'"""^'^ «a the .,„,,, YOUTH AND THE CHURCH A Manual for Teachers and Leaders of Intermediates, Seniors and Young People By CYNTHIA PEARL MAUS Young People's Division Superintendent, Department of Religious Education of the United Christian Missionary Society Fourth Edition CINCINNATI THE STANDARD PUBLISHING COMPANY Copyright, 1919 The Standard Publishing Company This book is affectionately dedicated to my mother and father, Mr. and Mrs. R. D. Maus FOREWORD AND ACKNOWLEDGMENTS 'T'HE problem of religious education in all its phases has been given wider consideration during the last quarter of a century than in all the rest of the reformation period combined. There is hardly a type of work in the realm of Christian education upon which one or more books have not been written. The standards recently adopted by the Sunday School Council of Evangelical Denominations for work with young people in the local church call forth another which the author hopes may be at least suggestive to churches desiring to unify the leadership and correlate the program of Christian education for the youth of the church. In the preparation of this manual for teachers of Intermediate, Senior and Young People's classes the author gratefully acknowledges her indebtedness to the works of Professors Coe, Starbuck, Athearn, Weigle, King and Butler; to Dr. Ward C. Cramp ton and Margaret Slattery; to Messrs, Hartshorne, Alexander and Foster; to the published questionnaire and replies presented by Dr. Wade Crawford Barclay to the members of the Sunday School Council; and to the ''Canadian 5 FOREWORD AND ACKNOWLEDGMENTS Standard of Efficiency Tests for Boys," ''Canadian Girls in Training," and the ''American Standard Program for Boys." Besides such acknowledgments as are made in the text, the author wishes to express her thanks to the members of the Young People's Work Com- mittee of the Sunday School Council; to the Sec- ondary Division Council of the Bible School De- partment of the American Christian Missionary Society; and to a host of friends and teachers of young people the continent over, whose conference and co-operation has made possible this book. To all who have helped in any way, the author is deeply grateful. c. p. m. Cincinnati, 0., Jan. 1, 1919. CONTENTS PAGE Introduction _ _...._ _ _ 11 I The Reorganized Secondary Division 17 II The Intermediate Department .._ 36 III The Senior Department .._ _ 56 IV The Young People's Department .._ _...._ 75 V The Organized Secondary Division Class 93 VI A Fourfold Program for Developing Life 110 VII Graded Worship _ _ _ _ 125 VIII Graded Instruction .._ _ _ _ 144 7 CONTENTS IX Graded Expression __ 160 X The Ultimate Goal 177 Bibliography _ 185 LIST OF ILLUSTRATIONS FACING PAGE Building Plan I., for School of 100 11 Building Plan III., for School of 150 _ 17 Building Plan XIV., for School of 250 36 An Attractive Intermediate Department 41 Movable Assembly-room Chair, with Folding Arm - 71 Classroom Screens 75 Tablet Arm-chair 87 A Community Class of Teachers Specializing in Work with Teen-age Girls 92 Moulthrop Table-chair Desk 102 Credit Cards and Records _ 106 Building Plan XXXVII 125 An Intermediate Worship Assembly 128 Building Plan XL VII., First Floor 146 Building Plan XL VII., Second Floor 147, Geography Class - 164 9 Beginners PR-IMARY j e^.iMT I JUNIOFLS PLAN I.* R. H. Hunt, Architect, Chattanooga, Tennessee. Plan I. is an improvement and enlargement of the traditional one-room building. It offers fair equipment for schools numbering fifty to one hundred. *P. E. Burroughs, Church and Svmday School Buildings (p. 43), INTRODUCTION THE task of Christian education and evangeli- zation is coming more and more to be re- garded as the work of the church. Separate or- ganizations (Brotherhoods; missionary, aid and young people's societies; young ladies' circles and guilds, triangle clubs and mission bands) are gradually being submerged in the larger life of the church itself. Indeed, so far has this idea of unification and correlation progressed that many churches are now organizing all their educational, evangelistic, mis- sionary and benevolent work on the basis of de- partments of church life, rather than on the basis of a half-dozen or more unrelated and more or less independent organizations. It is indeed a hopeful sign, for the church — not Brotherhoods; missionary, aid and young people's societies; cir- cles, guilds, bands and clubs — is the instrument that Jesus founded and through which his King- dom-building enterprise is to be carried to the last man, woman and child in the world. The church contains people of all ages. The young, not yet old enough for formal membership in the body of Christ, but who are being nurtured 11 YOUTH AND THE CHURCH by the church into the likeness of Christ, are they not the children of the church? Rapidly maturing boys and girls and young people making their life choices, accepting Jesus as a personal Saviour and Guide, being trained for and enlisted in His ser- vice, are they not the youth of the church? The men and women of maturer years, carrying the full burden of responsibility for the evangelization and Christianization of the wide, wide world, are they not the men and women of the church? Why, then, the need of separate men's and women's, young people's, boys' and girls' and children's organiza- tions, related to, but not necessarily including, the whole body of the church? Can not the church, organized on the basis of departments of church life, each departmental group corresponding to a natural life period and administered under one leadership and supervision, carry on all the edu- cational, evangelistic, missionary and benevolent work of the church without a multiplicity of more or less independent, unrelated and uncorrelated organizations ? There is a constantly increasing belief on the part of the churches of Christ everywhere that such a program of organization would forward the work of the. Kingdom for all time. Suppose it should mean the loss of some of the terms that through the years we have grown accustomed to and that are dear to us; would it matter much, if, through such a unification and correlation of all the 12 INTRODUCTION agencies of Christian education and evangelization, the work of the Kingdom of our Master went in- creasingly on? Personally the author would be willing to see the terms '^Sunday school," ''Endeavor society," ''mission band," "circle," "triangle club," etc., dear as they are, disappear entirely from our church nomenclature, if in so doing the term "church" might come to have an increasing inter- est, emphasis, love and significance in the lives of young people. The author has tested groups of young people in every section of the United States, and has yet to find a single boy or girl in the adolescent years who is being trained to tJiink and speak in terms of the church. Ask any group of church young people anywhere what organization they think of when you say Christian education, and they will reply, "The Sunday school," or "The church college." Ask them what term they think of when you say training for service, and they will respond, "Christian Endeavor," "Epworth League," or "Baptist Young People's Union." Ask them what organization they think of when you say missions, and they will reply, "Young Ladies' Circle, "" Mission Band, "" Triangle Club," etc. In five or more years of testing now, the author has yet to hear an individual or a group respond, ' ' The church ; ' ' and yet it was the church, not auxiliary organizations, to which Jesus referred when he said: "Upon this rock I will build my 13 YOUTH AND THE CHURCH church, and the gates of Hades shall not prevail against it." The natural units of organization for correlat- ing the educational, evangelistic, missionary and benevolent work of the church will be found in the grading of the modern church school, for the de- partments of the church's school are based upon natural life periods — the Cradle Roll (infancy), the Beginners (early childhood), the Primary (middle childhood), the Junior (later childhood), the In- termediate (early adolescence), the Senior (middle adolescence), the Young People's (later adoles- cence), the Adult (maturity), and the Home De- partment (the aged and shut-ins). Why can not these departments, organized from the church point of view, properly supervised, administered and equipped, become the basis of organization for all that is done by the church for and with each natural group? The growing sentiment in favor of the plan is a healthy indication that a unified and correlated program of Christian education and evangelization is to be the policy of the church of the future. In the chapters that follow, the author has attempted to give not only a survey of the growth and development of organized work with young people in the local church, but to suggest a plan and program by which the educational, evangel- istic, missionary and benevolent work of the church with its youth may be unified and correlated in 14 INTRODUCTION such a way as to make the church, and not auxil- iary organizations, central in the thinking of boys and girls and young people. With the hope that pastors, church officers and teachers and leaders of young people may find, in the chapters that follow, some suggestions that will guide them in working out a unified and cor- related program of Christian education for the YOUTH OF THE CHURCH, this book is respect- fully submitted. Cynthia Pearl Maus. 15 m PORCH m m m PLAN III.* R. H. Hunt, Architect, Chattanooga, Tennessee. In Plan III. we have an extension of Plan I., two rooms being added on each side of the auditorium. This plan provides nine classrooms and offers ample provision for schools enrolling one hnindred and iifty. P. E. Burroughs, Ohurch and SwndLay School Buildings (p. 45). THE REORGANIZED SECONDARY DIVISION IN order to fully understand the ''why" of the new group organizations among young people, it will be necessary to think through together the growth and development of the educational work of the church through its church school, for the Secondary Division of the church's school, like every other division, has grown through a period of eight or ten years to its present development. Just as the years from 1902-1908 mark the evolu- tion of the Elementary Division,, and the years from 1905-1914 the evolution of the Adult Division, BO also the years from 1907-1917 mark the evolu- tion of the present reorganized Secondary Division. Prior to the year 1900, departments were un- known in the Sunday-school world. The great majority of schools maintained a Primary or "in- fants' " class with pupils ranging anywhere from babyhood to eight or nine years of age; one or two boys' and girls' classes; a young people's class, and one or more adult classes. In 1902 separate Primary and Junior classes began to be agitated, and in 1905 the adult-class movement 3 17 YOUTH AND THE CHURCH started with everybody from sixteen years of age on up eligible to membership. The year 1906 saw the appointment by the International Sunday School Association of a committee on Intermediate work, and soon after the term ''Intermediate" began to be used. It was not, however, until as late as 1908 that the term ''Intermediate depart- ment," as such, began to be generally used. That year saw also the completion of the present Ele- mentary Division, with its Cradle Roll, Beginners, Primary and Junior depai'tments. In 1909, because of the large number of boys and girls who were annually lost to the church's school, the attention of the Sunday-school world began to center on the upper teens, which prior to that time had been regarded as a part of the Adult department; and in 1910 a committee repre- senting the Intermediate and Adult departments of the International Sunday School Association was appointed to study and survey the whole matter. This committee sent out a questionnaire to the leading educators throughout North America, and on the basis of their replies the Executive Commit- tee of the International Sunday School Association created the Senior department (ages 17-20) and made provision by which the Intermediate and Senior departments were combined into an Ad- vanced Division to rank with the Elementary. In 1911, in order to conform more nearly to current educational nomenclature, the International 18 REORGANIZED SECONDARY DIVISION Sunday School Convention at San Francisco changed the name of this new division from *' Ad- vanced" to "Secondary," and on May 1, 1912, Mr. John L. Alexander was called to become the superintendent/ By the San Francisco Convention this new division was empowered to appoint a commission to study the whole problem of the teen years, with the understanding that the findings were to be published in book form. Two volumes, ''The Sunday School and the Teens" and ''The Teens and the Rural Sunday School," both edited by Mr. Alexander, are the result of the work of that commission, and they have been invaluable in the evolution of the Secondary Division. In 1910 the Sunday School Council of Evan- gelical Denominations was organized, and in 1913 the following agreement was entered into by the Sunday School Council and the International Sun- day School Association: "That the International Sunday School Association and the Sunday School Council of Evangelical Denominations recognize it to be the right and responsibility of each de- nomination to determine standards for its own Sun- day schools."^ Since that time the Young Peo- ple's Work Committee of the Sunday School Coun- cil has been at work on more effective standards for the Secondary Division. ^ Alexander, The Secondary Division Organized for Service (pp. 31. 32, 33). ^1913 Minutes of the Sunday School Council of Evangelical De- nominations (p. 54). 19 YOUTH AND THE CHURCH During the years from 1912 to 1917 several dif- ferent forms of departmental organization within the old Secondary Division (ages thirteen to twenty) were experimented with, with varying re- sults. The majority of schools had what was known as an Intermediate department (ages thir- teen to sixteen) and a Senior department (ages seventeen to twenty). Other schools grouped all the pupils from thirteen to twenty into one depart- ment known as the teen-age or high-school depart- ment; and still other schools had what was known as a boys' department (ages thirteen to twenty), under a man superintendent, usually; and a girls' department (ages thirteen to twenty), under a woman superintendent, usually. It was the author's privilege during a five- year period to test out to a greater or less degree each of these three forms of departmental organi- zation under the old standard, and no one of them seemed adequate to meet the needs of young peo- ple. Sixteen-year-old girls especially were restless and unsatisfied in the Intermediate department; and when girls reached the age of eighteen or nineteen and put their dresses up or down accord- ing to the prevailing style, they took themselves out of the Senior, teen-age or girls' department, and joined the young people's class. Boys of twenty-one and twenty-two, who had been duly promoted into the young people's class, but who had a "crush" on some girl in the middle teens, 20 REORGANIZED SECONDARY DIVISION refused to group with young people, preferring to remain in the Senior, teen-age or boys' depart- ment. The experience of the writer was not differ- ent from the experience of nearly every other worker with young people on the continent. The old arbitrary age limits of thirteen to sixteen for the Intermediate department and seventeen to twenty for the Senior department would not work. Pupils refuse to stay ''put," and there was general dissatisfaction with all three of the old depart- mental groupings. And so, in 1914, the Young People's Work Committee of the Sunday School Council, in joint conference with the Secondary Division leadership of the International Sunday School Association, began the task of study and investigation looking toward new standards for the Secondary Division that would make it possible to meet, in a larger way, the individual and group needs of the youth of the church. All students of child life are agreed that in the development of life from