THE SUNDAY SCHOOL ORGANIZED FOR SERVICE THE SUNDAY SCHOOL ORGANIZED FOR SERVICE BY MARION LAWRANCE Superintendent for thirty-one years of the Washington Street Congregational Sunday School, Toledo, Ohio; at present Superintendent of the South Congregational Sunday School, Chicago; General Secretary since 1899 of the International Sunday School Associaiion THE PILGRIM PRESS BOSTON NEW YORK CHICAGO COPYRIGHT, I914 BY LUTHER H. GARY THH-PilMPTON-PRBSS NORWOOD. MASS- U-S'A TO MY LOIS THE SUNDAY SCHOOL ORGANIZED FOR SERVICE FOREWORD 1 HIS little book and the charts it contains are the outgrowth of a series of lectures on Sunday School Management, delivered before the Superintendents' Section of a Sunday school institute held in Chicago in October, 1913. Nothing was presented to the superintendents at that time except one chart and the syllabi of the lectures. The chief interest centered about the chart, because it placed conveniently before the eye a concrete outline of a Sunday school organ- ized for service. It also presented at once a goal to be reached by schools that had not measured up to all that it required. With a knowledge of what was yet to be attained there came, in many cases, the desire for better things, and the chart was eagerly sought for. The belief was expressed, that, framed and hung upon the wall of- the Sunday school room, it would be an incentive to increased activity and greater efficiency. Realizing, however, that the chart was not as complete as it should be, the author sent it to about one hundred of the most aggressive and successful superintendents and Sunday school specialists through- out the country, with a request for suggestions look- ing toward its improvement. While very many good Vlll FOREWORD suggestions were received — which have been, for the most part, embodied in the chart as it now ap- pears — the thing that mainly attracted our attention was the almost universal expression of the belief that such a chart would be of benefit to Sunday school workers generally. Not a few of the replies brought back orders for the chart, frequently in quantities, for distribution or sale to Sunday school superintendents. These requests for additional copies were not granted, for the reason that the chart was not then ready to be given to the Sunday school public. At the time the lectures referred to were delivered we had no thought of preparing more than one chart. The many valuable suggestions that were received, however, required so elaborate a chart that only the Sunday schools that were larger and more favored as to equipment and organization than the average, could carry out the ideas suggested. Two charts, therefore, were decided upon and are herewith pre- sented. Chart Number 1 is for schools of two hundred members, or less, and may be adapted to schools of one hundred members or even less, although in very small schools some features may have to be elimi- nated. Chart Number 2 will be found helpful, we trust, to all Sunday schools of more than two hundred members and may be adapted to the very largest schools. It is not claimed that these charts represent the last word in Sunday school organization. They are suggestive only. Nor does it follow that a school is not well organized that does not adopt the sug- FOREWORD IX gestions made here. Conditions vary in different localities. The personality of the pastor and the superintendent and their associates and the require- ments of the local field will find expression in the organization of the school, and properly so. The reading matter in this book is simply a detailed explanation of the charts, which are designed to be framed and placed in the Sunday school room. It is not our purpose to describe the school in action. We give only the framework, the skeleton, of the organization. That the Spirit of the Living God may be ever present among the wheels to bless and to help many Sunday school workers is the prayer of the writer. Marion Lawrance Chicago, June, 1914, CONTENTS PAGE Foreword vii The Sunday School Organized — Chart 1 facing 2 The Sunday School Organized — Chart 2 facing 3 I. The Church and its Sunday School 3 II. The Sunday School and its Cabinet 13 III. Other General Officers .... 22 IV. General Departments 38 V. Standing and Special Committees . . 46 VI. The Divisions 52 VII. The Elementary Division .... 57 VIII. The Secondary Division 67 IX. The Adult Division 76 X. The Lessons and Organization . . 81 THE SUNDAY SCHOOL ORGANIZED FOR SERVICE Official Sunday School Committee •^Pastor Same in both Charts 1 and 2 School Or. E^ucatiooal •ERINTENDENTS CABINET z, — ' — ^ r L DEPARTMENTS ADULT Ages 20 ind Up DEPARTMENTS Home I Su Treis. Co VUiion 1 1 1 rihip Devotional Missionary Social i (Others as Needed) 1— 1 ! „ I MVISIONS ...„ S.L, o20 >v^^K-..» 1 1 a. Supi a rL ul.. Chu The Sunday School Organized '"""'] .L, .i™ -'=. "'-. K-i; 1S,::l. GENERAL DEPARTMENTS ^ 1. 1 . .1 ' ,1 i, ' I DIVISIONS ELEMENTARY SECONDAR TL I ■ rX , .rr^ The Sunday School Organized ^ ^„ii^^-^ai^,A. TT^i«4=-«F GENERAL DEPARTMENTS r4^ ^ „.,„. . - ,1 A,-" ..^^ H— 1 JT^. ^L^l J...=L 1, X .,J^I. J. .i .,.i„. DIVISIONS ^TARV s.cJo.«v 1 ""ZJ—Zl. 1 l-s^ss:;:" ^ !■ ■^HSH-" -'-]"- ntp««Aft,.n> -"K"' T ■-"■■" .^. 1 ...j^M -L JLiJ.,.L..LLuj.^,U„.L ■^. 1 T ^'S-.. — . — "— — ""'"■"■■" "°"" iiia.i.j-,.4.j .,XI.. -^'~ — a_-i.j„.i, CI>.nN.>.llorU,I.a a t s 8-2. Q,2 •o 2 CQcX O 3 g ■11- 12 THE SUNDAY SCHOOL 111 •—-SQC— « 315 " ♦! ^ -Ji- U ll a w* ;ui _1l_ P4 g B «H -IL o| g ll ^1.1- General Secretary ? General Treasurer ; Enrollment Secretary ' Classification Superintendent \ Supply Teachers' Superintendent j Librarian j Historian \ Birthday Secretary > Missionary Superintendent \ Temperance Superintendent , Teacher Training Superintendent < Musical Director j Financial Director \ Athletic Director ^ The chairmen of the following standing com- mittees, and the other officers named below, would also be included: j Ushers ' ;, Doormen ' ORGANIZED FOR SERVICE 21 Courtesy Social House Aides Messengers President of the Alumni Cradle Roll Department Superintendent Beginners' Department Superintendent Primary Department Superintendent Junior Department Superintendent {Intermediate Department Superintendent Senior Department Superintendent or {Boys' Department Superintendent Girls' Department Superintendent or 'Teen Age Department Superintendent Adult Department Superintendent Home Department Superintendent | Parents' Department Superintendent I would add to this list also some representative of the organized classes. If there is a federation of i organized classes in the school, the chief officer of the federation should be a member of the Cabinet. \ As new officers or departments are added, for I example, superintendent of hand-work, Department 1 of, etc., etc., there should likewise be corresponding \ representation on the Cabinet. ] 22 THE SUNDAY SCHOOL III OTHER GENERAL OFFICERS T] EDUCATIONAL DIRECTOR HIS is comparatively a new office but it is one which is rapidly coming into favor because of the increased interest in educational Sunday school work. It is more and more apparent that the Sunday school superintendent, especially in a good-sized school, will have his hands too full with matters of admin- istration to give this important function of the school The educa- work — religious education — the atten- *\?°^A^^^ tion it should have. Furthermore, the should be m - . i . i « , i i • i charge of a educational side oi the school is much more specialist likely to be properly developed if it is in the hands of a specialist or some other person who can devote adequate time to it. In many churches nowadays there is a committee on religious educa- tion, having in charge the instruction given not only in the Sunday school, but also in all other depart- ments of the church life. It would be an ideal plan for one member of that committee, if otherwise prop- erly qualified, to be appointed as the educational director of the school. This officer would then be- come the living link between the Sunday school and the church committee on religious education. The results are likely to be much more satisfactory by this arrangement than if the educational director is ORGANIZED FOR SERVICE 23 not in touch with the church committee. If this position is well filled in any school, the superintendent will be greatly relieved because of the enlarged oppor- tunity he has to devote himself to administration, and, if he is wise, he will congratulate himself and the school as well. The educational director should keep abreast of the times in all matters of religious education related to the Sunday school. He should keep in close touch also with the teachers of the school, so as to ascertain whether the lessons are adapted to the classes where Conferences ^^^^ ^^^ used. He should not only know with the what is going on in all the classes but should see that the desired results are attained. This will require occasional meetings with the teachers as a body, or by departments, and frequent conferences with them individually. Some Sunday school specialists of our day claim that the educational director should be chosen in the same manner as the superintendent and should have equal authority with him. It is evident that the church should have the right to nominate, at least, if not to select, the educational director, but the superintend- ent's place as the administrative head of the school must be undisputed and unshared, if the best results are to follow. ASSOCIATE SUPERINTENDENTS Sunday schools are oftener under-officered than over-officered. The rule determining the number of associate superintendents is exceedingly flexible. Indeed, there is no rule except that of expediency. 