, the Senior Department, +or any grade between them, must continue +his studies, in the Bible, in the specific course of +graded lessons which he is teaching, and in general +knowledge; for there is no department of thought +or action which will not bring tribute to the +teacher, to be turned into treasure for his class. +The Sunday-school teacher must ever maintain an +open mind, a quick eye, and a spirit eager for +knowledge. His accumulation will prove a store +upon which to draw for teaching; and even that +unused will give its weight to truth imparted to +his class.</p> + +<p>(<ins title="Transcriber's Note: original reads '1'">2</ins> ) <i>As a Friend.</i> The teacher is more than a +student dealing with books; he is a living soul<span class='pagenum'><a name="Page_110" id="Page_110">[110]</a></span> +in contact with living souls. If the most masterly +lesson teaching in the realm of thought could be +spoken into a phonograph, and then ground out +before a class, it would fail to teach, for it would +utterly lack the human element. Knowledge +counts for much in teaching, but personality counts +for far more. If a teacher is to be successful he +must have a close relationship with his class. They +must know him, he must know them, and there +must be a common interest, nay, a common +affection, between the two personalities of teacher +and pupil. He must be a friend to each one of +his scholars, schooling himself, if need be, to friendship; +and each of his scholars must be made to +realize that his teacher is his friend. This personal +affection need not always be stated in words. The +teacher who constantly assures his scholars that he +loves them will not be believed as readily as the +one who shows his love in his spirit and his acts, +even though he may refrain from affectionate +forms of speech.</p> + +<p>(3) <i>As a Teacher.</i> Teaching requires more than +the possession of an abundant store of information +upon any subject. He is not a teacher who simply +pours forth upon the ears of his pupils an undigested +mass of facts, however valuable those facts +may be. The true teacher after large preparation +assorts his material, and selects such matter as is +appropriate to his own class. This he arranges +in a form to be readily received, thoroughly comprehended, +and easily remembered. He comes before +his class with the fixed purpose that every +pupil shall carry away with him a knowledge of +the lesson, and shall not forget it. He must<span class='pagenum'><a name="Page_111" id="Page_111">[111]</a></span> +awaken the pupil's attention; for talking to an +inattentive group of people accomplishes no more +than preaching to tombstones in a graveyard. He +must obtain the coöperation of the pupil's interest, +and induce him to think upon the subject. He +must call forth from his pupil some expression of +his thought in language, for one is never sure of +his knowledge until he has shaped it into words; +and that which the pupil has stated he is much +surer to remember than that which he has merely +heard. Teaching, then, involves (1) selection of +material, (2) adaptation of material, (3) presentation +of truth, (4) awakening thought, (5) calling +forth expression, (6) fixing knowledge in the +memory.</p> + +<p>(4) <i>As a Disciple.</i> It is the teacher's task not +only to impart to his scholars valuable information +about the Bible, about God, about Christ, and +about salvation; but, far more than imparting an +intellectual knowledge, to bring the living word +into relation with living souls, to inspire a fellowship +of his pupils with God, to have Christ founded +within them, to make salvation through Christ +their joyous possession. Nor is his work as a +working disciple accomplished when all his scholars +have become Christians in possession and profession, +and members of Christ's Church. By his +example and his teachings he should lead them +to efficient service for Christ in the church, in +the community, and in the state. There is work +for every member in the church, and work for +everyone possessing the spirit of Christ in the +community. Whatever may have been the type +of a saint in the twelfth century, or in the sixteenth,<span class='pagenum'><a name="Page_112" id="Page_112">[112]</a></span> +or even in the early nineteenth century, in +these stirring, strenuous years of the twentieth +century the disciple of Christ is a man among +men or a woman among women, active in the +effort to make the world better, and to establish +in his own village, or town, or ward of the city, +the kingdom of heaven on earth. To inspire his +scholars for such labors, and to lead them, is the +supreme opportunity and work of the teacher.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_113" id="Page_113">[113]</a></span></p> +<h2>XV</h2> + +<div class='chaptertitle'>THE CONSTITUENCY OF THE SUNDAY SCHOOL</div> + + +<p>1. <b>Relation to the Community.</b> The Sunday +school is a temple built of living stones; and the +quarry from which they are taken in the rough, +to be cut and polished for their places in the +building, is the entire community in which the +school is placed. In our time, more than ever +before, the reasons are imperative why special +study should be given to the community from +which the school must draw its members. Certain +principles of administration will become apparent +when once the field is carefully considered.</p> + +<p>(1) <i>Constituency Adjacent.</i> The population from +which a given Sunday school draws its members +must be generally that immediately around it. +Some teachers and scholars may come from a +distance, but even in this age of convenient transit +by trains and trolley cars, it is found that, taking +the church building as a center, the constituency +of the Sunday school in a city is mostly within a +radius of half a mile, and in the country within +a mile. Throughout that sphere of influence the +church should look well to the population, should +know its proportionate elements, as far as possible +should come into acquaintance with the families, +and should plan to win, to evangelize, and to hold +all its natural following.</p> + +<p>(2) <i>Membership Representative.</i> Upon general +and almost invariable principles, the Sunday school<span class='pagenum'><a name="Page_114" id="Page_114">[114]</a></span> +should represent all the elements of the population +within its environment. If it be a residence section +with isolated houses, each containing but one +family of well-to-do people, the church is apt to +be a family church, and a large Sunday school +must not be looked for, since large mansions rarely +contain large families. If, on the other hand, +the neighborhood be populous, characterized by +varied strata of society—a few rich, a goodly +number fairly prosperous, and a greater mass of +wage-earners, yet the section as a whole American +and not foreign in its civilization—then a flourishing, +active, and growing Sunday school should be +expected. And it should embrace all these elements, +the rich, the middle class, and the wage-earners, +in the proportion which each bears to +the community as a whole. If the school in such +a population be small, or if it be composed exclusively +of one class, whether it be the so-called +better class or the mission class, there is a serious +error in its policy. The true Sunday school should +be representative of all the elements in the population. +It is both a crime and a blunder to limit +the efforts of a Sunday school to one class of +society: a crime, because such a school leaves +multitudes around it to perish; and a blunder, +because the effort results in an anæmic, dwindling, +dying institution.</p> + +<p>(3) <i>Methods Adapted.</i> Almost every community, +whether in city or in country, possesses some +traits peculiar to itself. There may be two towns +ten miles apart, one the wealthy residential suburb +of a city, the other a settlement surrounding a +great factory. The population of these two places<span class='pagenum'><a name="Page_115" id="Page_115">[115]</a></span> +will be in marked contrast, and the methods of +Christian work successful in one will utterly fail in +the other. One street or avenue in a city may +mark the boundary line between family churches +and mission churches. Within ten minutes' walk +of each other may stand two churches of the same +denomination, yet so utterly apart in spirit as to +possess nothing in common but name. It is +possible that each of these two organizations might +learn something from the other, and might do +their Master's work better by a closer community +of interest and feeling. Yet it would be a mistake +to introduce into either church all the plans +that are successful in the other; or to reject in +one Sunday school any method because it has +proved a failure in another and a different field. +The work of each church and Sunday school must +be adapted to the population from which its +membership is to be drawn.</p> + +<p>2. <b>The Changing Population.