^^t ^SSSilJi^&^^fJ^; ■•;55S«v':v>3n?SSS!'!^^^SS^^ fir 9 fletiop ;u/baH^r tihvaxy of trhe trheolo^ical ^eminarjo PRINCETON • NEW JERSEY PRESENTED BY Rufus H. LeFevre A^K 21 1952 tn Artt0n A Contribution to Some Phases of Religious Education, Especially for Parents, Pastors, and Sunday- school Workers 4 By Charles W. Brewbaker, D.D., Ph.D. General Secretary of Sunday Schools and Brotherhoods of the Church of the United Brethren in Christ §W9^ 1914 THE OTTERBEIN PRESS W. R. Funk, Agent DAYTON. OHIO Wo mp bear parentsi ttjJosJe praj>er£^, in^ixnttion anb example in mp cf)iltrf)oob anb pouti) Ijabe been a true guibe anb sJtimuIusJ to me buring all mp ptatsi of pre= paration for ttit bltsi^th gos^pel minisitrp, anb tfjrougf) tfje pearfi; of sierbice tfjat 3S fjabe giben in leabing otijersf to tlje fiigljer life asi founb in SItsiM CfjriJit mp Horb. AUTHOR' NOTE Because of the increased interest and change of em- phasis in Sunday-school work, I have for some time felt that I might, in a humble way, be helpful to parents, pastors, and Sunday-school workers, by put- ting into book form some information and practical suggestions, the result of experience, observation, and study. Some of these chapters have already appeared in Sunday-school publications and suggestive leaflets. I gratefully acknowledge my indebtedness to many different authors and writers and to all others who have in any way contributed toward making this book possible, particularly, the writer of the Introduction, my very dear friend and former teacher. Rev. W. O. Fries, D.D., now a, member of the International Les- son Committee, and Editor of the Sunday-school liter- ature of the United Brethren in Christ. As I pen these lines, I pause for a little while in silent communion with my Lord, the Great Teacher, and ask him, by his spirit of wisdom and power to bless these pages that they might inspire all who read them to greater activity, a more intelligent and orderly leadership in the great and grand work of the Sunday school. Charles W. Brewbaker. October, 1914. INTRODUCTION The Sunday school, though of humble and compara- tively recent origin, has already become a world-wide organization. How can we account for its rapid rise to universal recognition and appreciation ? In attempt- ing to do this at least three things must be considered : First, its inherent vitality, which is the result of spiritual life and power. God is in it as he is in his Word and work. Second, its sublime purpose, which is to meet the most vital human need — religious education. Third, the fact that it has been making good by actually producing eighty-five per cent, of all additions to church membership. For these, and other reasons, the Sunday school has become an institution of imperial rank and power throughout the Christian world. To-day it can proudly count among its friends and most ardent supporters the leading Christian thinkers, writers, and workers of the world. The Sunday school is now universally recognized as the religious education department of the church. Through it the Bible, the kingdom of God and every- thing pertaining to Christianity, is to be taught until men, women, and children the world around shall know and love and obey that Truth which alone can over- come error and sin, and transform and transfigure human lives so that they may realize their highest pos- 7 The Sunday School in Action sibilities. This teaching function of the church has been discovered largely through the Sunday school, and, be it said to the glory of the church, that she is to-day striving as never in her history to meet this responsibility. This new vision and appreciation of the church's responsibility is evidenced by the vast amount of periodicals containing expositions of God's Word, the numerous books which are now coming from re- ligious presses bearing upon the various phases of child psychology, religious pedagogy, graded instruc- tion and systems of graded lessons, the summer vaca- tion schools for religious study, and the comprehen- sive and ever-growing program for the complete reli- gious education of all classes and ages. The world has never seen the like before, and the end is not yet. With this new discovery of the church's teaching function, new emphasis is naturally being placed upon teaching. The Sunday school now becomes a real school — an institution of learning — with two personal factors in it, the teacher and the pupil, and a third ele- ment equally important — the subject taught. Ever}^- thing else in the school is valuable only as it tends to make the teacher efficient and effective in his work. The teacher's task is difficult but glorious. He is to accomplish a great and noble work. He is not work- ing upon metal or marble, trying to bring out some beautiful material form, but upon an immortal soul, seeking to produce a spiritual character that shall re- semble the perfect image of Him of whom the Heav- enly Father said, ''This is my Beloved Son in whom I am well pleased." True, the work is hard, requiring 8 Introduction much time, thought, sacrifice, and energy, but as Jesus saw "the travail of his soul and was satisfied," so shall the painstaking teacher find an immeasurable, abiding reward in the supreme satisfaction of knowing that he rendered valuable service to others. No one can cal- culate the joy that comes to one who serves another loyally and helpfully. This book is another valuable contribution to that rapidly increasing phase of Christian literature which seeks to enunciate more clearly and emphasize more fully the Sunday school as the religious teaching de- partment of the church, and to point out plans and methods by which this work of education can be most effectively accomplished. Doctor Brewbaker, the au- thor, is admirably qualified through years of careful study, large personal experience as a wide-awake pas- tor, and special director of religious education work, to set forth the Sunday school in action. He can speak with authority, and has done so in a most helpful and convincing manner. Every chapter is pregnant with vision, suggestion, and inspiration. Every per- son in the Sunday school from the humblest worker to the highest ofiicer can find suggestions which, if adopted, will increase his efficiency as a Sunday-school worker. But one purpose prompted the preparation of this book — the desire to increase enthusiasm in Sun- day-school work through a larger conception of its possibilities, and to develop greater efficiency in the Sunday-school worker. Such a book has a wonderful mission, and deserves a wide and welcome reception by all who are interested in the Sunday schoors attain- 9 The Sunday School in Action ment of the highest possible degree of efficiency as the religious teaching and training department of the church. W. O. Fries. 10 CONTENTS Church ures of Introduction .... I. The Teaching Function of the II. Jesus, the Great Teacher . III. Jesus' Knowledge of the Script His Race IV. Jesus and the Child V. The Parent and the Child VI. Interest — A Factor in Religious Edu cation .... VII. The Graded Sunday School VIII. The Organized Class IX. The Cradle Roll . • • X. The Home Department XI. The Sunday-School Pastor XII. The Sunday-School Superintendent XIIL The Superintendent's Assistant XIV. The Sunday-School Secretary XV. The Missionary Secretary and Com mittee XVI. The Sunday-School Treasurer . XVII. The Sunday-School Library and Li brarian XVIII. Sunday-School Music and Leaders 11 Contents XIX. Trained Teachers 127 XX. The Teacher in the Sunday School . 132 XXI. The Teacher and the Offering. . 137 XXII. How to Get Pupils to Study the Lesson 140 XXIII. Shall the Teacher be Promoted? . 146 XXIV. Teaching to Worship .... 148 XXV. The Ingathering or Decision Day . 158 XXVI. Special Days 169 XXVII. The Rural Problem 187 XXVIII. A Look Forward 196 Supplement — 199 Summer Sessions 199 Is the Class Banquet Worth While ? 201 The Boy Problem 203 Good Rules for Sunday-School Workers 205 Bibliography 207 12 CHAPTER I. THE TEACHING FUNCTION OF THE CHURCH There have been many notions regarding the func- tion of the church. There are those who have be- lieved and taught that the only work of the church was to prepare folks for heaven. The question nearly always asked of an individual by such persons was, *Ts he ready to die?" Many still adhere to this belief and teaching, but I am glad that the church in recent years has taken a more sane and practical turn and to-day puts the emphasis where it rightfully belongs, on service, at the same time adhering to the inner experiences of the soul in its relation to God and heaven. Training for service is a much-used expression and is more and more being realized in the lives of the members of the church. The call to-day, as never before, is for trained leaders. This is true in both secular and reHgious activities. Since the pubHc schools do not aim to train specifically in religion and for religious work, one can readily see that the duty and function of the church primarily is teaching. There is a growing sentiment everywhere that reli- gious teaching and training are essential in one's edu- cation and normal development. George Washington 13 The Sunday School in Action said, "We shall be unable to maintain the liberties and the free institutions of our nation without the religious education of the youth of the country." One of the most prominent instincts of the indi- vidual is the rehgious, which, if left undeveloped, means unfitness for life and its tasks. One serves God wholly, only as he relates himself naturally and normally to others in the various forms of organized society, as well as to Christ and his kingdom. I know of no institution or organization outside of the home so well adapted to teach these relations as the Sunday school. Professor Walter S. Athearn says, in his new book on 'The Church School," that "The church that fails to provide a school for the training of workers for its various activities will be forced to call into leadership men and women who are unprepared for the duties they are asked to perform, and the work of the church will suffer as a consequence. Efficient work demands trained leadership, and training for leadership is one of the functions of the church school. It follows that the church school must be as comprehensive as the church itself." Attention is called in the following chapter to Jesus as the Great Teacher. We read that Nicodemus said, "Rabbi, we know that thou art a teacher come from God." Again, "The multitudes were astonished at his teaching." The last words of Jesus as embodied in the Great Commission were, "Go ye therefore and teach all nations." From these and like sayings, be- cause of their authority we know that the function of the church of Christ is to teach. I am glad for the 14 Teaching Function of the Church renaissance of this function throughout the educational and church world to-day. Leading educators in our public schools and higher schools of learning, both state and denominational, as well as church leaders, are getting back to first things in placing the emphasis where it rightfully belongs. I believe the Sunday school largely holds the key to the situation and as it perfects itself under the leader- ship of the church as the church in training, then, and then only, will it perform its function. Hence, it can be readily seen that the very best in Sunday- school equipment, classification, organization, activity, and instruction are none too good to accomplish the task assigned to the disciples by our Lord and great Master Teacher. IS CHAPTER 11. JESUS, THE GREAT TEACHER As I now write, I stop with profound reverence and ask God to give me wisdom as I try to discover a few of the many things that mark Jesus, our Lord, as the Great Teacher, of whom every Christian leader and teacher must have a personal knowledge as Savior. Without doubt, he was the greatest teacher ever known. His teachings and methods, as well as his life, are the basis of study for all the great teachers of religious thought and religious activities of to-day. With new emphasis, it can be said, "Never man so spake." I do not wonder that he bore the distin- guished title, "Rabbi." What were his aims as a teacher? To give the proper idea of God and his attributes. "He that hath seen me hath seen the Father" — "As the Father and I are one," and similar expressions show that he wished to dispel the ignorance that obtained as to what the real character of God is. His teachings brought out the fact that God is a loving Father, whose con- cern is for man's development and highest good. "God is love" is the keynote. He aimed to show that the highest values are spiritual; that perfected character, absolutely normal manhood, is the highest goal. This he taught both 16 Jesus, the Great Teacher by precept and example, which is brought out in his interview with the rich young ruler. He aimed to show that man is of inestimable value. His aim also was to establish a universal brother- hood which he called "The Kingdom of God." He emphasized the fundamental laws of his kingdom (1) the law of love; (2) the law of sacrifice; (3) the law of service. It is evident from his life and teach- ings that this kingdom must first be set up in the individual life and heart, and these laws established there. 'The kingdom of God is within you," is the foundation stone upon which the broader, social, spir- itual kingdom, which is to become universal must rest. By the establishment of this kingdom, the many ills (social, economic, industrial, etc.) incident to Hfe, will gradually be destroyed and a perfected condition of society obtain. Dr. Martin Brumbaugh has said: "The whole purpose of His teaching was to bring men into right relation with the divine will, to show them how to live in harmony with the divine power, and at last to unite them with the divine person. The end of education of the human soul is to fit it to live in harmony with the will of God." In his methods, he was perfectly natural. No af- fectation. He did not conform strictly to stereotyped customs. He was deliberate. He weighed ever}^thing before he spoke. He took time, was informal. He aimed to be himself and impressed his own personality upon those who heard. His style was conversational. He interchanged thought with his disciples by asking and answering questions. 17 The Sunday School in Action He made free use of the common, natural things about him. He proceeded from the simple to the com- plex, from the concrete to the abstract, and in this way made clear the teachings of the kingdom. He used the wind, water, bread, birds, grain, and many other natural objects, all to lead up to the great spiritual truths which he wished to teach. He was inductive in method, beginning with the particular and indi- vidual and reaching the general and universal. He also taught by action. He taught the positive more largely than the nega- tive. The "Thou shalt" received a conspicuous place in his methods. He was not controversial, but built up a positive and constructive code of ethics, the liv- ing of which meant character of a high type, both to the individual and society. This positive method was used in teaching right relations to self, to others, to God. He appealed to the will. He placed great em- phasis upon purpose, on conduct. The human will must be brought into harmony with the divine will in order to reach the richest product of Christian char- acter. His logic was clear and irresistible. How to act, how to live, and character were emphasized con- stantly with the ringing words, ''By their fruits, ye shall know them." He taught with authority. Professor Stevens says : "He spoke from the conscious possession of truth in himself. He uttered his truths with a calm, un- clouded conviction of spiritual intuition. He spoke with certainty." In the language of Kent: "An au- 18 Jesus, the Great Teacher thority based on a profound knowledge of life and human needs, on keen personal observation, and on a rich and varied personal spiritual experience. His authority was akin to that of the ancient prophets and sages, but superlative in degree. His authority rang absolutely true to the most enlightened experiences and met the universal needs of the human soul." He blended all that was vital and eternal of his teachings to perfect expression, with an authority that is con- spicuous throughout the New Testament. His methods of teaching were simple, concrete, pointed, unconventional, lofty, inspirational truth ; full of freshness ; adapted to all conditions and classes. He used both the direct and indirect method. He used the parable, allegory, proverb. He also ex- cited the curiosity of his hearers by making use of the paradox and the hyperbole. He was the Master Teacher. 19 CHAPTER III. JESUS' KNOWLEDGE OF THE SCRIPTURES OF HIS RACE Every religious leader and teacher should know that Jesus was familiar with the sacred Hterature of his people, which had much to do with the molding of his own life for his future mission. The fact is brought out clearly in his references to the Old Testament writers as well as in many of his sayings and lessons which he taught. From what Scriptures did he draw his knowledge ? We have every reason to believe that the substance of Jesus' teaching centers in the Old Testament. San- day says, "We might call it the distilled essence of the Old Testament, that essence first clarified and then greatly enlarged, the drop became a crystal sphere." We have every evidence to believe that Jesus had a thorough knowledge of the Scriptures of his race. His attitude toward these Scriptures was positive. He knew the law, which was to him the Word of God, for which he came "Not to destroy, but to fulfill." That law included the five books attributed to Moses. He knew the prophets. He also read with an open mind other books which were not in the canon at that time. He became thoroughly acquainted with the Psalms which constituted the hymn book of the synagogue. Isaiah seems to have been his favorite among the 20 Jesus' Knowledge of the Scriptures prophets and his psahns were more famihar to him than his prophecy. UniversaHty, the "brotherhood of man, and the fatherhood of God he discovered in Isaiah and the Psalms. Jeremiah and Hosea re- ceived much of his attention in reading. Nearly all of his basic, fundamental teachings have their root in the Old Testament, and many of these teachings cen- tered in himself as the Savior of men. He had access to the Apocalyptic books in which he studied the :Messianic hopes. The fermenting reli- gious and poUtical condition of his nation led to their study. Here he familiarized himself with the psalms of Solomon, in which ''He found the announcement of the kingdom of God and the perpetuity of the kingdom in the house of David." His relation to the Books of Proverbs and the Wise, is peculiarly intimate as is seen in the many quotations in the New Testament from the Proverbs. "Jesus takes the thought and in part the language of the earlier teachers and applies them directly to him- self, the great Source of all spiritual life. He gives the reproduction of the thought of the Proverbs in his teaching concerning (a) the character and inner life of man, (b) man in his family relations, (c) man in his economic relations, (d) man's duties to himself, (e) man's duties to his fellowmen, (f) man's relation to God." In all these fundamental teachings and relations, in his own language, he reproduced many of the Pro- verbs of the Wise, which show his familiarity with this rich source of scriptural knowledge. 21 The Simday School in Action He became thoroughly acquainted with the history of his people and the Mosaic stories. He famiharized himself with the great and leading characters of the Old Testament. Jesus gave the best that he gathered from the reve- lations of the preceding ages, and thus showed that the Old was but a preparation for the New; that in him the Old had a new expression. By careful analysis we find there is little in the Xew that is not found in the Old, and after all, there is not that wide breach between the Old and the New that many have thought. From whence and how did Jesus gain all this knowledge of the Scriptures of his race? Home in- struction was without doubt one of the rich sources of his earliest teaching. The father was bound to teach his son. Every other engagement took a sec- ondary place to the 'Torah." He also received in- struction from his mother. In the home he learned ''Such verses of the Holy Scriptures as composed that part of the Jewish liturgy which answers to our creed. Then would follow other passages from the Bible, short prayers, and select sayings of the sages." Then, too, he would learn the daily hymns which were the festive psalms. Jesus' knowledge of the Scriptures was also as- sured by his early training in the schools. 'This training began about the fifth or sixth year. The in- struction was given with accuracy, the ultimate pur- pose being moral and religious. Emphasis was placed on the teaching of the law, and it was held that up to ten years the Bible should be the text-book; from 22 JcsHS Knozvledge of the Scriptures ten to fifteen years, the Mishnah or traditional law. After that age the student should enter on those theo- logical discussions which occupied time and attention in the higher academies of the rabbis." His knowledge of the Scriptures was also the out- come of his frequent attendance upon the synagogue, where he heard the reading and expounding of the Word. The school which he attended was possibly under control of the synagogue. While we know little of his school Hfe, yet we learn that "He grew in wisdom and in stature and in favor with God and man." His knowledge of the Scriptures as gained from the foregoing sources was supplemented by his keen observation and contact with the great teachers, pu- pils, and people of his day as well as by careful reading and study of such sacred literature as fell within his reach and dealt with the religion of his people. His teachings and preaching give evidence of his broad research in the sacred literature of his own race. If what I have said about the preparation of the great Master Teacher, the Son of God, is true, what about us, those of us who profess to be his repre- sentatives? The keynote to it all is preparation, a thorough study of God's Word and related sources of knowledge. 