birth to the grave there are certain fairly well-defined periods or epochs. These periods are often referred to as infancy, childhood, youth, maturity, etc. This is evidently God's plan for developing life. It follows naturally that those who wish to deal successfully with life must make their plan and program conform to these more or less clearly defined periods of de- velopment. In the field of secular education these life periods have long been recognized in elemen- 21 YOUTH AND THE CHURCH tary, secondary and collegiate schools, and the re- cent agitation in the secular school world for the reorganization of the public schools of this country on the basis of the six-six plan — six years of ele- mentary education and six years in secondary or high school — is an indication that the secular schools are recognizing these life periods with con- stantly increasing efficiency. The action of the Sunday School Council at its January (1917) meeting in Boston, Massachusetts, in changing the scope of the Secondary Division of the church's school to cover the whole period of adolescence (twelve or thirteen to twenty-four years), is an indication that the Sunday-school world is begin- ning to recognize these natural life periods with ever-increasing efficiency. The scope of the Secondary Division as it is now constituted covers the years from twelve or thirteen to maturity, and recognizes within that scope three natural or normal groups: (1) The Intermediate department or group (ages twelve to fourteen approximately), (2) the Senior depart- ment or group (ages fifteen to seventeen approx- imately), and (3) the Young People's department or group (ages eighteen to twenty-four approxi- mately) ; with the understanding that the group- ing of any particular pupil is not to be determined by age alone; the public-school grade, week-day social relations, mental and religious development, are exceedingly important factors and are to be 22 REORGANIZED SECONDARY DIVISION taken into account." The groupings just referred to are in all cases to be considered flexible, thus permitting the adjustment of the group to the needs of individual pupils. Reasons for the Regrouping. PJiysiological: The term "adolescence" means ''growing" or "maturing," and close study and observation show that there are three (not two) clearly marked stages of growth within this ten C twelve year period. The first stage covers the years from twelve to iiiieen, and is often referred to as the organic period, or early adolescence.J During the period of childhood nature has been at work building the body of a boy or girl. With the period of adoles- cence there begins another ten or twelve year process, during the first three or four years of which the body of a child becomes the body of an adult. pThe second stage covers the years from fifteen to eighteen and is often referred to as the emo- tional period of middle adolescence.J During these years, nature, having built the body of an adult, installs in that body the emotional nature of maturity. Phe third stage covers the years from eighteen to twenty-three or twenty-four and is often re- 1 1917 Minutes of the Sunday School Cov/ncil of Evangelical De- nominations (pp. 44, 45). 23 YOUTH AND THE CHURCH ferred to as the intellectual period or later adoles- cence.'^ During these years the reason and will cen- ters of the brain mature rapidly, giving the power for independent thought, and balance to the emo- tional instability of the middle teens. Of course, as Professor Athearn indicates, ''all these changes are going on at once, but physical changes are the dominant characteristic of the first period ; emotional development characterizes the second period; and intellectual reconstruc- tion is the distinguishing element in the third period/'* Dr. Ward C. Crampton says: "The greatest failure of education to-day is its inability to recog- nize the fact that sexual ripening determines an entirely new outlook upon life. The pubertal change leaves the child a wholly different being, different mentally, physically and morally from children in the stage left behind. * ' ' And while no arbitrary grouping can ever be worked out that will determine with accuracy just when the tran- sition from childhood to maturity takes place (There is a very wide variance in the pubescent period in individuals and the sexes. Girls usually enter and pass through this period anywhere from twelve to fifteen months earlier than boys), all authorities are agreed in thinking that the years from twelve to fifteen with boys and from eleven ^ The Church School (p. 174). *King, The High School Age (p. 41). 24 REORGANIZED SECONDARY DIVISION to fourteen or fifteen with girls mark the transi- tional period of adolescence. ) "The basis of all developi^ent is physical. The nerves and muscles are the instruments of the in- tellect, the feelings and the will; and self-control and the development of all the higher moral and intellectual powers depend upon the proper interi action of nerves and muscles. ' ' ' Inasmuch as ado-i lescence is the age of nerve and muscle educationj the Young People's Work Committee of the Sun-' day School Council felt that the departmental groupings of the youth of the church ought as nearly as possible to conform to these natural life periods, in order that we might plan the educa- tional program for youth in such a way as to de- velop the physical life of each natural group to its "nth" power. It is a well-known fact that a strong, healthy body inhibits wrong tendencies. This makes physical consideration and training necessary to the full-rounded development of every adolescent, not for the sake of the body alone, but for the sake of the mind and heart as well. Psychological: The greatest problem of young people is to find themselves in the world of work, of social enjoyments and of daily duties. This is not only a problem of adjustment; it is a problem of building up new personalities in which shall be fused all that is vital in the world about them with that which is unique and original, in The American Standard Programi for Boys (p. 31). 25 YOUTH AND THE CHURCH themselves, for in every human being something new, something original, something individual, is brought into the world. Education, as far as adolescence is concerned, is possible for each youth only in so far as it enables him not merely to con- form to life as he finds it, but to make it over to some extent in terms of himself. The dominant, outstanding characteristic of \adolescence is individuality. "The normal adoles- \eent feels keenly this impulse to he himself; to fauestion all traditions, all assumptions; to think things out for himself, whether it be in the realm of literature, of art, of religion, of morals, or of social duties. This impulse is God-given, and it is good, even though he may find in the end that his conclusions are not so very different from those of others about him; for it is through this impulse to think for himself that he finds himself, and proves his right to be a man among men. ' ' ' The basic reason for the reorganization of the secular schools on the basis of the Junior-Senior I high-school plan is that they may contribute in a (larger way to the realization of this individuality, this personality in the life of maturing boys and girls. During the period of study and investigation carried on by the Sunday School Council, looking toward the reorganization of the departmental groupings of the church's school, Dr. Wade Craw- King, The High School Age (p. 95). 26 REORGANIZED SECONDARY DIVISION ford Barclay sent out a questionnaire to leading educators in the public schools of this country, asking them to state briefly the reasons for reor- ganizing the public schools on the Junior-Senior high-school plan. The following quotations are illuminating : "To take account of the changes physiological, psychological and sociological; to bridge the gap a little more completely between childhood and early adulthood ; to provide an opportunity to find oneself in the multiplicity of interests of life.*' — C. 0. Davis, University of Michigan. "Identity, or, at least, similarity of physical and mental traits; the consequent desirability of similar management and discipline; the prevalence of certain common interests and the resulting need of similar material and methods of instruction; greater likelihood of continued school attendance beyond the eighth year, because the close of the Junior high-school period comes after the adoles- cent has become accustomed to a new state of de- velopment, in place of coming just when the phys- iological transition makes him most restless." — A. Duncan Yocum, University of Pennsylvania. "Conforms to the psychological development of the child; makes the transition from the elemen- tary to high school at a less critical period ; makes possible a greater diversity of work; greater adap- tation to the needs and interests of pupils; facil- itates the development of the social consciousness; 27 YOUTH AND THE CHURCH democratic; grants equality of opportunity." — L. B. Rogers y Lawrence College. But some may raise the question: Are the rea- sons that have led to the formation of Junior- Senior high schools reasons that have application to the work of the Sunday school? Are they suffi- cient to make desirable the formation of separate departments in the church's school to conform to the Junior high school (seventh, eighth and ninth grades), and Senior high school (tenth, eleventh and twelfth grades) 1 The following quotations, taken from the replies which Dr, Barclay received to that question, are significant: ''Certainly! The Sunday school must adapt itself to the nature of the child and the nature of society exactly as does the public school." — L. W. Rapier, Pennsylvania State College. ''Yes. The factor of congenial association has greater bearing upon efficient work in religious education than it has in secular education. The force of the demand is more urgent in the Sunday school than in secular schools." — F. J. Kelly y University of Kansas. A "Yes. The question of adolescence determines 'emotional maturity as well as intellectual maturity, and, in consequence, the child's interests and his moral and religious maturity. Yes ! Emphatically, yes!" — TJiomas M. Balliety New York University. "I see no good reasons why the Sunday school should fail to recognize itself on a psychological 28 REORGANIZED SECONDARY DIVISION basis. The public school sees the need of differ- entiation in content and methods for the years twelve, thirteen and fourteen, which motion is based on psychological grounds, and if the psy- chology is well founded, then it certainly should hold for the Sunday schools as well as the public schools." — William E. Smythe, De Pauw Univer- sity. Of the forty public-school educators who replied to this question, thirty held that the reasons ap- plied quite as much in the realm of religious as of secular education. The Junior-Senior high-school movement is growing rapidly in the secular school world; and large numbers of cities and towns that have not as yet adopted the Junior-Senior high-school plan have departmentalized the work of the seventh and eighth grades so that pupils twelve and thirteen years of age are grouping together for study and recreation. The public-school grouping determines very largely the sociological groupings for all those enrolled in the public schools, for, as boys and girls group five days a week in the public school, they will tend to group in the church's school. It would be unfortunate in these days of ex- perimentation and reorganization in secular school work for the Sunday school to hold itself rigidly to a rapidly disappearing public-school grouping. Sociological: Practically all the auxiliary or- ganizations that touch the life of young people 29 YOUTH AND THE CHURCH from twelve to eighteen years of age recognize in their plan and program of work these two natural groups, the organic (12-14), and the emotional (15-18). The Boys' Work department of the Y. M. C. A., the Girls' Work department of the Y. W. C. A., the Boy Scouts movement, the Camp- fire Girls movement, all recognize the twelfth year as the beginning of the transitional period from childhood to early adulthood, and admit to mem- bership boys and girls twelve years of age and older. The playground directors in cities and towns recognize these two natural groupings (12-14 and 15-18) in planning their group games; and physi- cal directors in the public schools find it advan- tageous, even in cities and towns where the Junior- Senior high-school plan is not in operation, to group seventh and eighth grade pupils together for recreational activities. Inasmuch as all the organizations that touch the social life of boys and girls in the periods of early and middle adolescence recognize these normal groupings, it seemed the part of wisdom, from the viewpoint of the Secondary Division lead- ership of the continent, for the church's school to conform, so that sociological groupings need not be broken in the church's educational program. [ Religion is a vital thing. It touches the whole oi life or it touches none of life, for there is no piiase or interest of boy and girl life that lies out- I 30 REORGANIZED SECONDARY DIVISION side the reach of the church in Kingdom-building. The church in its outreach into the life of youth touches all life situations, physical, intellectual and social, as Avell as religious. It must take into account the three great passions of youth — work, play and love; and build its program in such a way that it will give young people something to dot, something to think about, something to enjoy, somej- thing that will enable them to give themselves inl service. It must co-operate with every other agency that is at work for the physical, mental, moral and religious uplift of boys and girls, and, in order to do this in the best way, it must con- form, as far as sociological groupings are con- cerned, to those adopted by other agencies that are at work in the life of young people. The new groupings make it possible for the church's school to co-operate in the fullest way with all other aux- iliary organizations that are working for the social betterment of young people. General Principles. Quite as important as, if not more important than, the regrouping of the Secondary Division, is the statement of general principles that must underlie all work with young people. For it is on the basis of this statement of principles, together with the more scientific grouping, that we are to realize the highest moral and spiritual development in the life of the youth of the church. 31 YOUTH AND THE CHURCH The general aim in all work with young people in the church is to produce, through worship, in- struction and training, the highest type of Chris- tian manhood and womanhood, expressing itself in right living and efficient serving.' As over against the aim, let us face squarely the existing condi- tions. The most outstanding need on the part of the youth of the church to-day is for the unification and correlation of all the organizations that are at work with young people in our modern church life. More and more as one goes in and out among the churches is he made to feel this need; for it is not an uncommon thing to find anywhere from six to a dozen organizations, all clamoring for the loyalty and support of the same group of young people. The author has in her possession, clipped from the church bulletin of one of the largest churches in the State of Indiana, an announcement of twenty different meetings, within a given month, of twenty different organizations, all of them at work with young people between the ages of thirteen and thirty. No wonder that the average young person has no church conscience! The building of a church conscience is an absolute impossibility under conditions like that. Young people are being literally pulled to pieces by the numerous appeals for membership and ser- ^1917 Minutes of the Sunday School Council of Evangelical De- nominations ( p . 45). 