24 THE SUNDAY SCHOOL It is a sign of a good superintendent that he gathers about him capable persons to serve as his associates. In a real sense, they are understudies for his position or for a similar position elsewhere at a future time. Rotation in Associate superintendents should not be duties required to do the same kind of work con- necessary tinuously: one associate doing one kind of work and another a different kind, without inter- changing. Associate superintendents who become familiar with all departments of the school will be most effective in the positions they hold and soonest fitted for larger ones. They are, in a true sense, the superintendent's partners. If superintendents were more careful in the training of their associates there would be fewer unfortunate breaks in the life of the Sunday school when the superintendent moves away or gives up his place. For given periods of time the various associates should have specific duties to perform; meanwhile, they should be always alert to see and do the thing that should be done, whether it is assigned to them or not, provided there is no one else at hand to do it. In no department of the school Team-work is there so much need for genuine team- necessary work as there is with the superintendent and his associates. If, for any reason, the superin- tendent is not present on a given Sunday, whether his absence is expected beforehand or not, there should be no occasion to enquire who should preside in his place. That must be settled beforehand. It is desirable that one of the superintendents be con- stantly on the platform, not as a spy but to study the school. The associate whose duty it is to be on ORGANIZED FOR SERVICE 25 the platform when the superintendent is not there should know his position without being told each time he is needed. Many superintendents iSnd it profitable to place one of the associates in charge of specific features of the platform work. It may be his task to work shared take charge of the opening of the school on by the Q^e Sunday and the closing exercises on associates another, or he may be responsible for making the announcements, etc. This should be done frequently, the superintendent selecting one associate on one Sunday and another on another Sunday. Whoever is to render any special service of this kind, however, should know of it in advance. The following duties may be assigned to the asso- ciate superintendents: See that all absent officers and teachers are given proper attention. Specially look after such absentees _^ , as are ill. Study the order and discipline associate of the school. See that the other officers superin- g^j.^ doing their work properly. Cooperate with the pastor in securing church attend- ance. Plan ahead for special occasions, such as Children's Day, Rally Day, etc. Study the records with the secretary in order to find the weak places. Be sure that the grading is being maintained. Study the finances with the treasurer, with a view to increase the amount and secure more regularity in giving. Study the benevolences of the school. Become familiar with the library and the method of its use. See that new members are properly received. Study the departments, one at a time, to ascertain whether 26 THE SUNDAY SCHOOL they are doing their best work. See that visitors receive proper attention. Look after the social Hfe of the school. See whether the Athletic Depart- ment is properly managed. Help to develop the week-day activities of the organized classes. Give attention to the Sunday school music, in conference with the musical director. Ascertain whether the equipment is adequate in all departments. The duties mentioned above are suggestive only. The associate superintendents are not to do the work assigned to others but should be competent and ready to do anything that needs to be done, to see that everything is in running order and to keep it so. There should be a minimum of floor-walking and moving about and a maximum of open-eyed alertness. THE SECRETARY It is impossible to overestimate the value, to any Sunday school, of a really good secretary. He always The school knows and never guesses. His records are records j^^p^ i^ such a way that he can report at any moment the actual present enrollment of the whole school or of any department. He studies how to make his reports helpful to the school by way of com- parison and incentive. His records show all im- portant facts about every member of the school, facts as to entry, promotion, joining the church, leaving, etc. Records of this kind, properly kept, are of great and increasing value, while records which cannot be depended upon are useless. The secretary should carefully instruct all of the teachers in regard to class-marking and see that they ORGANIZED FOR SERVICE 27 follow the plans exactly. He should be kind, patient, and courteous, neat in his work and absolutely de- pendable. Usually people who occupy clerical posi- tions during the week make the best secretaries. The secretary should look upon his position as the most important one in the school and study his work The secre- diligently from every standpoint. A Sun- tary should (jg^y school, for instance, may show about study attend- , i , i ance figures the same average attendance, as a whole, and keep the throughout a given period, and if the sec- tendent retary knows that the Intermediate De- informed partment is losing steadily and the Junior Department is gaining proportionately, he is in posi- tion to give the superintendent such information as will enable him to deal with the matter intelligently. In countless similar cases his technical knowledge of conditions will help the superintendent. His quarterly and annual reports should reveal to the superintendent what the inventory of a department store reveals to the manager — namely, departments that are gaining, departments that are losing, and also the general condition. THETREASURER The Lord's money should be handled with as much precision and care as the money in a bank. The All expend!- records of receipts and expenditures should ture must be ^^g carefully made, so as to show where the thorized and money comes from and how it is expended, recorded Qf course no money will ever be expended except upon the proper action of a committee or an individual empowered to authorize its payment. We 28 THE SUNDAY SCHOOL are almost tempted to class the treasurer of the school as a member of the Educational Department, for certainly there can be no feature of Christian educa- tion more important than that of training the scholars in proper methods of giving. One generation of Sunday school pupils well trained in the grace of giving to the Lord's work would do away with most of the debts of churches and missionary boards. Thje treasurer should study the Sunday school very carefully, with a view to developing intelligent giving, Intelligent rather than large giving; for intelligent giving giving will become large giving. Such a study will be interesting as well as profitable. For instance, in a large number of schools, the treasurer will discover that the young women, many of whom are not supposed to be earning money, contribute more largely than the young men. He will learn also that in very few schools is the giving in propor- tion to the ability. If the average per capita is but two cents per Sunday, he should endeavor, by wise leadership and occasional announcements from the platform, to raise it to three cents and then to four and then to five, and so on, until the school is giving Systematic all it should. He should try to secure giving definite weekly pledges from all of the members, except in the younger departments, and should provide them with envelopes, that they may learn to become systematic givers while in the Sunday school. It will be good training for their church life later. Frequent reports to the school of its financial condition will be helpful. A school should always be informed, also, concerning the use that is made of its ORGANIZED FOR SERVICE 29 money. No treasurer could render a better service than to lead the scholars out of the duty of giving into the joy of giving, and to teach them that right giving is worship. If there is a finance committee in the school, the treasurer should keep in close touch with it and comply with all of its requirements. THE ENROLLMENT SECRETARY This office is frequently combined with that of the general secretary of the school or with that of the superintendent of classification. In Sunday schools of considerable size, however, there is opportunity to render a service here that is somewhat more valuable than can be rendered by either of these officers, burdened as they are with the various kinds of work that they are expected to do. It would be entirely proper for the enrollment secretary to be under the direction of the secretary. The work required is that of keeping a live, up-to-date list of the school member- ship. This is not an easy thing to do. It is well, also, to put into the hands of this officer the keeping of the records of honor, so that at the end The records of a given quarter he can tell how many of honor Qf i]^q members in the various departments have reached the standing required for mention upon the Roll of Honor or for other recognition. He will supply, for the most part, the information needed by the historian of the school. His records may be kept in a book or by the card system. The latter is now generally looked upon with the more favor. 