</b> One of the most +imperative questions confronting the gospel worker, +both in the church and the Sunday school, arises +from the constant changes taking place in our +population. In the cities we see stately churches, +once thronged, now well-nigh desolate, while their +walls echo to the tread upon the sidewalk of a +churchless multitude. In front of a fine old +church, where once millionaires worshiped, the +writer has often passed a news-stand upon which +are for sale newspapers in seven different languages. +And too often one finds that the churches +of a generation ago have been turned into low +theaters, or torn down, giving place to stores and +office buildings. The general principle may be laid<span class='pagenum'><a name="Page_116" id="Page_116">[116]</a></span> +down, that a church in the city almost never lives +more than one generation in the same building +and with the same character. After thirty years +as the very longest period, if it is to retain its +members, it must follow them in the march up-town; +or if it is to retain its location and still +hold a congregation it must seek an absolutely +new constituency, and to this end must transform +its methods of work. Nor are these migrations of +population confined to the city. The towns and +villages are governed by the same law of change. +A village, once the seat of quiet homes, is suddenly +turned into a factory town, with a new and strange +population. The farms on country roads, abandoned +by the families that formerly tilled them, +are occupied by foreigners of alien speech and +manners. The building of a railroad will open +new towns, and at the same time will make more +than one deserted village. These changes in +population must be considered in their relation to +the work of the Sunday school. The movement +will be characterized by varied traits in different +places.</p> + +<p>(1) <i>A Growing Population.</i> The change may be +that of a healthy growth in population, making +the community a desirable place for a church and +a Sunday school. Such a development is constantly +taking place in the newer portions of a city, +whose population is moving from the center to +the rim; or it may be noted in suburban towns, +as facilities of transportation bring new residents +from the metropolis; or it may appear in villages +springing up on the line of a railroad, where home-seekers +are settling and building habitations.<span class='pagenum'><a name="Page_117" id="Page_117">[117]</a></span> +Leaders in church and Sunday-school work must +watch these growing centers, and provide wisely +for their religious needs. It will not suffice to +wait for these newcomers to build their own +churches and organize their own Sunday schools. +Most of them are taxed to the utmost in building +or buying their own homes, and will scarcely +realize their need until the habit of neglecting +worship has become fixed, and their children grow +up without religious education. The old and strong +churches must extend a hand to the settlers, must +preëmpt church sites at the very beginning, must +help to erect chapels, for a time must supply +workers, and must set the current of the new +settlement Godward and churchward. The reward +of their labor and their liberality will not long be +delayed.</p> + +<p>(2) <i>A Declining Population.</i> There are places +where the population has lessened, making the +work of the Sunday school increasingly difficult and +its results meager. It may be in the city, where +business has crowded away the dwellers of other +years, as in the lower end of Manhattan Island +in New York. There tall office buildings and +warehouses stand on sites formerly occupied by +churches, but no longer needed, now that almost +the only residents are the janitors and their +families, living on the roofs of the towerlike +temples of trade. But oftener the region of the +declining population is found in the country. +Villages once prosperous have gradually lost +their inhabitants. In places where three or four +churches, each with its Sunday school, were formerly +well supported, there is now scarcely a<span class='pagenum'><a name="Page_118" id="Page_118">[118]</a></span> +constituency for one. Yet all these churches, +though decayed and dying by inches, are still +maintained; and each church still houses a discouraged +Sunday school, attended by a faithful +few, but with no hope of growth and an imminent +peril of extinction. If loyalty to a denomination +could give way to love for the kingdom of Christ, +these might be consolidated into one church and +one Sunday school for all the community. We +venture the prophecy that before the twentieth +century comes to its close this will be throughout +the American continent the accepted settlement of +the question. May its fulfillment be not long +delayed! In the meantime these decayed but +still enduring Sunday schools and churches in a +community should seek for peace and friendship, +not emphasizing the points of doctrine or of +system that differ, but those that agree, and +striving to maintain the unity of the spirit in a +bond of love.</p> + +<p>(3) <i>A Population Changing Socially.</i> A serious +problem often arises, not from a decline but from +a change in the social condition of the population +within the sphere of the church. The downtown +church may have been forsaken by its former +members, but people of another class, and in +greater numbers, have taken their places. The +mansions have become boarding houses, flats and +apartment houses have arisen, while the thronged +sidewalks, and the children playing in the streets, +are evidence that the material for members of the +church and the Sunday school is greater than +before. True, the new inhabitants are of a different +social order from the old, clerks and porters instead<span class='pagenum'><a name="Page_119" id="Page_119">[119]</a></span> +of merchants, employees instead of employers, +working people in place of the leisure class. The +fact that the social level of the neighborhood may +be regarded by the worldly-minded as lower than +formerly does not lessen its need of the gospel, +nor render it less promising for Christian work. +The church should look upon its field with unprejudiced +eyes, should have an understanding of the +time; should be alert to see and to seize its opportunity; +and should change its methods with its +changed constituency. The field must not be +abandoned; it must be cultivated, and new forms +of tillage will bring forth abundant harvests.</p> + +<p>(4) <i>An Alien Population.</i> The most perplexing +of all social problems arises when immigration has +swept into the district surrounding the church a +tide of people whose birth and speech are foreign, +supplanting and in large measure driving out the +native population. There are sections in our cities +where the signs on the stores are all Bohemian, +or Polish, or Yiddish; where an English-speaking +church would remain absolutely empty, though +thousands throng the streets. It may be that in +such conditions gospel work under American +methods can no longer be maintained; and a +removal may be necessary. But even in the most +unpromising fields this conclusion should not be +hastily reached. We spend large sums in sending +missionaries to the lands from which some strangers +come; should we not embrace opportunities of +evangelizing these at our own door? There are +difficulties, but they are not nearly as insuperable +as those in foreign fields. These foreign-born or +foreign-descended children sit beside our own in<span class='pagenum'><a name="Page_120" id="Page_120">[120]</a></span> +the public school; should we shut them out from +our Sunday schools? In less than a generation +millions of these boys and girls will be as thoroughly +American as our own children. When we consider +the question of abandoning any field on account of +its foreign population, let us widen our horizon of +thought to embrace the future as well as the +present, and then form our conclusion concerning +the duty of the Sunday school to the community.</p> + +<p>3. <b>Practical Suggestions.</b> A few hints, some of +them already given, may summarize the practical +side of the subject:</p> + +<p>(1) <i>Study the Field.</i> The Sunday school must +live not in the past, but in the present, with a +clear vision of the future. It must not only +cherish a loving memory of its field as it has been, +but understand thoroughly what it is, and what +forces are shaping it for the future. The leaders +in each Sunday school working for itself, or preferably +those conducting the Sunday schools of a +neighborhood working unitedly, should ascertain +the nationality, religious condition, and church +relations of every family in the district; and not +only of every family, of every individual who may +have a room in a boarding house. Each political +organization knows the residence and party proclivities +of every voter in the district; and the +churches may learn from the politicians practical +lessons upon the best methods of work.</p> + +<p>(2) <i>Cultivate the Field.</i> Since the scholars must +come to the school from the population around it, +they should be sought, brought in, taught, and +evangelized, with all the energy and wisdom which +the church possesses. And not only the scholars,<span class='pagenum'><a name="Page_121" id="Page_121">[121]</a></span> +but also, in large degree, the teachers must be +home-born and home-taught; therefore the Sunday +school, to be successful, must train up workers +from its own constituency.</p> + +<p>(3) <i>Provide for all Elements.</i> By diligent and +constant effort the school should be made representative +of all ages, of all classes, of all sections, +and as far as practicable of all races found in its +community.</p> + +<p>(4) <i>Adapt Methods.