32 REORGANIZED SECONDARY DIVISION vice that come to them from all the different or- ganizations that are attempting to do work with young people in the local church. At the present time, with all the multiplicity of organizations, we have in our churches groups of young people with a smattering of information in regard to the Bible, a smattering of information in regard to missions, a smattering of training in the culture of the devo- tional life; but not a single group anywhere that has an adequate knowledge of the world task and the world program of the church. Through the very multiplicity of organizations, each stressing some particular phase of the church's activity, we are producing groups of young people that are intellectual snobs. They are a mile high on some subjects and an inch wide on others. They are as sharp as the point of a cambric needle on some particular phase of church work, and as ignorant as the heathen on every other phase of the church's world program. The youth of the church need a unified and correlated program of Christian education in which impression and expression are not separated as they are now, when one organization is attempting to teach, while other organizations train for ser- vice. TeacJiing and training go Tiand in Jiand. They may not be separated. You can not teach witJiout training, and you can not train without teacJiing. Impression plus expression is tJie edu- cative process. s 33 YOUTH AND THE CHURCH When we shall come to have one organization by which and through which each natural group of young people shall be trained both to know and to do the whole will of God, then, and then only, will we have groups of young people who see the whole task of the church in its program of world redemption. The new standards for grading and grouping adolescent boys and girls not only recognize the organic, emotional and intellectual needs of ado- lescence; conform, as far as the periods of early and middle adolescence are concerned, with the Junior-Senior high-school plan; but make it pos- sible for the first time to organize the youth of the church for adequate Christian service. The stand- ards as approved by the Sunday School Council face squarely this problem of a divided interest, a divided energy, a divided loyalty, and the tre- mendous loss resulting from it; and suggest the following plan by which we may unify overlapping organizations and correlate the program of wor- ship, instruction and expression for each normal group : ''That the ideal (goal toward which we should work) is one inclusive organization in the local cJiurcJi for each normal group of adolescents — Intermediate, Senior and Young People. That each of these organizations should provide all the necessary worship, instruction and training through departments made up of classes, the classes to be 34 REORGANIZED SECONDARY DIVISION organized for specific tasks and individual train- ing; the departments organized for group activi- ties and for the cultivation of the devotional life through prayer, praise, testimony, and other forms of self-expression. ''That in churches where there already exists a Sunday school, young people's societies, and other organizations for adolescents, the work of these organizations be correlated in such a way as to be complemental, not conflicting and competing. "For this purpose there should be in each group a committee composed of the presidents and teach- ers of classes, the officers of the various organiza- tions involved, the pastor and any advisory officers appointed by the local church. These com- mittees, in conference with those charged with the work of religious education in the local church, to determine the program of study and activities, in order to prevent overlapping and duplication of effort. "That the program of study and activities for adolescence be such as to develop them on all sides of their nature — physical, intellectual, social and religious. It should include Bible study and cor- related subjects, the cultivation of the devotional life, training for leadership, and service through stewardship, recreation, community work, citizen- ship, evangelism and missions.'*^ ^ 1917 Minutes of the Svmday School OowncU of Evangelical De- nominations (pp. 46, 47). 35 II THE INTERMEDIATE DEPARTMENT WE are to consider in this chapter the Inter- mediate department (ages twelve to fourteen approximately) — its pupils, aims, organization, program, equipment and standards. Intermediate Pupils. The twelfth birthday marks, in a general way, the door through which boys and girls pass from the period of childhood into the period of adoles- cence, to emerge some ten or twelve years later into the maturity of adulthood. PJiysically the years from twelve to fourteen are characterized by a remarkable physical growth. The heart enlarges, the bones lengthen, the shoul- ders broaden, the muscles solidify, and the organs of reproduction come to maturity, for it is in these years that God takes the boy and girl into part- nership with himself in the perpetuation of the human race. The functioning of the sex organs is physical, but its effects are nearly always accompanied by mental, emotional and spiritual upheavals. Uneven growth, awkwardness, erratic 36 o - o p ^ o JUNIOR DCFAf^TPIEMT onnno rrxYr^ 190QOQ0 (30QOCE Ji BOYS IS-i'* PLAN XIV.* Frank L. Smith, Architect, Lexington, Kentucky. In Plan XIV. there is shown a good combination for convenience and economy. The Beginners, Primaries and Juniors have their own department rooms, so that they may conduct worship without disturbing the other departments. The Intermediates are provided with rooms which have solid walls, as the classroom seems to be of paramount importance at this age. This type of building would easily care for a school enrolling two hundred and fifty. ^P. E. Burroughs, Chv/rch and Simday School Buildings (p. 59), THE INTERMEDIATE DEPARTMENT temperament, loud and boisterous conduct, are the outward manifestations of this inward growth and development. There is more blood in the body dur- ing these years than there has been before, and it is a degree warmer in temperature. No wonder Dr. Lowry, in speaking of girls in this period, said: ''God bless the tomboys; I wish there were more of them. ' ' ' What does he mean ? Simply this : that the tomboy girl, who through her stren- uous exercise keeps rich red blood surging through veins and arteries, is far less likely to temptation than the quiet type of girl who sits all day long curled up in a corner with a book in her hands. Plenty of good, wholesome physical exercise is im- perative in the early teens, if the mind and heart are to be kept clean and pure and wholesome. Wise indeed is the Sunday-school teacher who uses the through-the-week meetings of the class to minister to this need for directed physical recreation. Intellectually this period is often the exact counterpart of the physical life, for the same er- ratic tendencies are manifest. The body seems to grow at the expense of the brain, or the brain at the expense of the body. The ability to stick to one thing is not a marked characteristic. The in- terests of life are broadening with such rapidity and in so many different ways that there seems not enough either of time or of energy to see and do all the things that are clamoring for attention. ^Herself (p. 133). 37 YOUTH AND THE CHURCH It is a period of individuation resulting from the new self-assertion, the new independence, the new consciousness of self. As a result, authority for the first time is questioned. Boys and girls now begin to look upon themselves as of some value to society. Their deeds are worth something, their individual opinions are of value, their conclusions are worthy of consideration. Why, then, should they submit without a question to the authority of others? The chief mental characteristic of this period has been termed by Miss Slattery as longing. Boys and girls live two lives — the one visible, in which they perform the ordinary duties and responsibil- ities of every-day life; the other life is out there in the land of dreams, where the boy or girl is the center of things, doing great deeds in the world of achievement. It is out of this longing, perhaps, that the insatiable appetite for reading grows, for this is the period when the reading craze is at its height. What a splendid opportunity is here af- forded the Sunday-school teacher, for it is a well- known fact that the "book friendships" of the early teens are but a degree less potential in their influence on life than personal friendships, and they are often more lasting. Socially the years from twelve to fourteen are characterized by the awakening of the social in- stincts. This may be seen not only in the gangs and teams that are organized for out-of-door 38 THE INTERMEDIATE DEPARTMENT sports, but in the classes and clubs, the cliques and sets that are organized under almost every con- ceivable condition and for almost every thinkable purpose. Boys and girls in this period do very little alone. They just naturally attach them- selves to other young people. A strong person- ality will attract others to itself. At first the sexes draw apart, but toward the end of the period they begin to get together. From the fif- teenth year on they mingle naturally and normally in one another's society. The high tide of inter- est in organizations, as expressed in groups and gangs, comes at about the middle of the thirteenth year. A study of the periods of early and middle adolescence shows that 86 per cent, of the purely voluntary organizations are to be found in the years from twelve to fourteen; and that 82 per cent, of all the organizations formed within this period are for physical activities, indicating that the demand for physical expression is easily domi- nant. The organized Intermediate department, and the organizations of each class within the de- partment, afford a splendid opportunity to satisfy this need for organized activity. Religiously this period is of unusual im- portance, since so large a number of boys and girls unite with the church during these years. Mere forms of religion — the religion of childhood is very largely a matter of custom and habit — now lose their attractiveness, and youth begins to seek 39 YOUTH AND THE CHURCH the inner spiritual meaning behind these outward forms, ''With the birth of a new self-conscious- ness, there comes also the birth of the new con- sciousness of God and of things religious." Inter- mediate boys and girls are deeply and truly relig- ious. They are often boisterous, impulsive, impatient of restraint, apparently unresponsive, and yet within them is the grace of God. Their religion is not the religion of maturity. ''It has the same boundless energy and enthusiasm of all the other interests of these years. It is a religion of deeds, not words.'' It does not normally express itself in the form of testimony meetings; the testimonies of boys and girls manifest themselves in deeds of love and devotion. Opportunities, therefore, for ex- pression that lie within the range of the interests and abilities of pupils must be given if they are to grow in grace and in favor with God and man. Department Aims. In order that we may be clearly conscious of the ultimate goal of all work with Intermediate pupils, it is essential to have not only a clearly de- fined aim or goal for the educational work of the church, but for each department — the department aim to serve as a stepping-stone in the realization of the ultimate aim. Briefly expressed, the edu- cational aim of the church through its church school is to "produce, through worship, instruc- tion and training, the highest type of Christian 40 THE INTERMEDIATE DEPARTMENT manhood and womanhood expressing itself in right living and efficient service." It is well, therefore, in the very beginning of our consideration of the work of the Intermediate department, to ask, What is the aim of this department with relation to the larger educational aim of the church through its church school ? — that there may be a clearly defined goal toward which the work of the department may progress. Of necessity the answer to this question must grow out of the life needs of the pupils, for they are the plastic clay which we must mold into men and women whose chief passion and purpose shall be the building of the Kingdom of G-od. Viewed from the life needs of boys and girls, and the growth of the Kingdom, the aims of the Intermedi- ate department may be summarized as follows: 1. To secure the acceptance of Jesus Christ as a personal Saviour. The studies of Coe and Star- buck show that this period is the period of the first religious awakening. The aim of the department,, therefore, should be to win each life for God at the very beginning of this first religious awakening. 2. To cultivate an ever-increasing knowledge of Christian ideals and of the Bible as the source of these ideals. 3. To secure on the part of boys and girls a personal acceptance and open acknowledgment of these ideals in their daily life, through Bible study, prayer, Christian conduct, recreation and service. 41 YOUTH AND THE CHURCH 4. To awaken in boys and girls a growing ap- preciation of the privileges and opportunities of church membership, that they may come to have a deep and genuine reverence for the Lord's day and the Lord's house. 5. To secure an all-round development through the cultivation of the social consciousness and the expression of the physical, intellectual, social and religious life in service for others.' At least once a year the department counselor (superintendent) and teachers should check up the work that is being done in the department, to see how largely these results are being accom- plished in the lives of individual pupils. Organization. To meet the social and group instincts of adoles- cents many types of organization have been tried with varying results. Of them all, the organized department with its organized classes is the most acceptable. A fully organized department for both Intermediate (12-14) and Senior (15-17) pupils is not always possible because of the smallness of the group or the architectural inadequacy of the church building. In such churches it is advisable to com- bine in a boys' and girls' (or high school) depart- ment all the pupils from twelve or thirteen to seventeen years of age. Better results will be ob- ^1917 Minutes of the Stunday School Council of Evangelical De- nominations (p. 45). 