23 CHAPTER IV. JESUS AND THE CHILD To-day a new emphasis is being placed on child life and child training. Much time is being given to child welfare and child values, which, undoubtedly, means a greater future for our boys and girls. Naturally in every phase of religious life, instruc- tion and progress, we almost unconsciously turn to the great Master Teacher, our Lord. His position on any subject should largely determine the attitude of the church, yet we find the church slow to take hold as she should. Christ has a big place in his heart for childhood and youth and places an infinite value on every boy and girl. We place values on almost every tangible thing, such as property, sheep, cattle, and other things. Jesus makes it plain as to the real worth of every child, not so much as to the economic value, but the moral and social. This is shown in some of the inci- dents recorded in the Gospels. When the disciples were contending as to position in his kingdom, "He took a child and set him in the midst of them; and when he had taken him in his arms, he said unto them, ivhosoever shall receive one of such children in my name, receiveth me ; and whosoever shall receive me, receiveth not me but hira that sent me." He also said, "See that ye despise not one of these little ones ; 24 Jesus and the Child for I say unto you that their angels do always behold the face of my Father who is in heaven." The Bible, in both the Old and New Testaments, is studded with beautiful lessons on child life. It teaches the infinite value of the child in the plan of God. Christ makes the child the ideal representative of God's kingdom. Not many years ago, children were not considered of much spiritual value or recog- nized to any degree even by some religious leaders as worthy of the kingdom. Infant damnation was a com- mon belief. Yet Jesus settled that problem nearly two thousand years ago. When the mothers "Were bringing unto him little children that he should touch them and the disciples rebuked them, but when Jesus saw it, he was moved with indignation, and said unto them, suffer the little children to come unto me, for- bid them not; for to such belongeth the kingdom of God. Verily, I say unto you, whosoever shall not receive the kingdom of God as a little child, he shall in no wise enter therein. And he took them in arms and blessed them, laying his hands upon them." And again, he said, "Whosoever, therefore, shall humble himself as this little child, the same is the greatest in the kingdom of heaven. And w^hoso, shall receive one such little child in my name, receiveth me, but whoso, shall cause one of these little ones that believe on me to stumble, it is profitable for him that a great millstone should be hanged about his neck and that he should be sunk in the depth of the sea." Here greatest means the superlative. It is Christ's esti- mate of the child, which means God's estimate. In 25 The Sunday School in Action spite of all this, the attitude of many of the repre- sentatives of Christ toward children is such that it retards the progress of his kingdom. We forget that "the childhood shows the man as morning shows the day." It is the duty of the church to have the Christ- thought and concern for the welfare of all the chil- dren — rich, poor, red, brown, yellow, white, black, normal, abnormal, supernormal. Future society de- pends upon the child training of the present. The church should have a corps of thoroughly trained leaders, workers, and teachers who know children — their traits, instincts, and needs. They should study child life. The church should be interested in the homes and parents of the children, and, if necessary, help make them better through visitation, mothers' clubs. Home Department work, and the distribution of good literature for parents. The church should be an educational center for the children of all ages and all conditions. It should furnish courses of. study for every period of child life from the kindergarten or beginners' class to adult life, each course being a foundation for the succeeding one. The Jews had the synagogue school. Jesus said, 'Teed my lambs." The church should also furnish ample social diversion for the children and young people of the community in the form of games, debates, socials, music, clubs. and the like. This should be done at such time and in such ways as will be for the highest and best good of every one. Traits in the teens must be known and given proper attention with a view to 26 Jesus 3Lnd the Child the proper training of their social nature. Jesus had a well-rounded, normal development, physical, mental, social, and religious ; hence his concern is for the whole child and for the childhood of the whole race. 27 CHAPTER V. THE PARENT AND THE CHILD \\^iTHix recent years the religious training of the chil- dren has been delegated largely to the Sunday school, which means that to-day, there are many Christian homes without any definite religious instruction. The home existed long before the church or the Sunday school, and has never lost its place in the economy of God. In Israel and in Christendom it has held a very conspicuous place in the religious life and training of the child. The Bible has many direct references to the home. In this busy age, many parents think that their children get religious training in the Sunday school, hence, they need not concern themselves about it in the home ; thus we see the shifting of this most important and most imperative duty. The result is that there are many broken-dowm family altars, a care- less, impious regard for holy things and for parental authority. We must all acknowledge the fact that the home is the unit of society and that the parents hold the key to the future well-being of the child and of society. Parents hold a highly responsible position. It is a great privilege to be a parent, but it is equally a great responsibility. Parents are responsible for the birth of their children, and much depends upon 28 The Parent and the Child whether or not the child is well-born. Eugenics is not a dream. It is something that should receive prayer and careful thought. Preparation for the com- ing, of God's little ones into the world should receive the greatest concern. I believe that marriage is one of the most sacred obligations, yet it is frequently treated in a sacriligious way. We see the results all j^^o„t us— ill-mated couples, some dissipated, weak- minded, white and black, vicious, poorly born ana poorlv bred, united in these holy bonds. The law of hereditv must be recognized, for heredity is a tre- mendous factor in the individual life and m the well- being of the race. Parental influence means mucn to tlie child As stock raisers look well to the quality and the breed of their horses, cattle, and sheep, vvhy should not parents consider the quality of their chil- dren? Raising boys and girls of the best type is of infinitelv more value than the raising of the best qual- itv of vegetables, fruits, flowers, and stock. ' Parents are also responsible for the care and train- ing of their children unless it is those parents who are deficient. Paul, in writing to Timothy, said. It one provideth not for his own especially his own household, he hath denied the faith and is worse than an unbeliever." They must provide for their physical well-being. Shelter, food, clothing, and fresh air, as well as play and recreation, all of which are essential to the preservation and normal growth of every child. Thev must provide for their mental well-being, their education. Their first lessons are learned m the home, both bv example and precept. The law of imitation 29 The Sunday School in Action plays a large part in the education of a child, hence, the necessity of careful and clean living on the part of parents. Time should be given in the home for the reading of simple stories and such literature suitable for the different periods of a child's life. Proper books and periodicals should be furnished in sufficient quantity for the child as it grows older, these to suit the dift'erent periods of its life. The work of the home must necessarily be supplemented by the public schools, the church and the college. A higher educa- tion is none too good for every boy and girl, and parents, if able, should gladly do their part in fur- nishing the same. Parents must also provide for the religious well- being of their children. This is most important, for the child is a religious being and the religious instinct should be normally developed. The parents them- selves should be religious, for we are told that "A good man leaveth an inheritance to his children's chil- dren," and that *'A just man walketh in his integrity ; his children are blessed after him." Parents should instruct their children in religion. Moses, in speak- ing to the children of Israel, said, "And ye shall teach them your children, speaking of them when thou sit- test in thine house and when thou w^alkest by the way and when thou liest down and when thou riseth up and thou shalt write them upon the door-posts of thine house and upon thy gates." Joel said, *'Tell ye your children of it and let your children tell their children ; their children another generation." The sainted Theo- dore Cuyler said : "The first Sunday school that I ever 30 77ze Parent and the Child attended had only one scholar and my good mother was the superintendent. During my infancy my godly mother had dedicated me to the Lord as truly as Han- nah ever dedicated her son, Samuel. I feel now that the happy fifty-six years that I spent in the glorious ministry of the gospel of redemption is the direct outcome of that beloved mother's prayers, teachings, example, and holy influence." Parents should take their children to the church school as w^ell as support it with their money, because it is one of the strongest agencies in supplementing the work of the home in religious education. The church must have the co-operation of the parents in training their children, in bringing them into a saving fellowship with Jesus Christ and into church fellow- ship. We find, however, that many parents are not interested. Many are irreligious and yet their chil- dren attend Sunday school. It is necessary that in some w^ay their obligation be brought before them. They need to learn how to present the great facts of life and its sacredness as well as the best habits of life to their children. This can be done by organizing a parents' department in the Sunday school in which there are fathers' and mothers' classes, for the prupose of studying and discussing those things that will be of real value in home training. In such classes there can be free and frank discussions of this important work. There must be a practical study of the problems in home training, and these practical problems are the practical problems of the father and mother. 31 The Sunday School in Action This department should have efficient teachers and should meet, if possible, at the Sunday-school hour. If more convenient, any other available hour during the week will do and still be recognized as part of the Sunday school. It should secure a parents' library which presents the modern phases of child study as to age, proper instruction and application. It should put into use magazines which deal with these vital prob- lems. Indeed, regular courses of study would be helpful. I believe that this department, though new, is vital to the Hfe of the home, of the church, of the state, and of the race. 32 CHAPTER VI. INTEREST A FACTOR IN RELIGIOUS EDU- CATION In carrying out the plan of God in the training of children, there are many things that a religious leader and educator must know. One essential with which thorough acquaintance should be had, is that which we call interest, which, with too many is misunder- stood. What is interest? Does it center in the indi- vidual or in something external? Writers practically agree that it is a mental attitude. It is provision made by nature, "That children may learn the things that they most need to know." Professor Goday says : "The interest is not in the thing, but in the person. You can never make things interesting ; they must be of a nature so well presented as to attract the internal, natural interest of the in- dividual approached. He already possesses the inter- est; you give him the material." William Walter Smith says, "Interest is but the child's own native responsiveness to its own self- active impulses, urging on to their satisfaction." We must not conclude from this that there need be no external stimuli in order that interest manifest itself. There could be no interest if the individual was ab- 33 The Sunday School in Action solutely alone, no other persons, objects, things, etc., as there can be no sound where there is no ear to hear. Kirkpatrick says : "Interest and attention are largely the result of curiosity. A certain stimulus creates curiosity, and that which we call curiosity arouses interest. The essential characteristic of that stimulus is novelty." Roark says, 'Interest is the mainspring of attention." We see, then, that curiosity, interest, attention are very, very closely allied and are inseparable. When does interest first manifest itself? Very early in infancy we find this expression of self in the manner in which various stimuli come in touch with the senses. These interests are spontaneous. Taste, light, sound, touch, smell, all have their counterpart in some kind of spontaneous interest; we might say animal interest. A child shows interest, though an infant, as its lips come in contact with its sources of food, and ofttimes greedily expresses that interest by the manner in which it partakes. When a bright light is brought into its presence, interest is shown by its steady, con- stant gaze. Later on, sound attracts, and interest is shown. Thus we can readily see that early in life, when the child is more a little animal than anything else, this mental attitude, which we call interest, shows itself, and by observation of child life, we can see how it gradually asserts itself and thus prepares the way for increase of knowledge and development. Smith has well said, "The child's interests are really an- 34 Interest a Factor in Religious Education other name for his innate impulses, desires, emotions, instincts." A knowledge of the function of interest is all- important to the parents and teacher. I mention parent because the parent is the child's first teacher. When we consider interest from the child-study point of view, it is a problem of development. As the in- terests of the child express themselves, we see the corresponding Unfolding mental and moral powers of its being. Much, however, depends on the teacher. Smith mentions two kinds of interest: (1) imme- diate or direct, (2) mediate or derived. The former is where the self-expression puts itself forth with no thought of anything beyond. The end is present activ- ity. Mere pleasure of action or colors, or the excite- ment of a story or of play and amusement, is of this character. Derived interest gains in its hold on our minds through association with something else that is interesting in itself, and the interest in the one is car- ried over to the other. James says, "Early in Hfe, interest is empirical; later speculative, rational." In the first stage, the in- quiry is, ''What is that?" In the second, ''What is that for?" "How do you do that?" "Where did that come from?" "Why?" This stage begins with the third or fourth year. As the child grows older, interest in reasoning and puzzles intensify, which is the greatest at the age of twelve. At twelve interest in history increases because of social instincts. This is the border line of adolescence. A little later, inter- est in moral and religious questions have great fas- 35 The Sunday School in Action cination, and here is the opportunity of the parent and Sunday-school teacher in molding and fashioning the child's mind and character for the good and right. I like Haslett in his discussion of this subject. He says, ''Interest is nature speaking out." It indicates to us when nature is demanding attention in a par- ticular direction. It shows the tendencies of the child, suggests mental need of the child and the true order of development, stimulates attention, arouses mental energ}^, makes acquisition more natural, easy and effectual." In fact, interests reveal the child, and education, to be most effective, must be in the line of natural interests. It is well, then, for the parent and teacher to study the child, and thus learn to know his interests, for interest is fundamental in attention and obedience, and must be made central in the development of the will power of little children. Indeed, will, action, atten- tion, interest are closely related and develop together. Interest seems to be the guiding star of the group. The parent and teacher should know how the in- terests of the child bear upon his nature at different stages of growth and development. Note, as I said in the beginning, that a child's first interests are those closely related to animal life. Next are those having to do with his movements and sense percep- tions. Later, his interests are more intellectual and somewhat abstract. The deeper feelings and emo- tions are called into play. Following these, we have those interests that are entirely abstract and belonging to mature life development. From this, one can read- 36 Interest a Factor in Religious Education ily see that interest has its place as something funda- mental to the life of the child in its growth and de- velopment. All the interests which 1 have mentioned must be rightly guarded and guided. If the child is allowed to go without a guiding hand, without proper play- things, books, amusements, playmates, environment, instruction, the tendency will be toward the wrong. One must keep in mind that children's interests change with the development of new instincts and new ex- periences. The utilization of interests as a factor in moral and religious training is of the utmost importance. This training must begin with the simplest things and methods. The laws of psychology and child develop- ment must be properly observed and applied. Much injury has been done to childhood and many fatal blunders made by not knowing that interest is a part of the child's being and not knowing how to treat that aspect of its nature or call it out in the various stages of the child's growth. Many children have been banged around in the home, the Sunday school, and public school because they were restless or "bad," as the common expression goes, when, in fact, the fault was primarily with the parent or teacher, who failed to recognize this impor- tant and fundamental part of the child's nature and also failed to give that nature proper recognition and attention. A child will show its interest in something (this is true of everybody). Yes, in many things and per- 37 The Sunday School in Action sons, in itself and surroundings. Thus Ave see that interest is sacred, and should be treated as such in the moral and religious training of the child. Jesus was a master in drawing out the interests of his hearers. The multitudes followed him. He fre- quently used the concrete to illustrate the truths which he wished to establish in the hearts of men. He made men curious to know. His own great life and teach- ings as well as his wonderful suffering, sacrifice, and resurrection have been the means of arousing the in- terest of millions of mankind by means of which many have been led to accept him as their personal Savior and have sworn loyal allegiance to him as Lord of all mankind. Let the parent, the leader and teacher of to-dav, take heed. 38 CHAPTER VII. THE GRADED SUNDAY SCHOOL Within recent years there has been a marked change of emphasis in Sunday-school vision, organization, plans, and activities, which, no doubt, is due largely to the increased attention given to the study of child psychology and religious pedagogy. Indeed, the his- tory of the Sunday school is one of evolution and is most interesting to the student of religious education. Had I the time, I would like to trace for my readers the modern Sunday school from its beginning, but I wish particularly to call attention in this chapter to the graded Sunday school. While the system is not yet perfected, it is growing better each year. WHAT IS THE GRADED SUNDAY SCHOOL? I might as well ask what is the graded public school as to ask what is the graded Sunday school, for the laws that govern the child's mind and the laws of pedagogy in secular training are the same in religious education, hence, the graded Sunday, school is one that so classifies its pupils that these laws will be observed in their instruction, religiously, the same as in the public schools. In the graded school we have three divisions, namely, the Elementary, Secondary', and Adult. These divisions are divided into grades which are as follows : 39 The Sunday School in Action In the Elementary we have the Cradle Roll, Beginners, Primary, and Junior grades. In the Secondary, the Intermediate and Senior, and in the Adult all above twenty years of age. There are also the Teacher Training and Home departments, which, in some schools are recognized as belonging to the Adult Di- vision. The aim is to classify the pupils so that each grade will represent a different period of the pupil's life with a view to giving a thorough constructive training, each year being a preparation for the suc- ceeding one. There is some difference of opinion as to grading the school. No doubt, the future will bring some changes in this respect along with others. As an example, I here give the system as followed by the International Sunday-school Association, which in- cludes in its organization nearly all the denominations of North America. Cradle Roll — Ages under four. Beginners — Four and five years. Primary — Six, seven, and eight years. Junior — Nine, ten, eleven, and twelve years. Intermediate — Thirteen, fourteen, fifteen, and six- teen years. Senior — Seventeen, eighteen, nineteen, and twenty years. Adult — All above twenty years. GRADED LESSON MATERIAL. The best graded Sunday schools use graded les- son material, each succeeding year having a different series of lessons or course of study. This is in har- 40 The Graded Sunday School mony with the laws and principles of education and means much to the child in building up his religious life and character and in preparing him for his place in God's program. The church is beginning to realize that the only difference between the Sunday-school child and public-school child is the difference in its dress, and that the mind and heart must be taught in the same way with a view to saving the child to the noblest life and service on earth and in heaven. Many splendid courses of study are published to-day, such as the International Graded Lessons, the Blakeslee System, published by Charles Scribner's Sons ; courses published by the University of Chicago Press and others. The International Graded Lessons are prac- tical adaptable, unified, progressive, pedagogical, bib- lical, and evangehstic, and are more universally used than the others. But they have not as yet given entire satisfaction, hence, many schools have not adopted them. One reason for this is that more than fifty per cent, of the Sunday schools in North America do not have over six classes, some less. Another reason is because it means the breaking up of the unity of the old type teachers' meeting for the study of the les- son. Again, some of the courses have introduced so much extra bibHcal material. One of the severest criticisms I find from many ministers, Sunday-school leaders, teachers, and parents is the tendency on