</i> If a former constituency +has removed from the field, and a new population +has surged in, the new element must be looked +upon as the constituency of the school. Its needs +must be recognized, however different they may be +from the needs of the past; and plans must be +formed to meet those needs, whatever transformation +of the school the new plans may involve.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_122" id="Page_122">[122]</a></span></p> +<h2>XVI</h2> + +<div class='chaptertitle'>RECRUITING THE SUNDAY SCHOOL</div> + + +<p>1. <b>Necessity.</b> The aspiration for advancement is +natural and noble; and therefore every member of +the Sunday school who is interested in its welfare, +whether officer, teacher, or pupil, desires it to +increase in membership, and to spread its benefits +as widely as possible. But the recruiting of the +Sunday school is not only desirable, but necessary. +It is found that in every school there exists an +outflow as well as an inflow of members. If in +certain departments, as the Primary, new scholars +are constantly enrolled, in other departments, as +the older grades of the Intermediate and the +Senior, there is as constant a dropping out of +members from the school. It has been estimated +that in most Sunday schools from twenty to +twenty-five per cent of the membership changes +annually, so that the average period of a teacher +or scholar in the Sunday school is less than five +years. There are some who remain longer, but +others who are members for even a shorter time. +Upon the average, every school is a new school +once in four or five years. If one fifth of the +school leaves every year, there must be an equal +number enter it, to keep the school at its normal +size. But any institution dependent upon the +maintenance of a constituency, whether it be a +periodical, a life-insurance association, or a Sunday +school, begins to decline when its number remains<span class='pagenum'><a name="Page_123" id="Page_123">[123]</a></span> +stationary. The health and life of the school, +therefore, require a constant renewal of its membership. +The school must have new blood, or it +will soon be impoverished and in time die.</p> + +<p>2. <b>The Losses from the School.</b> Before the +presentation of plans for winning new scholars +comes the vital question of holding the scholars +already on the roll; for the condition of leakage +has a close relation to growth or decline. If the +causes of the leakage can be ascertained, and the +drain can be stopped, we shall be materially aided +in our effort to enlarge the school.</p> + +<p>(1) <i>The Search in the School.</i> Careful notation +should be kept of the grades from which scholars +are lost, or which are below a normal membership; +and equally careful inquiry should be made as +to the cause of the decline, and methods to correct +it should be sought. Is it in the Primary Department, +which should be the most rapidly growing +department in the school? Is it in the Junior or +Intermediate Department, where there ought to be +a steady increase, even if it be slow? Is it in the +Senior Department? Here there is great danger +of losses, especially among young men. Is it not +possible to find why they leave the school, and +what will induce them to remain? Perhaps the +school is deficient in the Adult Department. Must +it be admitted that the Sunday school is for children +only, and that as soon as its members become +men and women their departure from the school +is to be expected? The investigation should be +more than general, ascertaining what departments +are suffering loss; it should be personal, including +the name and grade of every scholar who has<span class='pagenum'><a name="Page_124" id="Page_124">[124]</a></span> +ceased to attend for a definite period; and as far +as possible the reason for his leaving the school.</p> + +<p>(2) <i>Following up Absentees.</i> A systematic plan +for watching over the membership of the school +should be instituted and vigorously maintained. +For example, in some schools a report of every +absentee is made by the secretary to the superintendent. +On Monday morning each teacher receives +by mail the list of his absent scholars, with +a request to send in writing, as soon as practicable, +the cause of absence for each one. In many schools +this work of looking after the absentees is performed +by paid visitors—a good plan, but not so +good as for the teacher to come into personal +touch with his own scholars. A business firm +watches over its customers, and endeavors in +every possible way to hold them. The Sunday +school which can maintain its grasp upon its +members has the problem of growth already half +solved.</p> + +<p>3. <b>Characteristics of a Growing School.</b> The +strongest force in recruiting the Sunday school is +to be found in the character of the school itself. +The merchant must have his shelves stocked with +attractive goods if he expects customers. In order +to obtain scholars there must be a good school.</p> + +<p>(1) <i>Efficient.</i> The school should maintain high +educational standards; should be thoroughly graded +in all its departments, with suitable lessons for +each grade; and should have organized classes for +young people and adults. The thoroughly good +school will rarely lack for scholars.</p> + +<p>(2) <i>Attractive.</i> The school should be attractive +as well as efficient. Its meeting place should be<span class='pagenum'><a name="Page_125" id="Page_125">[125]</a></span> +cheerful and airy, with suitable furniture and +apparatus, above ground, and not a damp, dingy +basement. It should have enjoyable exercises, like +a school, yet not too severely like a public school. +It should greet new members heartily, make them +feel at home, and cultivate acquaintance with them. +There should be an animating spirit of loyalty and +love for the school; a devotion which will inspire +active effort in its behalf. Around the school +should be the atmosphere of a happy home.</p> + +<p>(3) <i>Prominent.</i> Among the activities of the +church the school should stand forth prominently. +It should be kept in mind that, as the neighborhood +furnishes the constituency of the school, so +the school furnishes the members for the church. +In our time three fourths of the accessions by +profession of faith come from the Sunday school. +The school should be held in honor as the principal +source of supply to the church membership. If the +audience room is large and imposing, and the +Sunday-school room is inferior and unattractive; if +the pulpit and the choir are amply supported while +the school receives a narrow sustenance, however +great the prosperity of the church its duration will +be brief. The Sunday school must stand in the +foreground, and not in the background, if the +church is to grow; and the growing church should +have a growing Sunday school.</p> + +<p>(4) <i>Special Occasions.</i> Throughout the Sunday-school +year occur days which should be recognized, +as breaking the monotony of the regular exercises, +and as attractive features of the school. Such are +Christmas, Easter, Children's Day in June, Rally +Day in the fall, and Decision Day, when the net<span class='pagenum'><a name="Page_126" id="Page_126">[126]</a></span> +is drawn for discipleship in behalf of the church. +Some superintendents look upon these occasions as +burdensome, but with careful preparation and an +attractive program they will add to the interest of +the school, while in no wise detracting from the +efficiency of its educational work. An occasional +social entertainment for the school, or for each +department in turn, and an outing day in the +summer, will strengthen that <i>esprit de corps</i> or +animating spirit of the school which is its strongest +drawing power in attracting new members.</p> + +<p>(5) <i>Special Helps.</i> There are communities where +certain methods may avail more than elsewhere. +A well-conducted Sunday-school library, no longer +needed in many places, may be of great value in +villages where there is no public library. A reading +room, social hall, and gymnasium may constitute +the church a home for young men whose dwelling +places may be in close tenement houses. Young +men are in saloons, and young women are in +amusement parks, who might spend their evenings +under the healthy influence of the church if places +were provided. These plans and other features of +the institutional church will need careful and wise +administration if they are to do good and not +harm; but in many places they will minister to +the success of the school and the church, and also +to the uplifting of the community.</p> + +<p>4. <b>Reaching Beyond the School.</b> Thus far in this +chapter we have considered the school rather than +the field. One of the chief tasks of the Sunday +school, however, is to reach out and lay hold of +all the inhabitants, both young and old, in the +area of its influence. The following active measures<span class='pagenum'><a name="Page_127" id="Page_127">[127]</a></span> +have proved effective in reaching the people and +winning them to the school.</p> + +<p>(1) <i>Advertise.</i> The school should be kept before +the community in every legitimate way. Merchants +tell us that the secret of success is first +to have salable goods, and then to advertise them; +and the same principle applies to the Sunday +school. Printer's ink should be used liberally, but +wisely. Only neatly printed, attractive matter +should be employed. Invitation cards, leaflets, +programs of special services, a little periodical +devoted to the school, a year book containing the +school register, and many other forms of advertisement +will help to inform the neighborhood that +the school is at work and is ready to welcome +new members.