30 THE SUNDAY SCHOOL THE SUPERINTENDENT OF CLAS- SIFICATION This oflScer is sometimes called ''Superintendent of Grading." There is no position more difficult to Grading the maintain properly. It should be occupied school \yy a person thoroughly familiar with the grading of the school and one who has absolute au- thority to place all members in their proper depart- ments. No school can remain a graded school if it permits scholars to enter any class they like, or if it permits teachers to enroll scholars in their own classes at pleasure. No other person but the super- intendent of classification should ever be permitted to enroll anyone as a member in any department of a graded school. There should be a printed card of application for membership. This should be filled out by every per- Application ^^^ desiring to join the school, regardless cards, also of age — unless he is too young to write, regis er -^ which case the superintendent could easily determine in what department to enter the applicant. The card would give all the desired in- formation as to name, address, age, advancement, etc., so far as they are necessary for grading purposes. All teachers and officers should understand that new scholars desiring to enter the school should be taken first to the desk of the superintendent of classification. This officer does not assign pupils to a class but to a department. The superintendent of the department will know best as to the class in which new scholars should be placed. Therefore, when a scholar has been ORGANIZED FOR SERVICE 31 assigned to a given department, the responsibility of the superintendent of classification ceases so far as that member is concerned, and that of the superin- tendent of the department begins. In the case of adults, an arrangement should be made whereby the application card might be filled out in the class and handed to the superintendent of classification for his records. SUPPLY TEACHER SUPERINTENDENT If the school is not too large, the work of this officer may be done by the educational director. The name defines the duties of the office. Nothing will cause a class to lose interest more quickly than to have its own teacher absent and no one specially re- sponsible to supply the place. The supply teacher . , superintendent should organize, if possible, supply a regular corps of supply teachers definitely teachers pledged to serve at different times, if needed. There are often those in a church who are quite willing to serve in this capacity but who are unable to take the full responsibility of a class. It has been found much easier, also, to secure supply teachers if they are not to be called upon oftener than once a month. By far the best plan, when it can be followed, is to have a supply teacher for each particu- lar class, so that it will always have the same supply teacher when the regular teacher is absent. In this way, the regular and the supply teachers can have a definite understanding as to the method of their work. The matter of supply teachers is comparatively easy in a school that uses the Uniform Lessons. 32 THE SUNDAY SCHOOL Where the Graded Lessons are used it will be all the more necessary for the supply teachers to be assigned to particular departments, so that each supply teacher may know what class, or classes, she may be called upon to teach. This plan requires a large number of supply teachers, especially if there are many absences. It would be difficult for one teacher to hold herself in readiness to teach anywhere in a given department if the department were fully graded and the grades were using several different lessons. However, it can be done if the Supply Teacher Superintendent will give it the necessary attention. THE LIBRARIAN Fewer Sunday schools are maintaining libraries now than formerly, because many public libraries have large departments of books specially selected for Sunday school scholars. The books for such depart- ments are frequently selected by Sunday school workers at the request of the public library authorities, the latter furnishing catalogues of these particular books for distribution in the Sunday schools. Many Sunday school libraries have been discontinued, also, because of the large number of choice Sunday school papers now issued for pupils of all ages. However, a A good Sun- good library, properly maintained, is an day school advantage to any school. It is far easier library is a ^ , .,, ,, , • ^ • great advan- to secure a good library than to mamtam *^se it, and here is where the skill of a librarian is chiefly required. No office in the Sunday school requires more expert knowledge than this, nor more care in its administration. A thoroughly competent ORGANIZED FOR SERVICE 33 librarian, who is enthusiastic in his work, will have a popular library — that is to say, a library that is well patronized. The librarian is often made chairman of a library committee and no books are admitted into the library without his sanction. He keeps his library up-to-date by putting in a few new books from time to time and by keeping the school informed. It is far better to put in one new book a Sunday than fifty books at one time annually. The librarian should have his library properly classified, so that any member may easily find what he desires. As books become soiled and worn, they should be withdrawn or re-bound. A good librarian can do much toward cultivating right habits of reading and the desire for the best The cultiva- books. He is really an educational officer, tion of good He usually has charge also of the ordering rea ing ^£ ^^^ regular supplies — such as quarter- lies, papers, cards — and printing. Here, too, is an opportunity for exercising a great influence for good. He will call the special attention of the executive officers to such periodicals as will help them. The teachers of adult classes will be asked to use lesson helps treating of the work of their department and similar suggestions will be made for all the depart- ments of the school. There should be in the library a workers' section, with classified lists of books for superintendents and A working and other officers, and for teachers of the library various departments, and with general books on teaching, pedagogy, psychology, handwork and other features of Sunday school work. The 34 THESUNDAYSCHOOL i Sunday school librarian who is both competent and J enthusiastic will add greatly to the efficiency of any ' Sunday school. HISTORIAN Not a large proportion of Sunday schools use this : office at all. It is, nevertheless, important if properly ' maintained. It may be combined with that of the | superintendent of classification or the enrollment sec- retary. If someone can be placed in charge of it who , has a zest for this sort of work, much interest can be created. Certain leading facts concerning every | member of the school should be sought for and properly entered, so that, upon turning to his name, one may ; note at once all the important facts concerning his i membership. Up to this point, the work is similar | to that of the enrollment secretary. ' After the scholar leaves the school, however, there ; should be an effort made to secure facts of interest i Record of regarding him and these should be entered ! scholars ^^^^ made known from time to time. In while in , 1111. • 1 * school and many cases there would be nothmg special | afterward ^q report, but a school that keeps in touch with its members after they leave is usually a school i that is full of enthusiasm and encouragement. Many schools have adopted the motto: *'Once a member, always a member." There is no question but that the living touch maintained with former members ; through the work of a careful and efficient historian increases the interest of those attending. One school, j which started as a mission over fifty years ago, is ; always pleased to recall that its first lady teacher is ORGANIZED FOR SERVICE 35 now a missionary in Turkey, although well advanced in years. Items concerning her are eagerly sought by the historian. At a Sunday school anniversary or similar occasion interesting facts concerning former members could be given as a sort of report from the historian. This will create much interest if properly presented. BIRTHDAY SECRETARY Many schools solicit birthday offerings from the members and use the money for missionary purposes. Birthday It is a good custom and helps to maintain offerings interest. The birthday secretary will have a slip upon which names and birthdays should be recorded. The age is not necessary. The names are entered in a large diary, having a page to a day. By disregarding the days of the week this secretary can use any diary until it is filled. It is well to have a birthday letter, either written or printed to be signed by the pastor or the superintendent or both, sent out to the one whose birthday is celebrated by the birth- day secretary, a week in advance. This letter should be congratulatory and should also remind the member that the coming Sunday is the nearest Sunday to his birthday and that an offering would be acceptable, for the birthday fund. In some schools the offering, solicited is one cent for each year of the giver's age ten cents for a ten-year-old, twenty cents for a twenty- year-old pupil, and so on. Thousands of dollars have been obtained through the birthday fund and used for benevolences by the Sunday school with which the 36 THE SUNDAY SCHOOL writer was so long connected. It was always a source of interest. The reading of the names of those who have had birthdays during the week, as part of the regular Sunday school report, is a pleasing feature of each session of the school. ORGANIZED FOR