42 THE INTERMEDIATE DEPARTMENT tained, however, if pupils in the periods of early and middle adolescence can be grouped in two diiferent departments. The simplest form of organization is to be de- sired for this department because of its flexibility and ease of operation. Three or four officers, a few standing committees and many short-lived ones, each with its specific duty to perform, are preferable to a more elaborate organization. A half-year term of office, with the possibility of but two terms in succession, will bring more pupils into official relation with the department and act as a stimulus to a progressive program. The more pupils who have a chance to be trained in action, the stronger the life of the department will be- come, and the greater the interest the young peo- ple themselves will have in the department. The diagram on page 55 suggests a simple form of departmental organization that may be adapted to meet the needs of any group of young people in the local church. If desired, a constitution may be formulated and adopted and a department motto, song and pennant selected. Where the building permits, there should be a separate department assembly-room, providing op- portunity for both training and expression in wor- ship under normal conditions, when the immature are meeting alone with none to observe except their teacher friends and the department counselor. The president should preside over all meetings of the 43 YOUTH AND THE CHURCH department, under the direction of the counselor, unless that work has been delegated for the day to some other person or group. If the department session of the church school is one hour in length, twenty minutes should be given to the worship program and forty minutes to the class period. If an hour and a quarter is used, the closing ser- vice of this department, if desired, may be com- bined with the Senior, Young People's and Adult departments, thus making it possible for the school to be together for a brief closing service. If the arrangement of the church building does not per- mit of departmental assemblies, the worship ser- vice of the Intermediate group may be combined with that of the older departments. Where such adjustments must be made, however, responsibility for conducting the worship service from week to week, or month to month, may profitably be rotated among the various departments combined, thus affording some opportunity for grading the worship, and for the development of initiative and leadership on the part of each normal group. In addition to the church school's session of this department, there may be a meeting on Sun- day afternoon or evening. The Christian Endeavor topics and correlated temperance and missionary instruction may be made the basis of study and worship for these meetings, just as graded lessons are made the basis of the church school's program. Other through-the-week meetings of the depart- 44 THE INTERMEDIATE DEPARTMENT ment should be planned for from time to time, for the expression of the physical, intellectual, social and religious life of boys and girls. See Chapters VI. and IX. for plans and materials. Correlation. In churches where there already exist a de- partmental Sunday school and one or more socie- ties of Christian Endeavor, each attempting to build a program for the religious training of young people, there is always more or less of over- lapping both in organizations and in activities. In order to avoid this duplication and to provide an adequate program of Christian education for young people, the leadership of these organizations should be unified and the program of worship, instruction and training correlated. All that is necessary to bring this much-desired result to pass is for the two organizations of corresponding ages to agree upon a joint nominating committee composed of two representatives from the Intermediate depart- ment of the Sunday school and two from the Inter- mediate Society of Christian Endeavor; these four, with the pastor or department counselor, to consti- tute the nominating committee to select the joint officers for the unified organizations. The commit- tees (such as are necessary both in the Sunday school and Christian Endeavor) may then be ap- pointed by the jointly elected president in consul- tation with the department counselor. 45 YOUTH AND THE CHURCH Of course there will be problems to meet in any effort that may be made to bring order out of the chaos of over-organization which abounds in the average church. The author, however, has found no problem that could not be successfully solved; and the increased activity which results from re- ducing the over-organization to a minimum more than pays for the time and energy it takes to face squarely the problems that arise. The questions of what to do with the Christian Endeavor pledge and monthly dues are both prob- lems that will need to be dealt with almost im- mediately. In many churches where a unified and correlated program of Christian education is be- ing worked out, the Christian Endeavor pledge is not being made the basis of membership as here- tofore, but is becoming one of the goals of the de- partment, just as Quiet Hour and Tenth Legion covenants are goals toward which young people are encouraged to strive. The author feels that this ought to be encouraged even in churches not yet attempting to correlate their educational program, for the Christian Endeavor pledge is a covenant, and, if taken at all, it ought to be thoughtfully and prayerfully signed, not lightly, just because young people feel that they must sign it in order ^Ho belong." The monthly dues may be done away with entirely and a once-a-month self-denial offering substituted. In churches where the duplex- 46 THE INTERMEDIATE DEPARTMENT envelope system is being used in the educational work of the church school, the budget for each department (Intermediate, Senior and Young People's) may include an annual offering to State and denominational Christian Endeavor work, thus making it possible for each group of young people to have fellowship in both the denominational and interdenominational program promoted by the Christian Endeavor movement. The Program. All educators are agreed in thinking that any complete program of religious education should include the three factors — worship, instruction and expression. Worship programs for the Intermediate de- partment should provide opportunity for both training and participation in worship. This may be accomplished by making individual pupils re- sponsible for contributing most of the elements in the program, and by placing the responsibility for conducting worship services in the hands of the officers and committees of the department. The programs should be builded around themes that have a more or less universal appeal, and all the elements in the program should be so correlated as to fit naturally and normally into the service. See Chapter VII. for suggested programs. The course of study for Intermediate pupils should be graded according to their needs and in- 4 47 YOUTH AND THE CHURCH terests. The International Graded Lessons provide, perhaps, the best course of graded instruction that has as yet been offered to the church's school. They are practical, progressive, Biblical and evangelis- tic ; and are so planned as to meet the spiritual needs of the pupil at each stage of his develop- ment. Intermediate pupils are lively, active, quick of impulse and quicker of deed. They are out- spoken, fearless and scorn weakness of any kind. They are deeply conscious of their own individu- ality and are ardent hero-worshipers. Their ad- miration for the daring and adventuresome is abundantly gratified by the stirring Old and New Testament hero studies provided for twelve, thir- teen and fourteen year old pupils. The lessons for twelve-year-old pupils consist of six months' study of the life of Christ as given in the Gospel of Mark, three months of studies in Acts, eight lessons in the study of the theme ''Winning Others for God," and five lessons in the study of ''The Bible the Word of God." The lessons for thirteen and fourteen year old pupils consist of biograph- ical studies of Old and New Testament characters, and of modern missionaries whose lives have been inspired to a like faith and work. In the smaller schools where there are but one or two classes of Intermediate age, the Departmen- talized Graded Lessons may be used, or the three- year cycle plan for the use of the closely graded 48 THE INTERMEDIATE DEPARTMENT lessons may be followed. Leaflet No. 29, "Graded Lessons in a Small Bible School," issued by the Bible School Department of the American Chris- tian Missionary Society, Cincinnati, Ohio, gives this cycle plan in detail. The expressional activities of this department should be under the direction of and related to the Executive Committee (or council), and pro- vision should be made so that all worship and in- struction issue in service in the home, church, com- munity and world. This department should have not only a graded course of study, but a graded program of activities along physical, intellectual, social and service lines that will touch every phase and interest of boy and girl life. It is not possible in this chapter to set forth such a program; but the department counselor and teachers will find in "Graded Social Service in the Sunday School," by Hutchins, and in "Missionary Education in Home and School" (pp. 160-167), by Diffendorfer, material that will be suggestive in planning the activities of the department along service lines. Equipment. Ideal equipment for the Intermediate depart- ment will provide both for an assembly-room and separate classrooms for each class in the depart- ment. If either must be sacrificed, however, it should be the a^embly-room. The department room should be attractively furnished. On the 49 YOUTH AND THE CHURCH walls there should be a few well-chosen and well- framed pictures with an appeal for this age. Good portraits of great Bible characters, national heroes and missionaries of the Cross are best. The fol- lowing are suggestive: "Christ in the Temple,'' Hofmann. "Men of the Bible'' (panel 8V2 x 29 inches). "Women of the Bible" (panel 8V2 x 29 inches). "Six Great Modem Missionaries" (panel 8% x 29 inches). Well-chosen mottoes, attractive in form, are helpful in securing atmosphere, and department posters along recreational and service lines should find their place from time to time. There should be a table for the president and secretary, a piano or musical instrument, chairs, hymn-books, maps, a blackboard, and a cabinet or bookcase for the necessary departmental records and teaching ac- cessories. The American and Christian flags ought also to be a part of the equipment. Standards and Credits. The real test of development of Intermediate boys and girls is, of course, to be found in life and conduct, as they grow from day to day and year to year in the Christian graces. There are, how- ever, some things in the course of study that ought to become a part of the permanent life equipment of boys and girls. The department counselor and teachers should go through the course of study in 50 THE INTERMEDIATE DEPARTMENT use and decide what the standard of required work for each year is to be, in order that they may know whether or not boys and girls are growing in their knowledge and use of the Bible as the source of Christian ideas and ideals. This stan(Jard of re- quired work might well be made the basis of pro- motion from class to class within the department. It should include the required memory work (see International Graded Lessons for suggested pas- sages of Scriptures to be memorized), map work (tracing journeys, locating events, etc.), customs (peculiar to the Holy Land), character sketches and themes. Pupils should receive credit for the work they do in connection with the church school just as they do in the public schools; and better results will be obtained if there is a uniform system of credits for all the classes within the department. The following points are suggestive: Attendance 30 per cent. On time 15 Offering 7 Use of Bible 8 Assigned work 20 Churcli attendance 20 The assigned work may be divided into two or three items, if desired, in which case the 20 per cent, would be divided, giving each point a certain per cent. ; thus, home study, 10 per cent. ; recita- tion, 5 per cent. ; service through the week, 5 per 51 YOUTH AND THE CHURCH cent. This scale is merely suggestive. It may be changed from time to time for the purpose of giv- ing special emphasis to some particular point. Pupils whose average is 80 per cent, or more should receive recognition in some special way in the de- partment from quarter to quarter. The credit cards should be kept in the department during the quarter; the average for each pupil transferred to the teacher's or counselor's permanent record at the end of the quarter; and then the credit card may be given or mailed to the pupil. The total record of enrollment, attendance, visitors, new pupils, offerings, etc., will, of course, need to be sent to the school's general secretary each Sunday. The last Sunday in September is usually ob- served as Promotion Day, inasmuch as the first lesson of the graded Sunday-school year comes on the first Sunday in October. Boys and girls who are passing from one grade to another within the department may be given promotion cards, but those who pass from the Intermediate to the Senior department should receive certificates. It is well to give certificates to only those who have made a grade of 70 per cent, or more. Those who have made 80 per cent, m^ay receive honor seals on their certificates, and those who have made 90 per cent, or above, double-honor seals. The Promotion Day service should be based, for the most part, on the material covered in the course of study. It may consist of stories, bio- 52 THE INTERMEDIATE DEPARTMENT graphical sketches, dramatizations, memory Scrip- tures, hymns, special music, etc. As a rule, only the classes graduating from the department are used in connection with this special-day program. The Council and Co-operation. Finally, there must be a spirit of co-operation on the part of all the officers, teachers and pupils, without which the finest organization, equipment and program will fail utterly. Eegular meetings of the department council (Executive Committee) will do much to bring this spirit of co-operation to pass. At these meetings all the work of the department should be considered, and plans for future work outlined in detail. In addition to this meeting, the teachers and counselor should be loyal to the work of the church and church school as a whole, attending the Work- ers' Conference, or other meeting where their pres- ence is desired. A thirty or forty minute depart- mental meeting in connection with the Workers* Conference will give the teachers and counselor a chance to talk over problems that relate to lesson materials, teaching methods, and other matters which are not likely to be considered in the reg- ular meetings of the department council. The department counselor is the key to a suc- cessful Intermediate departm_ent. He or she must know hoys and girls; must be full of plans, able to think up interesting things young people can do 53 YOUTH AND THE CHURCH for the spread of the Kingdom; must possess ini- tiative, leadership, and yet be able to keep in the background and to work through officers, teachers and pupils in bringing to pass desired results. It requires sympathy, interest, initiative, consecration, preparation; but success will crown the labors of any one who is willing to pay the price for leader- ship — study and Jiard work. 54 THE INTERMEDIATE DEPARTMENT 55 Ill THE SENIOR DEPARTMENT WE are to consider in this chapter the Senior department (ages 15-17 approximately), its pupils, aims, organization, program, equipment, standards and activities. In churches where it is necessary to combine in a boys' and girls', or high-school, department pupils from twelve or thirteen to eighteen years of age. Chapters II. and III. should be considered together. Senior Pupils. In our study of the Intermediate pupil we i noted that the chief characteristics of early ado- ilescence were physical growth and pubertal devel- opment, the budding of individuality, the awaken- ing of the social instincts, and the birth of a new God consciousness. In this chapter we shall see the maturing of many of the tendencies which began to manifest themselves in these earlier years. Physically, the years from fifteen to seventeen mark the culmination of the organic growth and development of the body. Professor Weigle says: ''At fifteen a boy has attained 92 per cent, of his 56 THE SENIOR DEPARTMENT adult height and 76 per cent, of his adult weight; , girls have reached in height 97 per cent, and in j weight 90 per cent, of their full growth. After the seventeenth year girls almost cease to grow, and boys grow comparatively little, and that mainly in weight. This period is, as a rule, a period of great vigor and energy. There is frequently an increase in liability to sickness during the period of puberty, which declines immediately after. The power to resist disease remains high throughout these years. ' ' ' The physical energy which in the early teens was needed for growth is now turned into activity and into the development of strength and agility. Because of this released energy we /^fmd the young person of fifteen to eighteen seek- li ing place where life may be lived to the full. This vgroup of young people at the height of power, full of ambition and of a desire to count for something, look during these years over the fields of useful- ness and choose where their life is to be invested. Happy indeed are the young people who come to this decision . point with high ideals a^^d with some appreciation of the real values in life, that their choices may be made, not on the basis of dollars and cents, but on the basis of service. Intellectually, the period of middle adolescence is characterized by the development of the reason and will. Young people are now able to look at the question from all sides, to weigh, to judge, to The Pv/pil and Teacher (p. 48). 