the part of some writers to eliminate the contra- or super- natural from the Bible. Personally, I believe there must be a readjustment, a recasting of the graded work, that a more simple system with adequate courses 41 The Sunday School in Action of study be provided for the numerous small schools. I believe also, that although there has been a change of emphasis in the study and interpretation of the Bible, that we must adhere to the inspiration of the Scriptures, to the great doctrines which they teach and the supernatural which pervades them throughout and that we must so teach them to our children. I believe one of the best wa}'s to settle this matter is for con- structive courses to be outlined by the International Lesson Committee and that the denominations of sim- ilar faith unite in writing their own lessons. VALUE OF GRADED LESSONS. The graded lessons aim to reach the religious needs of every period and year of the child's life, to be con- structive, to establish character, to lead naturally to that period, early adolescence, when the child has great heart longings to know God by accepting Jesus Christ as his personal Savior. They also more thor- oughly prepare for Christian service because they fur- nish an orderly, logical system in religious training. Because of their adaptation, they appeal to the 3'oung and old alike. From all this, one can readily see the value of grading the school and supplying it with the best graded lesson material. They also produce spe- cialists in the Sunday-school field. As a conserving agency of moral and religious values they have no equal. SUPPLEMENTAL HELPS. Aside from the regular lesson material, there must be additional helps if the pupil would receive the great- 42 The Graded Sunday School est good. ' Supplemental helps must be furnished, such as hymns, poetry, stories, and the like, to suit the grades and departments in which they are to be used. THE BUILDING. To do the best work, a building should be so con- structed as to furnish at least a separate room for each division. Much better, an assembly room for each division and a separate room for each class. Owing to the fact that many Sunday schools have but one room in which to hold their sessions, heavy curtains may be provided to separate the departments, espe- cially during the lesson study period. Owing to the rapid introduction of the graded system, there has been in recent years a remarkable change in church architecture. Commodious, well lighted, well venti- lated, well equipped Sunday-school houses are the ideal for the ideal Sunday school. OTHER EQUIPMENT. As the public schools have their laboratories and splendid equipment in order to give adequate training, so the religious school should be willing to furnish the best equipment for the training of the religious nature of the child. Each department should be amply equipped. The rooms should be commodious, well lighted, well aired, with rugs on the floor and suitable pictures on the walls. The color scheme should harmonize and be restful to the eyes, thus making the rooms cheerful and attractive. If possible, each department should also have its own piano and music books. The Ele- 43 The Sunday School in Action mentary Division should have tables, chairs, sand tables for story work, blackboards, cabinets or cup- boards for the careful keeping of supplies and lesson material, such as books, pictures, models, objects, curios, sticks, blocks, tools with which to work, and the like. The tables and chairs should be of such a size as will suit the department and be restful to the child. In the Junior and Intermediate departments, there should be an ample quantity of American Revised Bibles, also stereoscopes and pictures, stereographs, blackboards, maps, charts, and models, and such other material as is needed in the work of teaching. In the Senior and Adult departments there should be a ready reference library, blackboards, maps, a few appropriate pictures. Here the stereopticon can be used to a great advantage. STARTING GRADED SCHOOLS AND LESSONS. It is more difficult to grade the Sunday school than the public school, because of the numerous denomina- tions and the great number of children who do not go to Sunday school anywhere. There is no law to com- pel them to go. Then, too, there is more or less shift- ing of the pupils from school to school because of friendships and other influences brought to bear upon them. Many upon the least provocation stop going. Quite frequently there is no parental sympathy and co-operation. All these and many other reasons might be mentioned, but the main thing is to do the best with the material on hand. This can be done by enlisting 44 The Graded Sunday School the co-operation of the pastor, church officers, Sunday- school officers, and teachers, as well as the parents when possible, the pastor being the key man. In grad- ing there must be some flexibility as to age, classes, and teachers, else there will be an endless lot of trouble. Each division should have its own corps of officers and teachers, and where the school is large, each grade or department. In introducing graded lesson material, there should be caution. First of all, a thorough study of the sys- tem to be used, likewise a careful survey of the entire school. It is not best to introduce the graded work into the entire school at once. Begin with the elemen- tary grades first, then as the children in these are pro- moted from year to year, the graded material may be introduced in the higher grades. "Make haste slowly" should be the motto. CLASSIFICATION SUPERINTENDENT. Some schools have a Classification Superintendent, whose business is to meet all new pupils, ascertain all necessary information as to age and the like, and then see that they are placed in the proper classes and de- partments. Many of our Sunday schools need to ex- ercise greater care in this respect. Too often the whims of the new pupil or the one who brought him, are taken into consideration to the injury of both the school and pupil. Christian conservatism has been the hardest thing to meet in the introduction of these modern, aggressive, sane methods in religious educa- tion, but the tide is in the right direction. Not many 45 The Sunday School in Action years hence all Sunday schools will be graded and will use the graded lessons. Then parents will consider it a delight to send or take their children to the reli- gious school of the church and the children them- selves will consider their preparation for life incom- plete without a thorough religious education. The graded system and lessons can be used alike in city, town, or country, and many who have tried them are loud in their praises. 46 CHAPTER VIII. THE ORGANIZED CLASS Along with other aggressive steps in Sunday-school work has been the introduction of the organized class, which, in numerous instances, has proven a great help in many ways. This work has been carried on mostly in the grades above the Junior, yet a goodly number in this department have taken up the work and speak of its great value. WHAT IT IS. In spite of so many organized classes at present, some ask, What is the organized class? It is a Sun- day-school class which elects officers, such as presi- dent, vice president, secretary, treasurer, and teacher, also appoints such committees as are needed to carry on such work as will develop Christian character by administering to others as well as to self. HOW TO ORGANIZE. P^irst of all, the value of class organization must be impressed upon the class before undertaking it. The work and its value must be clearly defined. To undertake it in a half-hearted way writes failure in the beginning. The pastor, superintendent of the school, and department must believe in it; the teacher must be on fire for it. After these have created class senti- ment and desire for it, then a time and place should be set to do the work. The best time is some evening during the week. This meeting may be held at the 47 The Sunday School in Action church, the home of the teacher or one of the members of the class. Time should be taken to work out the organization and its plans in order to accomplish the best results. Here are some of the things to be done: 1. Elect a temporary chairman and secretary. 2. Open the meeting with appropriate Scripture reading and prayer. 3. Give a clear statement as to object of the meet- ing and tell of the benefits of class organization. 4. Elect class officers. 5. Appoint proper committees. 6. Select appropriate name, class motto, and class colors. 7. Select a class pin. Many classes use the inter- national emblems. Green and white for the Elemen- tary ; blue and white for Secondary ; red and white for the Adult. 8. Appoint a committee to prepare a constitution for adoption by vote. The International Association has a good, suggestive constitution that might be used. 9. Decide as to the frequency of the class meet- ings. 10. The committees will map out a policy and pro- gram of work. This policy and program should be constructive. All the foregoing work cannot be done at the first meeting. Time should be taken to do everything well. VALUE OF CLASS ORGANIZATION. An organization of this kind is of untold value in many ways. 48 The Organized Class It helps the pupil by tying him to the group and to the school. It makes him feel that he is a part of an important organization, that he is responsible for his share of the work in the class, out of the class, on committees, and the like. Thus he is inspired to do his part in order to have success and at the same time he is unconsciously growing into a larger and better life. It helps the teacher. It gives system to his work. It enlarges his vision and opportunities for helping each pupil, the class as a whole and those to whom the class ministers. It gives a point of contact that he cannot otherwise have. It broadens his love and sympathies. Indeed, many teachers have been made over because of thorough class organization. It helps the class. The class is an integral part of the Sunday school. By means of organization and a unified program of work, the members of the class are cemented together. They have common interests ; there is more regularity in attendance; new pupils are brought in and the class enlarged ; a spirit of fraternity is created which is invaluable to our youth. Organ- ization is a class builder and strengthener. Its value to the church. Training is the slogan of to-day. The class is a part of the church, hence, the training received in organized class work is valuable in that it gives to the church a loyal, trained member- ship, ready to intelligently and successfully carry on the work of the Master. The organized class aims to get every member to accept Christ as a personal Sa- 49 The Sunday School in Action vior and unite with the visible church as a preparation for that larger Ufe here and hereafter. Its value to the community. The church should aim to raise up a strong, loyal citizenship. Along with other leaders in religious education, I believe the or- ganized class can be made to meet all the longings for organization in the lives of our youth and adult life. The church has been slow to relate itself to this gre- garious instinct of human nature, hence, many organ- izations of an unsavory character have sprung up, which have been ruinous to their membership. Then, too, numerous extra church organizations have arisen, which have done good work but have been an extra burden to the already over-taxed religious leaders and workers. The organized Sunday-school class dis- tributes this burden and ties the pupil to the greatest philanthropic, benevolent institution in the world, the Christian church. It thus blesses humanity by raising up an intelligent, Christian citizenship, which is not only interested in Bible reading and prayer, but in the welfare of others. Its altruistic value is inestimable. It enriches community life and because of its breadth of vision and scope of activity, makes religion at- tractive. THE ELEMENTARY DIVISION. Only a few classes in this department organize. Some have found increased interest and class spirit even here. It is difficult to secure competent leaders for this work among the class membership at this period, hence, organization is not encouraged. 50 The Organized Class THE SECONDARY DIVISION. When we come to the Secondary Division of the Sunday school, which includes the Intermediate and Senior departments, or ages from twelve to twenty years, we can readily see the importance of class or- ganization. It is in the early teens that the boys and girls drop out. The organized class meets the natural desires of the whole Secondary Division period. It satisfies the gang instinct, and through the distribution of responsibility develops leaders. It increases class efficiency and holds the members to the class, thus giving added strength to the teacher. CLASS ACTIVITIES. The question is often asked, what can I give my class of boys or girls to do? I think the very best thing for a teacher to do is to thoroughly study from time to time the needs of the class, the church, and the community. This to be done with the leaders of the class first, then with the class itself. A program of class activities for one class will not suffice for an- other. Boys and girls will not co-operate unless in- terested. CLASS GAMES AND ATHLETICS. One of the things that is prominent in young life is expressional work in the form of play and games. This is natural. The play instinct shows itself early in life and should be properly guided as an educational factor in every life through the years. As boys and girls grow older, games become competitive in the form of athletics, which are valuable in developing the 51 The Sunday School in Action best thought, responsibiHty, and energy in the individ- ual as well as in the group. There are many splendid indoor and outdoor games with which the leaders should become acquainted with a view to using them for the highest good of the members of the class. CLASS SOCIALS. Early in the teens the concern for others, especially the opposite sex shows itself, and in the later teens is very marked. In religious education the greatest care and concern should be given to this important instinct. A normal character should be the aim. An organized class may plan socials of a high type, occasionally in- viting the opposite sex, thus cultivating lofty ideals of manhood and womanhood. The church is responsi- ble for the development of the social instinct and the organized class furnishes a splendid opportunity for action. OTHER ACTIVITIES. The classes of this division can hold prayer-meet- ings; do special Bible study work, visit hospitals, county homes ; do messenger service ; be active in Christian Endeavor, mission bands, mission study work, temperance, play in orchestra, sing in choir, boost Sunday-school and church service, collect money, support the church and its interests systematically and regularly, have nature study classes, give entertain- ments, beautify church grounds, be interested in wel- fare and maintainance of the community. Numerous other things might be mentioned as suggestive. 52 The Orzcinized Class NAMES AND MOTTOES. To-day there are thousands of organized classes in the Secondary Division. These classes have names and mottoes, some of which are quite novel and sug- gestive. Some classes prefer to select their names and mottoes from the Bible, while others take the names of heroes, Greek letters, or names that indicate some kind of Christian service. The name helps to create a strong and healthy class spirit. It is well also for the class to have its spirit and purpose em- bodied in a strong motto. This ofttimes tends to loy- alty on the part of its members as well as interests others. As merely suggestive, I here mention but a few names and mottoes. A^ame. The Invincibles. Truth Seekers. Soldiers of the Cross. Golden Hours Class. Good Fortune Class. The Loyal Sons. The Up-Streamers. Plodders. Daughters of Temperance The Cheerful Wigglers. The Hard Shells. The White Tigers. Motto. "All things are possible to him that believeth." Mark 9:23. "Thy word is truth." John 17:17. "Loyal to our Captain." "Get together often." "Success the aim of all." "The other fellow." "Breasting the waves." "Slow but sure." "Overcome evil with good." "Creep, if you cannot walk." "Endure hardness as a good soldier." IL Tim. 2:3. "Strong and True." S3 ... . The Sunday School in Action ADULT DIVISION. In the Adult Division, which includes all pupils above twenty years, we have more mature men and women. Here games and athletics ofttimes can be made a means to an end and organization perfect itself for definite leadership in the work of the vari- ous church societies and the work of the kingdom. Here every phase of religious activity and social serv- ice may find place. Here community interests and problems may be considered and worked out. Bible study, church history, missions, benevolence, evangel- ism, temperance, and a thousand other important things may find place in the program of the adult or- ganized class. Here, too, class names and mottoes play an important part in the work, such as: Name. Motto. King's Sons. "The King's business requireth haste." Armor Bearers. "Put on the whole armor of God." Yoke Fellows. "Equally yoked together." Rock Builders. "Christ our rock," Soul Winners. "The other fellow." Onward. "We mean business." Sunshine Band. "Keep sweet." Church Helpers. "For Christ and the church." Helping Hands. "Whatsoever thy hand findeth to do, do it with thy might." Bercans. "Search the Scriptures daily." Christian Heroes. "Quit you like men." Pilgrims. "Heaven is our home." (Suitable for old people's class.) 54 The Organized Class OTHER THINGS HELPFUL. Some classes have their own song and yell, to be used on certain occasions. A well-written song helps to create class loyalty and pride, especially, with pupils in the Secondary Division. Class picnics, class ex- cursions, class pictures, and other activities also add interest. SIZE OF CLASS. In the Secondary Division it is not well to make the class so large especially in the Intermediate grade. A class from ten to thirty members is sufficiently large because this is the most critical period of young life, physically, mentally, socially, and religiously. In this grade most of the pupils should be led to Christ and into the church. What is needed most is wise leadership. If too large, the class becomes unwieldy and the end sought is lost. In the next grade, the Senior, the class may be larger. Here, too, the best leadership is needed in helping to direct the youth to the wisest choices in life. It is best to have the sexes separate in the Secondary Division. Men teachers for boys' classes and women teachers for girls' classes. In the Adult Division the classes may be large if so desired. Here separate classes for men and women have done great things. Mixed classes also have done splendid work. In many instances the men's classes have federated into a brotherhood, which has been a strong arm of the church, and the women's classes have federated into a sisterhood, taking the place and 55 The Sunday School in Action doing the work of the Ladies' Aid, Home and Foreign Missionary societies of the local church. CLASS CERTIFICATE. The International Sunday-school Association and the various denominations have a plan by which every class that organizes and reports the same to its denom- ination or State organization, receives a beautiful cer- tificate upon the remittance of a small fee of twenty- five cents. As a proof of the value of this work, classes numbering tens of thousands are enrolled in this mighty movement. boys' and girls' congress. Recently a movement called the Boys' and Girls' Congress, was started with a view to creating greater interest on the part of the boys and girls of the teen age in both the Sunday school and class work. This movement is now under the direction of the Secondary Division. City, county, state, provincial, and national congresses, in which the sexes are separate, are held. Here, the boys and girls discuss topics vital to their own lives as well as the life of the Sunday school. These congresses are helping to solve the problem of holding the boys and girls of the teen age. 56 CHAPTER IX. THE CRADLE ROLL God, our Heavenly Father, revealed the value of little children through the example and teachings of Jesus Christ, many of whose disciples have failed to recog- nize their worth even to this day. The sweetest thing on earth is a little babe. It cheers the saddened heart, it unburdens the weary and heavy ladened, its radiance penetrates the darkest gloom, its love crushes out en- mity, its innocence and purity inspire to the loftiest thoughts, its faith astounds the profoundest thinkers, it is the light and the life of the home, it is the joy and pride of every community, it has become the cen- ter of profound and interesting study, the results of which have enriched the whole world. But only Christ, the great Master, Icnows its value. As he said to Peter, the great Apostle, "Feed my lambs," so he speaks to the leaders of his church to-day. I am glad the Sunday school is so all compre- hensive in its scope that it includes within its ranks the newly-born infant as well as the aged and infirm. That it has a department called the Cradle Roll, which is no longer an experiment. WHAT IT IS. It is really the first department of the Sunday school. I call it the first (although it was one of the 57 The Sunday School in Action last to be organized), because it deals with the individ- ual in the first years of his life. The first three years constitute the age limit, and all babies in the com- munity regardless of race, sex, or home are entitled to membership upon its roll. Yes, the Cradle Roll includes "Babies short and babies tall. Babies big and babies small. Blue-eyed babies, babies fair, Brown-eyed babies with lots of hair, Babies so tiny they can't sit up, Babies that drink from a silver cup. Babies that coo, babies that creep. Babies that only can eat and sleep. Babies that laugh and babies that talk. Babies quite big enough to walk. Dimpled fingers and dimpled feet. What in the world is half so sweet As babies that jump, laugh, cry, and crawl, Eat, sleep, talk, walk, creep, coo, and all, Wee babies?" ITS PURPOSE. The purpose of the Cradle Roll is to teach older ones the relation of the child to the kingdom and to so relate it to proper religious life, religious environ- ment, and religious teaching that when it reaches maturer years it can easily be saved and endeared to the kingdom of God and the church. Its purpose is to show the spirit of the Master toward the life of every child. To identify the child in a visible way 58 The Cradle Roll with the church, also to help impress upon parents their solemn obligations in training their children in religion. Its purpose also is to furnish information on the care and training of children. In this it compre- hends the entire child — body, mind, and spirit. ITS VALUE. John \\^anamaker says, "I believe that any Sunday school that does not have a Cradle Roll Department is shutting off one of the most blessed methods of work for the Master." ''Many men have straightened up and with God's help led clean lives because of the little child in the home. Many others will do it when a tactful worker shows that the Sunday school is interested in the child's religious training and shows the parents how largely they are responsible for that training." "Fathers and mothers, older sisters and brothers have been led into relationship with Christ through the Cradle Roll Department of the Sunday school again and again." I might add that thousands of famiUes have found their way into the kingdom and the church because of the good work of this department. It is the entering wedge into the home of the unsaved ; it is more vital to establishing the kingdom within the child than any other department of the work; it also builds up the Beginners' and Primary departments of the school. As no home is complete that has never had the cooing and prattle of a baby, so no Sunday school is com- plete without a Cradle Roll Department. 