SERVICE 37 05 < Q (I) i o 0} 12 H a:; Q < i _i 38 THE SUNDAY SCHOOL IV GENERAL DEPARTMENTS MISSIONARY DEPARTMENT X HERE should be a missionary superintendent in every Sunday school. If the school is large enough to justify it, there should be a missionary committee of from three to five persons, and the chairman should be the superintendent of the Missionary Department. To this committee, or to the superintendent, should be assigned the task of giving to the school a mission- Missionary ^^y program and training it in systematic, program and intelligent missionary giving. This is a raining most important oflace and affords a fine opportunity for cultivating a missionary spirit. The missionary superintendent should be a missionary enthusiast, familiar not only with what his denomi- nation is doing but with the great missionary enter- prises of the world. There are many things that such an officer can do. He can bring to the attention of teachers interesting facts gathered from recent missionary publications; see that there are some good missionary books in the library for all departments of the school and call special attention to them; make a collection of missionary curios and show them to the school or the separate departments or to the individual classes at proper ORGANIZED FOR SERVICE 39 times, and have a set of missionary charts and maps for use as needed. One of the best ways of maintaining interest is through brief talks given frequently by the missionary superintendent in the opening service. Admirable outlines for such talks are provided in Trull's little book, "Five Missionary Minutes." The missionary superintendent should also arrange for an occasional missionary concert. There are many choice concert exercises now available for this purpose. TEMPERANCE Every Sunday school should be a temperance so- ciety and all the scholars should be properly taught temperance principles. The temperance superin- tendent has a field of great opportunity. The war The war against the saloon is on in this country against the and it is on to a finish. The Sunday ^ ^^° schools can help to win the day. The temperance superintendent should seek to keep the school informed by bringing to them news of the latest developments on the subject. Scientific temperance instruction is undertaken in many schools, with good effect. Pledge-signing should be encouraged and proper records kept of all who sign. The temperance superintendent should have frequent opportunity of speaking briefly to the school, especially on Tem- perance Sundays, when temperance songs may be sung and perhaps an address given by someone from outside the school. All of this will be arranged by the temperance superintendent. 40 THE SUNDAY SCHOOL The duties of this officer include the giving of in- struction in regard to the use of tobacco as well as The use of to drink, and there is, perhaps, greater tobacco danger at this point with our boys and girls at this time than in the matter of intoxicating liquor. The superintendent will secure literature on the use of tobacco, and especially concerning cigarette smok- ing, and will see that it is properly distributed among the scholars. The prevalence of the cigarette habit, even among girls, ought to rouse our schools to action, and to the temperance superintendent is specially committed this important and difficult task. TEACHER TRAINING The superintendent of this department may be an assistant to the educational director, or the educational director may do the work of this office. It is a very important position and should be filled by an educa- tor, if possible. The purpose of this office is to secure the training of all the teachers of the school. An ordinary teacher-training course will not, of itself, make good teachers of all who take it, but it will cer- tainly make better teachers of them than they would be without it. The teacher-training superintendent may not be able, in all cases, to lead the teacher-training class, * j-^ ,x but he should see that it is organized and A difficult , , rw^, . . PI department properly taught. Ihis is one oi the most to operate difficult departments to operate success- successfuUy « „ , .^ . , , lully, because it requires so much real work. Teaching is not easy and preparing to teach is a task that requires diligent study and application. ORGANIZED FOR SERVICE 41 The weakest point in most Sunday schools is the teaching. We must have trained teachers, and any ordinary school may have them if it will address it- self to the task with sufficient faith and determination. There should be a teacher-training class organized for those already teaching, whenever it is possible. Classes for The most hopeful field of operation, how- teachers, ever, is among young people specially preparing to qualified to become teachers, and organized teach jj^^Q ^ teacher-training class meeting at the Sunday school hour. This is usually the best class for the teacher-training superintendent to teach, him- self. The teacher-training class may not be main- tained throughout the year but should have a thorough course covering perhaps six or eight months each year. The superintendent should also endeavor to culti- vate the reading habit among the teachers by placing in their hands the best books on different features of the teacher's work. The slogan of every Sunday school should be "Every teacher trained," and the teacher-training superintendent should undertake seriously to realize this ideal. MUSIC Too often the music of our Sunday schools receives slipshod attention. In small schools the chorister and . . the pianist, in consultation with the A music , committee superintendent, can generally do all that ^^h^^^^ needs to be done, but in larger schools the problem is somewhat more difficult. It is well to have a music committee in general charge of the music of the whole school. Such a 42 THE SUNDAY SCHOOL committee should be properly organized. The choris- ter, while not necessarily at its head will usually be the central figure in it. Special attention should be given to the selection of music for the school, and particularly for the various departments which sing by themselves. The chorister should be a man who looks upon sacred music as a feature of the Sunday school worship and not as an exercise or entertainment. The chorister and the superintendent should be in the heartiest accord, so that the music may fit into the program for the day. If there is an orchestra, it should play appropriate music and be wholly under proper control. Much can be done to improve the music of a Sun- day school by having trained choirs. Some schools Trained have choirs of children — choirs of boys choir and of girls — and mixed choirs of young ^ ^^ ® people. It is not possible for all schools to have a number of choirs but almost any school can have one. These choirs need not necessarily sing anthems. They may sing some of the hymns from the song-book in use, and if they sing well the music will always be enjoyed. They can add variety to the music by singing the stanzas of a hymn while the whole school joins in singing the chorus. An occa- sional solo will be interesting and helpful. Music is the soul of the devotional service of a school, as prayer and Scripture are the heart of it. Pay much attention to the music. See that it is worshipful and inspiring and that the words speak forth the gospel message. ORGANIZED FOR SERVICE 43 FINANCE Altogether too few schools give systematic and suitable direction to their financial affairs. The Importance Sunday School Finance Committee should of annual include at least one representative of the covSng all church. As soon as this Committee knows school approximately its available resources, it ^^ should prepare an annual budget, setting apart a certain amount of money for each item of outlay, including a carefully reckoned system of be- nevolences. Then it should plan its work by the budget and keep within the income. It should re- quire that all purchases be made through a given, recognized channel and that all bills be properly passed upon and paid. The business of the Sunday school should be transacted in a thoroughly business- like way that will command the respect of business people. The finance committee also has one of the school's finest opportunities to train the children and young people in the Christian grace of systematic giving. ATHLETIC Boys and girls must play, and it would do older people no harm if they, themselves, played more than they do. The question the Sunday school faces is whether or not the play shall be clean and suitable. Much of the athletics carried on outside of Sunday school jurisdiction is clean and wholesome but much of it is not. A properly organized athletic depart- ment in any good-sized school will conduct its w^ork 44 THE SUNDAY SCHOOL in such a way as to give real pleasure and profit, not only to those who participate but also to the whole school. Thousands of schools have teams for baseball, basket-ball, tennis, bowling, etc., and clubs for rowing, Importance fishing, swimming, hunting, and many of play other sports for gymnasium and field. Many a teacher who has utterly failed in the class has won a boy by playing games with him. Our Sunday schools are, more and more, coming to recognize that boys and girls have a four-fold nature to be developed — physical, mental, moral, and spiritual — and that our responsibility cannot be wholly met if we neglect any part of it. Let the boys and girls know that the Sunday school wants them to be strong in their bodies and happy in their lives, so they may be of greater service to the Lord. Do