57 YOUTH AND THE CHURCH , evaluate. They are no longer content with scat- "tered bits of knowledge and experience; they. want to see all the things of life in their proper rela- tionship. They are trying to patch together their scattered bits of knowledge and experience into a complete, a rational, a logical whole. Of necessity they are critical; they accept no bald imperatives; they demand proofs,,. We who deal with them need to remember that these young people could never ''put away childish things," and come to a mature adult viewpoint about anything, without passing through this period of doubting, of ques- tioning, of perplexities. It is a. period of expansion. Professor Weigle notes: tLife broadens in a hundred different and unexpected ways, and may take any one of them for its final direction. These years are full of con- flicting impulses, of contradictions, of surprises. Through it all, however, three fundamental char- acteristics stand out definitely: the expansion of selfhood^ a new recognition of social values, and the emotional instability associated with the devel- opment of the sexual instincts. It is during these years that boys and girls enter into the heritage of instincts and ideals, of purposes and ambitions which are their birthright as members of the human race. They are filled with a new sense of power and with the desire to use it as men and women do. They become conscious during these years of what the world is doing, begin to realize its worth, 58 THE SENIOR DEPARTMENT and are eager, oh! so eager, to throw thc.mselves into the real things of life and to do what there lies waiting for them. " \^ The independence and self-assertiveness of this period is of a wholly different sort from that dur- ing the years from twelve to fourteen. Then boys and girls were independent because of their grow- ing consciousness of themselves as individuals ; now it is more an independence of vision, the self- assertion of those who see the great interests of human life, and who desire to give and get, on their own account, a share in the world's big life. . This accounts for the large number of young peo- j pie who drop out of school and go to work during 1 these years. Then, too, these are the years when boys and girls become genuinely idealistic. They are more than hero-worship ers — youth in the period of early adolescence is that — they are worshipers of the in- ward qualities that it takes to make a hero. They feel now, as never before, the intrinsic value of truth, faith, love and self-sacrifice. They do not merely admire these virtues in others; they feel them stirring within their own lives. Socially, this period is of tremendous im- portance. The sex repulsion so noticeable during the period of later childhood, and even into early adolescence, has disappeared. Boys and girls now , openly seek the society each of the ot^ier as though The Pupil and the Teacher (pp. 48, 49). 59 YOUTH AND THE CHURCH they understood at last that God intended them to work and play together. The social group widens a bit during these years, and there is a marked idesire for leadership and initiative in group ac- tivities. ''From sixteen or seventeen on the feel- ings deepen; emotions become sentiments; and the affections are more lasting." Life during these years becomes genuinely jaL^^T^ truistic. Boys and girls alike are happy in the pursuit of their ideals and are glad to endure hardships and to make sacrifices for others. Pro- fessor Weigle indicates also that this period marks the beginning of real selfishness, if the higher im- /pulse, when present, is denied expression." The constant choice between the "for others" instinct and the "self" instinct is the ever-present problem of this period. If the higher impulse is given expression, the life will be lived largely for others; if denied, the interests of self will tend always to be given first consideration. The task of the church is to provide young people with a program of ser- vice so big, so strong, so desirable, that with irre- sistible power it will challenge youth to leave all selfish interests and follow the Christ in service. Religiously, this is a period of extremes. One day the boy or girl is the most zealous of religious enthusiasts, and the next day a "doubting Thomas." "I do not believe that Jesus Christ is the Son of God," said a fine sixteen-year-old girl ^ The Pupil and the Teacher (p. 50). 60 THE SENIOR DEPARTMENT to her Sunday-school teacher. ''Oh! I think he was the greatest man that ever lived, but I do not believe he was the Son of God." That wise, clear- visioned teacher replied: ''Well, Katherine, I be- lieve he was more than that, but if you can not believe He was any more than just the greatest man that ever lived, you begin right there, believ- ing that, and live the life He did." Eighteen months later Katherine came to that teacher's home one night with tears in her eyes, and said: "I know that Jesus Christ was the Son of God, for no man could have lived the life He did and not have been." What Katherine needed, and what perhaps every boy and girl in this period need when they express doubt, is not reproof and rebuke, but just a chance to live a little longer to realize within the limits of their own human ex- perience that Jesus is the Christ, the Son of the living God, and their Saviour. The emotignaljnteiisit^ o^^his^ period manifests itself in ardent devotion and self-sacrifice. The fact that more medals are awarded young people in this period for heroic deeds than in all the other years of life is a worthy testimony to their readi- ness to sacrifice self for the good of others. The high-water mark in conversion comes also during this period. There are two things that are likely to undermine the religion of this group — Houbt unsatisfactorily answered and devotion unused. The program of Christian education for this group 61 ^ YOUTH AND THE CHURCH should provide adequate instruction in the things fundamental to the Christian life, and a definite program of service that will make it possible for them to express the truths learned in life. Boys and girls in these emotional years are approaching the ''danger-line in religion," and unless they are vitally related to the work of the Kingdom through the acceptance of Jesus Christ as a personal Saviour, and enlistment in His service, there is always the danger that they will be lost entirely to God and the church. Department Aims. If we are to work conscientiously toward the realization of the general aim of the church through its church school, then we must have for each department specific aims that are related to the general aim; and which, when accomplished, will bring us nearer to the realization of the educa- tional aim of the church. The specific aims of the Senior department are to realize in the life of each individual pupil the following results: 1. "The acceptance of Jesus Christ as a per- sonal Saviour." Since the ''high-water" mark in conversion comes during these emotional years, we should endeavor to win for Christ and the church each life that has not already taken that important step. 2. "The testing of his earlier Christian ideals in the light of his enlarging experiences and the 62 THE SENIOR DEPARTMENT consequent adjustments of his life choices and conduct." Young people must be helped to see that Christian ideals must function in conduct, in the choice of friends, amusements, vocations, etc. 3. *'The expression of the rapidly developing social consciousness through the home, church and community. ' ' 4. ''The development of initiative, responsibil- ity and self-expression in Christian service. ' ' ' Here, as in the Intermediate department, the counselor and teachers should check up, from time to time, the work that is being done, to see how largely these aims are being accomplished in the lives of Senior boys and girls. Organization. Organization is essential to the fullest devel- opment of young people because it provides op- portunity for both the individual and group ex- pression which growing life demands. There should be, therefore, in every church, a department of church life for each normal group of adolescents (Intermediate, Senior and Young People), provid- ing opportunity for the instruction, training and expression of the physical, intellectual, social and religious life in service. The ideal in work with young people, as we have seen, is one inclusive organization in the * 1917 Minutes of the Simday School Council of Evangelical De- nominations (p. 45). YOUTH AND THE CHURCH local church for each normal group of adolescents, each of these organizations to provide all the necessary worship, instruction and training through departments made up of classes. The classes to be organized for specific tasks and individual train- ing, and the departments organized for group ac- tivities and for the cultivation of the devotional life through prayer, praise, testimony, and other forms of self-expression. The diagram on page 55 suggests a very simple form of departmental organization which may be adapted to suit the needs of the Senior group. As soon as the organization has been effected there should be a meeting of the council (Executive Committee) to plan the work of the Senior de- partment of the church, both with relation to the Sunday school and Christian Endeavor. This coun- cil should so plan its program of work with young people as to touch every phase of the church's work, and so correlate its worship, instruction and activities that there will be no needless overlapping and duplication of effort. In most churches it will be found expedient to elect officers early in Oc- tober, with the understanding that the officers selected are to serve for one year. If the officers are chosen semi-annually, then it should be under- stood that no set of officers is to serve for more than two terms in succession. Where the building permits, there should be a separate assembly-room for the Senior department, 64 THE SENIOR DEPARTMENT providing opportunity for training and expression in worship, both in connection with the Sunday- school and Christian Endeavor. Where the ar- rangement of the building does not permit of de- partment assemblies, the meetings of the Senior group may be combined with the Intermediate and Young People. Where adjustments of this sort are necessary, the group plan of conducting the meetings may be used to splendid advantage — the Intermediate group being responsible for the ser- vices one Sunday, the Senior group the next Sun- day, and the Young People's group the Sunday following. In this department, as in the Intermediate, the president should preside over all sessions, unless that work has been assigned for the day to some other person or group. In addition to the Sunday sessions, there should be at least one through-the- week departmental activity each quarter for the purpose of securing a departmental spirit and unity of action on the part of the larger group. (See Chapter IX. for plans and materials.) In addition to the departmental organization, each of the small groups (classes) within the de- partment may be organized, each with its own set of boy and girl officers and committees, and its regular Sunday and through the week or month meetings. (See Chapter V. for plan of organiza- tion and program, and Chapter VI. for suggestions concerning through- the-week activities.) 65 YOUTH AND THE CHURCH The Program. The program of study and activities for Seniors should develop them upon all sides of their nature — physical, intellectual, social and religious. It should include Bible study and correlated subjects, the cultivation of the devotional life, training for leadership, and service through stewardship, rec- reation, community work, citizenship, evangelism and missions. The programs of worship for Seniors should provide opportunity for both training and expres- sion. In this department, as in the Intermediate, these programs should be builded around themes that have a more or less universal appeal, such as loyalty, gratitude, love, faith, reverence, etc. All the elements in the program should be correlated around the themes chosen; and the pupils should be largely responsible both for building and con- ducting the program. Many departments are now planning their worship programs for a month, at a time; and in some schools the classes, as units, are made responsible each for a program. The plan- is good, providing the rivalry between classes within the department does not become so great that the program ceases to be a worship service and I)ecomes a spectacular stunt. The department counselor and teachers working through the classes may be of special service here. Teachers will find in the International Graded Lessons for fifteen, sixteen and seventeen year old 66 THE SENIOR DEPARTMENT pupils perhaps the best lesson material for these emotional years, for it must be remembered that the needs, not the number of pupils, should de- termine the cJioice of the material to be used. Pupils fifteen to seventeen years of age are happy-hearted, emotional, full of the burning am- bitions of youth. They do not accept assertions unhesitatingly as heretofore, but probe statement and motive with questions none the less sincere because they are often outspoken. The gpiritual needs of these pupils must be met at this time, and they must be won to Christ and His service, or be perhaps forever lost to the church and the King- dom. The aim of the International Graded Lessons for the fifteenth year is: "To set before the pupil, through a biographical study of Jesus Christ, the highest possible ideals of Christian living in as- pects and forms to which the impulses of his own nature may be expected to respond; to lead the pupil to accept Jesus as his personal Saviour and the Lord of his life." This course of study of the life of Christ, as given in the four Gospels, is of peculiar interest and value, because it comes at the time when so many of these young people are making the decision as to whether or not Christ shall be the ruler of their lives. The aim of the International Graded Lessons! for the sixteenth year is : "To strengthen and en- 1 courage those young people who have decided to ': 67 I YOUTH AND THE CHURCH live the Christian life, and to help others to ac- cept Jesus as their personal Saviour ; to lead young people into a sympathetic and intelligent attitude toward the church, and to inspire them to seek membership in it; to awaken an interest in Bible reading and study as a means of personal spiritual growth." The themes for this year of "Studies in Christian Living" are as follows: I. What It Means to Be a Christian. Lessons 1-13. II. Special Problems of Christian Living. Lessons 14-26. III. The Christian and the Church. Lessons 27-39. IV. The Word of God in Life. Lessons 40-52. The aim of the International Graded Lessons for the seventeenth year is: "To lead the pupil to see life in the proper perspective from the Christian point of view, and to aid him in finding his place and part in the world's work." The themes discussed are: I. The World a Field for Christian Service. Lessons 1-26. n. The Problems of Youth in Social Life. Lessons 27-39. m. The Book of Ruth. Lessons 40-42. IV. The Epistle of James. Lessons 43-52. It is evident that these lessons definitely relate themselves to the life interests and life needs of this period — accepting Christ at fifteen, relating Christ to every-day life at sixteen, and finding one's place in the world of service at seventeen. 