</p> + +<p>(2) <i>Invite.</i> Every officer, teacher, scholar, and +parent should consider himself a committee to +speak to others about the school, and to invite +his friends and acquaintances to attend it. The +little children should ask their playmates, boys and +girls in school their classmates, young men their +shopmates, young women their associates. No +printed paper can have a tenth of the power +possessed by the living voice and a hearty hand-shake. +It is assumed that the invitation is given +only to those who are not already attached to any +church or school. All possible care should be +taken to maintain a fraternal spirit, and not to +build up our own wall by pulling down another.</p> + +<p>(3) <i>Visit.</i> The field belonging to the school +should be bounded definitely, and should be thoroughly +and systematically canvassed. It should be +divided into districts, and each district assigned<span class='pagenum'><a name="Page_128" id="Page_128">[128]</a></span> +to a visitor and a committee, who should know +who may be included in the proper constituency of +the school. For this work many schools and +churches employ a paid visitor or a deaconess; and +none can surpass the zeal or fidelity of many who +enter upon such a vocation. But the schools +which cannot afford professional workers include +some teachers and some adult scholars who can +give a portion of their own time to the same +task. An organized class of men might be named +which grew into over a hundred members through +persistent work by a simple plan. A lookout +committee, after careful inquiry, would report the +names and addresses of men eligible for membership. +Then the members in order and by appointment, +in groups of two, called upon each candidate, +formed his acquaintance, and invited him to the +class. Sometimes thirty or forty men would call, +but in time almost every man visited yielded to +the friendly social influence, became a member, +and soon after a worker for the class.</p> + +<p>5. <b>A Danger.</b> A caution may be needed with +reference to all these plans of recruiting the school. +Advertising may be carried to the excess of becoming +sensational. Invitations may be pressed upon +scholars in other schools. The effort for increase +may degenerate into unfriendly rivalry. A good +plan may work evil when worked in a selfish spirit. +And a too-rapid growth is sure to be unhealthy. +The late B. F. Jacobs said, "God pity the Sunday +school that gets a hundred scholars at one time!" +A quiet, steady, diligent, persistent effort for the +school will be of permanent benefit, rather than a +spasm of enthusiasm.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_129" id="Page_129">[129]</a></span></p> +<h2>XVII</h2> + +<div class='chaptertitle'>THE TESTS OF A GOOD SUNDAY SCHOOL</div> + + +<p>In the United States more than a hundred +thousand Sunday schools are in session every week. +Some of them are very good, many are only +moderately efficient, and some are poor in every +respect. The question arises, what constitutes a +good Sunday school? Is it possible to establish +some standard of measurement by which the rank +of any Sunday school can be fixed? In such a +standard there must be several factors, for the +points of excellence in Sunday school are not one, +but many. It is the aim in this closing chapter +to ascertain the criteria or the tests of a good +Sunday school. The statement of these tests involves +the summing up and in some measure the +repetition of much already given throughout these +pages.</p> + +<p>1. <b>Representative Character.</b> The first test of a +Sunday school is found in its relation to the +community around it. The Sunday school is not a +bed of exotic plants, dug up from their native soil, +potted and protected in a conservatory. It is an +outdoor garden wherein are cultivated the flowers +and fruits that are indigenous to the region. A +true Sunday school is a group of people drawn out +of the larger world around it, and representing +every element in that world, both as regards social +life and age. If it represents the rich and the +prosperous only, it is not a good school, unless the<span class='pagenum'><a name="Page_130" id="Page_130">[130]</a></span> +neighborhood is unfortunate in containing only +such people. If it is a mission school for poor +people in the midst of a self-supporting population, +it is not a good school. If it includes few members +above sixteen, and none above twenty-five years +of age, it is not a good school, for it should embrace +all ages from the infant to the grandfather. The +school which is to stand on the roll of honor is +one that fairly represents its constituency.</p> + +<p>2. <b>Organization.</b> Another requirement for a good +school is that it be well organized as a graded +school. There may be Sunday schools which make +up by their spirit for what they lack in system; +yet the exceptions are few to the rule that in +Sunday-school work organization is essential to +success. It is true that machinery creates no +power; there is nothing in a constitution and by-laws +to make an institution successful. It is the +efforts of living men and women that bring to +pass results. But organization directs and economizes +power; so that, other elements being equal, +the graded school quickly becomes the best school. +We have already seen that a graded school is one +with departments defined, with the number of +classes in each department fixed according to the +needs of the school, with promotions at regular +periods, based either on age or examination or +merit, or on all three factors in combination, with +lessons graded according to the departments, and, +as its most important element, with a change of +teachers when the pupil is promoted from a lower +to a higher grade or department. The graded +system is not easy to establish; it requires firmness +and tact in the authorities, and a self-denying<span class='pagenum'><a name="Page_131" id="Page_131">[131]</a></span> +spirit on the part of teachers; but it will abundantly +and quickly repay all it costs in effort and sacrifice, +and it is an essential in a really good Sunday school.</p> + +<p>3. <b>Order.</b> A good school is orderly, yet it is +not too orderly. Everybody is in place at the +proper time. At the minute, and not a minute +later, the superintendent opens the school. If he +rings a bell, it is a gentle, musical one, held up by +the leader as a signal and scarcely sounded. There +is not more confusion than at the opening of any +other religious service. Only one service is conducted +at a time; singing is worshipful, just as well +as prayer, and the Scriptures are read thoughtfully +and reverently. No officers are rushing up and +down the aisles during the services; no loud calls +are made for order; yet there is a suitable quietness +when quietness is desirable. A good school is +never disorderly, yet it cannot be said that the +best school is always the most orderly. Occasionally +one sees a Sunday school where order has +gone to the extreme of repressing all enthusiasm, +where the program is too finely cut and too thoroughly +dried, where the mechanism moves with the +precision of the lockstep in a state prison. The +ideal of the Sunday school is not that of the French +minister of education who is reported to have +stated that he could look at his watch and tell at +that minute what question was before each class +in every school in France!</p> + +<p>4. <b>Spirit.</b> For lack of a more definite term we +call the next characteristic of a good Sunday +school its spirit. In any successful school one feels +rather than finds a peculiar and individual atmosphere. +Every member, from the superintendent to<span class='pagenum'><a name="Page_132" id="Page_132">[132]</a></span> +the Primary scholar, manifests an interest in the +institution; an interest of blended love, loyalty, +enjoyment in it and enthusiasm for it. There is +a social spirit in each class and in the school as a +whole. Its members do not meet as passengers in +a railway station, each one wrapped up in his own +business and watching for his own train. They +all have their individual friendships and social +relations, yet a bond unites them all as members +of one Sunday school. This peculiar <i>esprit de corps</i>, +an interest in the institution, is a strongly marked +feature in every progressive Sunday school.</p> + +<p>5. <b>Educational Efficiency.</b> The Sunday school is +in the world with a definite work—religious education. +Its religion will be based on the Old Testament +and kindred literature in a Jewish school; +it will be based on both the Old and New Testament +and supplemental literature in a Christian school; +but whether Jewish or Christian, its work is the +teaching of religion, as contained in the living +Word, and illustrated by the lives and teachings +of the heroes of the faith. The true test of a Sunday +school is the answer that it can give to the question, +"Does it teach the vital religious truths of the +race so as to develop individual character and +efficiency?" That is its task, and by its success +in accomplishing it each school is to be judged; +not by the splendor of its building, or the exactness +of its machinery, or the enthusiasm of its members. +The thirty or thirty-five minutes devoted to the +lesson is the supremely important period in every +true Sunday school. The time is often bound to +be all too short for teaching divine truth, and +printing it upon mind and memory so deeply that<span class='pagenum'><a name="Page_133" id="Page_133">[133]</a></span> +all the studies and pleasures of the six days between +the two Sundays will not cause the teaching +to fade. Yet the time is as long as the ordinary +teacher (or preacher) can hold attention to one +subject, and therefore in most classes it is sufficient. +Toward that half hour of teaching, therefore, +all the energies of the school, of the training class, +home study, teachers' meeting, gradation, government, +should be turned. For the vital aim of the +Sunday school is the eternal message of God to +men through men, so that men and women of the +Christ spirit and character may be developed.