not try to organize too many teams or clubs for athletics at one time, but start with those called for and add others as the demand arises. ALUMNI This department is new to most Sunday schools, especially under this name, but many schools have tried to hold their former members by some sort of organization and in some places a department of this kind has proved successful. An alumnus is usually one who has been a member of the school and has moved away. In some cases there may be other conditions besides that of mere absence, such as having won certain recognition or having completed a prescribed course of study. ORGANIZED FOR SERVICE 45 The ingenuity of the officers of the school will devise methods whereby this department can be made useful Home com- ^^ maintaining interest. Occasional home- ing re-unions coming reunions may be held profitably, "^® " where pleasing reminiscences may be re- cited. Anything that creates or maintains a feeling of interest among people banded together in any good cause is a benefit. The idea, of course, of this Sun- day school department is taken from the custom in practically all colleges, where the alumni exercise a large influence for good. 46 THE SUNDAY SCHOOL V STANDING AND SPECIAL COMMITTEES OOME of the standing committees have been referred to in connection with the general depart- ments treated in the last chapter. We shall not refer to them again here but desire to call attention, rather, to various other committees which have proved helpful. USHERS It always gives one a "homey" feeling to be wel- comed at the door of a church by someone who ex- tends a hearty greeting and shows genuine courtesy. This is true even if one is a regular attendant, although it is especially true of visitors and occasional comers. It is not an easy matter to find good of the ushers or to be a good usher. Often the usher's reputation of an entire establishment, be office •11 11 1 it church or school or any other organi- zation, is temporarily in the hands of the usher. First impressions are often lasting. It is a good cus- tom, and helps to cultivate the spirit of reverence, to usher scholars to their seats, especially if they are late and sometimes even if they come in before the session is opened. This committee should be well organized and made up of people who are warm-hearted and cheery-faced. ORGANIZED FOR SERVICE 47 They should know the art of handshaking and of smiling but should not be given to overmuch talking. DOORMEN This important committee should be made up of as many men as there are doors that are used during the service, whether these doors lead into the build- ing or from one part of it to another. The doormen should be in complete control of the doors. They should know exactly at what moment the doors leading from without into the main room should be When school closed and when people should be admitted doors should qj, j^^j^j back after the service has begun. be opened . . . and when There is scarcely anything that contributes closed more directly to the maintenance of good order and discipline in the school than the services of good doormen. They should be familiar with the" signals from the platform, although they should know their duties well enough not to require them. It often happens that one department of the school closes before another, and if its members are permitted to pass through into other rooms where the exercises are not concluded, there is confusion and always a loss in the effect of the closing service. Officers and other grown people should observe the rules of the doors, or the children will not be inclined to do so. COURTESY This Committee is necessary only in large schools where there are many visitors. It often happens 48 THE SUNDAY SCHOOL that people come to study such schools, with a view to improving the work in their own schools. The object of the Courtesy Committee is to conduct visitors about the rooms and to explain tee in large the working of the school, showing them schools to whatever they desire to see. They will show the , , . , . - *^ work of the take them into the various departments school to Qj^iy Q^^ proper times and in a proper manner and will see that the disturbance incident to going about the building is reduced to a minimum, although they cannot avoid it altogether. Courtesy of this kind extended to a casual visitor will often make a permanent member of him. Many schools have found a Courtesy Committee very effective. SOCIAL This committee should be made up mostly of young people and should represent all the depart- ments of the school. The members representing the very youngest departments may be teachers or oflficers of those departments, but above the inter- mediate grades some scholars may be used. The general direction of the committee should be in charge of those who are mature and fully familiar with the social requirements of the school. In large cities where the tension of social life is high, there would seem to be not much for this committee to do, but more and more the church is coming to realize its responsibility to provide a strong, clean social at- mosphere for its young people. ORGANIZED FOR SERVICE 49 The church should be a social center, under proper restrictions. It should be the place, next to the home, . where the young people may find their committee highest joys and most delightful fellow- and Church ships. The Social Committee can arrange at proper times for social functions for the various departments or for the school as a whole. Picnics and outings would also come under the direction of this committee. One of the chief bene- Capable fits of a Social Committee is that it would management control all of the social affairs of the school, thus preventing many of the unfortunate results coming from the practice of having inappropriate social gatherings arranged by irresponsible persons, often at unsuitable times. This committee should not simply undertake to arrange for such gatherings as are called for but _ - should also take the initiative and definitely organize, dignify, and systematize the social life of the school. HOUSE One person from each department of the school, together with the janitor and the chairman of the Board of Trustees of the church would, perhaps, make a good House Committee. The purpose of this committee is to see Securmg convenience that the quarters of the Sunday school and com- g^j-g properly arranged for whatever is to take place there. The janitor will not always be sure exactly what is needed. He may not know whether to open and warm the whole 50 THE SUNDAY SCHOOL house or only certain rooms. The House Committee will see that definite instructions are given to him, and that the house is always in readiness when required. Many schools are in the habit of looking upon their janitor as one of the officers of the school, and this is a good idea. AIDES The aides are young men from fourteen to eighteen years of age who are eyes, ears, hands, and feet for the superintendent. They see that the platform is in readiness, that _, . , , the flags, books, bells, banners, black- ^^'"^"^^'"' boards, and other r.eeded articles are in their proper places. If the Sunday school occupies the church auditorium and the platform furniture has to be rearranged before the Sunday school session, the aides should be given charge of the matter so that no officer of the school will be required to take any time from the important work of welcoming and greeting members and visitors. The work of an aide gives one good training for the office of superintendent later. MESSENGERS These are boys of junior age under the direction of a man or an older boy. Their work is usually done on Sunday afternoons and consists in carrying mes- sages to members of the school who have been absent from the session of the day. Oftentimes these mes- sages are in the form of telegrams. The messengers also deliver other messages for both pastor and super- ORGANIZED FOR SERVICE 51 intendent and distribute church calendars and church papers. This training is good for the boys and, as a rule, they like it. The director in charge of the messengers will find it profitable to call them together frequently for a Fun and pleasant evening, for which he may pro- fellowship yi(jg music or some other kind of enter- tainment. Some of the happiest experiences I have ever had in connection with my own Sunday school work have been with the messenger boys. 52 THE SUNDAY SCHOOL VI THE DIVISIONS JjY general consent the Sunday school is now separated into three parts, known as divisions, as follows : I. Elementary Division. Ages — birth to thirteen. II. Secondary Division. Ages — thirteen to twenty.^ III. Adult Division. Ages — twenty and up.