59 The Sunday School in Action "It seems a breath from heaven, Round many a cradle hes ; And every little baby Is a message from the skies." HOW START THE CRADLE ROLL. The organization of this department must be sim- ple for its work is simple. It deals with the child when most care is given to its little body, that period of its life when it is merely a bundle of instincts with all the undeveloped potentialities of a human being. THE PREPARATION. The pastor should take the initiative. We assume that he is well informed on this as well as every other phase of Sunday-school work. He should have the matter well in hand. Preach one or more sermons on a live theme which will relate itself easily to the work for and with the children, showing the purpose and value of this department of the Sunday school and how it can be started and promoted. He should also talk the matter over with his Sunday-school officers and teachers and with them decide on the initial steps in the work. The matter should also be presented to the entire school, his sermons and talks to be supple- mented by the public endorsement of the superintend- ents of the different departments. If these sugges- tions are followed, a favorable atmosphere will soon be created and it will not be difficult to start the work. THE SUPERINTENDENT. One of the first things is to secure an intelligent woman who really loves babies, who is willing to ac- 60 The Cradle Roll quaint herself with their needs as well as the best ways in caring for them when sick or well, and who will gladly give much of her time in devotion to the cause. It is well that there be an Assistant Superintendent for, as the work grows and increases in interest, much time will be required to do the work thoroughly and constructively. Then, too, in case the superintendent is sick or unable to attend to the work at times, the assistant can carry on the work without interruption. It might be well in case the church and Sunday school are large, to have a third and fourth assistant, also a secretary, who may also act as treasurer of the department. DUTIES OF OFFICERS. The new officers are now appointed or elected. What is the next step, and what are the duties? The preparation having been previously made, it is neces- sary to secure by request from the platform and through the teachers of the school, the name and ad- dress of every home where there is a little baby under four years. Following this, there must be a sys- tematic visitation of every one of these homes as well as the many homes in the community not identified w^ith any church or Sunday school. The visitor must be very courteous, kind, and tactful, presenting herself in a neat, tidy appearance. Her approach will have much to do with her success. The work must be explained to the parents in a clear and simple way. She should create an atmosphere 61 The Sunday School in Action that will make the parents anxious for her return as well as to know more about the work. In some homes occasion might present itself for a short and tender prayer from the visitor ; however, tact and wis- dom must be used in this respect. One should be able to read human nature and readily detect human needs. In case the baby's name is not secured upon the first visit, then a Cradle Roll Application Blank should be left which has a place for the baby's name, date of its birth, date of enrollment, name of Sunday school, name of each parent, their church relationship, fath- ers occupation, and any other information desirable. A promise to call later for the blank should be faith- fully kept. When the blank is properly filled out, then a beautiful certificate suitable for framing should be furnished the parents, which will be a keep-sake for the child in after years, and the baby's name en- tered upon the Sunday-school records and the Cradle Roll Chart, which hangs on the wall in the Beginners' Department of the Sunday school. The assistant will work under the direction of the superintendent, the work being the same in its nature. The secretary and treasurer should keep a complete and careful record of every baby, date of entrance, date of dismissal, how dismissed, and other items of interest. A small Cradle Roll envelope may be placed in the hands of each mother, to be collected at least quarterly, also a birthday offering envelope. In this way a benevolent spirit may be cultivated and money secured for at least part of the expense of carrying on the work, 62 The Cradle Roll The Cradle Roll Superintendent should report her work in detail regularly to the school and at its business meetings. Some schools have a big increase of names on the Cradle Roll by setting apart a certain short period of time for the whole school to engage in a "Baby Hunt" and report the names of all babies found, to the teachers of all departments, who will report to the Cradle Roll Superintendent. After the work is started it must be kept going. Everybody must be made to feel that it is a part of, not an organization separate from, the Sunday school. The important thing now is to look carefully after every baby whose name is on the roll, by visitation, correspondence, and the use of printed matter, also to be on the lookout for all new babies. When one or more names are added to the roll, the following serv- ice might be suggestive. CRADLE ROLL SERVICE. "A small, toy cradle trimmed with bows of pink ribbon is placed on a stand in front of the Primary Department, and the names of the babies are read by the Cradle Roll Superintendent, after which the de- partment recites : "Little cradle, do you think, With your pretty bows of pink, You can faithful be and true. To the names we trust to you? As we lay it gently there. We will add this little prayer, 63 The Sunday School in Action That the little baby face, In our class may find a place." A little child then drops the names into it while another rocks it. The Department sings the Cradle Roll song, found in "Carols," or the following: ''Another child has come to earth, We sing it lullaby ; We greet with joy its happy birth, Lulla-by, lulla-by ; by-low, by. By-low-by, by-low, by-low-by." And recite together this prayer: *'God bless the babies on our Cradle Roll, Bless them and keep them throughout each glad day; Watch them in daylight and guard them in dark- ness. May they grow brighter and sweeter each day." The superintendent should furnish suitable reading matter in the form of books, periodicals, and leaflets for the parents, especially the mothers. This will cre- ate greater concern and better care for the little ones. When the baby is sick, a visit, a bouquet of flowers, and other kindly deeds will count much in endearing the entire family to Christ and the church. If death should take the baby, then the tenderest sympathies should be shown. When the birthday comes, a nice card, letter, or little gift as a reminder will do great good. In case the family moves away, proper cour- 64 The Cradle Roll tesies should be shown and a letter sent at once to the pastor at the new home, telling him to call and to give the baby's name to his Cradle Roll Superin- tendent. SPECIAL OCCASIONS. In the work of the Sunday school the Cradle Roll must not be forgotten. At least once a year there should be a Baby or Cradle Roll Day. This day should be well planned for by the Cradle Roll Superintendent in conjunction with the other departmental workers. The decorations should be such as will appeal to every member of the school and the visitors who attend. Special invitations should be sent to parents in the name of their baby whose name is on the Cradle Roll. The program should fit nicely into the occasion. There are many beautiful little songs and poems which are suitable to baby life and appeal to the deepest emo- tions, such as ''Welcome to the Cradle Roll," by Ada Simpson Sherwood. "Welcome, welcome little ones! To our school so dear; All our hearts are filled with joy When we see you here. From the last year's downy nests Little birds have flown, From the baby's Cradle Roll Little feet have grown. "Welcome, welcome little ones! We were once like you, 65 The Sunday School in Action On the baby's Cradle Roll ; But we grew and grew, Till you see how big and tall We can stand to-day; And we can learn the Golden Texts, And sing the songs and pray." ''Welcome, welcome little ones ! Welcome one and all. Even little ones like you May heed the Savior's call. 'Let them come to me/ he said, Many years ago; And he blessed the little ones Because he loved them so." An occasional social or Cradle Roll party for the mothers and babies, with a short program and refresh- ments, exerts a good influence. A picture of the moth- ers and children at such a time also begets interest. At such a party a physician may be secured to give a talk on the baby's health or how to care for the baby. We are told of such an occasion when a physician spoke on "The Dangers of Soothing Syrups." At the close of his talk he presented each mother with a tiny medicine bottle as a souvenir, labeled "Guaranteed Soothing Syrup," inside of which was placed a little roll of paper upon which was written a beautiful lul- laby to be sung to a familiar tune. PROMOTION DAY. The first three years of baby's life soon rolls around, then comes Promotion Day, when it must be 66 The Cradle Roll transferred into the Beginners' Class, This occasion should be made one of interest and of such a nature that the child will be interested, but above all, its parents. EQUIPMENT. Every denominational publishing house and Sun- day-school supply firm will furnish a Cradle Roll out- fit and supplies at reasonable prices. This consists of: Record Book and Record Cards. Cradle Roll for Wall. Application Cards. Cradle Roll Certificates. Cradle Roll Letters with Envelopes. First, Second, and Third Year Birthday Cards with Envelopes. Cradle Roll Welcome Song. Promotion Certificates. Mite Boxes. Cradle Roll Pins. Book for Keeping a Record of Baby's Life, and other helps including a choice selection of books on child studv. 67 CHAPTER X. THE HOME DEPARTMENT When Rev. W. A. Duncan, Ph.D., of Syracuse, New York, organized the Home Department in 1881, which was adopted by the seventh international convention at St. Louis as an integral part of the great Sunday- school movement, he added that which has proven in- valuable and indispensable. The Sunday school to- day without a Home Department is incomplete. WHAT IT IS. It is a department of the Sunday school for the purpose of Bible study in a systematic way for those who cannot attend the regular session of the school. For those who are ''shut-ins," such as the aged, in- valids, mothers with little babies, and "shut-outs," men, women, and young people whose employment keeps them from the privileges of Sunday school. It stands for study in all kind of homes. It is Sunday- school extension work. Its motto is "Every member of the church in the Sunday school and in active co- operation with it." Its aim should be the same as the Sunday school, and should provide constructive courses aside from Bible study, such as church history, missions, child psychology, social service, and other helpful subjects. This work can be promoted in the village and country school as well as in large towns and cities. It is vital to the home and church. 68 The Home Department HOW START A HOME DEPARTMENT. Again the pastor is the key man. He should know the importance of every department of Sunday-school work and the community as well. He should not introduce an innovation without first seeing its need and then wanting it. If the pastor has the desire for the introduction of this work, it would be well for him to preach a sermon on "The Relation of the Sunday School to the Home," or "Bible Study in the Home," explaining clearly the function of the Home Depart- ment. Then, later, he should call his Sunday-school association together, or the executive committee in a conference, taking plenty of time to explain, showing the value of such work, to the church and homes in his parish, thus creating a strong desire on the part of the Sunday-school leaders to undertake its work. After having the approval of this body, he can call a meeting of the Sunday-school workers for the elec- tion of officers and the appointment of committees. The organization should be simple — a superintendent, assistant superintendent, secretary and treasurer, who will report to the Sunday school at least quarterly. There must be one or more class visitors. The num- ber of visitors depends largely upon the size of the parish and the amount of work to be done. A letter from the pastor supplemented by one from the Sunday school superintendent, leaflets explaining the Home Department, sent home with the children as messengers, announcements from the pulpit and super- intendent's desk, as well as personal visitation, will create interest on the part of those who cannot at- 69 The Sunday School in Action tend Sunday school, and make them anxious and ready to become members of this department. In order to secure their enroUment and promise to study the Sunday-school lesson regularly, a card pre- pared for the purpose with name, address, etc., must be filled out to be kept on file as the property of the Sunday school and as a part of its enrollment. This work should be done carefully and thoroughly on a day set apart for the purpose. From five to ten members are sufficient to make a Home Department in a small church and can be looked after by one visitor. Where the enrollment is large, the work should be divided into districts, the members in each district constituting a class with a visitor for each class. The election of officers should be held annually and in case a visitor resigns or moves away, another should be appointed immediately to fill his or her place. The following committees may be appointed : Mem- bership, Social, Welfare, and Spiritual W^ork. Other committees may be added as occasion demands. The Home Department should have its origin in the at- mosphere of thoughtful, fervent prayer. The pastor should be intensely concerned and plan to make this a strong arm of the church and a great help in his work. He should confer frequently with the superintendent and visitors. In this way he will be able to keep in touch with the families who need more frequent oversight and help. He should preach spe- cial sermons and invite the Home Department mem- bers to come and share in their helpfulness. 70 The Home Department DUTIES OF SUPERINTENDENT. We are now talking of a person who is willing to put his thought, prayer, and life into the work to win ; one who gives evidence of leadership. No one should be given this position or even accept it who is not willing to do his best. He is the head and must be made to feel the responsibility. 1. He should pray much. 2. He should read what others are doing. 3. He should study new plans. 4. He should select the best visitors possible. 5. He should see that every visitor knows his work and how to do it. 6. He should know the homes of all the members of the department by visitation. He should know ev- ery member. 7. He should hold meetings of the visitors at least once a quarter for counsel and plans. 8. He should furnish information to the pastor from time to time and seek his endorsement and co- operation. 9. He should keep a complete record and give a detailed quarterly report before the entire school. 10. He should see that the department is given proper publicity. 11. He should have full power to appoint visitors and needed helpers. DUTIES OF SECRETARY. To keep record of meetings. To order supplies. 71 The Sunday School hi Action To notify visitors. To send invitations to members. To keep complete record of work done. To correct the list from time to time as to change of residence, death, or any other cause. To secure by correspondence the best Home De- partment literature. He should have a good system of card filing in con- nection with the main school. DUTIES OF VISITORS. The secret of success in any work is faithfulness to duty. Nominal position does not count. Putting the best into one's life and work should be the motto of every Christian. It is wdiat we put into our work that enriches us. This law is true to the teachings of Jesus in the Parable of the Talents, in which he said, "For unto every one that hath, shall be given, and he shall have abundance ; but from him that hath not, even that w^hich he hath shall be taken away." The use of powers and opportunities increases one's joy and efficiency, hence the incentive to the Home De- partment visitor. He may be a young, middle-aged, or an old person. Ofttimes an aged minister, not in charge of a pastorate, can be used to an advantage. None should be appointed who are unwilling to do their best. He is responsible for the class or district assigned him, and sustains the same relation as the teacher in the main school. He should be prayerful, tactful, earnest, and conscientious in all his work. He should aim to create an atmosphere of interest such 72 ^ The Home Department as will mean loyalty to Christ and his work; to make the members of his class feel that they are connected with and a part of the Sunday school and the church. He should provide literature for the home, not only the lesson helps, but suggest good books and papers that will stimulate to the loftiest thought, purpose, and service. Indeed, he must help the home in many ways. He can interest the parent in child religion, he can interest the children in the religion of their parents. In many instances, he can establish the fam- ily altar. The duties of the visitor are more numerous than one would at first think. These may vary as individ- uals and communities vary. I will mention briefly the following : He should : 1. Study and know the work. 2. Explain the work thoroughly to the members of his class and keep them interested. 3. Keep cheerful, avoid gossiping, and be very kind to those whom he visits. 4. Furnish ample supply of literature consisting of enrollment card, lesson helps, envelopes. Be prompt in furnishing supplies and in getting their reports at the time promised. 5. Look after the sick and discouraged from time to time. Make occasional visits, keeping them in- formed as to the work of the Sunday school and church. 6. Report all removals by death or otherwise, and be on the lookout for new members. Aim to increase the membership list. 73 The Sunday School in Action 7. Interest the members in organizing parents' classes and holding mothers' meetings. 8. Be careful in making out quarterly report for the superintendent, giving in detail all items that will interest the entire school and church. 9. Interest the members of his class in the great objectives of the church and inspire them to anxious and willing support of God's cause. 10. Be prayerful and Christ-like. Example is greater than precept. DUTIES OF MEMBERS. The object of the work is to help and bless the members of the class, or classes, to interest in the study of the Bible, in the work of the kingdom and God's purpose in one's life, to establish family religion. A selfish and ulterior purpose on the part of the pastor, superintendent, and visitors is absolutely foreign, hence, the members owe certain things to those who thus love and minister. They should: 1. Be glad to throw open their homes and kindly and courteously receive the visitors. 2. Study their lessons regularly and do supple- mental reading, also keep a careful record of the time devoted to their study. 3. Cultivate the grace of giving for the support of the work that so kindly ministers to their highest and best interests as well as the other great agencies of God's kingdom. They should have their envel- opes ready and carefully marked when the visitors call. 74 The Home Department 4. Interest and enlist their neighbors and friends who do not attend Sunday school anywhere, thus shar- ing in the joys of active service. 5. Cultivate personal piety by means of secret prayer and faithful attendance at such services as they can attend, and the practice of family religion. The International Executive Committee, on Feb- ruary 8, 1912, at New Orleans, Louisiana, unani- mously adopted upon the recommendation of the Home and Visitation Committee, the following: "That the scope of the Home Department be enlarged, so as to present the privilege of membership in one of two grades, as follows : Grade ''A," embracing the requirement of ordinary membership, as in Grade "B," and in addition, the en- gagement to take the advanced step of family worship in the home, including at least the reading of God's Word and prayer: and Grade "B," enlisting the member, as has been done heretofore, in the study of the Sunday-school lesson for at least half an hour each week. 75 The Sunday School in Action HOME DEPARTMENT MEMBERSHIP AP- PLICATION. Grade "A" embraces (1) those who study the Sun- day School lesson at least half an hour each week, and, as far as practicable, have worship daily (in- cluding the reading of God's word and prayer), with the members of their families; and (2) those who, not being heads of families, have similar exercises privately. Grade "B" embraces those who, as far as practi- cable, study the Sunday-school lesson at least half an hour each week. I desire to rank as a member of Grade in the Home Department of Sun- day School of Name Address Name of Visitor through whom application comes And if a Membership Certificate be used it may be somewhat as follows: GRADE "A" HOME DEPARTMENT MEMBERSHIP CER- TIFICATE. This certifies that has become a member of the Home Department of Sunday School. of Grade , which includes (1) those who, etc (Restating the description in the card of application.) Signatures of Officers. Date The Home Department ITS BENEFITS AND BLESSINGS. When one thinks of this work, he wonders how any school can do without it. Hundreds of thou- sands of men and women have been enriched spirit- ually in their lives. It brings untold benefits and blessings. 