</p> + +<p>6. <b>Character-Building.</b> The first task, therefore, +of the Sunday school is to teach the Word, but that +teaching is only a means to an end, and that end +is greater than mere intellectual knowledge—it is +the building up of a complete character. This is +more than "bringing souls to Christ," or leading +them into church membership. If the sole aim +of the Sunday school was to compass the salvation +of the scholar and to surround him with the walls +of a church, then we might safely dismiss our +scholars when they have passed through a crisis +of conversion and entered the church door. But +the Sunday school is to do more than save its +scholars from sin. It is to train them in the +completeness of a Christian character; and such a +character involves not only personal righteousness +but also service for God and humanity. Its aim +is not to take people apart out of the world, but +to set them in the world, equipped for work in +making the world a Christian world, and thereby +establishing on earth the kingdom of heaven. The +measure by which the Sunday school accomplishes<span class='pagenum'><a name="Page_134" id="Page_134">[134]</a></span> +such a work as this, constitutes the final, crucial +test of its success.</p> + +<p>It cannot be said that any one of these six +essentials of a good Sunday school stands supreme. +They do not march in Indian file; nor are they +to be set one against another in a comparison of +values. These traits of a complete Sunday school +should rather be regarded as one of the New +Testament writers describes the traits of a complete +character, in that familiar yet only half-understood +passage, "As in the harmony of a choral song, +blend with your faith the note of energy, and with +your energy the note of knowledge, and with your +knowledge the note of self-mastery,"<a name="FNanchor_12_12" id="FNanchor_12_12"></a><a href="#Footnote_12_12" class="fnanchor">[12]</a> through all +the eight aspects of the Christian; so let these six +essential elements be combined to form that noble +institution, the ideal Sunday school.</p> +<p><span class='pagenum'><a name="Page_135" id="Page_135">[135]</a></span></p> + + +<hr style="width: 65%;" /> +<h2>APPENDIX</h2> + +<div class='chaptertitle'>BLACKBOARD OUTLINE AND REVIEW QUESTIONS<span class='pagenum'><a name="Page_137" id="Page_137">[137]</a></span></div> + + +<h3>I. THE HISTORIC PRINCIPLES UNDERLYING THE SUNDAY-SCHOOL MOVEMENT</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Mag.</b><br /> +2. <b>Mod.</b><br /> +3. <b>Lay.</b><br /> +4. <b>Unp. Wor.</b><br /> +5. <b>Sel.-sup.</b><br /> +6. <b>Sel.-gov.</b><br /> +7. <b>Sel.-dev.</b><br /> +8. <b>Bib. stu.</b><br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>To what race in the world does the Sunday school +mainly belong?</p> + +<p>What are some of the lands in which it is found?</p> + +<p>What does the circulation of its literature show?</p> + +<p>What influence is the Sunday-school movement exercising +upon the world?</p> + +<p>How many salient traits of the Sunday school are +named in this chapter?</p> + +<p>What are those traits in the order named?</p> + +<p>To what race can the ancient germ of the Sunday +school be traced?</p> + +<p>What institutions among that people contained the +elemental principle of the Sunday school?</p> + +<p>What gathering similar to a Sunday school is described +in the Bible?</p> + +<p>Who was the founder of the modern Sunday school?</p> + +<p>In what place, and what year, was the first Sunday +school held?</p> + +<p>What aided to make this institution known?</p> + +<p>Was the first Sunday school established under direction +of the clergy or the laity?</p> + +<p>Has the clergy, or the laity, been the more prominent +in the work of the Sunday school throughout its history?</p> + +<p>What has been the attitude of the church toward this +institution?</p> + +<p>What has been stated concerning the compensation of +the teachers in the earliest Sunday school?</p> + +<p>Was the plan of paying teachers for their services continued?</p> + +<p>Are the majority of Sunday-school officers and teachers +now paid for their services?<span class='pagenum'><a name="Page_138" id="Page_138">[138]</a></span></p> + +<p>What has been the effect of this condition, of unpaid +service, upon the growth of the Sunday-school movement?</p> + +<p>How has this condition of voluntary, unpaid work +affected the moral influence of the Sunday school?</p> + +<p>How have the expenses of the Sunday school in most +places been met in the past?</p> + +<p>How are such expenses met in the best schools at the +present time?</p> + +<p>How has the self-support of the Sunday school in the +past affected its government?</p> + +<p>What is the present share of the church in the government +of the school?</p> + +<p>What forces have directed the development of the +Sunday school as a movement?</p> + +<p>What fact in its origin largely accounts for the unity of +method in the Sunday school?</p> + +<p>What is the text-book studied in the Sunday school?</p> + +<p>What has been the influence of the Sunday school in +behalf of the Bible?</p> + + +<h3>II. THE CONSTITUTION OF THE SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Aim.</b> Rel. ins. (1) Kn. (2) Ch. (3) Ser.<br /> +2. <b>Meth. Tea.</b> (1) Teach. (2) Sch. (3) Text-b.<br /> +3. <b>Rel. Ch.</b> Bel. ch. Ca. ch. Sup. ch. Feed. ch. Sup. ch.<br /> +4. <b>Gov.</b> (1) Rights of teach. (2) Auth. of ch.<br /> +5. <b>Off.</b> (1) Sup. (2) Assoc. sup. (3) Sec. (4) Treas. (5) Fac.<br /> +6. <b>Mem.</b> All ag. all clas.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What is a Sunday-school constitution?</p> + +<p>What is the difference between an ideal and a practical +plan?</p> + +<p>Are all constitutions written?</p> + +<p>What six points should be provided for in the constitution +of the Sunday school?</p> + +<p>What should be the aim of the Sunday school?</p> + +<p>State the definition of the Sunday school as given by +Dr. Vincent.</p> + +<p>What three elements are involved in a true religious +education?<span class='pagenum'><a name="Page_139" id="Page_139">[139]</a></span></p> + +<p>What difference may be noted between the Christian +ideals of the past and of the present?</p> + +<p>What method does the Sunday school employ in its +work?</p> + +<p>What are the three essentials in the working of a school?</p> + +<p>What does the Sunday school seek to accomplish in its +pupils?</p> + +<p>What text-book is generally used in the Sunday school?</p> + +<p>Why is this book taught so widely?</p> + +<p>May material outside of this book be employed in +teaching?</p> + +<p>What is the relation between the Sunday school and +the church?</p> + +<p>Why is some government needed in the Sunday school?</p> + +<p>What two elements should be recognized in the management +of the school?</p> + +<p>Name the officers of the Sunday school.</p> + +<p>Who should constitute the members of the school?</p> + + +<h3>III. THE NECESSITY AND ESSENTIALS OF A GRADED SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Nec. Gra.</b> (1) Sch. as wh. (2) Cond. cla. (a) Ineq. siz. (b) Ineq. ag. (c) Lac. cl. sp. (3) Dif. adm. (a) Obt. tea. (b) Trans. sch.<br /> +2. <b>Ess. Gra.</b> Sch. (1) Dep. (2) Fix. num. cla. (3) Ann. sim. pro. (4) Ch. tea. (5) Gra. Less. (6) Bas. pro.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Into what departments are most Sunday schools +divided?</p> + +<p>Why does not the mere division into departments constitute +a graded Sunday school?</p> + +<p>In what department is the school growing most rapidly?</p> + +<p>From what departments does the school lose its pupils?</p> + +<p>What is often the condition of classes for young people +of fifteen years and older?</p> + +<p>What inequalities may be noted in the classes of an +average Sunday school?</p> + +<p>What spirit is apt to be lacking in the school?</p> + +<p>What two great difficulties are met by the superintendent +of an ungraded school?<span class='pagenum'><a name="Page_140" id="Page_140">[140]</a></span></p> + +<p>Sum up the six difficulties or defects which will be removed +in a measure by grading the school.</p> + +<p>Name the six essentials of a thoroughly graded Sunday +school.</p> + +<p>Draw a diagram representing the manner of seating +the departments of a Sunday school.</p> + +<p>What is meant by a fixed number of classes in each +department of a graded school?</p> + +<p>How should promotions be made from one department +to another?</p> + +<p>Why should not teachers accompany their classes when +the pupils are promoted from one department to another?</p> + +<p>What kind of lessons should be taught in the different +departments of the school?