^ This division of the school is altogether arbitrary and is based chiefly upon age. Every member of the The basis school, no matter what his age or line of of the work, naturally falls into one or another division ^£ ^Yiese divisions. In determining the age limitations, effort has been made to take into account the physical and mental development of pupils under twenty years of age and, also, so far as possible, the classifications recognized in the public schools. No such arbitrary arrangement, however, is equally applicable everywhere, for pupils, particu- larly in the early adolescent period, develop physically and mentally more rapidly in some climates than in others. Nor are all educators agreed that the age limits herein presented are the best for general pur- poses. However, we shall follow the classification given above, which has been adopted by the International Sunday School Association and is in general use. ^ Pupils twenty-one years of age are placed by some in the Secondary Division. ORGANIZED FOR SERVICE 53 For the most part, the General Departments re- ferred to in Chapters IV and V operate in all the The general Divisions, although some of them — the deparments Teacher-training, for example — deal with the teachers and officers rather than with the pupils. The Home Department and the Parents' Department have not usually been considered as belonging to the Adult Division. We prefer, however, to place them there, so that the three Divisions may actually include all members of the school. It is true, of course, that there are members of the Home Depart- ment who are not old enough to be classified as adults but so large a proportion of the members are grown, that it is no violence to our general purpose to place this Department here. A school thus separated into three divisions resembles somewhat an army com- posed of three divisions, each having an organization of its own, but each under the direction of a general officer and his associates. The work of these divisions should be coordinated in such a manner as to make a working unit of the A working entire school. Failure in this respect unit would give rise to a situation like that confronting an army whose battalions decide to attack the enemy at different times and places — nothing but confusion and defeat would follow. Yet here is where many a Sunday school is failing. A school which is merely a collection of classes and divisions and without an all-inclusive organization and a pro- nounced unity of action, loses to a large degree its impact for good as a whole. The divisions of a school must keep step, all facing 54 THE SUNDAY SCHOOL in the same direction and all intent upon accomplish- ing the same general results. The success of one divi- sion should inspire the others to greater effort and cause the general administration to concentrate upon those that are not making the headway they should. The Cabinet '^^^^ ^^ entirely possible, because the the unifying leading officers in all the divisions are factor members of the Superintendent's Cabinet, in which all general matters concerning the welfare of the school are discussed. In some schools we find division superintendents who have general oversight of the work of the divisions, but this plan is not in general use, and has little to commend it. A better method is that of assigning the divisions, for a time at least, to the various assistant superintendents, not with a view to authoritative supervision, but with the object of familiarizing them with all that is being done so that they may be in a position to make sug- gestions to the Cabinet as to possible improvement. ORGANIZED FOR SERVICE 55 S S3 S Q £1 gift a o tf-5 56 THE SUNDAY SCHOOL e s. — s §1 SI 5 H S". -.1 < «£ 'i "2 5 " « lis C4 S £ e2 = S boo ^ s ••s:- "E a < < «2 «2 |-_ ^Vr <' i& < ■-^ ~^ < •g o "8 fl <2 o LI e s ■ .c (J -3 o if o ®« fl c3 (jO :S J 0) -1 s ilj a •. <+-( s o M i—i i h o 5 ? o •9 a c s — —5 CO o 1 cX S o -i 1 > ©< s 6 "3 ;^ cS -1 ^ .1 ^ -Ic ORGANIZED FOR SERVICE 67 VIII THE SECONDARY DIVISION /xS a division of the Sunday school, the Secondary is comparatively new. It covers the period re- ferred to as the "'Teen Age." For years we have recognized that this portion of the Sunday school membership has been the "joint in the harness," or the place of greatest weakness. And yet the fact remains that during the 'teen years more decisions are made, both for and against Christ, than in any other time of life. During this period, also, the doors of our Sunday schools swing both ways and more of the boys and girls are lost from membership than at any other time. This is by far the most diflficult division of the school to manage and presents more problems and The real embarrassments than all the rest. We problem have heard much in years past about the problem of the boy and girl, but we are now coming to learn that the real problem is that of leadership. Direction is needed here rather than control. It will be observed that we have recommended a separate Council for the Secondary Divisions of The second- larger schools. All we said of the Ele- ary council mentary Council applies to this Secondary Council and we recommend that it include officers of organized classes. 68 THE SUNDAY SCHOOL The 'teen age is the period when boys and girls want "to join something." They come together for their clubs and bands, gangs, etc., izing instinct whether we wish it or not, and it is and its possible in this division wisely to guide direction , . . , ,. . , , . . this mborn proclivity and see that it is directed into proper channels. The attention of the Sunday school world is now centered upon this division perhaps more than upon any other, just as in the two decades past it has been centered upon the Elemen- tary Division, until now that is the best-organized and most thoroughly equipped part of the school. In no other division is there greater need for care in the selecting of officers and teachers than in this division including boys and girls of the 'teen age. Here we are leading young lives through the various periods of adolescence, which are surrounded with dangers but filled with glorious opportunities. Within the past few years a very prolific literature has been developed bearing particularly upon the Keeping work and problems of this division, and posted Secondary officers and teachers will do well to keep abreast of the times through the oppor- tunities for reading that it offers and by patient application of what they learn. DEPARTMENTS There are various methods of departmentalizing the Secondary Division. The three principal ones are indicated in Chart 2 and are follows: Choice A, in which the Division is separated into two departments: ORGANIZED FOR SERVICE 69 Intermediate Ages — 13, 14, 15 and 16. Senior Ages — 17, 18, 19} This is the oldest and most generally-used methods of form of separating this division into departmen- departments, talizing /-.i • T. • 1 • 1 11 1 1 Choice \5, m which all the boys of 'teen age are in one department and all of the girls of 'teen age in another. Choice C, in which all boys and girls of 'teen age are in one department. This is used mostly in small schools. Choice A THE INTERMEDIATE DEPARTMENT Everybody knows what is meant by the '* Inter- mediate" Department, but that word is unfortunate, as it has no definite significance. We have no hesitancy in saying that a man should be chosen as superintendent of this department. The super- Usually public school men who are in the intendent habit of dealing with pupils of Intermedi- ate age will be the most successful. No one can hope for success, however, who cannot win his way into the affections and confidence of boys and girls. He must administer his department with a strong hand covered with a velvet glove. He should know that one of the peculiarities of the adolescent years is the forming of likes and dislikes and the making of deci- sions. The methods of discipline that can be admin- 1 See note on page 52. 70 THE SUNDAY SCHOOL istered in the Primary Department will not do here, and the superintendent must know every inch of the way, or he will soon run upon the rocks. He will learn, if he has not already learned, that boys and girls of these years yield to love and confidence quite as readily as younger children, but that the love and confidence must be expressed in a some- what different way. Very much will depend upon the teacher. The offices named for this department are much the same as those suggested for the Junior Depart- ment, and the duties of each need not be specifically Getting into described here. This is a time when week- the game (jg^y activities bulk large in the estimation of the pupils, and the Intermediate officers and teachers who do not get "into the game" will find themselves losing their hold upon their classes, while "the game" goes vigorously on. It is well for the teachers not only to mingle with their pupils in these week-day activities but to endeavor to direct them. There is much excellent literature on the Inter- mediate Department that can be easily obtained. THE SENIOR DEPARTMENT "Senior," while more appropriate than "Inter- mediate," is still confusing, because many schools use it, although improperly, for the department com- posed of adults. Twenty-year-old pupils are often classified as Seniors but many prefer that the Second- ary Division should include strictly the 'teen age ORGANIZED FOR SERVICE 71 pupils. There are many schools also that include the Senior Department with the Adult, although we believe this is being done less and less. Since pupils of the Senior ages — 17-19 — are recognized as young men and young women, the Methods methods of teaching change, of course, and officers q^^^^ properly so. In most cases, discipline becomes less of an element in administration and more attention can. be given to constructive Bible study. What was said of the ojfficers of the Inter- mediate Department can be applied here, but in the Senior Department men and women who are strong- est spiritually and intellectually as well as in adminis- trative ability should be chosen. They must lead by sheer ability and cannot depend upon the titles of their offices. Choice B THE boys' department More and more the boys of the 'teen age are being grouped together into a department. This is not the result of any theory but of conditions that must be recognized. Many of the classes of the 'teen age will organize and have much going on during the week; and at this point the boys and girls separate, for their week-day