1. It takes the Sunday school to those who can- not attend. 2. It assists the pastor in his work. 3. It intensifies interest in the reading and study of the Bible. 4. It builds up family religion and makes the home more attractive. 5. It increases the attendance at the regular Sun- day-school session and other church services. It leads many to Christ and builds up the church membership. 6. It interests its members in personal and com- munity problems. 7. It creates a bond of love and sympathy between adult and child life. 8. It cultivates the grace of giving by creating an intelligent interest in the benevolences of the church and kingdom. 9. It is constructive in the building of character. 10. It makes men and women know and love God. Its benefits and blessings are many. SPECIAL FEATURES AND HOW SUSTAIN INTEREST. In order to keep up the interest and membership and fulfill its highest purpose. Home Department workers dare not be sluggish or indifferent. As in all 77 The Sunday School in Action other lines of work in the church, innovations must be introduced, new plans, special days, and other at- tractions must be offered, as well as rewards and honor marks, application cards, letters, certificates of membership, neat invitations, buttons, badges, seals, diplomas, record envelopes, programs, decorations, mottoes, banners, roll of honor, evening tea, thimble party, mothers' meeting, lawn or porch parties, pic- nics, excursions, group gatherings for review. Home Department Day in the Sunday school and church, and other features may be planned that will create and intensify interest. Large use can be made of the children in the Sun- day school by making them messengers to supplement the work of the visitors, for many of them have par- ents, grandparents, big brothers and sisters who are not interested in the work. The teachers of the chil- dren must co-operate with the Home Department in this way. Of course, numerous difficulties will arise in the work and the question what to do with them will also come. Let me answer in the language of Mr. Charles D. Meigs in one of his leaflets, "First, meet them; second, greet them; third, heat them/' SPECIAL DAYS. The superintendent and visitors should make it clear to the members of the school enrolled in this department that they are expected to attend the special days of the Sunday school, such as Easter, Children's Day, Rally Day, Visitors' Day, Cradle Roll Day, 78 The Home Department Christmas, and the Hke, with the understanding that they receive notice and special attention be given to their presence. This department, itself, should share in special days set apart to be observed by the entire school, such as ''Home Department Day," and "Anni- versary Day." HOME DEPARTMENT DAY. At least one Sunday in the year should be desig- nated as "Home Department Day" in the church and school. Proper decorations with banners, mottoes, and flowers, the violet being in evidence as this and white are departmental colors. A special program should be prepared beforehand, having an exercise from each department from the school, bearing directly upon the home, the Bible, and the Sunday school. Let the Scripture lesson or responsive reading, the songs, prayers, addresses, all fit into the program. The super- intendent of the main school, his assistants and teach- ers, should make the social atmosphere one of real warmth. An address of wxlcome should be a part of the program with a response by one of the Home De- partment members. A detailed report of the work should be given by the Department Superintendent. The following Home Department hymn may be sung with splendid effect by the whole school : HOME DEPARTMENT HYMN. (Tune, "Bless be the tie that binds.") "Blest be the Sunday school ! For church and home it stands ; 79 The Sunday School in Action In Christian fellowship unites All ages and all lands. "One Lord, one faith, one Book ! For youth and hoary age, Teaching correction, truth, and light Gleam from the sacred page. " Tor others' be our thought Learned from the Living Word; Precept and promise holding fast, We walk with Christ, our Lord." — Carrie B. Leonard. On this day the entire program of public worship should bear upon Bible study and family religion, with a view to showing the important place this depart- ment holds in the work of the kingdom. The following is a list of suggestive topics for the pastor : 1. The Parent and the Child. 2. The Bible and the Home. 3. The Bible in Practical Life. 4. The Home and the Community. 5. Religious Education. 6. The Function of the Church. 7. The Family and the Sunday School. 8. Friendship in Christ. 9. Life's Problems. 10. Life and the Kingdom, n. Social Service. 12. The Greater Sunday School. 80 The Home Department During the Sunday-school hour, the members of the Home Department may be distributed among the classes and departments as they may wish. At the church service, it might be well to have them sit in a body. Each one should wear a Home Department badge or a bouquet of violets. ANNIVERSARY DAY. This is an important day. The anniversary of the beginning of the department in the local school, the superintendent, visitors, and members of the depart- ment should be notified as to the importance of the day, also the time and place. The pastor and officers of the main school should be invited. The meeting can be held at the church-house or at the home of the superintendent of the department or one of the vis- itors. The program should be brief. The first part should be given to business and the second part should be of a social or entertaining nature with good cheer throughout. At this meeting, the annual election of officers may be held, as well as a summing up of the past year's work and plans laid for the future. QUARTERLY MEETINGS. The superintendent and visitors should meet at least quarterly. This preferably to be held at the home of the superintendent of the department. After all reports have been made and business transacted, a social hour, with light refreshments will add much to the joy of the work. 81 The Sunday School in Action SOCIALS. The bringing together of the members of this de- partment in a social way is of great value. If the roll is large, class socials may be held; if small, then all the members can be brought together. These socials may be held twice a year or oftener if thought wise. "Engrossing and exhausting entertainment that leaves no time for social intercourse is to be avoided in a Home Department social. On the other hand, often something is needed 'to break the ice.' A young member of the household may entertain the company by some simple performance. Pictures or collections of post cards may be passed, and those sitting near one another will engage in conversation about these. It will soon be ascertained what ability each member of the company has to entertain in simple ways. Sometimes each one may come prepared to relate a good story. As far as possible, everything of a 'cut- and-dried' character should be tabooed. The expense of refreshments should not devolve upon the hostess, unless she especially desires it. Free-will offerings privately handed the social chairman, a small member- ship tax, a donation by some wealthy member — all such methods have provided for the expenses of class socials." 82 The Home Department Suggestive Inzntations. ANNIVERSARY DAY. The Anniversary Day of the Home Department of Sunday school will be held in the church parlor 19 It is necessary that you be present. Kindly bring any one with you whom you think could be persuaded to be- come a member. A good time is planned for every- body. HOME DEPARTMENT SOCIAL. You are cordially invited to attend a Home De- partment Social to be given at the home of our Superintendent, Mrs , Thurs- day afternoon, 19 Our pastor and Sunday-school superintendent vv-ill be present and give short talks. It will be a joyous occasion. Light refreshments will be served. These functions must be made worth while. The aim should be to strengthen the ties between each member and Christ, his church, and the Sunday school. The most appropriate place to hold the social is the church parlor unless in a rural community, then one of the members' homes might be used. 83 CHAPTER XL THE SUNDAY-SCHOOL PASTOR Within recent years the function of the pastor has materially changed, or rather his function has been more fully discovered and understood. The reason for this is the numerous changes in church organiza- tion and the shifting of the emphasis. x\t present tremendous emphasis is placed on the teaching depart- ment of church work and it is conceded that fully three-fourths of those who unite with the church on profession of faith, come from the ranks of the Sun- day school. One writer goes so far as to say that eighty per cent, of those who unite with the church on profession, come from two-fifths of the Sunday- school enrollment. We can readily see what this means as to what the attitude of the pastor should be toward this work. In considering this subject, it must not be thought that he is to take the place of the regular superintend- ent, who, Sabbath after Sabbath, looks after the school, and who devotes time and energy in working out de- tails and plans for the carrying on of the work. Be- cause of his position, he is the head of every organ- ization as chief advisor and director and should be so recognized by every true Christian worker. What are some of the essentials in order that the pastor fill his place in Sunday-school leadership? 84 The Sunday-School Pastor He must believe thoroughly in the Sunday school. There are ministers who are unconcerned ; who think and declare that it is their business to preach, not to bother themselves about the Sunday school. Their faces are seldom seen in its sessions. They are stran- gers to the workers and scholars. Such an attitude is destructive. I am convinced that a pastor's faith in any organization will express itself tangibly, and that expression will largely determine the success of that organization. As chief and leader — the head — he must believe in its purpose, must believe that it can carry out that purpose. He must believe that it is vital to the life and growth of the church. His faith determines the pulse, the heart beats of the entire school. He must have a deep concern for the growth and highest efficiency of the school. Efficiency in its organization. The school, in order to be brought up to the highest possible efficiency, must be organized along modern, aggressive lines of work. It must be organized in its departmental and class activities. Without this it fails in a large degree to perform its function. Efficiency in equipment. No school can do first- class work without this. The pastor can do much in seeing that the latest, improved means and lesson helps, as well as methods are introduced. Our public schools receive the best in this respect, why not the Sunday schools? The attitude of the pastor should be liberal and aggressive. The child's comfort, con- venience, and health should be looked after most care- 85 The Sunday School in Action fully, as a means to that highest end, the unfolding of his religious life. Efficiency in official leadership and teaching force. Here is a problem that cannot be passed by lightly. As the entire school is enlightened and quickened by a live, aggressive pastor as chief, so departments and classes are made to grow and be full of spirit by hav- ing proper officers and teachers. There is nothing so serious as trifling with God's work in the training of his children. The pastor must see that men and women are trained in the Bible, in child study, religious pedagogy and other subjects. It is important that reli- gious education receive as much care and thought as any other form of training. Our trend is in that direc- tion, but we are still a great way ofif from reaching the goal. He should have an intimate acquaintance with the personnel of the official and teaching force of the school. He must know what kind of work is being done. He must know how to combine the ideal with the practical, and knowing all this, must direct his workers to the one great end, the reaching of God's purpose in the individual life. He should see that the Sunday-school library i? well supplied with fresh books on child study, teacher training, and Sunday-school methods. He should keep well informed along all lines of this phase of the church's activities. An ignorant, uninformed pastor will fail to win the respect of both old and young, 86 The Sunday-School Pastor The pastor must be at home in the school. In its Sunday sessions as well as its business meetings. Be there at the opening to greet the officers, teachers, and scholars. This has a wonderful effect both in the spirit of the school and its attendance. He should occasionally open the sessions of the school, and his utterances in their influence should be lasting and helpful. Where the pastor has several appointments, each school should have his presence as often as pos- sible. I believe that his presence acts as a healthful re- straint upon all in the school, at the same time giving tone and helpfulness. It creates a bond that is not easily severed. The little ones become attached to him, the youth look to him as their ideal, the older folks feel as though he is a big brother. This bond is necessary. There cannot be this feeling and spirit of love unless the pastor first has it in his own heart and shows it in his own life. The gathering of the harvest. Here the work of the pastor reaches its climax. There is nothing more important. If the school has received his careful at- tention, wise counsel and leadership, with this end in view, there will be no question as to results. The pastor must believe in the conversion of chil- dren. He must have faith in their faith. He must create a bond between them and the church and with each other. He must inspire them to reach the high- est po^ible religious development, in order to fill their place in life. 87 The Sunday School in Action Every child in the school, when it attains the proper age, early adolescence, should be reached def- initely for Christ. In order to do this, there must be that tactful leadership and spiritual insight which will unite all of the officers and teachers, also the schol- ars who are Christians with this one aim. The pastor must be the sovereign in the hearts of his people. He ought to command the confidence and imfeigned love of the young people and children, of his officers and teachers. Proficiency, consecration, and leadership will bring the desired results. CHAPTER XII. THE SUNDAY-SCHOOL SUPERINTENDENT I WISH, in this chapter, to call special attention to the work of the Sunday-school superintendent, who stands next to the pastor, a most important vital position in the life and activites of the church. The man who holds this position should keep in vital touch with God. It is God's work. He is God's representative. He stands before and works in the midst of the entire school which represents all periods of life, sizes, and dispositions. He should have a spiritual fervor that will set the school ablaze for God. Heat is diffusive and expansive; cold contracts and chills. An iceberg of a Sunday-school superintendent never warms or wins. A man in this position needs the constant presence of the Holy Spirit. His wisdom and guidance is indispensable. The Sunday-school superintendent who doesn't prevail with God in secret cannot be successful at his desk and in the school session. Intercession is absolutely essential for vic- tory. The Great Leader and Teacher often prayed. In this office many nagging and vexing problems arise which try one's patience and faith almost to the limit. Here the superintendent must show a dispo- sition which proves the value of true Christian man- hood. To be impetuous and show anger is disastrous. Scolding should have no place in his program. A 89 The Sunday School in Action warm heart with patience under the most trying cir- cumstances will always win. The superintendent should be careful of his per- sonal habits and appearance. Clean in word and con- duct, he should express in his life the profoundest regard for God's holy institutions and laws. His activ- ities for the religious and social betterment of the community will count more than anything else. Ex- ample is greater than precept. A careful, clean, and active life outside of the Sunday-school hour will bear fruitage in others that is rich in character and in immortality. He should also thoroughly acquaint himself with the great Sunday-school movement — its origin, his- tory, progress, and its various present activities. He should especially be well acquainted with the Sunday- school life of his own denomination. All of these are indispensable. He must know many things about re- ligious education, especially about Sunday-school work and the aim of all its activities. He should know his officers, teachers, and schol- ars. He should frequently meet his officers and teach- ers in conference and talk over plans and the best way to promote them; also, to pray for the best possible results. He must have the co-operation of every one of his assistants and teachers. Acquaintance with the entire school from the youngest to tlie oldest, their homes and surroundings, also a knowledge of the traits of childhood and youth. These are all sources of help in supplying the real needs of the school and in accomplishing the best results. Again, to be sue- 90 The Sunday-School Superintendent cessful, he must vary his Sunday program. ''Variety is the spice of Hfe/' An occasional surprise ; some- thing catchy and full of inspiration ; plenty of vocal and instrumental music; a visit from a good Sunday- school specialist (pay him to come) ; a recitation or reading from a member of the school ; letters from ab- sent scholars or from a missionary; a prayer from a strange voice ; programs for special days ; all will at- tract, inspire, and instruct. He should not try to do all the work himself, but should use his helpers, the assistant superintendent, departmental superintendents, and others. A good plan is to occasionally ask promising young men of the school to open and close the school, or take some part in the service, thus at the same time developing material for efficient future leadership. The superin- tendent should keep himself in the background, yet his whole personality at the same time be felt through- out the school and in every department of its life and activity. To be stereotyped in method grows wearisome. The same way every Sunday, the same prayer, the same program, the same demands, grow monotonous. What we need in many of our Sunday schools is some of the same business sense that is found in the world of business and industry. He must not only plan his work for Sunday, but must have a working program for the week, without which his work and the work of the school will be incomplete. What I have said in the foregoing not only ap- plies to the general superintendent, but on the whole 91 The Sunday School in Action to the departmental superintendents as well. The su- perintendent's office is an exalted one. He is the ex- ponent of the life of Christ, the leader of immortal souls, the builder of the church and God's kingdom. His resources are unlimited ; his opportunities un- bounded. He should read much, think much, smile much, work much, associate with leaders in Sunday- school activities ; exalt his great and responsible office with the highest efficiency and a clean, consecrated life. Above all, he must seek the constant fellowship and guidance of his Heavenly Father through the channel of prayer. The work is noble and delightful, the task heavy, the responsibilities tremendous, the resources unlim- ited, the reward rich and full. Superintendents should be and do their best. SUNDAY-SCHOOL SUPERVISOR. In addition to the superintendent, some schools elect a supervisor, who looks more particularly after the educational phases of work, such as revising and simplifying the lesson material when necessary in order to adapt it to the children, and also direct in other lines which gives added help and improvement in the work of the school. 92 CHAPTER XIII. THE SUPERINTENDENT'S ASSISTANT ]\IucH has been said and written about the Sunday- school superintendent, but how about his assistant? Is his office merely nominal, as many think ? I am glad we are coming to recognize him as a valuable part of the school, and his function is one of supreme impor- tance and is worthy our attention. I am quite sure that the work of an assistant superintendent in a great factory, mercantile establishment, or corporation is more than nominal. It always carries with it recog- nition and dignity. This should also be true in reli- gious work, especially that of the Sunday school. In electing assistants, the Sunday school should elect the best available material and forever cease mak- ing it a meaningless office by saying, "It is an easy position." 