</p> + +<p>Should promotions be made on the basis of age, of +merit, or as the result of examination?</p> + +<p>Why cannot examinations in the Sunday school maintain +the same standards as those of the public school?</p> + + +<h3>IV. THE GRADING OF THE SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Diff.</b><br /> +2. <b>Rem.</b><br /> +3. <b>Meth.</b> (1) Grad. (2) Simul. (a) Com. (b) Ag. sch. (c) Ass. sch. (d) Ro-ca.<br /> +4. <b>Adv. Thor. Gra.</b> (1) App. (2) Ord. (3) Soc. rel. (4) Tea. wk. (5) Inc. int. (6) Obt. tea. (7) Leak.-per.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What is the greatest difficulty to be met in grading a +Sunday school?</p> + +<p>What is the remedy for this difficulty?</p> + +<p>What are the two methods of grading an ungraded +school?</p> + +<p>How may a school be graded by the gradual method?</p> + +<p>What are the four steps to be taken if a school is to be +graded by the simultaneous method?</p> + +<p>What is to be done when scholars are unwilling to receive +promotion?</p> + +<p>Name seven advantages of the graded school.</p> + +<p>Wherein does the graded school differ in appearance +from one ungraded?</p> + +<p>How is order maintained more easily in the graded school?<span class='pagenum'><a name="Page_141" id="Page_141">[141]</a></span></p> + +<p>How does grading influence the social relations of the +scholars?</p> + +<p>Why is teaching easier in the graded school?</p> + +<p>How does the graded Sunday school increase the +interest of the pupils?</p> + +<p>Why is it easier to supply teachers in the school after +it has been graded?</p> + +<p>What is meant by "the leakage period" in the scholars +of the Sunday school?</p> + +<p>How does the graded school hold the scholar in the +school?</p> + + +<h3>V. THE DEPARTMENTS OF THE GRADED SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Cradle Roll.</b> (1) Members. (2) Catalogue. (3) How obtained. (4) Gifts. (5) Management. (6) Value.<br /> +2. <b>Beginners Dep.</b> (1) Ages. (2) Teaching. (3) Meeting place.<br /> +3. <b>Primary Dep.</b> (1) Ages. (2) Classes. (3) Lessons.<br /> +4. <b>Junior Dep.</b> (1) Ages. (2) Classes. (3) Lessons.<br /> +5. <b>Intermediate Dep.</b> (1) Ages. (2) Classes. (3) Lessons. (4) Special aim. (5) Christian character.<br /> +6. <b>Senior Dep.</b> (1) Name. (2) Ages. (3) Classes. (4) Teachers. (5) Organization. (6) Social life.<br /> +7. <b>Teacher-Training Dep.</b> (1) Members. (2) Teacher. (3) Studies. (4) Requirements. (5) Aims. (6) Reserve class.<br /> +8. <b>Adult Dep.</b> (1) Members. (2) Classes. (3) Methods. (4) Courses of study.<br /> +9. <b>Home Dep.</b> (1) Need. (2) Plan.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What are the four principal departments of an ordinary +Sunday school?</p> + +<p>In this chapter how many departments are described?</p> + +<p>What are the names of these departments?</p> + +<p>What department includes the names of the youngest +children? Wherein does this department differ from +most of the other departments? How should the list of +its members be kept? How may names be obtained for +it? What privileges should be given to the members of +this department? What are the benefits of this department +to the school?</p> + +<p>What is the name of the second department? What +ages should it embrace? What should be the exercises in<span class='pagenum'><a name="Page_142" id="Page_142">[142]</a></span> +this department? How should these pupils be seated in +the school?</p> + +<p>What is the third department named? What ages +should it include? How should it be organized? What +lessons should be taught in it?</p> + +<p>What is the fourth department? What are the ages of +its pupils? How may they be classified? What lessons +should be taught to them?</p> + +<p>What is the fifth department? What ages does it include? +How should the classes be formed? Why should +small classes be the rule in this department? What lessons +should be taught? What should be a special aim of +teachers in this department? What type of Christian +character should be sought?</p> + +<p>What is the sixth department? What other names are +applied to it? What ages should it include? What requirement +should be made of those entering this department +by promotion? How should the classes be organized? +Who should teach in this department? How may the +social spirit be cultivated?</p> + +<p>What is the seventh department? Who should be +included in its membership? Who should be sought as +the teacher? What condition should be required of its +members? What studies should be followed? How should +the course be conducted? What other class should also +be connected with the Teacher-training Department? +How shall this class be conducted?</p> + +<p>What is the eighth department? Who should be included +in it? What are the two methods of instruction +in this department? What courses of study should be +taken?</p> + +<p>What is the ninth department? Who constitute its +members? What care and help should be given to these +people? What should be expected of them as members +of the school?</p> + + +<h3>VI. THE SUPERINTENDENT</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Imp.</b> (N. Y. C. R. R.).<br /> +2. <b>Appt.</b> Tea. ch. past.<br /> +3. <b>Ter. Off.</b> One ye.<br /> +4. <b>Qual.</b> (1) Mor. char. (2) Dev. bel. (3) Wor. ch. mem. (4) Bib. stu. (5) Ab. exec. (6) Sym. you. (7) Tea. spi.<br /> +</div></div><p><span class='pagenum'><a name="Page_143" id="Page_143">[143]</a></span></p> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What illustration from a railroad will show the importance +of the superintendent?</p> + +<p>How should the appointment of the superintendent be +made? Who should unite in the selection? How long +should be his term of office?</p> + +<p>What are the traits named for an ideal superintendent?</p> + +<p>What should be his moral character? Why is such a +character necessary in his office? What story of a statesman +illustrates this?</p> + +<p>In what respects should the superintendent be a believer +in the gospel?</p> + +<p>Why should he be a member of the church? What is +his duty to the Bible? How may the superintendent +influence his school to follow his requests?</p> + +<p>What should be his qualifications as an administrator +or executive?</p> + +<p>What trait in relation to the young should he possess?</p> + +<p>What should be his mental attitude toward knowledge, +especially knowledge of methods?</p> + +<p>What story is told of a great sculptor?</p> + + +<h3>VII. THE SUPERINTENDENT'S DUTIES AND RESPONSIBILITIES</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Gen.</b> (1) Sup. (2) Sel. tea. (3) Ass. sch. (4) Prog. ser. (5) Sup.<br /> +2. <b>We.-d. Wor.</b> (1) Prog. (2) Les. stu. (3) Soc. dut. (4) Seek. work. (5) Cab. meet. (6) Sp. d. (7) Conv.<br /> +3. <b>Dut. Sch. Sess.</b> (1) Pre. ear. (2) Op. pr. (3) Con. pro. (4) Dur. less. (5) Les. rev. (6) Clos.<br /> +4. <b>Misc. Dut.</b> (1) N. B. (2) Q. (3) E. L. (4) Us. B. (5) Les. per. (6) Sp. (7) Sel.-con. (8) Aim.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Into what three classes may the duties of the superintendent +be divided?</p> + +<p>What are his general duties and prerogatives in relation +to the school?</p> + +<p>What are his duties through the week?</p> + +<p>What social duties should he endeavor to fulfill?</p> + +<p>How may he obtain teachers and workers?</p> + +<p>What is the purpose of cabinet meetings?<span class='pagenum'><a name="Page_144" id="Page_144">[144]</a></span></p> + +<p>How may the superintendent be ready for special +occasions in the Sunday-school year?</p> + +<p>What is his duty toward conventions and associations +of workers?</p> + +<p>What are the duties of the superintendent during the +session of the school?</p> + +<p>What suggestions are given concerning the conducting +of the program of the school?</p> + +<p>Who should review the lesson?</p> + +<p>Name some miscellaneous hints concerning his work.</p> + +<p>How may he have a quiet, orderly school?</p> + +<p>How may he promote the use of the Bible as a text-book +by teachers and scholars?</p> + +<p>What rule should be kept with reference to the lesson +period?</p> + +<p>Under what conditions should visitors be allowed to +address the school during the regular session?</p> + +<p>What suggestion is made concerning self-control?</p> + +<p>What aim should be kept before the superintendent +and the school?</p> + + +<h3>VIII. THE ASSOCIATE AND DEPARTMENT SUPERINTENDENTS</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Nec.</b> Gen. asst. Dept. asst.<br /> +2. <b>Titles.</b> Asso. sup. Dep. supt.<br /> +3. <b>App.</b> Nom. sup. Conf. tea. "Minor. cand."<br /> +4. <b>Duties.</b> (1) Not tea. (2) Dep. sup. (3) Prov. sub. (4) Assig. new sch. (5) Detail. sup. (6) Ch. st.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What is the need of an assistant to the superintendent +in the Sunday school?</p> + +<p>What two classes of assistants are required in an organized +school?</p> + +<p>What titles should be given to these officers?</p> + +<p>How should the associate superintendent be chosen?</p> + +<p>Why should the superintendent possess the right to +nominate the associate superintendent?</p> + +<p>Should the associate superintendent be at the same +time a teacher in the school?</p> + +<p>When should the associate take charge of the school?</p> + +<p>How should substitutes be obtained for teachers who +are absent?