activities usually bear them in dif- ferent directions. This applies particularly to sports. In some of them the boys and girls can join — as in the case of tennis, — but in many, especially the heavier games, the boys will be alone; while the girls will engage in other games that would not be attrac- 72 THE SUNDAY SCHOOL tive to the boys. The superintendent of the Boys' Department should, of course, be a man. THE girls' department The superintendent of the Girls' Department should be a woman. All the arguments given above for a boys' department apply also in reference to a girls' department. There is large opportunity here for well-trained leadership. Choice C This form of organization is used largely in small schools where there are but few scholars of the 'teen age: for instance, in a school of sixty pupils, with perhaps one small class of boys and another of girls. Both of these classes would be in one department with the name given above. ORGANIZED CLASSES With increasing frequency classes are forming them- selves into organizations, and properly so. The only need for caution that we desire to mention in connec- tion with organized classes in the Secondary Division is that teachers should have a larger part in directing the organizations than in the Adult Division. This is particularly true in the Intermediate Classes. If the boys are allowed to follow their own inclinations, they will not always be wise, although a good leader ORGANIZED FOR SERVICE 73 will give them all the leeway possible, and will gen- erally direct their activities without appearing to do so. The more the scholars are really managing their organizations, the better they will like it. We shall speak of organized classes later, in connection with Adult Division. 74 THE SUNDAY SCHOOL J-^ CO H Q -I- X ot I — g :3 -^ o S z '^ o a> '5 -^ ORGANIZED FOR SERVICE 75 -I a I I "* 6 s 2 76 THE SUNDAY SCHOOL IX THE ADULT DIVISION vJNE of the features of the Sunday school activity of our day is the growth of the Adult Division in the Sunday school. This is a surprise, particularly to those who are not familiar with conditions. It is probable that the Sunday schools of North America are growing in membership today more The place rapidly in the Adult Division than in any of most other. This is one cause of the revised rapi grow ^^^ more comprehensive and adequate estimate that is now being placed upon the school by the Church. It is estimated that 100,000 men are being added to the Sunday schools of North America annually, and that there are probably two and a half million men in the Adult Departments of the schools of North America at present. These statements are cited here because of their bearing upon the organization of the Sunday school. For- merly we had the Elementary Division and the Adult Department but now we have the Adult Division and there are departments in this division which were not formerly recognized. The Adult Council is organized in the same manner The adult as the Secondary Council. It consists council Qf q\\ officers and teachers in the division and the officers of organized classes. The latter con- ORGANIZED FOR SERVICE 77 stitute a much stronger element in this division than in any other. THE ORGANIZED CLASSES All classes in the Adult Department should be organized. An elaborate organization is not neces- sary, but no class in this day of busy social service and week-day activities can live up to its opportunity by simply being a Bible class on Sunday. The Bible class is the place for impression; the organiza- tion gives opportunity for expression. Before any class is organized, it is recommended that -it procure the proper literature and become familiar with the best methods of organization. It will be observed that we suggest for the organ- ized classes of the school practically the same officers Class as for the other divisions. Compara- officers tively few of the organized classes have separate rooms where they can carry out some of the features indicated. For example, most of the classes would require no chorister, except for the week-day meetings, as they could not sing during the Sunday school session unless they had separate rooms. The outline given in the chart conforms to the require- ments of the International Association, which have been adopted, for the most part, not only for this division but for the Secondary Division as well. The adult organized class governs itself. Every Class and officer has specific duties to perform, school That of the teacher is to teach; that of the president, to preside, etc. It ought to be stated plainly that an organized class should keep in mind the 78 THE SUNDAY SCHOOL welfare of the whole school. There are classes that become so absorbed in theniselves that they do not desire to have any connection with the school, except in name. They are not willing to engage in either the opening or the closing exercises nor to contribute their share of money to the general treasury. This is fundamentally wrong and the end is sure to be dis- astrous. Class loyalty is good but school loyalty is good also. Many organized classes can use more time than is given to the regular ordinary classes of the school. Therefore, if they are present at the opening service, or a part of it, so that they may be recognized as liv- ing factors in the school, it is not necessary that they return for the closing exercises. A school cannot be weak in any department very long if its older classes are well organized and doing effective work. THE COMMITTEES We have mentioned on the Chart a few of the com- mittees that can be profitably used. The commit- tees named on Chart 1 are those required by the International standard of organization. Other com- mittees should be formed only as they are needed. The committee names appearing on Chart 2 will suggest other lines of activity, while many more Adapting committees can be used profitably and are the work so used by many thoroughly organized o he c ass ^.jg^gggg 'j^jjg ingenuity of the class officers will assert itself at this point and some classes will work along one line and some another. It matters ORGANIZED FOR SERVICE 79 not so much what good thing they do, as that they make a definite program and then carry it out. THE HOME DEPARTMENT The Home Department is here recognized as a department of the Adult Division. Usually a woman makes the best superintendent, although many Home Departments are managed by men. As we indicated in describing the other non-attending department of the school — the Cradle Roll — success does not depend upon securing a large number of names. The Home Department offers a rich field for work and one that responds readily to the right kind of cultivation. There has been a tendency in the past few years to neglect this department. It is really one of the most Its impor- fruitful departments of the whole Sunday tance and school when properly conducted. The superintendent may direct it but the real life of the department is found in the visitors, who correspond to the teachers in the attending depart- ments. There is no excuse for members of the church not becoming members of the Sunday school, for if they cannot go to its weekly sessions the Home De- partment comes to them; and the day is near when no church will consider itself fully organized unless every member is enrolled in some department of the Sunday school. THE parents' department This is a new department and is coming rapidly into favor. Its name describes it. It is specifically for fathers and mothers. It may be conducted by a 80 THE SUNDAY SCHOOL father or a mother or by some other person having the paternal or maternal instinct. Some Parents' Departments discuss in the Sunday Subjects school hour problems connected with of study home life and the rearing of children. We believe, however, that it is better that they should take up regular Bible lessons at that time, with such incidental discussion of other matters as may be appropriate, holding meetings during the week to consider subjects more directly connected with the home. This the Parents' Department will do more and more. It will be observed that a full line of officers is sug- gested for this department. The librarian here will The have large responsibility. We recommend librarian i^jj^j^ g^ woman hold this position. She will recommend books and magazines of especial interest to mothers and fathers. A library may be procured and will prove very valuable if wisely selected. The influence upon the school, as well as upon the members themselves, of having a strong Parents' Department cannot be over-estimated, and we trust , that many schools will adopt the plan, department The superintendent of this department ^^h *^^ would be a member of the Cabinet, and through him the interests of the depart- ment would be well taken care of in connection with the general plans of the school. Occasional special days for the parents could be arranged and recogni- tion given to them in the program. This would help to create and maintain interest. ORGANIZED FOR SERVICE 81 THE LESSONS AND ORGANIZATION J\ CHAPTER on Sunday school lessons may at first seem somewhat foreign to the subject of our book, but inasmuch as the adaptation of the lessons to the school is based upon the plans of organiza- tion, we deem it entirely appropriate. The Inter- national Association, through its Lesson Committee, issues two courses of lessons — the Uniform and the Graded. The Uniform Lessons were introduced more than forty years ago — at a time when lesson conditions The uniform in the Sunday school world were exceed- lessons ingly chaotic. For the most part, individ- ual teachers were themselves selecting their lessons from any part of the Bible they desired. The use of the same lesson for all departments of the school and for all the schools of the land soon began to popularize the Sunday school and bring people together. The Uniform Lessons created a community of interest. They also made it possible for the first time for great publishing concerns to issue lesson literature at A business a profit, and as a result the output of proposition lesson material soon became enormous. They served and are still serving a great purpose, and they are probably being used more largely now than ever before. 