68 THE SENIOR DEPARTMENT Inasmuch as elective courses are available for young people, it may seem wiser in some cases to offer sixteen and seventeen year old pupils an opportunity to elect other studies that will fit them at an early date for service in the home, church and community. The following courses are avail- able: **Tlie Standard Teacher-training Course'* (three years). "Making Life Count, '* Foster. (Mission study.) ''Servants of the King," Speer. (Mission study.) ' ' Comrades in Service, ' ' Burton. (Mission study.) "Heroines of Service," Parkman. (Mission study.) "Problems of Boyhood," Johnson. "Lives Worth Living," Peabody. In small schools where there is but one class of Senior age the Departmentalized Graded Lessons or the three-year cycle plan for the use of closely graded lessons will be found advisable. The activities of the Senior department should be many and varied. They should touch every phase and interest of life in its relation to the home, church, community and world. The activ- ities should be planned largely by the council (Executive Committee), and the details assigned to the proper committees or classes for execution. (See Chapters VI. and IX. for plans and program.) Equipment. It would be ideal, indeed, if in every church school there could be a separate assembly-room and 69 YOUTH AND THE CHURCH separate classroom for all pupils of Senior age. In only a few churches at the present time, how- ever, is that ideal realized. Churches contemplat- ing new buildings should keep these natural group- ings (Intermediate, 12-14; Senior, 15-17, and Young People, 18-24) in mind, and provide, if possible, for both separate assembly-rooms and separate classrooms for each group. In the one- room church building some separation of classes and departments may be arranged for by group- MOVABLE ASSEMBLY-ROOM CHAIR* *Used through the courtesy of the American Seating Company, Chicago, Illinois. 70 THE SENIOR DEPARTMENT ing Intermediate classes on one side of the room and Senior classes on the other side, with curtains or screens that may be used for the class period. Ideal equipment for the departmental room will include a filing cabinet or bookcase for the neces- sary records, teaching materials, maps, pictures, etc., a table for the president and secretary, a musical instrument, hymn-books, a blackboard, maps and chairs. Where the department room must be used for classroom purposes also, the broad-armed assembly-room chairs are ideal. (See the diagram on page 70 for illustration.) The American and Christian flags should form a part of the department room 's equipment ; and a few well-chosen mottoes, attractive in form, will be helpful in securing a department atmosphere. Recreational and service posters will find their place from time to time ; and the walls should be adorned with a few well-chosen and well-framed pictures. The following are suggestive: *' Christ and the Rich Young Ruler," Hofmann. "The Return from Calvary," H. Schmalz. "Head of Christ," Hofmann. "Christ and the Fishermen," Zimmermann. "The Frieze of the Prophets," Sargent. What was said with reference to ''Standards and Credits" in the Intermediate department (Chapter II., pp. 51-53) might well be repeated for emphasis in planning the work of the Senior de- partment. The author found the following Stand- 71 YOUTH AND THE CHURCH ard of Required Work,^ based on the International Graded Lessons for pupils fifteen, sixteen and seventeen years of age, in use in one school with splendid results: I. Memory Work: 1. To be correlated with tlie study of "Life of Christ.'' (1) First Quarter— John 3:16-21; 14:1-12. (2) Second Quarter— Acts 1: 34-43; Phil. 2: 5-11. (3) Third Quarter— Isa. 52: 13-53: 12. (4) Fourth Quarter— John 14: 21-24; 1 Pet. 1: 3-9; Eev. 5: 9-13. 2. To be correlated with the theme "Studies in Christian Living. ' ' (1) First Quarter — 1 Cor. chap. 13. (2) Second Quarter— Col. 1:9-11; 2 Tim. 3:14- 17; 2: 15. (3) Third Quarter— John 17: 20-23. (4) Fourth Quarter — Review of the Books of the Bible (both Old and New Testa- ments), with contents. 3. To be correlated with the study of "The World a Field for Christian Service." (1) First Quarter — Memorize the hymn: "Where Cross the Crowded Ways of Life," by North. (2) Second Quarter— Acts 22: 1-21; 2 Cor. 11: 21—12: 1; Gal. 1: 11—2: 10. (3) Third Quarter— The "Sermon on the Mount," Matthew 5 — 7. (4) Fourth Quarter — Tell in your own words the story of Ruth. Give ten Christian proverbs from the Book of James. ^ The minimnni requirement for each year, any quarter's assigned memory work, at least one outline, and one theme. 72 THE SENIOR DEPARTMENT n. Outlines: 1. Give in outline the story of the life of Christ. 2. Trace on an outline map one of the journeys of Christ; indicate the points visited, and what happened at each point. 3. Outline the contents of the Book of Ruth. Of James. m. Themes (not over five hundred words): 1. The World's Supreme Hero. 2. Why I Believe the Bible to be the Word of God. 3. The Christian Life and Popular Amusements. 4. Reasons for Accepting Jesus Christ as a Per- sonal Saviour. In the Senior department, as in the Intermedi- ate, there should be a uniform system of credits for all the classes within the department. The points suggested on page 51 of Chapter II. may be changed and adapted to meet the needs of Senior pupils. Some schools are using the scholar- ship plan, with splendid success, to encourage special effort on the part of young people. These scholarships, one or two each year, range from twenty-five to fifty dollars; and are offered, one to the Senior and one to the Young People's de- partments, for the purpose of paying the way of the boy or girl who makes the highest average, for a given period of time (usually nine months — October to July) to some Summer School of Methods or Older Boys' or Oirls' Conference. In addition to these regular scholarships, provided by the Sunday school or some person of means in the 73 YOUTH AND THE CHURCH church, an additional fellowship scholarsJiip is sometimes offered by the church, which may go only to one who has before earned one of the reg- ular scholarships. The plan is to be highly com- mended. Leadership. Trained leadership is the vital need of the Senior years. The department counselor and teach- ers for this period should be graduates of a recog- nized teacher-training course, or its equivalent, and should continue their specialization by study and by attending conventions, institutes, schools of methods, and community training-schools. A young man is, as a rule, the ideal leader for boys in the middle teens; and a young woman the ideal leader for girls. Whether the leadership is male or female, however, several qualities are essential — Christian character, patience, persistence, sym- pathy, understanding, ability to guide and direct, and at the same time to keep in the background, aims, plans, and a willingness to train for service. Teachers and leaders who are unwilling to try, at least, to develop these qualities, should not be selected as leaders for Senior boys and girls. 74 SCREENS* Screens are often preferable to curtains for the separation of classes. Through the courtesy of H. L. Strickland, Nashville, Ten- nessee, we are permitted to present the combination screen and blackboard as shown in the accompanying cut. The screen is made in two sections, which are securely hinged together, each being three feet wide and five feet high. The frame is % by 2^/2 inches, the panels being filled with beaver-board; the top panel is coated with liquid slating, making a good blackboard. This screen can be made by a carpenter. 'P. E. Burroughs, Church and Sunday School Buildings (p. 167). IV THE YOUNG PEOPLE'S DEPARTMENT THIS department includes young people ap- proximately eighteen to twenty-four years of age. In the practical working out of the educa- tional program of the church, however, this de- partment will contain about all the young unmar- ried people in the church. Characteristics of Young People. The years from eighteen to twenty-four, while not characterized by as sharp changes as mark the periods of early and middle adolescence, are in many respects the most important years of the adolescent period. Physically, growth is practically attained by the time a young person reaches the eighteenth or nineteenth year. From this time on the blood, which in the early teens was used to grow a body, and in the middle teens to grow a brain, is ex- pended in the development of strength and agility. At this time the body is well under the control of the mind, and the development of muscular tissue is rapid and easy. All the physical appetites and 75 YOUTH AND THE CHURCH impulses are stronger during this than preceding periods; but, if development has been normal, the rapid maturing of the reason and will makes it possible for young people to bring these appetites and impulses under control. ' ' With a well-developed body, expressing in all its activities abundant physical vigor, the young man or woman, guided and controlled by a keen intellect and vigorous will, comes during this period into the full heritage of maturity, and is ready to make his or her con- tribution in a life of larger service. ' ' ' Intellectually, activity, which was one of the most marked characteristics of the preceding period, continues in this and becomes more intense. As a result of the rapid and strong functioning of the reasoning powers, there comes a spirit of independence and a gradual diminishing of the direct influence of teachers and companions through suggestion. The imitative tendency is rapidly passing, due to the fact that young people are now setting up their own standards of life and conduct; and while they are still open to advice and coun- sel, they accept and act upon only such suggestions as appeal to their own higher intellectual powers. Individuality is the strongly marked characteristic of this period. ''Teachers and leaders must depend more, in guiding young people, on a strong appeal to the reason than to the emotions, or to an authori- tative presentation which is to be accepted without a Pease, Bible-school Curriculum (pp. 305, 306), 76 THE YOUNG PEOPLE'S DEPARTMENT question." This is the reason why classes of young people should not be too large. Attention must be given to individual differences, interests and diffi- culties. Questions must be answered in the light of life's larger experiences; doubts must be overcome; and methods of teaching adopted that will not an- tagonize the free and independent expression of individual ideas and ideals. Socially, the altruistic emotions become domi- nant during these years. Under normal environ- ment and with the right kind of instruction there is a steady advance from selfishness to unselfish- ness that is strong and beautiful. Young people, as a rule, gladly identify themselves with the larger social life of which they form a part and willingly expend their time and energy in service for others. The mating instinct which manifests itself in home- building is at the flood-tide during this period. The desire of young women for a ''beau" and of young men for a ''sweetheart" is natural, necessary and wholesome, for this is the springtime of life, the period of wooing and mating. During these years the romantic emotions of middle adolescence become the permanent and lasting sentiments of maturity, expressing themselves in home-building and thus insuring the perpetuation of the race. Most of the moral tragedies of these years grow out of the illicit functioning of the mating instinct, due many times to the environment in which young people are compelled to mingle and mate. Happy fi 77 YOUTH AND THE CHURCH is that group of young people whose homes and church provide a wholesome place for the func- tioning of this one of the deepest and most funda- mental of all the instincts of the adolescent period. Professor Athearn says: ''The instinct to found a home and to live for one's family is sacred, and the care and interest of the church should be around about youth at the mating-time, safeguard- ing them from danger and cultivating the highest ideals of marriage, home and parenthood. ' ' ' The period of later adolescence is distinctly a period of disillusionrrient. By far the larger num- ber of young people are at work in the world of business and industry, a few are idle in the home, and a small minority away at college. The roseate dreams and ideals of earlier years are a decided contrast to the stern realities of life as they meet them, and there comes as a result disillusionment, and a necessary readjustment of their ideas and ideals in regard to life. This changed viewpoint, the fact that so many of them are away from home and among strangers, the lack of sympathy on the part of employers and employees, the un- supplied need for social intercourse, fills young people with intense loneliness and despondency, and often drives them to seek relief in amusements that are unwholesome. Religiotisly , this period is a period of doubt and perplexity because the age of independent The Church School (p. 246). 78 THE YOUNG PEOPLE'S DEPARTMENT thinking has come. Dr. Starbuck says: ''Doubt is a process of mental clarification; it is a step in the process of self-mastery; it is an indication that all the latent powers are beginning to be realized. . . . Instead of trying to crush doubt, it would be wiser to inspire earnestness and sincerity of purpose in the use of it for the discovery of truth. ' ' ' Professor Coe says: ''What the adolescent at this time most wants, after all, is room — room to turn round mentally, to see things from all viewpoints; room for the many new thoughts which come crowding in at this time ; for that intellectual and emotional expansion which should characterize this latter part of the adolescent period. Such a period of doubt, intellectual activity and psychical recon- struction is of great value, for the youth's mental aspirations are the very sap of the tree of knowl- edge. "=^ Precisely because of this period of doubting there should be in every church a department for young men and women where they may make a serious study of the Christian religion, and where they may freely present and discuss their many difficulties and doubts, that as a result of such study and discussion they may lay a sure founda- tion for the faith that is within them. The religion of young people is exceedingly in- tense. Their quick sympathy, their self-sacrificing Psychology of Religion (pp. 242, 243). The Spiritual Life (pp. 63, 64). 79 YOUTH AND THE CHURCH devotion, their intense loyalty, their desire for par- ticipation in any and every attractive cause, ac- counts for the fact that so large a number of volunteers for the ministry and mission field enlist from this group. It seems that there is no task too large, no sacrifice too costly, to enlist their inter- est, their co-operation, their support. ''The studies of Coe, Starbuck and Hall show that the last important wave of conversion comes at about the twentieth year, and that after the thirtieth year only one in a thousand ever turns the face homeward toward God. Every effort on the part of the church should be concentrated on the securing of a consecration of life to God before the close of the adolescent period. ' ' ' Aims, Standards and Tests. In the light of the characteristics just noted, what are the outstanding needs of young people, and what are some of the ways in which the church may meet these needs? We are not dealing now with boys and girls of high-school age, but with young men and women who are almost mature. They need, therefore, our confidence, our appreciation, our co-operation. They should have a place and a part in the pro- gram of the church; training that will fit them for work in the home, the local church and the com- munity; courses of study selected with their life Athearn, The Church School (p. 245), 80 THE YOUNG PEOPLE'S DEPARTMENT needs and interests in mind; a separate depart- mental room, if possible, affording a meeting-place for constant social intercourse (the churchy open seven days and nights a week, if necessary, should be the social center for young people) ; and fre- quent challenges to enlist in the great Kingdom- building enterprises of the home and foreign fields. What shall our aims be as we face the task of meeting the needs of this important group in the church's life? 1. To win to Christ each young person who has not already dedicated his life to Him. 2. To help these young people maintain their tested Christian ideals in relation to the practical work of life in and through the disillusionments that are bound to result as they face the realities of economic and industrial independence. 3. To prepare them for and to help them assume the duties and responsibilities of home-making and citizenship. 