'There is nothing to do except open and close the school when the superintendent is away." The school should be made to feel that it takes a trained religious worker and Sunday-school man or woman for this place, as well as any other. The superintendent's relation to the assistant should be that of co-operation and helpfulness. I have seen some men and women practically ignore the office of their assistants, which savors too much of utter self- ishness. The aggressive, wide-awake superintendent 93 The Sunday School in Action knows his school so well that he is glad for help and is anxious to line up all available sources and forces for aggressive and efficient service. He will call his assistant into counsel quite fre- quently and talk and pray over the school's needs and possibilities. He will plan with him and want his sug- gestions and careful thought. With him he will mark out, whenever possible, a definite program of oper- ation; he will put him at work and give him a part in the program in every session of the school, however simple that part may be. The work will be clearly defined beforehand with the thought and purpose of perfect harmony in all of their related activities. It is necessary that there be those in training as assistants who will be able in the case of an emergency to take the superintendent's place. This training must be done by constant use of the material at hand. To be the power back of the activities of a school means more than opening and closing its sessions, as some head officers sometimes think, which is evidenced by their conduct. The assistant can do many things, but the super- intendent must take the initiative. He can do cler- ical work ; visit and know the families of the school ; help carry out the program arranged by the superin- tendent; greet and welcome strangers; look after ab- sent teachers and scholars, and help in cases of emer- gencies which need immediate attention. He can have the good of the school on his heart continually. There are splendid young people available for this important office, who, by a little encouragement and 94 The Superintendent's Assistant judicious training, will be able to fill an important and necessary place in the superintendent's cabinet and thus be of untold value and help in the work; who will also unconsciously be trained and equipped for the office of a full-fledged Sunday-school superintendent. We need more big-hearted superintendents who don't care so much for praise and show as for the ability to use others who have been elected to assist them in any official capacity. We also need the best available men as assistants, who believe that their oflice is not merely nominal, but has a work in helping to complete the function of the Sunday school as a religious educational agency in the church of Jesus Christ. THE superintendent's COUNCIL. One of the most essential adjuncts of the Sunday school is the Superintendent's Council. The superin- tendent who is so jealous of his position that he will not ask the advice of his co-workers is unfit for the position. His school will sooner or later be a one-man aflfair and will lose out in the long run. He must, in order to have an aggressive school, utilize 'every help available. The Sunday-school Council is made up of the officers of the school and the chairman of each standing committee. The function of this council is for the consideration of all plans and preparation for the best possible work and results in the regular operations of the school as well as for special interests and occasions. This will save the introduction of anything into the school that 95 The Sunday School in Action is injurious. It will prove itself a clearing house for all important Sunday-school matters. The council should meet at least once a month. An entire evening should be given to its work. The work for the evening should be outlined in advance, indeed, thought over by the members of the council, each one having been previously notified in writing or by phone. There are many things to be considered in order to bring a school to its best. The superintendent who will use such available help is wise and will avoid many difficulties in the promotion of the school. 96 CHAPTER XIV. THE SUNDAY-SCHOOL SECRETARY One of the most important phases of Sunday-school work is the careful keeping of its records. Attention to details means much to the success of any organ- ization or business. This is especially true of the gen- eral secretary of the school. HIS QUALIFICATIONS. He should be a Christian — one who loves Christ and the church, one who is concerned for the greatest good of the largest number. His consecration should be such as will impel him to do in a most conscientious way his best for the promotion of the Sunday-school work. He should have fitness and aptness for the position ; intelligence and eagerness to learn the best methods of keeping the records. He should be careful and systematic in all of his work. Method is necessary. He should be pleasant and courteous to all who ap- proach him for information or who assist him in his work. His hearty co-operation is absolutely essential to the life and growth of the school and church. HIS RECORDS. Much depends upon the size and nature of the Sunday school and the community as to the kind of 97 The Sunday School in Action records a Sunday-school secretary should keep. The simplest records well kept prove the best. There should always be a carefully revised list of the enroll- ment of all the pupils in the school; date of entrance, age, department, class, whether a church member or not; also some data regarding the family proves help- ful. A careful note should be made as to the time when a pupil leaves the school, telling whether by re- moval, transfer, voluntary dropping out, or by death. One of the best systems for the keeping of attend- ance is the punch card, and for enrollment, the card index. The latter should be accessible for all Sunday- school workers. Other officers and teachers will quite frequently wish to refer to it. All meetings of every Sunday-school session and of a business like nature should be carefully recorded in a properly-labeled, well-bound book. Historical data must never be over- looked, as the memory is treacherous and tradition changes with the passing years. Loose leaves are the most convenient for the Sunday-school session work, to be transferred later to the permanent record. The secretary should see that a copy of the printed pro- grams used from Sunday to Sunday or for special days and occasions, be preserved in a scrap-book or kept on file for future reference. A file cabinet for the sec- retary will prove valuable for every school. MAKING HIS REPORTS. He should see that the school is kept intelligently informed as to its accomplishments, new plans, and results of its work in detail. As a member of the 98 The Sunday-School Secretary Superintendent's Council, the records of the school, its operations and its needs must be available for ready reference and intelligent action. He should see that the entire school from time to time receives a detailed report of its activities and their results. This report should include departmental activities and details. In a large school each department should have its own secretary, who acts under the direction of the general secretary and who should be required to keep and report carefully prepared records. The secretary should be so concerned, informed, and efficient that he can give on short notice any data required by the pastor, church, or officers of the school, and at the end of the church year present a carefully prepared report for the denominational records. Every Sab- bath near the close of the session a brief but concise report should be given of the day's work. HIS ASSISTANTS. The secretary should have a well-qualified assist- ant with whom he can work in a cordial and brotherly way. One who, in his absence, can do the work well and acceptably. In a large school every department should have its own secretary, who should report each Sabbath to the general secretary in order to have a complete record of the entire school. Some schools have a Corresponding Secretary, who looks after all correspondence, and reports the same to the Recording Secretary. This person should be one who knows how to frame a letter in the briefest, clearest, most grammatical, and friendly way. His 99 The Sunday School in Action work is important to the life, influence, and develop- ment of the school. There should also be a Birthday Secretary, who should keep a record of the birthday of every member of the school and give some greeting in due time of the approaching birthday in the form of a card or letter. This secretary may also keep a record of the birthday offerings and report the same to the school. Schools vary as to secretarial work. Some schools have a Statistical Secretary, who supplements the work of the General Secretary by keeping a detailed record of every department of work in the way of statistics for ready reference and their historical value. Such secretaries as are needed may be added from time to time. 100 CHAPTER XV. MISSIONARY SECRETARY AND COMMITTEE Jesus said, "Go teach all nations," and yet many harshly say that they do not beheve in missions, refer- ring especially to Foreign Missions. I am glad that there is a movement on to eliminate the words "home" and "foreign" and make the work of Christ one, whether it be in the home or foreign field. However, I believe it vital to the growth of the kingdom that the teaching function of the church, in this respect, be more fully carried out, especially through the Sunday school. This work must begin with the child and be carried on through the different grades to suit the different periods of the child's life. In other words, there must be graded instruction in Christian missions. If this is done, then it will not be many years until we will have a trained church with a vision, having the mind and purpose of Christ. It is time that the church have an adequate missionary program if we would see the reign of our Lord upon earth. THE MISSIONARY SECRETARY — HIS WORK. The Sunday school should have a Missionary Sec- retary, well fitted for the task assigned him. He should believe in missions, be enthusiastic for missions, and long for the spread of Christ's kingdom on earth. His work first, last, and all the time should be the 101 The Sunday School in Action planning and promoting of missionary educational work through the Sunday school. First, of all, he must co-operate with the pastor and Sunday-school leaders in the work. If they are too conservative and need stimulating, then he must do his duty in a tactful way. He must impress upon their minds that no child's religious education is complete without giving through the years of his instruction a world vision and thus creating the broadest altruistic spirit possible. The Missionary Secretary should secure the best missionary literature available. He should place in the hands of the teachers of the school such printed matter as will quicken a desire to give to the members of the school the best missionary instruction. He should read the latest and best pubhcations on mis- sions, especially those of his own denomination. He should attend summer conferences and schools of methods. He should plan for missionary entertain- ments and the proper observance of the Sundays and seasons as provided by the general church boards. He should urge the organization of mission study classes, and recommend the best text-books. He should se- cure curios and objects of interest to the pupils. He should, whenever possible, have missionaries and missionary leaders visit the school and have them give interesting and helpful talks. He can secure pictures of the homeland and different foreign fields and give stereopticon lectures. (The mission boards are glad to rent such pictures at a minimum sum.) All of these and other things that he might do cannot help but 102 Missionary Secretary and Committee create a deeper interest in giving the gospel to those in need. The secretary should plan for every department, including the Beginners' and Adult, a constructive edu- cational program in Christian missions. Ofttimes this can be done without great difficulty by writing to the Educational Secretaries of the mission boards of his denomination, and securing their suggestions and help. He should see that proper books for the children as well as adults are placed in the Sunday- school library for the use of both pupils and teachers. This can be done by consulting and securing the co- operation of the librarian and his committee. A MISSIONARY POLICY NECESSARY. Hap-hazard instruction and work in missions will not build constructively. Every Sunday school should have a clearly-defined missionary policy and pro- gram at the beginning of every school year. The sec- retary should be largely responsible for this work. He should take ample time to present the policy clearly and thoroughly to the Executive Committee, the Sun- day-school Association, and the school itself for their endorsement and co-operation. An objective set be- fore the school such as the support of a missionary in the home or foreign field, the education of a boy or girl, the furnishing of a room in a hospital, and the like always prove a strong incentive for real inquiry and interest in missions. Definite organization in lining up all classes and departments in mission study must be included in the policy and program. 103 The Sunday School in Action CREATE MISSIONARY ATMOSPHERE. What we breathe into our lungs has much to do with our health and life. The atmosphere largely de- termines our physical condition. Likewise, environ- ment plays a large part in religious education, in the moulding of character, in one's religious belief. So, by creating a missionary atmosphere or environment, the Sunday-school pupil will almost unconsciously believe in and support the work of missions. This can be done by means of proper pictures, missionary maps, charts, the flags of various countries, including our own, also the Christian flag with the cross as its insignia, great missionary hymns, a recitation or brief talk from the platform, a letter from a missionary read before the school, and, above all, always remembering the work of Christian missions every Sabbath in the main prayer. The missionary atmosphere and pro- gram may be changed from time to time, thus giving variety and creating new interest. Unconscious influ- ence is mighty. The officers and teachers must believe in missions and do all they can to create a lofty, pure, healthful missionary atmosphere ; otherwise, they are not qualified to fully represent the great Teacher in feeding his lambs and sheep. MISSIONARY GIVING. The training in Christian missions must be accom- panied by training in giving. Children should be taught to give regularly and systematically to missions. This gives breadth and warmth of spirit. It will solve the problem of benevolences for the future of the 104 Missionary Secretary and Committee church. Children should be taught that God expects each one to bring an offering for his cause on the first day of the week. Training in this grace is as neces- sary as in prayer or any other. Clear and careful ex- planation as to the use of their missionary offerings will add much to the desire to give and create greater loyalty to the cause. LEAD TO SERVICE. All that I have said in the foregoing should lead our children, young people, and adults to definite, Christian service in the community, at home, or abroad. The church will not go begging for money or workers if we educate our children. Parents must be taught that the noblest thing their sons and daugh- ters can do is to give their lives unreservedly to Christ and the church in the extension of his kingdom, in saving a lost race. Our children and young people must be taught that doors of great opportunity are swinging wide open for their entrance and to give one's life to religious work and leadership means far more than to amass a great fortune. The secretary should from time to time call attention to the needs and demands of the church with which the school is identified, thus inspiring the youth to prepare for lead- ership in Christian missions. THE MISSIONARY COMMITTEE. Many Sunday schools have a Missionary Commit- tee, which works in conjunction with the secretary along the same lines as mentioned in the foregoing. This committee helps to broaden the scope of this de- 105 The Sunday School in Action partment and lighten the work of the secretary. This committee is really necessary in order to give the school the best available material, methods, and help in this essential and very important phase of religious education and Christian service. THE secretary's REPORT. At regular intervals, say once a month or quarterly, the secretary should make a detailed report of the missionary activities of the school. This should in- clude the work done in the way of study, special work, special days, money contributed, ^books purchased, literature distributed, as well as the plans recom- mended for further promotion of the work. Knowl- edge always begets interest and interest results in activity. A similar report should also be given to the church board under whose direction the Sunday school operates. Business methods in religious work are as essential to success as in any other line of activity. How slow the church has been to practice this, even if she has believed it. Some one has said, "Following are some marks of a missionary Sunday school: "\. Missionary Committee. "2. Missionary Maps and Charts. **3. Missionary Library. **4. Missionary Day. "5. Missionary Lesson. "6. Missionary Program. "7. Missionary 'Study.' "8. Missionary Service (Community). "9, Missionary Offering. 106 Missionary Secretary and Committee "10. Missionary Volunteers. ''11. Missionary Correspondence. "12. Missionary Determination." 107 CHAPTER XVI. THE SUNDAY-SCHOOL TREASURER The man who is chosen to the position of treasurer in the Sunday school should be selected with great care and with a view to his integrity and fitness. He is the custodian of all the funds of the school. HIS QUALIFICATIONS AND WORK. He must regard the funds which he is handling as sacred. He should be a thoroughly consecrated, honest Christian, one capable of conducting the busi- ness interests of the school in a business-like way. He should aim to secure the best system of financial record keeping possible. He should help plan the financial end and workings of the school in detail. His work should be constructive. That school is for- tunate which has a wide-awake treasurer, who mag- nifies his office, who has the growth of the school and the kingdom at heart ; who thinks out and promotes the best methods for raising, distributing, and reporting the finances. The treasurer should, with the Executive Com- mittee, make out the Sunday-school budget for the year. This should include all moneys required to carry on the work for the whole school. This will be a valuable guide throughout the entire year. This budget should then be presented to the church board 108 The Sunday-School Treasurer for approval and embodied in the budget of the local church, thus making the church responsible for the financing of the school. All offerings of the school should be under the direction of the church board, and in the main, if not all, should be given for benev- olences. Some schools have a Finance Committee, which is a great help to the treasurer, especially, in a large school. Both the treasurer and the members of this committee should be men and women who believe in giving cheerfully, systematically, and liberally. They should also have some knowledge of business methods. They should aim to provide money sufficient to run the school in a way that will not cramp or hinder its work. Sufficient money for equipment, supplies, and such items as needed, facilitates the work and adds much to the efficiency and development of the school. Many schools are adopting the duplex envelopes. This broadens the vision of every member of the school. "For ourselves" : *'For others," mean more than printed words when put into practice. The contribu- tions of the school must be a part of its educational program. Giving is biblical. It is a grace; it builds character; it is the legitimate and only way by which the material interests of God's kingdom can be fur- nished and extended. The treasurer should be a reader and observer — one who knows what other churches and schools are doing in this work. He should adopt the best and simplest method of bookkeeping — keeping a complete record in detail of plans adopted and used, also of 109 The Sunday School in Action receipts and expenditures. His books should be open for examination at any time, and at the end of each year should be carefully audited by a committee ap- pointed for that purpose and a printed report given to each member of the school. At least once a quar- ter he should make a clear and careful report to the entire school. Too often this is not done, and the school does not know what it is doing in this very essential part of its program and work. Business in religion as well as religion in business is necessary to education, inspiration, and success. An announcement or appeal from the superintendent's desk is not suf- ficient. There must be carefully-defined and well- worked plans. The church that appropriates enough money to run its school and allows all of the offerings to go to benevolences trains a body of believers who will gladly promote the great interests of the Kingdom in carrying out the final commission of Jesus Christ, our Lord and Master. In case a church does not adopt the foregoing plan in full, the school can set apart some of the offerings for running expenses and the others for benevolences ; however, a well-defined system of finance is necessary in our Sunday-school work. Many schools make much of the birthday offering of each pupil. A penny for each year of one's age is the standard. It is optional as to how this money shall be used. Most schools apply it to the Missionary Fund; some use it for building up the library of the school. A recognition of each birthday, especially in 110 The Sunday-School Treasurer the Elementary Division by a suitable prayer and song adds much interest and loyalty to the school and its work. The teacher should know the birthday of every scholar in his class and see that proper notice and due recognition is given. Some schools have a birth- day secretary, who keeps a record of the birthday of every pupil and when the day arrives, sends a proper greeting in the name of the school. The offerings for other special days should be wisely planned for and should mean the enrichment of the life of every member of the school as well as help in extending the work of the kingdom. A treasurer shows wisdom and fitness for his po- sition by laying the needs of the school and of the kingdom before Christian men and women who have wealth, with a view to securing special gifts. The church must receive large sums. The members of the school, young and old, should be taught that the whole tithe must be brought into the storehouse and free- will offerings also be made. Indeed, the treasurer should aim to so inform and train himself that he will be a specialist in Sunday-school finance, as well as in the larger field of church finance, and should always be prepared and ready to give direction to the whole school in its educational program in the promotion of this phase of its work. Ill CHAPTER XVII. THE SUNDAY-SCHOOL LIBRARY AND LI- BRARIAN The study of the evolution of man is most interesting. As we follow his unfolding from one period to an- other, we cannot help but believe that he was "made a little lower than the angels." Language is the ve- hicle of thought. Written language came long after man made certain sounds by which he expressed his desires, ideas, and the like. Written language in its beginning was very crude, but with the passing cen- turies it has so perfected itself that to-day there is a wealth of Hterature indescribable even by the pen of the most cultured and fluent writers. This furn- ishes a source of knowledge and wisdom which en- riches the life of every individual who wishes to equip himself for the greatest usefulness in society and the world. The individual should be trained to select and read the best books and periodicals ; to make the history and wisdom of the world his own possessions. This is not simply the business of the home and school, but of the church as well. The church does not perform its function alone through public worship and in the cultivation of the mystical in one's life. It must also help broaden the intellect, the emotions, and the will 112 Sunday-School Library and Librarian by furnishing good books and periodicals under wise censorship and direction. This must be done largely through the Sunday school. One good book wisely placed in the hands of a child or young person might be the mariner of that life forever, and not only that, but might set in motion influences in society that will be of inestimable value. Hence the value of a choice, well-selected library and reading room in the church under the direction of the Sunday school. In this chapter I wish to give a few suggestions that will help those who are anxious to do work in this line. WHAT THE LIBRARY SHOULD BE. In some communities a Sunday-school library is really not necessary because of a well-established, well- directed, and well-equipped public library, yet there are many places where these privileges are wanting. It is in such places that I believe the church should aim to do its part in furnishing good reading matter. The Sunday-school library of to-day must be entirely dif- ferent from the one of twenty-five and fifty years ago. Then, libraries were written with a view to furnish- ing a certain number of story books for so much money, and most of the stories contained accounts of boys and girls who were exceptionally good or excep- tionally bad, and who most invariably would die before reaching maturity. These stories were abnormal and failed to give the child or youth strong, rounded de- velopment. Religious leaders and educators of to-day aim to know the traits and needs of the child and youth and relate his reading to those traits and needs. 