82 THE SUNDAY SCHOOL With the increased Sunday school interest and activity, and with the great advance in organiza- The graded tion and teacher-training, there developed lessons ^ j^g^ sense of Sunday school need. Lead- ing Sunday school workers and educators began to ask for lessons that were better adapted to the dif- ferent stages of the pupils' development. After considerable experimenting, the International System of Graded Lessons was introduced, comprising a sepa- rate series of lessons for each year from four to twenty. Thus a fully-graded Sunday school following the entire present course of graded lessons could use seventeen or eighteen different lessons on a given Sunday. These Graded Lessons are, for the most part, admirably chosen and well adapted to the purpose How they for which they are prepared. Perhaps are used one-third of the Sunday schools of North America are using them as a whole or in part. Many schools introduced them as rapidly as they were pre- pared by the publishers and are now using all the grades. Many others use them for the Beginners and the Primary Department, employing Uniform Lessons for the remainder of the departments, while still others use them also in the Junior and Inter- mediate Departments and follow the Uniform Lessons from that point onward. Under existing conditions, the writer recommends the use of the Graded Lessons in all the departments of the Elementary and Secondary Divisions, especially if these departments have separate rooms. Prob- ably most schools use the Uniform Lessons for all departments above the Junior, if it is necessary for ORGANIZED FOR SERVICE 83 those departments to meet in one room, believing they secure better results thus than by trying to The two teach a number of lessons at once in the systems in same room. On the other hand, many one sc 00 ^ school using the Graded Lessons in a department having a room to itself teaches one year's lesson to the whole department and gets good results. When it is remembered that the average Sunday school of North America enrolls less than one hundred mem- bers, with probably not over ten teachers, and has an average attendance of less than seventy-five officers, teachers, and pupils — it becomes evident that a very large number of Sunday schools cannot profitably use the present course of Graded Lessons, except as they use one lesson for a department, as indicated above. A large and increasing number of the better-organ- p . . ized schools, however, are using the Inter- of the national Graded Lessons, in their full or graded modified form, with great success. The rapidity with which these lessons have been adopted in many quarters and the choice character of their material are sufficient proof of their value. There are those who believe that the Uniform Lessons should be discontinued and that the day will Future of corae before long when there will be no the uniform call for them. There can be no doubt that the grading of lessons is pedagogically correct, and we hail with joy the introduction and wide application of this principle, but remembering the limitations under which many of our schools must work, we believe that the Uniform Lessons will 84 THE SUNDAY SCHOOL be in the field for many years and will continue to be blessed, as in the past. There is a widespread conviction, however, that the present series of graded lessons is too intricate A simpler ^^^ general use. The demand for a sim- graded pier course is pressing and insistent, and course ^^^ sooner it is met the better for Sunday school work as a whole. Because of this feeling and in view of the fact that changes in departmentalizing the school will be necessary if a simpler graded course is to be used effectively, we suggest the following arrangement of divisions, departments, and grades: I. Elementary Division 1. Cradle Roll. Ages — Birth to 2. Beginners. Ages — 4, 5 3. Primary. Ages — 6,7, 8 4^, Junior. Ages — 9, 10, 11 II. Secondary Division 6. Intermediate. Ages — 12, 13, 11^ 6. Advanced Intermediate. Ages — 15, 16, 17 7. Senior. Ages — 18, 19, 20 (The placing of boys and girls in separate departments would not interfere with this plan so far as the lessons are concerned) III. Adult Division 8. Men or women or men and women 9. Home 10. Parents' Ages — 21 J and up ORGANIZED FOR SERVICE 85 Notes on the Grading Suggested Above Some workers and authorities are advocating that members of the ages 21, 22 and 23 be graded in a new department, to be included in the Secondary Division, Another as these are regarded as the later adoles- department cent years. This would make the Adult Division begin at 24. We are not at all pleased with the departmental names "Intermediate," "Advanced Intermediate" Inadequate and "Senior," but use them because we terms have nothing better to recommend. We suggest that the grading scheme in the lessons be made to harmonize with the grading of the school, The as indicated above, that only one lesson "Depart- j^q used at a time in a given department, mental . . . . 1111,1 Graded and that the lessons be dated and the les- Course " g^j^ helps issued periodically. This would permit of the revision of the lesson course each year, if desired, under the direction of the lesson committee. The Uniform Lessons might be continued, or a sepa- rate lesson put in their place for the Adult Division. This arrangement of lessons is sometimes called the "Departmental Graded Course." The idea is not new. The International Lesson Committee has been on record since 1908 as favoring this system of lessons. Should this lesson scheme be introduced while the other two series are in the field, it would affect both The need ^^ them. While two courses in use at one for such time certainly ought to be sufficient, there a course ^^^ ^^ many schools that wish to use a simple graded course of lessons that it would be im- 86 THE SUNDAY SCHOOL possible to hold the field with the two that are now being presented. The interests at stake, educationally and spiritually, are too great to be disregarded. There are those who believe it possible to build two courses of graded lessons upon the same founda- Unifying ^^^^' ^^^» ^^ *^^^ ^^^ ^^ done, the well- two graded grounded objection to three courses, made courses ^^ ^j^^ publishers, would be met in large measure. Those who feel that two graded series can be thus unified claim that the simpler graded course could form a part of the more highly graded course, so that the same lesson treatment would serve for the lessons that appear in both courses. As to the feasibility of this suggestion the writer does not claim sufficient wisdom to judge, but if it can be worked out there will be no doubt as to its de- sirability, for the following reasons: 1. A very large number of the best schools will de- mand a highly organized, fully graded course of lessons. 2. Many schools will demand a somewhat simpler course of graded lessons. 3. The number of schools that will continue the use of the Uniform Lessons, for the present at least, should be taken into account. Later we might add a fourth class of schools, now included in the three classes named above: namely, those that will wish to use, in part, two or all three of the courses referred to. The demands of all these schools are reasonable Meeting ^^^ should be met. The three courses the needs of lessons we have named should be fur- nished, for the schools want them. If the ORGANIZED FOR SERVICE 87 present lesson-making agencies do not supply them, others, no doubt, will. But if this lesson adjustment can be brought about as indicated above and in such a way as to relieve the present commercial embar- rassment, our present confusion will disappear and there will be much cause for gratification. When this is accomplished — and we have faith to believe it will be — we shall have lesson courses that are satisfactory to practically all the Sunday schools, and we shall see the beginning of another great forward movement in Sunday school work, similar Lessons to that which took place when the Uniform and growth Lessons were introduced, but far greater. The Sunday schools will take on new life and efficiency and grow in numbers as never before. Having said so much in regard to the organization and the lessons of the Sunday school, we are moved to observe, in closing this last chapter, that, after all, the secret of success in Sunday school work does not lie wholly nor chiefly in the lesson courses. Educators are practically agreed that not over fifteen per cent, of the real efficiency of school work comes from the curriculum, while eighty-five per cent, is due to the teacher. If we had paid more attention to elevating the standard of teaching in our Sunday schools — without neglecting, however, the matter of lesson courses — we should have been putting the emphasis in the most important place and should be farther along the way at the present time. Princeton Theological Seminary Libraries 1 1012 01237 6069 1 Date Due «23'53 1 ^ • !■