4. To prepare them for and help them assume \ their place in the work of life (business, profes- sional, industrial), that in and through their daily work they may do the will of God and help to pro- mote His Kingdom in the world. 5. To prepare them for and to enlist them in the work of the church for the community and the world.' ^ 1917 Minutes of the Sv/nday School Ooimcil of Evangelical De- nominations (p. 46). 81 YOUTH AND THE CHURCH The department counselor and teachers will need to keep these aims constantly in mind; to weigh and evaluate courses of study, plans, methods, ac- tivities, to see that all that is done contributes to the realization of these aims, not for the sake of the aims, but for the sake of relating the life of every young person to God and the work of His King- dom in the largest way. The test of all worship, all instruction, all training, is that it function in life in the Jiome, churcJi, community and world. Standards of content are as essential in the Young People's department as in any other. They will be based on the courses of study in use. In- asmuch as several elective courses are available, it is not within the province of this chapter to sug- gest such standards here. Teachers, however, who are to teach these elective courses will find it ad- vantageous to go through the courses of study to be taught in advance of the pupils, and to deter- mine what portions of the content should become a part of the permanent possession of young peo- ple. They will make progress by testing the results of their work from time to time to see how largely the ideas and ideals presented are being wrought out in the life of their students. It is to the shame of the church that so few young people are conscious of growth (either intellectually or spirits ually) as a result of the hours spent in all the various organizations of the church and in so-called Christian work. 82 THE YOUNG PEOPLE'S DEPARTMENT Organization. There is in the minds of young people (eighteen to twenty-four) a sense of separateness from boys and girls of high-school age, and from those who have already taken upon themselves the re- sponsibilities of adulthood. This group conscious- ness exists. It may be seen in any gathering of people in city, town or in the open country. Not to take advantage of it invites failure in the church or in any community enterprise. The organization of this group in the local church should be thoroughly democratic. The officers (president, vice-president, secretary and ^ treasurer) will be elected annually by the young ^ people. The department counselar (superintend- " '-^ ent) is usually appointed by the church board, the Committee on Religious Education, or what- ever body or group selects teachers and officers for the church's educational work. The wise board or committee, however, will look with favor upon any suggestion that the young people, themselves, may make in regard to the department counselor. The committees needed to carry on the work are Membership, Missionary (or Service), Recreation and Program. Others may be appointed from time to time as the needs of the department may require. Some departments have an Employment Commit- tee, whose function is to work through the Em- ployment Committee of the church in locating 83 YOUTH AND THE CHURCH young people in the employ of Christian business men and women. The diagram on page 55 sug- gests the fonn of organization. In work with young people of eighteen to twenty-four the department organization, not the class, becomes the permanent unit of organization. Perhaps the only time the departmental group will break up into smaller units is for classroom work on Sunday. The class organization will not be permanent, because the curricula for young people consists of elective courses, ranging in length anywhere from eight weeks to a year. Several of these elective courses may be in progress in the same school at a given time, the young peo- ple choosing the course in which they are most interested and joining that group for the period of the course. Wise teachers will not attempt to keep intact a permanent organization for the class; but will use their influence to make the depart- ment organization, life and spirit as strong as possible. Pupils should be encouraged to elect during the six or eight years they spent in the Young People's department a number of different courses, that they may be trained along many lines, may find the thing they can do best, and may be helped to do that thing in the most efficient manner. This makes it possible to correlate the mission-study work done hitherto in connection with young ladies' circles, guilds, etc., making this work one or more of the elective courses offereii 84 THE YOUNG PEOPLE'S DEPARTMENT young people in connection with the Sunday ses- sions of the church's school. Here, as in the work of the Intermediate and Senior group, the leadership of the Young People's department of the Sunday school, and the Young People's Society of Christian Endeavor, should be unified, and the programs of worship, instruction and activities correlated. In many churches this will necessitate a grading of the Young People's Society of Christian Endeavor to correspond with the period of later adolescence. This is not diffi- cult, however, and has already been done in a number of churches as an efficiency measure. Equipment and Program. A separate assembly-room for the Young Peo- ple's department is altogether desirable because it recognizes the group consciousness and affords op- portunity in training young people for leadership. Where such a room is available, it should be used. The young people themselves should be respon- sible both for planning and conducting the opening service of the church's school, which will consist of songs, prayers, devotional Bible reading, short talks and missionary instruction of an inspirational character. Where no such room is available, the Christian Endeavor session of this department will afford some opportunity for training young people in self-expression. Even in the very small church meeting in a one-room building, where there is but 85 YOUTH AND THE CHURCH one class of young people (eighteen to twenty- four), some separation may be worked out by means of folding screens or curtains. Ideal equipment, however, will provide an assembly-room and classrooms, a library for refer- ence work, blackboards, a musical instrument, maps, hymn-books and chairs. Where the assembly- room must be used for classroom purposes also, the Tablet arm-chair or movable assembly-room TABLET ARM-CHAIR* *Used through the courtesy of the American Seating Company, Chicago, Ills. 86 THE YOUNG PEOPLE'S DEPARTMENT chair shoA\rn on page 70 is to be preferred. The walls of the departmerxt should be adorned with a few well-chosen and well-framed pictures. The following are suggestive: "Christ in Gethsemane/ ' Hofmann. "Ecce Homo," Ciseri. "The Light of the World," Hunt. "The Last Supper," da Yinci. Pictures of the great missionaries of the Cross will find their place also, as will recreational and service posters. Programs of worship for young people should be dignified and reverent. Here, as in the other departments of the Secondary Division, these pro- grams should be builded around themes that have a more or less universal appeal to the life needs and interests of young people. See Chapter VII. for suggestive programs and materials. The outstanding need of the church to-day is trained leaders. This need should be kept in mind in planning the courses of study for young peo- ple, for in this department are to be found the teachers and leaders that must man the educa- tional work of the church of to-morrow. Bible study, teacher-training, mission study, studies in personal evangelism, should constitute the elec- tive courses offered to young people. What elec- tive course could be finer as a background for the study of the new Standard Teacher-training Course than a three months' study of the aims, themes 87 YOUTH AND THE CHURCH and content of the International Graded Lessons? The majority of picked-up supply teachers from young people's or adult classes flounder hopelessly in the presentation of graded lesson material be- cause they do not know the aims, plans, purpose or content of the course of lessons they are attempt- ing to teach. The following elective courses are available for young people's classes: Training. *'The Standard Teacher-training Course '^ (interde- nominational, and planned in units of ten lessons each. A diploma course). "The Pilgrim Preparatory Course '* (one year).^ "Leaders of Girls,'' Espey (a course of training for older girls as leaders of younger girls). "Brothering the Boy," Eafferty (a course of training for men and older boys as leaders of younger boys). Bible. "Life of Christ," Stalker. "Life of Christ," Farrar. "Studies of the Books of the Bible," Stevenson. "General Manual" (for the introduction and use of the International Graded Lessons). Missions. "Servants of the King," Speer. "Comrades in Service," Burton. "Men and Things," Atkinson. "The Lure of Africa," Patton. ^ A certificate course issued by the Pilgrim Press, Boston, Mass, The leader of the class will find "A Guide for Teachers of Training Classes" helpful with this one-year course. 88 THE YOUNG PEOPLE'S DEPARTMENT "The Gospel for a Working World/' Ward. '^Ancient Peoples at New Tasks," Price. Evangelism. ^'11 Timothy 2: 15," Pope. ^^The Human Element in the Making of a Christian," Conde. ' ' Soul- winning, ' ' Violette. In addition to the above courses, classes may elect any year of the International Graded Lessons for the years from seventeen to twenty. The con- tents are as follows: First year: "The World a Field for Christian Service." Second year: "Old Testament History." Third year: "New Testament History." Fourth year: "The Bible and Social Living." Other elective courses for young people are being released for publication from time to time. A three months' course on "The Liquor Evil" was released by the International Lesson Committee at its last meeting. Activities. The constant cry for social intercourse indicates the ever-present need of the later adolescent period for social recreation. The mating and home- making instinct demands it. The home, of course, would be an ideal meeting-place for young people; but many of these older boys and girls are board- ing, and those who are in their own homes do not 89 YOUTH AND THE CHURCH always find the home available. Commercial inter- ests have been quick to see this need for constant social intercourse, and in the poolrooms, dance- halls, theaters, amusement parks, saloons, etc., are providing the meeting-place for hundreds and thousands. There is no good reason why young people should be found in these places in so large numbers except that the home and church are so often closed to them. The social instincts of young people are, as a rule, clean and wholesome. It is the duty of the home and church to co-operate in keeping them so, by providing a meeting-place for these young people, and then seeing to it that amusements of the right sort are offered. See Chapters VI. and IX. for plans and suggestive activities. Then, too, these young people need not only sane and safe amusements, but a place and a part in the work of the church in the community. They should be set to work, studying the conditions in their communities and planning definite ways in which the needs discovered may be met. They should have their place in the every-member can- vass, evangelistic campaigns, community surveys, building-fund projects, anything and everything that deals with the life of the church in the com- munity. From time to time these young people should be brought face to face with the great world calls for service. The Christian physician, minister, lawyer, nurse, social settlement worker 90 THE YOUNG PEOPLE^S DEPARTMENT and returned missionary should come before these young people en masse assembly, challenging them to a dedication of life in service to the ivorid. The missionary committee of the church and church school can do no more effective service than to keep attractive posters, charts and reports con- stantly before the attention of this potential group. Young people are willing to pour out their lives to the fullest upon any and every object that com- mands their love and loyalty. The church ought not to let this devotion to sacrificial service go unchallenged. Teacher and Counselor. The power of the teacher and leader of young people is past all ability to compute. Willingness and the ability to be in every sense a companion to young people is the chief characteristic needed; for there never is a time when the indirect influ- ence of the teacher and leader counts for more. These young people have passed the period when the teacher may dictate. They are able now to do their own thinking and planning; but, oh! how they do need the kindly counsel of a friend who has been a bit farther along the pathway of human experience to help them interpret disappointment and disillusionment in the way that shall mean most to their own growth and development. The department counselor's chief work will be in helping young people to plan their departmental 91 YOUTH AND THE CHURCH activities on a large scale. Upon his or her should- ers rests the task of seeing to it that the depart- ment becomes more than just a group of young people meeting together more or less regularly for good times. Good times are necessary, and they will become a regular feature of the depart- ment's program; but both teachers and counselor have failed unless these young people are won to Ckristj trained for service, and enlisted in His great Kingdom-huUding enterprise. The law of the department counselor in working with young people must always be: I must decrease, that thou mayest increase. Successful, indeed, is that counselor who leads without young people being conscious of his or her leadership. Regular meetings of the department council will need to be held monthly to plan and outline programs and methods of procedure. Any plan or program outlined, however, should be brought before the whole department for discussion and adoption before being launched, so that the whole group may work intelligently and co-operatively in bringing to pass the desired results. It is well for the president of the department to appoint a poster committee from time to time, to feature in an attractive way recreational and service pro- grams that have been approved and adopted as a working policy. These posters may be hung in the department room, the vestibule of the church, and in the publicity centers of the community. 92 THE ORGANIZED SECONDARY DIVISION CLASS Purpose. INVESTIGATIONS show that practically 75 per cent, of the boys and girls in any given com- munity are, or have been during the teen years, a member of some sort of a gang, class, club, clique, team or set. It is evident, therefore, that the social or group instinct is a natural one. During the period of early adolescence (12-14) the group is small, as a rule, ranging anywhere from seven or eight to fourteen. During the period of middle adolescence (15-18) the group widens a bit, and by the time young people have reached the later adolescent period the group consciousness has suf- ficiently widened as to make the department, not the class, the natural unit of organization. The purpose of class and department organiza- tion is to take advantage of this natural, God-given social or group instinct that comes with adolescence, and to form within the church, and as an integral part of the church's educational program, organi- zations that will make the largest possible appeal 7 93 YOUTH AND THE CHURCH to this budding social instinct, thereby challenging the loyalty and support of young people to the church and the church's school. The organized Secondary Division class is an integral part of the church, the church's school and the department with which it is connected. It is not a separate organization distinct and apart from these larger bodies, but rather a small group within these larger ones, organized for the purpose of developing initiative and of training boys and girls for definite Christian service. Advantages. The organized class in the hands of boys and girls, when its organization and activities are planned largely by them, and its discipline, when necessary, administered by them, has very decided advantages over the unorganized class. 