<span class='pagenum'><a name="Page_145" id="Page_145">[145]</a></span></p> + +<p>What class should not be called upon to furnish substitute +teachers, and why?</p> + +<p>What class will supply teachers in a properly graded +school?</p> + +<p>How, when, and where should the teachers be obtained?</p> + +<p>When should supply teachers be ready and in their +places?</p> + +<p>What is the work of the associate superintendent with +reference to new scholars?</p> + +<p>Should new scholars select their own classes?</p> + +<p>What part may the associate take during the general +exercises of the school?</p> + +<p>What military title might properly be given to the +associate superintendent? Wherein does this title apply +to him?</p> + +<p>Give a summary of the six duties performed by the +associate superintendent.</p> + + +<h3>IX. THE SECRETARY OF THE SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Imp.</b><br /> +2. <b>Qual.</b> (1) B. M. (2) R. A. (3) G. W. (4) Q. M. A. (5) Q. M. (6) C. C.<br /> +3. <b>App.</b><br /> +4. <b>Assts.</b><br /> +5. <b>Dep. Secs.</b><br /> +6. <b>Dut.</b> (1) R. M. (2) R. S. (3) R. C. (4) R. S. (5) L. S. (6) C.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Who is frequently and unwisely chosen as secretary of +the Sunday school? What are the results of such a +choice?</p> + +<p>What results follow from an efficient secretary?</p> + +<p>What six qualifications are named for the ideal secretary?</p> + +<p>What traits of a business man should he possess?</p> + +<p>What should be his principle with regard to regular +attendance? What also should be included in his +attendance?</p> + +<p>Wherein should the secretary be a good writer?</p> + +<p>What should be the traits of his mental action?</p> + +<p>What exercises in the school should never be interrupted +by the work of the secretary? Should he ever come to a +class while the lesson is being taught?<span class='pagenum'><a name="Page_146" id="Page_146">[146]</a></span></p> + +<p>What should be the behavior of the secretary?</p> + +<p>How should the secretary be chosen?</p> + +<p>How long should be his term of office?</p> + +<p>How should the assistant secretary be appointed?</p> + +<p>What are department secretaries, and who should be +appointed to this position?</p> + +<p>What seven duties are named for the secretary and his +assistants?</p> + +<p>What record should be kept of business meetings?</p> + +<p>What are his duties with reference to reports from +committees?</p> + +<p>What weekly record should be kept of the attendance +in the school?</p> + +<p>What are the duties of the secretary with regard to the +records of class attendance?</p> + +<p>What general catalogue of the members of the school +should be kept? How should this record be arranged?</p> + +<p>What is the duty of the secretary with regard to the +literature used in the school?</p> + +<p>How should the official correspondence of the school be +conducted?</p> + + +<h3>X. THE TREASURY AND THE TREASURER</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Early S. S.</b> Light expenses.<br /> +2. <b>Modern S. S.</b> Large expenses. Objects.<br /> +3. <b>Practical Ways and Means.</b> Methods. Objections.<br /> +4. <b>Ideal Way.</b> Allowance. Subscriptions. Benefits.<br /> +5. <b>S. S. Treasurer.</b> Relation to secretary.<br /> +6. <b>Treasurer's Work.</b> (1) Charge. (2) Bank account. (3) Reports and vouchers. (4) Bills. (5) Checks. (6) Audits. (7) Study of benevolent interests.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Why was little money required by the early Sunday +schools? Wherein was this fact fortunate for the schools?</p> + +<p>Why are the expenses of the Sunday school greater +than they were in the early years?</p> + +<p>What are the principal expenses of a modern Sunday +school?</p> + +<p>What are the methods of supplying funds for the +Sunday school in most places?</p> + +<p>What is the objection to these methods?</p> + +<p>What is the ideal method of supporting the Sunday +school? Under this plan what should be expected of the<span class='pagenum'><a name="Page_147" id="Page_147">[147]</a></span> +members of the school? What are the advantages of this +plan?</p> + +<p>Should the same person act as secretary and as treasurer? +In that case what principles should be observed?</p> + +<p>What kind of a person should be chosen as treasurer?</p> + +<p>What funds should be placed under his charge?</p> + +<p>Where should he keep the money of the school? How +should this bank account be conducted?</p> + +<p>What reports should the treasurer present, and where +should <ins title="Transcriber's Note: original reads 'be'">he</ins> present them?</p> + +<p>How should all payments of the treasurer be authorized?</p> + +<p>What should be done with bills against the school?</p> + +<p>In what form is it desirable to make payments for +bills?</p> + +<p>How and when should the accounts of the treasurer +be audited?</p> + +<p>What service can the treasurer render to the school +in relation to benevolent interests?</p> + + +<h3>XI. VALUE OF THE SUNDAY-SCHOOL LIBRARY</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Lib. Pas.</b><br /> +2. <b>Dec. Pres.</b><br /> +3. <b>Cau. Dec.</b><br /> +4. <b>Uses. G. Lib.</b> (1) Fam. ne. (2) Mor. inf. (3) Aid sch.<br /> +5. <b>Prin. Sel.</b> (1) Var. (2) Pop. (3) Lit. qual. (4) Mor. tea. (5) Ch. sp.<br /> +6. <b>Com. S. S. Lib.</b><br /> +7. <b>Pub. Lib. & S. S.</b><br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Why was the library important to the school in the +earlier times?</p> + +<p>What are the facts regarding the decline of the Sunday-school +library in recent times?</p> + +<p>What causes are assigned for the decline of the Sunday-school +library?</p> + +<p>How are books more accessible now than in former +times?</p> + +<p>Why is the library no longer needed to draw pupils to +the school?</p> + +<p>How does the present educational aim of the Sunday +school affect the interest in the library?<span class='pagenum'><a name="Page_148" id="Page_148">[148]</a></span></p> + +<p>What criticism is made upon the books in most Sunday-school +libraries?</p> + +<p>How does the management of the library often interfere +with the order of the school?</p> + +<p>What three benefits are named from a well-conducted +Sunday-school library?</p> + +<p>How does the library in many places aid the school?</p> + +<p>What four principles should guide in the selection of +books?</p> + +<p>What classes of books should be in the library?</p> + +<p>Why must the books be popular and interesting?</p> + +<p>What should be the literary standard for books in the +Sunday-school library?</p> + +<p>Should love stories be admitted?</p> + +<p>What moral standards should be maintained?</p> + +<p>What is meant by the Christian spirit in the Sunday-school +library?</p> + +<p>What kind of a library should be sought for in the +educational work of the Sunday school?</p> + +<p>How may the use of such a library be promoted in the +school?</p> + +<p>How may the public library be made useful to the +Sunday schools in a city or town?</p> + + +<h3>XII. THE MANAGEMENT OF THE LIBRARY</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Lib. Com.</b> (1) Pur. bks. (2) Freq. add.<br /> +2. <b>Libr.</b> (1) Bkm. (2) Bus. m. (3) Gen. man.<br /> +3. <b>Asst. Lib.</b><br /> +4. <b>Man. Lib.</b> (1) Coll. (2) Ass. (3) Dist. (4) Ret. (a) Rec. sch. (b) Rec. she. (c) Fin. (d) Rew.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Who should choose the books for the Sunday-school +library?</p> + +<p>What should be expected of the library committee?</p> + +<p>Why should a large purchase of books at one time be +avoided?</p> + +<p>How may the committee learn of new books?</p> + +<p>How should donations of books be regarded?</p> + +<p>What are the advantages of small additions at frequent +times?</p> + +<p>Who should be sought for the Sunday-school librarian?</p> + +<p>How should the assistant librarians be chosen?<span class='pagenum'><a name="Page_149" id="Page_149">[149]</a></span></p> + +<p>What plan should be followed in collecting the books +returned to the library by the scholars?</p> + +<p>What are some plans for choosing books?</p> + +<p>What difficulties are met in the choice of books by +scholars?</p> + +<p>How should the books be distributed?</p> + +<p>What are the difficulties met in the return of books by +scholars?</p> + +<p>How may the loss of books be avoided?</p> + +<p>How may lost books be traced and brought back?</p> + + +<h3>XIII. THE TEACHER'S QUALIFICATIONS AND NEED OF TRAINING</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Qual.</b> (1) Sin. dis. (2) Lov. you. (3) Lov. ser. (4) Wil. work.<br /> +2. <b>Nec. Train.</b> (1) Gen. prin. (2) Tea. resp. (3) Dem. ag. (4) Tea. cla.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Why does the work of the Sunday-school teacher require +special qualifications?</p> + +<p>What four qualifications are named as requisite?</p> + +<p>What should be the relation of the teacher toward +Christ?</p> + +<p>What should be his attitude of mind and heart toward +young people? Why is this attitude necessary?</p> + +<p>What should be his relation to the Bible?</p> + +<p>What is required of him as a worker?</p> + +<p>When did training for Sunday-school teachers begin in +America?</p> + +<p>What have been various stages and periods in the +movement for teacher-training?</p> + +<p>What four reasons are named why the Sunday-school +teacher should receive training?