113 The Sunday School in Action From this, one can almost by instinct tell the nature of an up-to-date Sunday-school library. The books in this library need not necessarily all be strictly religious books. While the child is a reli- gious being, every part of its nature that goes to make up its symmetrical development should receive atten- tion. Hence, the need of a variety of books. I can only suggest what should go into this library. There should be a liberal amount of the best fiction suitable to the different periods of the pupil's life. This will not be so difficult to find as "of the writing of books, there is no end," and many of them are good books. Biographical books are invaluable to the youth in furnishing ideals and through the heroic element giving inspiration for a whole lifetime. Books of this kind should represent all walks of life. Biographies of re- ligious leaders, ministers, missionaries, artists, musi- cians, explorers, tradesmen, philanthropists, and the like. Books on travel, history, poetry, natural his- tory. Books for parents ; books of a wonderful variety can be had which will appeal to all periods of life. Care must be taken in their selection else the shelves will be filled with useless material. The country Sun- day school should have, in addition to the foregoing, books on agriculture, horticulture, and the like. TEACHERS'' LIBRARY NECESSARY. A Sunday-school library is incomplete without a number of the best books available for officers and teachers. One of the saddest things in the past and in many places to-day is the large number of un- 114 Sunday-School Library and Librarian trained, inefficient, so-called religious teachers. How necessary that the greatest wisdom be used in training human souls in the things that are specifically religious. A teacher's library need not be large, but well selected. The following is suggestive : A good Bible dictionary, books on the evolution and history of the Sunday school, child study, methods of teaching, and various phases of Sunday-school work. Also books on best lesson courses. QUALIFICATIONS OF LIBRARIAN. Too often this position in the Sunday school has had but Httle consideration. A person with but little qualification has been appointed "to keep track of the books," and this done without any system. The time is past for such work in the realm of intelligent reli- gious activities. This position is very important and the opportunities for doing good incalculable. The one elected or appointed to this position should be im- pressed and inspired with his responsibility and the opportunities afforded. But an ideal librarian is hard to find ; ofttimes we must use the best person available. First of all, he should be a Christian, for he holds a Christian position. His life and leadership will do much in the moulding of all whose reading he helps to select and direct. He should be a lover of books, the choicest, the best. This is absolutely necessary. He should be well acquainted with books in and out of the library, especially the former. He should read or review them so that he will be able to give the con- tents in brief and recommend them to those who make lis The Sunday School in Action inquiry. Indeed, the librarian should be a student of religious education, one who knows the traits and needs of children and young people in the different life periods. This cannot help but make him a wise leader and director in this very important field. HIS DUTIES. He is the custodian of all the books. It is his busi- ness to see that they are properly kept and preserved as well as distributed and read. In order to do this, he must aim to secure the hearty co-operation of all the officers and teachers of the school. He should hold library meetings from time to time and discuss the work and needs of this important department. He should organize reading circles so that more of the books will be read and the work will be more construc- tive. He should see that each class or at least each de- partment has its own librarian who will co-operate with him. He should study methods of directing such work and adopt the best for his own use. A complete record should be used in cataloguing and distributing the books. The card index catalogue is the simplest and best. A printed catalogue booklet is a good thing to be distributed among the members of the school. He should give a regular, detailed report to the school publicly and at the business meetings as well as to the official board of the church. This should be given at least monthly and include the number of books in li- brary, number of new books received (should be classi- fied), number of books put out of service to be re- placed, number and kinds of new books to be pur- 116 Sunday-School Library and Librarian chased, number of books drawn, number not returned ; moneys received for the work of the library through offerings, special gifts, fines, etc. ; time given to the work, and any other items that might be of interest. RULES FOR LIBRARY. 1. The best time for the distribution of books, es- pecially in towns, is on a week night before and after prayer service. I have seen this worked very satisfac- torily. In the country where the mid-week prayer- meeting is not held, on Sunday, thirty minutes before and after the Sunday-school session is a good time. The hour must be adapted to the community and con- ditions of the school. It is not a good thing to dis- turb the class period by the distribution of books and thus detract from the real function of the teaching period. 2. There should be a limited time for keeping a book. When not returned within that period, a fine of at least two cents a day should be imposed. This will insure in most cases a prompt return of books. 3. The books of the library should be classified into divisons suitable to the divisions of the Sunday school, such as elementary, secondary, adult, officers, and teachers. This will facilitate the work of the librarian. HOW BUILD UP LIBRARY. Much attention should be given to the building up of the library. Books will wear out, some will grow obsolete. Many new books are always being put on the market. The book shelves must be replenished 117 The Sunday School in Action from time to time if the library will perform its func- tion well. But how build up the library? is the frequent question. The answer is simple. I believe any school can soon have a nice library of good books by using the following suggestions : First of all the librarian should not attempt to do all the work alone. He should have a Library Com- mittee composed of one person from each division of the Sunday school, which, with him, will hold confer- ences, read book reviews and descriptive catalogues, and plan in detail all work for the library, to be ap- proved by the Sunday-school association and church board. An important question is how to get the money to purchase the books needed? One way is to make an estimate of the amount of money needed, then ask the church board to make an appropriation for the same. In case the board furnishes all the money for the running expenses of the school, the amount may be included in the budget of expense. If the school sup- ports itself, then the library must be included in its items of expense each year. Another way to supple- ment either of the foregoing plans is to secure private gifts from persons who are interested or can be inter- ested in placing good reading matter in the hands of the youth. Some might be persuaded to give amounts sufficiently large to endow the library, thus establishing a permanent fund which will furnish an annual income for this important work. Some schools have library socials, at which time each one is asked to bring a good book. Here, there is danger of duplication and of get- ting useless books. On such occasions a printed list of 118 Sunday-School Library and Librarian all the books already in the library as well as a list of those needed should be wisely distributed beforehand. Then, before buying a book for donation, the library committee should be consulted, so that books will not be duplicated. In this way a splendid lot of new books may be furnished. Then, too, the rules of the library in regard to fines should be enforced. This will furnish a neat sum each year. There are very few communities but which may have a library to meet its needs. A READING ROOM. A splendid thing to have in connection with the Sunday-school library is a free reading-room, thrown open each day for those who read. A number of fresh, up-to-date, clean periodicals, both religous and secular can be furnished for a minimum sum. Old papers and magazines will not do. People want the latest publications. I believe the habit of reading good books and periodicals can be cultivated and is necessary for the enriching of life. I believe, too, that this is part of the function of the church in its work of reli- gious education and for the present the Sunday school is best adapted to do this very important work. U9 CHAPTER XVIII. SUNDAY-SCHOOL MUSIC AND LEADER. Music is born of heaven. It is the heavenly art, yet how frequently it is diverted into channels of viscious- ness and all forms of evil. It has taken the church a long time to learn and recognize the real value and function of music, in its educational program. Even in this realm its real function ofttimes is perverted. I am now speaking of music in a general way, in- cluding both vocal and instrumental. The human voice is a wonderful piece of mechanism and when trained in song is a marvel to all who hear. Then, why not direct it in rehgious lines with a view to using it as an instrument in carrying out the program of God in soul-winning and character-building. The thorough training of the child in music is the key to the deepest emotions and loftiest sentiments of his soul. Its importance cannot be fully estimated. Music in the home is magnetic and edifying. Parents should aim to enrich the lives of their children by fur- nishing the best musical education possible. Our pub- lic schools have made music a part of the required cur- riculum, and in most of our cities and towns, musical directors are being employed. In our rural schools the teacher is required to have a laiowledge of music and be able to instruct the children. We can readily see the important place music holds in the educa- tional program of our country. 120 Sunday-School Music and Leader In the world of art it stands at the head. Great singers and players move vast audiences to tears and laughter and stir the souls of men to the lowest depths and lift them to the loftiest heights. There are many schools with master teachers who devote all their time and powers in devotion to this divine art. Then, too, music is used in promoting business, social, pohtical, and other enterprises. In war the thrill of martial music puts courage into the breast of many a fearful, faltering soldier. Music! the world is full of music — the universe itself seems to be one great organ upon whose keys God, our Heavenly Father, plays, bringing out the harmony of his own nature and thus revealing himself to man. Music ! the Bible in its hymn-book, the Psalms, frequently speaks of singing and playing, thus teaching that it is a part of God's program in the training of his children. It cannot be left out of the religious educational program of the church, and there is no better place for it to be taught than in the Sunday school. Here it should have due recognition and emphasis. THE LEADER. The leader of music in the Sunday school holds an important place. He should be selected with a view to his fitness. He should be a Christian if at all pos- sible, one whose example is good and healthful for all the members of the school. He should be a musician, one who can readily read music and interpret its soul and give expression in such a way as to grip every one. He should be a teacher, and all his work should 121 The Sunday School in Action be constructive. The members of the school under his leadership should gain in knowledge and be inspired to better lives. He should be interested in the greatest welfare of the school. He should be willing to coun- sel with the other workers of the school and aim to do his best in making the music a strong factor in building up the pupil and the school. He should aim to relate his music to the needs of the different depart- ments of the school, hence, the necessity of directing wisely those who have charge of the departmental music. Music must be adapted to the different periods of a child's life. A wise, religious, musical instructor knows this and will seek to do his best. Selections that appeal to the little tots will not suit adults. Hence, the necessity of care and wisdom in this respect. He should be up-to-date on the graded Sunday school, its divisions, departments, and needs. The Beginners child should have very simple, quiet songs, taken from nature which teach God's love, care, and protection, appropriate to his years, which will appeal to his imagination and develop a tender, loving nature. The Primary child should also have a simple, quiet music, vivid in picture, full of worship, which will become a part of his very nature. These songs should harmonize with the traits of his nature and the les- sons taught. In the Junior child the voice is even, firm, and clear in its tones. Great care should be taken not to strain the voice for the latter part of this period verges on early adolescence, when the voice changes, 122 Sunday-School Music and Leader If the child is allowed to sing beyond the compass of his voice in the Junior period, the voice may be in- jured for all life. It is in this period that .children's choirs are formed with splendid results. The best leader possible should direct such a choir. It is upon this period that our Sunday-school leaders depend for the singers and entertainers, for special days and occasions, such as Christmas, Easter, Children's Day, Harvest Home, and the like. This is the golden memory period and great care should be taken to give the children the choicest songs and hymns. Indeed, many of the best hymns and selections should be memorized, for these become a part of character. The Intermediate child lives in the period of tran- sition of great physical and mental changes. The period of a new world, of adolescence. Xow, the boy's voice changes from soprano to bass and the music must be adapted to the changing voice. It is in this period that most conversions take place. How neces- sary, then, that the music in the preceding periods lead up to that important decision in a child's life. At this period they should be taught to worship and live in an atmosphere of reverence in God's house. They should be told the story of hymns and tunes. It is rather difficult to find a sufficient number of suitable hymns for this period. They should be such as will express social goodness and inspire to action as well as those that will reflect the subjective or inner as- pects of religious experience. These hymns should be the means of winning many in this period to Christ 123 The Sunday School in Action and the church and to faithful service to God and man and high ideals of living. Indeed, they should deepen and enrich one's religious experience. In the Senior child who lives in the middle adoles- cent period, the period of high ideals and intense emotionalism, every hymn should be selected with a view to deepening the consecration and giving the loftiest ideals of life. Here hymns of fellowship with God, brotherly love, of social service and real joy will have the desired result in anchoring the young man or woman fast to his faith in Christ and the church. The keynote of the adult life is service. Here there is a wide range of songs. Adaptation, fitness are necessary if the music of the Sunday school will per- form its function in the life and character of the child and Christ's kingdom. SONG BOOKS. From the foregoing, one can readily see the need of selecting the best song books obtainable and plenty of them. Too often this part of the service is spoiled for lack of books. These books should be well cared for instead of being used roughly as so often is the case. THE INSTRUMENT. I have not said anything about the instrument to be used. A piano is preferable because it gives more life and greater emphasis to the music. The pianist or organist should be a person who can readily read music, give good time and expression. It is a splendid 124 Sunday-School Mtisic and Leader thing to sing occasionally without the instrument, which helps cultivate both the voice and self-reliance. AN ORCHESTRA. An orchestra is of great help if directed properly and not allowed to detract from the singing. It should be an aid. It need not be large. It should be able to play choice, soft, and upHfting selections at the open- ing of the school or when called upon. It can be of great help on special days and be an attraction for the lovers of such music. It can give entertainments of its own under the direction of the school, and thus furnish clean and wholesome entertainment, and at the same time be a source of income financially as well. Certain conditions should be required of every one be- coming a member of the orchestra, one of w^hich should be that he should be a member of the school. A BAND. The Sunday-school band has proven a great help in building up and inspiring the school. The band must have such rules as will have for its members only those who will honor the school and church and who will be faithful in their service. Nearly all mem- bers of the Sunday-school band are members of the orchestra and thus perform a double service. The band can play at public religious gatherings, Sunday- school picnics, and the like, and thus add spirit and enthusiasm to the occasion. 125 The Sunday School in Action A CHOIR. It is a good thing to enlist the young people in song by selecting a number of singers and forming a choir. A male chorus or quartet also have proven inspiring and helpful. SPECIAL MUSIC. From time to time the director of music should see that special selections are given in form of solo, duet, quartet, or chorus, that a selection on a violin or some other instrument be added occasionally to give interest and attraction. Indeed the musical department of the Sunday school furnishes a rich field for service in the Master's work. BOOKS LEADERS SHOULD READ. *Vosseller — ''The Use of a Children's Choir in the Church." Bates — ''Voice Culture for Children," Parts I. and 11. Belmke & Browne— "The Child's Voice." Stubles — "Practical Hints on the Training of Qioir Boys." Martin — "Art of Training Choir Boys." Dawson — "The Voice of the Boy." Howard — "The Child Voice in Singing." *( Taken from Prof. Walter S. Athem's book, "The Church School," page 140.) 126 CHAPTER XIX. TRAINED TEACHERS The subject of religous education has a new setting in the life and activities of the church. The demand is for thoroughly organized, well equipped, graded Sunday schools with graded lesson material under the direction of trained officers and teachers. Parents are asking for the best religious training for their chil- dren ; young people and adults are interested as never before. The Sunday school is the religious school, the soul-winning, character-building, conserving agency of the church. The church that wins is the one that puts proper emphasis upon training leaders and teachers. To-day we are aiming to give teacher training its rightful place. It is one of the requirements of a standard school. Much time and energy have been given to arouse interest in this work. How men and women can demand the best preparation for the teach- ing of their children in the public schools and then give only a careless, passing thought to religious in- sruction, is strange. Every Sunday-school officer and teacher should prepare for his work and be a constant student of the Sunday-school problem in all of its phases. Read what some of the great leaders have said : "Study to show thyself approved unto God, a workman that needeth not to be ashamed, rightly di- viding the word of truth." II. Timothy 2: 15. 127 The Sunday School in Action "Teaching is an art; therefore, the teacher should strive to master it." — Hamill. "Teaching is the highest of all professions, and religious teaching is its highest form." — Vincent. "The fundamental demand on every teacher is that he know." — Marquis. "Preparation is more than half; indeed in many things, it is nearly all." — Miller. "The greatest need of the church is a double num- ber of trained, consecrated teachers in the Sunday school." — McElfresh. "The center of the educational world is the teacher. The Hght of his life is the transforming and illumi- nating influence so essential to the opening soul of the child. No other agency or agencies is in any adequate way comparable to the teacher." — Brumbaugh. If these sayings are true, then how necessary it is that we aim to have every Sunday-school officer and teacher trained for his work. A class for training every year in every Sunday school will be a solution to the problem. The pastor is the key man to create interest in the promotion of this important work. ORGANIZING A TRAINING CLASS. Success in this work cannot be achieved until in- terest is created and its great need realized. I will try and give a few suggestions which I think will help bring this about. The pastor, the Sunday-school superintendent, and his assistants should frequently counsel together. They should study the best methods in teacher training. 