1. It utilizes the social or group instinct, pro- viding an effectual channel through which to train boys and girls in Christian conduct and service. 2. It develops leadership by fiixing responsibility. What is everybody's business is nobody's business. The unorganized class is always a ''one-man" (usually a ''one- woman") affair. Organization transforms the class from a teacher enterprise to a pupil, by making each member share in the man- agement and direction of its activities. 3. It utilizes the energy, ambition, the desire to do things, so characteristic of young people. 94 THE SECONDARY DIVISION GLASS 4. It increases class spirit, loyalty to the church and the church's school. 5. It encourages mutual sympathy, interest and understanding; and strengthens the position of the teacher, enabling him to become, more and more, the friend and counselor of each boy or girl. Standards. But some may raise the question: When is a Secondary Division class properly organized? 1. When it has enough officers and committees to successfully carry on its work, each actively ful- filling its separate function. 2. When it is definitely connected with, and forms a part of, some church or Sunday school. 3. When it has regular Sunday and through- the-week or through-the-month meetings. 4. When the age limits of the class are not under twelve nor more than twenty-four years. 5. When it has a definite goal and a working program for a given period of time. Aims. Class organization is of no value, however, un- less the class has some very definite aim, objective or goal. The class should share these aims with the teacher, and should see the organization as the channel through which these aims are to be ac- complished. The aims of the organized Secondary Division class should be: 95 YOUTH AND THE CHURCH 1. To win the members of the class to personal allegiance to Jesus Christ as Lord and Saviour. 2. To train the individual members of the class through Bible study and correlated subjects, Chris- tian conduct, recreation and service, to embody within themselves the Christ ideal.' Plan of Organization. The following outline gives in general a plan of organization that may be changed and adapted to meet the needs of any group of adolescent boys and girls: I. OFnCERS (the ofticers, except the teacher, are elected by the boys or girls from among their own number) : 1. President. 2. Vice-President. 3. Secretary. 4. Treasurer. 5. Teacher (appointed by whatever committee or body selects teachers and officers for the church school). n. COMMITl^EES: 1. As many as are necessary to carry on its work. The following are suggestive: (1) Recreation. (2) Membership. (3) Missionary or Service. (4) Executive. a. The Executive Committee is made up of the officers of the class and the Alexander, The Boy and the Sunday School (p. 76). 96 THE SECONDARY DIVISION GLASS chairmen of standing or short-term committees. The pastor and depart- ment counselor are ex-offioio mem- bers of the Executive Committees of all the organized classes in a department. (5) Short-term committees may be appointed from time to time, and, if the class prefers, all its committees, except the Executive, may be short-term. in. MEETINGS: 1. Sunday session (forty to forty-five minutes in length, thirty minutes of which should be devoted to lesson study). (1) Program: a. Opening service: Prayer, report of sec- retary, reports of committees. b. Lesson period. C. Closing service. 2. Weekly, monthly or semi-monthly session. (1) Program: a. Varied to meet the physical, intellect- ual, social and service needs and interests of young people. b. The program of activities is usually blocked out by the Executive Com- mittee for a period of three, six or nine months at a time. (a) Submitted to the whole class for discussion and adoption. (b) Details turned over o the proper committee. c. The character of the activity deter- mines, as a rule, the place of meet- ing. 97 YOUTH AND THE CHURCH IV. ACTIVITIES: 1. Activities for young people should touch every phase and interest of boy and girl life. 2. They should be planned largely by the young people and should interrelate the work of the Sunday session with the through-the- week life and interests of pupils. (See Chapter VI. for plans and materials.) All the sessions of organized classes should be in charge of the president or vice-president, not tJie teacher. The opening service on Sunday will consist of a short prayer by the president, by some member of the class, or by the whole class in unison. Short individual and Scripture-sentence prayers by members are to be encouraged. This will be followed by the reading of brief minutes by the secretary, covering the Sunday (last) and mid-week or month activities, points brought out by the teacher in the last lesson, offering, atten- dance, etc. The secretary of the class should be provided with a note-book and asked to keep the minutes of all meetings in writing. In this way the future secretaries for all phases of Chris- tian work may be trained for this important service. Chairmen of standing or short-term committees should then be called upon for brief one-minute reports. Classes should make it their rule not to transact any matters of business in the Sunday session that could go over to the through the week or month meetings; but an- nouncements that have to do with class interests 98 THE SECONDARY DIVISION GLASS and activities should be made in connection with the opening service of the Sunday session. If the program of activities has been blocked out in ad- vance, it will require but a minute for the chair- men of committees to call attention to the meetings and work of the week or month. At the close of the opening service the teacher takes charge of the class, presenting the lesson, unless that work has been assigned, for the day, to some other person or group, directing the devel- opment of the lesson, and making assignments with reference to the lesson or lessons that are to follow. The closing service of the class is in charge of the president or vice-president. It will consist of sentence prayers, silent prayer or concert prayer. Some classes have formally adopted some Scripture prayer, changing the wording so that it meets the needs of the group; e. g., ''May the words of our mouths and the meditations of our hearts be acceptable in thy sight, Lord, our strength and our redeemer" (Ps. 19:14). How TO Organize. Read carefully the paragraphs on the purpose, advantage, standards, aims and plan of organiza- tion. Then think the whole matter through from the viewpoint of your pupils. Try to put yourself in their place. Ask yourself whether or not there is anything in this plan of organization that will 99 YOUTH AND THE CHURCH help boys and girls to develop into more efficient Christians. You, yourself, must believe thoroughly and enthusiastically in the organized class as a means of individual and group development, be- fore you are ready to attempt the organization of your class, or can hope to enlist their interest and co-operation. "When you are persuaded that the organized- class- plan, intelligently carried out, does offer its members the best possible means of growth and development, call together two or three of the natural leaders in your class and talk the plan over with them. Follow this with a meeting of the whole class. If possible, get one of the natural group leaders to present the plan of organization to the entire group. It usually means that this natural leader is made the first president of the class. Whatever you do, do not foist upon boys and girls in their teens ready-made or hand-me-down organizations. The great Baraca, the Philathea and Loyal Class movements are splendid for adult classes ; but they have no place in the teen years. Whenever you fit one of those ready-made organi- zations down like a hood over a group of boys and girls, you have robbed that group of every rightful chance they had to grow through work- ing out their own organization. Teen-age boys and girls are just at the period when they will be best developed by doing things for themselves. 100 THE SECONDARY DIVISION GLASS Call out in as large a measure as possible the initiative of the members of the class in perfect- ing the organization. Let them select their own class officers, name, motto; work out their own constitution, pennants, posters, etc. When the organization has been effected, the duties of the officers and committees understood, then make the organization genuine by putting the work of the class into the hands of boys and girls, all details to be carried out by them. The teacher, in just as large a measure as possible, should keep in the background. Class Groupings. The experience of many workers indicates that the best results with adolescent boys and girls are to be obtained when the class group is small, varying in size from seven or eight to fourteen or sixteen. We have already noted that classes in the Young People's department will be determined by the number electing to take any particular course of study. Classes, however, under no cir- cumstances, should be so large as to make it im- possible for the teacher to know and to give per- sonal attention to the individual membersi. Neither is it possible to get the best result when pupils from twelve to eighteen years of age are members of the same class, for they are living in different periods of development. Such a group- ing makes it impossible for the program of the 101 YOUTH AND THE CHURCH class to meet the needs of both the older and younger pupils. A good working basis is (12-14), (15-17), (18-24+). This is merely suggestive. The correct grouping ought to consider physical and intellectual development as well as age, and adjustments should be made so that the boy or girl is permitted to find his or her natural group. In working with boys and girls from twelve to eighteen years of age, it is generally conceded that there should be no mixed classes (boys and girls together). In the Young People's department the sexes will be mixed or segregated according to the content of the courses of study offered. Equipment. Separate classrooms for every class in the Secondary Division is the ideal; and it is to be hoped that the church of the future, in planning for its educational work, may reach that ideal. Where this is not possible, screened or curtained spaces will help to make the teaching and train- ing of the organized class effective. Ideal equip- ment for Intermediate, Senior and Young People's classes will include a room, a blackboard, maps, Bibles, pictures, curios, pads of paper for note- taking, pencils, and tables around which the pupils may gather for study and work, or the broad- armed tablet or assembly-room chairs (see pp. 70-86 for diagrams). The Moulthrop table chair-desk,' See the catalogue of the American Seating Company, Chicago, Ills. 102 THE SECONDARY DIVISION GLASS which is rapidly taking the place of stationary desks in the public schools, is ideal in that it is equipped with a pull-out drawer under the seat, providing a place in which the pupil's material- Bible, note-book, pencil, etc.— may be kept. MOULTHROP TABLE CHAIR-DESK* _ *Used through the courtesy of the American Seating Company, Chicago, nis. *' j> Class Names and Mottoes. A class name is desirable because it helps to create class spirit, as well as to advertise the work of the class. Some schools number or letter the classes to indicate their relation to the church's school. In others, the classes choose names of 103 YOUTH AND THE CHURCH Bible characters — ''Queen Esther," ''Knights of St. Paul," etc. Some classes choose names that indicate the spirit of the class; as, "Willing Workers," "Play Square Gang," etc. Still others use letters— the "K. Y. L. Class," "Delta Alpha," etc. In other schools, where the Triangle Club work is being correlated with the organized-class work, classes are calling themselves the "Living- stone Triangle," the "Moffat Triangle" or "Dye Triangle." The author found one church on the Pacific coast in which all the classes in the Inter- mediate department were named for living mis- sionaries, and all had their class mottoes suggested by these living missionaries. The class motto is equally important with the class name, especially if it embodies in some way the class aim and spirit. The following are sug- gestive: "Play Square," "Get the Other Fellow," "Be Strong," "We Do Things," "We Mean Busi- ness," "Messengers of the Queen," "Onward," etc. Class Records and Credits. There should be a more or less uniform system of records and credits for all classes in the Inter- mediate, Senior and Young People's departments, for these are the years when habits become fixed and life's ideals permanently established. "Regularity in attendance and punctuality are desirable on the part of all, not only for the sake 104 THE SECONDARY DIVISION GLASS of the school, but for the sake of the habit which is becoming fixed during these years. Young peo- ple learn to practice the principles of Christian giving by giving regularly, systematically and in- telligently to all the various phases of the work during the years in which they are receiving Chris- tian training. They will become proficient in the use of their Bibles to the extent that they learn to use them intelligently during these years. Regularity in church attendance is essential to those who would learn to worship in spirit and truth. Home study, carefully planned and wisely assigned from week to week by the teacher who confidently ex- pects definite work, will help the pupil to take a rightful attitude toward Christian education. Since all these things are desirable, and necessary to the growth and progress of the pupil, a definite system of credits and records is essential. " ' The department counselor (superintendent) and teachers should work out a uniform credit system for all the classes in a given department. The points suggested on page 51 of Chapter II. are suggestive. Every Sunday the record of each pupil on each point should be made, and at the end of the quarter the totals copied in the depart- ment superintendent's (counselor's) permanent record-book. The Graded Credit System,"* Student's ^ Irvin, The Modern Sunday School: Its Organization amd Equip- ment (p. 50). 2 See A Worker's Mantual, by Irvin (pp. 7-11), Christian Board of Publication, St. Louis, Mo. 105 YOUTH AND THE CHURCH Credit Card and Department Superintendent's Permanent Record for Intermediate, Senior and Young People's Classes (diagrams shown on the opposite page) are ideal. Teachers. The gravest problem of the church and church school to-day, as it faces the needs of boys and girls in the climacteric years of adolescence, is the lack of trained leadership. The organized Adult Class Movement has helped somewhat to solve this problem; but there is still a very great dearth of real, live, wide-awake, intelligent leadership for these years. The qualifications required for teach- ers of Intermediiate, Senior and Young People's classes differ from those required for teachers in other departments. The fundamental qualifica- tions, such as Christian character, human sym- pathy, faithfulness, etc., are essential here as in all other departments; but the successful teacher of adolescents must have in addition intelligent insight into boy and girl life, initiative (leader- ship), consecration, and adequate preparation. The selection of just any one to teach teen-age and Young People's classes is a fatal mistake. These boys and girls of high-school and college age quickly detect inefficiency and indifference on the part of teachers. They are just at the time when, if they are to be held to the church, they must have the ablest teachers that can possibly be pro- 106 STUDENT'S CRK)rr CARD INTBKMEOIATB. BBNIOR AND TOUNO PBOFLS ^ ri... rv.» SUNDAYS ■■" 's » t » e 7 8 9 10 11 - It PrMeot OoTime (__ Offarnw BM« (U» oO Alrigoed Work ClwrA Attenduu:. a>»l< 1 ^ jJ ss- Department Superintendent's Permanent Record Interme\'j K<