</p> + +<p>How does the shortness of the time and its weekly +meeting of the Sunday school relate to the training of +the teacher?</p> + +<p>How does the teacher's responsibility make his training +necessary?</p> + +<p>What does this age demand of teachers?</p> + +<p>Why does this age make special demands upon Bible +teachers?<span class='pagenum'><a name="Page_150" id="Page_150">[150]</a></span></p> + +<p>In what condition of mind with regard to the lesson +do most of our scholars come to the Sunday school?</p> + +<p>Why does the condition of the scholar require preparation +on the part of the teacher?</p> + + +<h3>XIV. THE TRAINING AND TASK OF THE TEACHER</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Train. Nec.</b> (1) Book. (a) Or. nat. (b) Hist. (c) Geog. back. (d) Inst. (e) Eth. rel. tea. (2) Schol. (3) Schoo. (4) Work.<br /> +2. <b>Tea. Tas.</b> (1) Stu. (2) Fri. (3) Tea. (4) Dis.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What are the four departments of teacher-training?</p> + +<p>What in the Bible does the teacher need to know?</p> + +<p>What does he need to know about his scholars?</p> + +<p>What does he need to know about the school?</p> + +<p>What does he need to know about teaching?</p> + +<p>What are the four departments of the teacher's task?</p> + +<p>What has he to do as a student?</p> + +<p>What may he do as a friend?</p> + +<p>What is required of him as a teacher?</p> + +<p>What is his work for his class, as a disciple of Christ?</p> + + +<h3>XV. THE CONSTITUENCY OF THE SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Rel. to Com.</b> (1) Const. adj. (2) Mem. rep. (3) Meth. adap.<br /> +2. <b>Chang. Pop.</b> (1) Gro. (2) Dec. (3) Ch. soc. (4) Ali.<br /> +3. <b>Prac. Sugg.</b> (1) St. fi. (2) Cul. fi. (3) Pro. f. all ele. (4) Ad. meth.<br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What kind of a temple is the Sunday school?</p> + +<p>Whence must come the members of the school?</p> + +<p>What duty does the school owe to the population +around it?</p> + +<p>Of what should a Sunday school be representative?<span class='pagenum'><a name="Page_151" id="Page_151">[151]</a></span></p> + +<p>What elements in a mixed community should enter +into the Sunday school?</p> + +<p>What methods should be sought in localities where the +traits and needs of the people differ?</p> + +<p>What fact regarding the population of our country +brings great problems to the church and Sunday school?</p> + +<p>Give some instances of the effect of changing population +upon churches.</p> + +<p>How often are churches generally compelled to change +their constituency?</p> + +<p>What are some causes of the changed conditions in +cities and country places?</p> + +<p>What should be done in growing communities?</p> + +<p>What are the conditions, and the remedy for them, in +a declining population?</p> + +<p>How may a population change socially while increasing +numerically?</p> + +<p>What is the duty of a Sunday school in changing communities?</p> + +<p>When may a church or a Sunday school rightly abandon +its field?</p> + +<p>What is the first duty of the Sunday school in relation +to its field?</p> + +<p>What is its duty to the population in its field, wherever +the population can be reached?</p> + +<p>What elements in the population should be provided +for in the plans and efforts of the school?</p> + + +<h3>XVI. RECRUITING THE SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Nec.</b><br /> +2. <b>Los. fr. Sch.</b> (1) Sear. in sch. (2) Foll. abs.<br /> +3. <b>Char. Gro. Sch.</b> (1) Eff. (2) Attr. (3) Prom. (4) Sp. occ. (5) Sp. hel.<br /> +4. <b>Reach. Bey. Sch.</b> (1) Adv. (2) Inv. (3) Vis.<br /> +5. <b>Dang.</b><br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>Why is it not only desirable but necessary to seek for +increase in the membership of the Sunday school?</p> + +<p>What is the percentage of change in Sunday schools +annually?</p> + +<p>For what should search be made in the school?</p> + +<p>How may the absentees from the school be looked +after?<span class='pagenum'><a name="Page_152" id="Page_152">[152]</a></span></p> + +<p>What traits in a Sunday school will naturally draw to +it scholars?</p> + +<p>Why should the Sunday school be made a prominent +feature in the church?</p> + +<p>What are some special occasions in the year to which +attention should be given?</p> + +<p>What special methods of building up the school may +be employed in certain localities?</p> + +<p>How may the school be advertised?</p> + +<p>What are some advantages in a personal invitation?</p> + +<p>What plans for the visitation of the field are suggested?</p> + +<p>What caution should be given concerning methods of +recruiting the Sunday school?</p> + + +<h3>XVII. THE TESTS OF A GOOD SUNDAY SCHOOL</h3> + +<div class='bbox'><div class='center'><b>BLACKBOARD OUTLINE</b></div> + +<div class='list'> +1. <b>Rep. Char.</b><br /> +2. <b>Org.</b><br /> +3. <b>Ord.</b><br /> +4. <b>Sp.</b><br /> +5. <b>Edu. Eff.</b><br /> +6. <b>Char.-buil.</b><br /> +</div></div> + + +<div class='center'><br /><b>REVIEW QUESTIONS</b></div> + +<p>What is meant in the title of this chapter?</p> + +<p>How many tests or criterions are here named?</p> + +<p>What are these tests?</p> + +<p>What is meant by the representative character of a +Sunday school?</p> + +<p>Why is organization necessary to constitute a good +school?</p> + +<p>What is included in a graded school?</p> + +<p>To what extent is order a requisite?</p> + +<p>How may the demand for order be carried to excess?</p> + +<p>What is "spirit" in a Sunday school?</p> + +<p>What constitutes efficiency in Sunday-school work?</p> + +<p>For what purpose is the teaching and work of the +Sunday school?</p> + +<p>What is included in the building of a character, as an +aim of the Sunday school?</p> + +<p>How should these tests or traits be viewed?</p> + +<p>What illustrative passage is given from the New +Testament?</p> + + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> An exception is to be noted in the Sunday schools of the Roman +Catholic Church, where most of the teachers belong to religious orders.</p></div> + +<div class="footnote"><p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> Bishop John H. Vincent.</p></div> + +<div class="footnote"><p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> For qualifications and functions of the teacher see <a href="#CH_XIII">Chapters XIII</a> +and <a href="#CH_XIV">XIV</a>.</p></div> + +<div class="footnote"><p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> For a more complete statement, see the volume of this series on +The Graded Sunday School in Principle and Practice, by Dr. H. H. +Meyer.</p></div> + +<div class="footnote"><p><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> Dr. A. H. McKinney, in After the Primary—What?</p></div> + +<div class="footnote"><p><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6"><span class="label">[6]</span></a> This department is now named in Sunday schools of the Protestant +Episcopal Church, and some others, the Font Roll, or Baptismal Roll.</p></div> + +<div class="footnote"><p><a name="Footnote_7_7" id="Footnote_7_7"></a><a href="#FNanchor_7_7"><span class="label">[7]</span></a> Suggested by Dr. J. H. Vincent.</p></div> + +<div class="footnote"><p><a name="Footnote_8_8" id="Footnote_8_8"></a><a href="#FNanchor_8_8"><span class="label">[8]</span></a> For full information concerning Teacher-training, courses, examinations, +and diplomas, write to the State Secretary of Sunday School +Work, or to the office of the International Sunday School Association, +No. 140 Dearborn Street, Chicago.</p></div> + +<div class="footnote"><p><a name="Footnote_9_9" id="Footnote_9_9"></a><a href="#FNanchor_9_9"><span class="label">[9]</span></a> For plans of the Home Department, address the Secretary of the +State Sunday School Association, or Dr. W. A. Duncan, Syracuse, New +York, who is recognized as the founder of this system.</p></div> + +<div class="footnote"><p><a name="Footnote_10_10" id="Footnote_10_10"></a><a href="#FNanchor_10_10"><span class="label">[10]</span></a> R. L. Stevenson's Treasure Island.</p></div> + +<div class="footnote"><p><a name="Footnote_11_11" id="Footnote_11_11"></a><a href="#FNanchor_11_11"><span class="label">[11]</span></a> For detailed methods and plans, see the volume of this series on +The Training of Sunday School Teachers.</p></div> + +<div class="footnote"><p><a name="Footnote_12_12" id="Footnote_12_12"></a><a href="#FNanchor_12_12"><span class="label">[12]</span></a> 2 Pet. 1. 5-7.</p></div> +</div> + +<hr style="width: 65%;" /> + +<div class='tnote'><h3>Transcriber's Notes:</h3> + +<p>Text uses both Sunday School and Sunday-School.</p> +<p>Obvious punctuation errors repaired.</p> + +<p>The remaining corrections made are indicated by dotted lines under the corrections. Scroll the mouse over the word and the original text will <ins title="Transcriber's Note: original reads 'apprear'">appear</ins>.</p></div> + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Organizing and Building Up the Sunday +School, by Jesse Lyman Hurlbut + +*** END OF THIS PROJECT GUTENBERG EBOOK ORGANIZING THE SUNDAY SCHOOL *** + +***** This file should be named 35050-h.htm or 35050-h.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/3/5/0/5/35050/ + +Produced by Emmy, Charlene Taylor and the Online Distributed +Proofreading Team at https://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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