128 Trained Teachers There should be addresses and round table dis- cussions in the Sunday-school council or association by competent leaders. Occasional sermons and addresses should be given by the pastor to the entire church and school on the value of religious education, best methods of proceed- ure, and the necessity of trained teachers. Attendance at Sunday-school conventions and group gatherings on teacher training should be urged. The tremendous and sacred responsibility of the Sunday-school teacher should be emphasized. An earnest desire should be created in the hearts of Christian young people in the school, who, by nat- ural ability and training are well adapted and quali- fied to take up the work. This can be done by per- sonal and public appeal. Middle and later adolescence are the periods when the heart longs to serve. The subject should be made a matter of deep con- cern and frequent prayer, openly and in secret. A comfortable, cheery place should be selected for the class to meet. Have a blackboard, good maps, and any other helps necessary. Choose a competent leader, a thorough Christian — one who is interested ; one who will devote time in preparation; one who will sit at the feet of the Mas- ter Teacher, Go at it with a determination to succeed. WHO SHOULD BE IN THE CLASS. We would suggest that there be three classes, as follows, unless the school is quite small, then one class will suffice. 129 The Sunday School in Action 1. Present Teachers. Every active Sunday-school teacher should be in a class which should meet during the week, after prayer service or at any other suitable time. Working teach- ers must study and keep up-to-date. This is sometimes given the name 'Teachers' Meeting." 2. Prospective Teachers. A class for prospective officers and teachers or the "Teacher Training Class" proper should be organized to meet during the Sunday-school hour. The ages should range between sixteen and thirty years, which is the best period for training for this important work. It should be only for those who are wiUing to serve. This class should not be called upon for supply teachers. Interest must be maintained throughout the entire course. This is the teachers' recruiting station. 3. A Supply Class. It is important to have a supply class, the members of which will pledge themselves to study the lesson or lessons (choosing the department in which they will work), one week ahead, who will be ready to teach at a moment's notice. This is vital to the life and interest of the school. It is very important that those in training read magazines, articles, and the best books on religious education; also avail themselves of every opportunity to hear the best speakers on child study and the Sun- day-school problem. The leader of the class should aim to enlarge and deepen the spiritual life of every one in preparation for this responsible work. An occa- sional social with all the officers and teachers of the 130 Trained Teachers Sunday school present, will be valuable to those pre- paring to teach. GRADUATION. It is important that the teacher of the training class inspire the members of his class from time to time to continue their studies and do their very best to finish the course. Some weeks before the time for completing the work, talk about plans for a gradu- ation exercise. This can be made interesting and thus dignify the ministry of teaching and magnify the Sun- day-school cause. It will also incite others to take up this important work. This exercise should be held in the church proper with an address or sermon by the pastor on 'The Teaching Function of the Church," or some kindred subject. If the class is not too large and should so decide, each graduate may read a five-minute paper on some phase of the work which has been studied. Teacher training colors, gold and white, may be used in decorations. The atmosphere of the entire service should fit in. Do not make the program too long. ALUMNI ASSOCIATION. Some Sunday schools have organized all their, teacher graduates into an Alumni Association, which has proven helpful in many ways. Occasional meet- ings for social fellowship and for the discussion of further promotion of this important work are held. 131 CHAPTER XX. THE TEACHER IN THE SUNDAY SCHOOL Think of it ! Only one hour or a little more to be with the class ! The time is too short, yet it is not al- ways the length of time, but how well it is occupied. The teacher is the producer of life (some, I fear, pro- duce death), life that is Christ-like and eternal. The teacher should be on time. A tardy teacher makes a tardy class, which is distressing to any school. On hand a little before the session is a good rule. Then all details can be splendidly arranged before the scholars come. Some teachers are chronic late-comers. The destructive results are perceptible. The teacher should be thoroughly prepared before- hand to take up his class w^ork at once. The study of the lesson during the session of the school is bad taste, offensive to other workers, also to the class, and is almost sinful. I have seen teachers sitting with their noses in their lesson quarterly or teachers' magazine during the opening of the school session, and have been tempted to ask them to withdraw from the room until prepared. The influence is bad. Preparation be- forehand has a helpful eft'ect upon the class and entire school. The teacher should greet the scholars most heartily as they come into the class. A smile, a hand-shake, a word means much to a child, young person, or adult after a week's preparation. ]\lany teachers are de- 132 The Teacher in the Sunday School structive to their classes by their sulkiness and lack of sociability. More have been constructive by their warm, genial, cordial greetings and attractive man- ners. New scholars should always be made to feel that the teacher has a big, loving heart and magnetic personality. A teacher must never lose sight of the social impulse or instinct in a scholar. The teacher should enter heartily into the opening and closing services of the school. I have seen teach- ers chatting and laughing with their scholars or study- ing their lesson during singing and responsive read- ing. This savors of sinfulness and shows that there is something lacking. It is a poor example and can- not help but exert an influence for wrong, and at the same time create a careless and indifferent attitude of the class toward the government of the school and toward that which is fundamental to the real life, spirit, and growth of the school. There must be co- operation on the part of the teacher if the superin- tendent would have the co-operation of the class. The teacher should use his Bible in teaching the lesson. I do not object to using lesson helps in the study of the lesson, but to be a slave to them before a class does not exert the best influence. The Bible is the text-book. It is the reference book. It is the Book of books. Its constant use will exert a healthful influence upon the class and will also strengthen the confidence of the teacher in his ability to teach without leaning upon crutches while before the class. Use the Bible. Study it much in the preparation of the lesson and it will become more familiar and easier to handle. 133 The Sunday School in Action The teacher should always have in mind a lofty purpose in all of his work, and that is the salvation of every scholar in his class and the upbuilding of char- acter. Think of it! A teacher, leader, example, largely responsible for the destiny of each scholar; hence, a warm, spiritual atmosphere should be felt in the class from the beginning to the close of the session. A short, fervent prayer at the beginning or close of the lesson. If in a separate room, a number of short prayers will be helpful. There should also be a prac- tical application of the lesson to the needs of the schol- ars in the class. An up-to-date teacher will know his class, will know each one personally, and will make his class ses- sions so attractive that his class will grow and the lives of his scholars will so unfold and beautify that from his ranks he will furnish active and efficient workers for any department of church work, and will also prepare a splendid citizenship for earth and heaven. A teacher's tools. A man who expects to follow a trade of any kind, first of all, must serve an apprenticeship in study and practice until he is thoroughly equipped to enter upon his work as a full-fledged mechanic, but before doing this, he must make every preparation by equipping himself with the best tools available if his work is to prove satisfactory. This simile may be used to a large degree in speaking of a Sunday-school teacher. He must first of all learn his business. No one should at- 134 The Teacher in the Sunday School tempt to teach boys and girls without preparation. A study not only of the Bible and other books, but of the child, is absolutely essential. Then, after this preparation, the teacher should not be satisfied to en- ter upon his work without up-to-date tools, or equip- ment. For the greater results, it is best to have the class separated from the main school during the study period, but this, in very many instances cannot be, owing to the numerous buildings not properly con- structed. Even without this, a teacher can do splen- did work if thoroughly qualified and well equipped with necessary tools, some of which I mention, as follows : 1. A Bible, which is basic to all religious instruc- tion as a text-book. 2. A concordance, which facilitates the finding of passages of Scripture on short notice. 3. A teacher's library of well-selected books, treat- ing the child problem and Sunday-school problem in their various phases along modern religious educa- tional lines. 4. Denominational church papers and Sunday- school helps which are suggestive in the preparation of the lesson, as well as in keeping pace with the progress of the church's life. 5. Other Sunday-school periodicals, such as The Sunday-school Times, which, without doubt, give the teacher a broader view of the Sunday-school field and lines of progress in the work. 135 The Sunday School in Action 6. A loose-leaf note book for the recording of such helpful suggestions as are found in reading and listen- ing to talks and lectures on religious education and Sunday-school work. 7. A large scrap-book in which to preserve clip- pings that will frequently be of great value to the teacher. 8. A good blackboard and crayon, which can be used in review and in illustrating and outlining the lesson before the class. 9. An up-to-date set of maps, not too large, which will give the geographical setting of the lesson when necessary. 10. When obtainable, secure objects, curios, pic- tures, and the like, illustrating the lesson. 11. A good record book is also essential or a com- plete card system in order that the history of the class be maintained. 12. A table with a large drawer to be used as a depository for various helps needed in class work is valuable. It is well to keep on hand tablets and pen- cils to be used by the pupils in class work when neces- sary. I might mention other tools, but these are suf- ficient as a suggestion. We can't help but grant that the concrete plays a large part as a means in teaching spiritual truths and lessons which go to make up the character of our Sunday-school pupils. It will cost a little money for such equipment, but both the teacher and pupil cannot help but be enriched in a large meas- ure in the final count. 136 CHAPTER XXL THE TEACHER AND THE OFFERING A COMMON expression to-day is that "All the church wants is money." This is a sort of meaningless say- ing, yet it hinges on something and that something is that the church has failed to adopt and practice a sys- tem of giving which will do away with so many money appeals. What is needed is a religious education in church finance. Here the Sunday-school teacher has an opportunity to do great things for God. The teacher should know what the Bible says on giving. It is a book which touches every phase of reli- gious conduct. Simply reading the Bible through and underscoring every verse that in any way touches on giving, will be an education in itself. The Bible is the teacher's text-book, it tells who is to give, how much to give, and when to give. It is God's Word, it can- not lie. The teacher should read what others say on this subject. There is much helpful literature which can be purchased at a small sum, which, if studied, will be invaluable. He should emphasize giving as a grace, a religious act, a part of worship, the practice of which is neces- sary, to bring the greatest blessing and highest enjoy- ment. If the scholar is taught from childhood it be- comes a part of his life and character. Just as prayer 137 The Sunday School in Action and other phases of religious conduct, I fear too much giving is done in a thoughtless, careless manner. Every Sunday-school scholar should be taught to give regularly and systematically, to the great benevolent interests of the kingdom and thus be made to develop almost unconsciously his interest in the great world problems. The teacher should make the offering an important feature of his class work. I am quite sure that right here is the making or the destroying of this religious impulse. If given only a perfunctory place in the class, its value is passed unnoticed and unknown and an important part of the religious life neglected. Given attention, it means training and strength for the future church. The teacher should be an example in giving. A penny teacher will have a penny class. Penny classes will make a penny school, and a penny school will make a penny church. I don't like a stingy teacher. There is only one person in the world that is worse than a lazy person, and that is the stingy one. Many a per- son has been robbed of the joy and blessedness of giv- ing by a stingy, selfish teacher. The scholar has his eyes open when the offering is taken as well as when the lesson is being taught. The teacher should give this subject an important place in his instruction and practice. It will give inspiration and infuse life into the scholar and the school. What I said regarding the teacher holds good with the officers of the school. Some escape giving. This is wrong. An officer can do much to encourage a 138 The Teacher and the Oifering struggling class by an occasional liberal offering. On special days I would have the officers and teachers take the lead in this part of the program and thus line up the whole school for a great offering. Try it. It pays not only in dollars and cents, but in the in- spiration it gives the school and the influence it gives the school in the community. "Remember the Lord thy God; for it is he that giveth thee power to get wealth, that he may establish his covenant, which he sware unto thy fathers." The teacher can find in almost every lesson a practical hint or lesson on kingdom expansion, which will appeal to the altruistic in the life of the pupil, thus preparing the way for generous giving. 139 CHAPTER XXII. HOW TO GET PUPILS TO STUDY THE LESSON The common complaint among Sunday-school teach- ers is that their pupils do not study their lessons. Many say they like the graded lesson material, but for some reason the boys and girls come to Sunday school unprepared. How interest them, is the problem. I think I am correct, when I say that the secret lies, in most cases, with the teacher, and I believe there are ways by which this difficulty may largely be over- come. I like the language of Mr. John L. Alexander, "The greatest thing in the Sunday school is the teacher, for now abideth the lesson, the class, and the teacher, but the greatest of these is the teacher." 'Tis true, the school itself must be modern, well housed, well organized, well officered, well graded, well equipped, but these in themselves are only means to an end. The teacher is the pivotal person because he comes into closer contact with the pupil than any one else in the school. The teacher should be thoroughly acquainted with the traits and nature of children, especially of that period of life as found in his department and class. Too many teachers teach lessons instead of boys and girls. Some even do not discern that children and young people are different from each other. They 140 How to Get Pupils to Study the Lesson group them together and teach the group instead of recognizing the individual. Child study is absolutely necessary. A teacher who fails here is at a great loss and misses his opportunity in his approach to the pupil and in giving to him instruction adapted to his period of life. There are many good books on this subject and our church papers and Sunday-school periodicals are constantly emphasizing it. Our con- ventions, institutes, and summer schools also afford ample opportunity to acquaint one's self with this which is vital in a teacher's preparation to call out the interests of the pupil. The teacher should be acquainted with his class as a whole and as individuals. This gives first-hand knowl- edge of child life. This acquaintanceship must be deeper than knowing the name, the appearance, and size of the pupil, and it cannot be had by simply meet- ing the pupils once a week in the Sunday-school ses- sion. He must meet them in their homes. This is in- valuable. Here parental influence as well as home environment in detail can be studied, such as religious life, occupation, thriftiness, cleanliness, and the like. Ofttimes in this way the parents can be interested and enlisted in the effort to give their children a religious education. He must also interest himself in the week-day life of the pupil, such as school life, play, associations, and the amount of work required. This furnishes a rich source of material and greatly helps in the adaptation of the lesson to the life and needs of the pupil. 14i The Sunday School in Action The teacher must cement the members of his class to himself and to each other by social contact aside from the Sunday-school hour. Children are social beings. They have a social instinct which must have recognition. Children and young people naturally gravitate together. They go together in gangs, they organize clubs and societies without being told. This part of their nature must be recognized and directed in lines which will result in the greatest good to them throughout life and eternity. Frequent socials at the Sunday-school house or church, in the teacher's home, in the homes of the different scholars, class picnics, en- tertainments, hikes, or strolls, all of which are health- ful and happy features of young life, cannot help but interest each one in the work of the class and will be a stimulus in the study of the lesson. I knew a class of girls at the age of nine years, which met with their teacher every Friday afternoon at the parish house for a good time. They were a happy bunch. Their social nature was not only nurtured, but they were taught to sew and be useful with their hands. I knew a class of boys who met in the same way with their teacher and were taught to make fishing nets. I could mention the work of other classes, but this is suf- ficient. It is needless to say that the members of these classes were promptly in their places on Sunday morn- ing and made a good record. Of course, this takes time and thought, and often means sacrifice on the part of the teacher, but there cannot be success with- out sacrifice. The teacher must so love his pupils that he will lay down his life for them. 142 How to Get Pupils to Study the Lesson The teacher should outline a definite program for each lesson. He should tell each pupil what he wants done in the way of preparation. So many do not give this even a thought. This lesson may be learned from the public-school teacher, who takes time five days in the week to assign lessons to from thirty to sixty scholars. This is expected by school boards, parents, and the pupils themselves. To do otherwise, would be considered criminal. How important, then, that there be greater care in directing the mind of each member of a small class of pupils in channels of reli- gious study and development. The principles of peda- gogy in religious education are the same as those ap- pHed in public and private schools. I plead for sane, reasonable methods applied in this, the most impor- tant work of all. Of course, it takes time and care to do this, but it pays and soon shows itself in the interest and splendid work on the part of the pupils. Another way to interest the pupil in the study of the lesson is to offer rewards and prizes for attendance and work done. When there is no goal to reach, the boy or girl is not so much concerned. I believe a card, showing the grade of work done, sent home every month, would be a stimulus. Special interest in the advancement of each one must be shown. The teacher should not fail to commend for good work. When a child needs encouragement, it should be given. The teacher can help lighten many a young heart and create a strong desire to do better work in the study of the lesson and in living the life of Christ. 143 The Sunday School in Action Another way to get the pupil to study the lesson is to plan for an exhibition of the work done by the class and by the pupils as individuals. This can be done in conjunction with an entertainment or social and will create personal and class pride which has in many cases a marked effect in the interest shown in lesson preparation. Of course, if old methods and sys- tems are to be pursued, then this suggestion is of no value. But pencil and handwork is one of the ap- proaches to the soul of the child. It draws out its interests, it gives the key that ofttimes unlocks the secret approach to a larger and better life. A child loves to use its hands. This must be recognized in the work of the Sunday school as well as in the public school. Another thing that has proven of great value in aiding the pupil to prepare his lesson, especially above the Junior grade is class organization. Elect officers, appoint committees, define their work and put them at work. Organic unity is a big expression, but it means much in the handling of the Sunday-school class and in the inspiration and impetus given in the study of the lessons and the work which at first seemed difficult. I close the chapter with this thought, that the teacher cannot influence his pupils to study their les- sons unless his own life is one that is truly Christian in devotion and service. Example is greater than pre- cept. Boys and girls hate shams, but show great re- spect for sincerity and right living. A teacher of this type will live the life of prayer and will not be satisfied until every pupil in his class personally accepts Jesus 144 How to Get Pupils to Study the Lesson Christ as his Master and Lord. He will pray for each one by name, which will exert a holy influence and result in the profoundest regard for the wishes and demands of the teacher. The Sunday-school teacher who sits at the feet of the great Master Teacher and learns the deep things of God and his way of approach to the human mind and heart, cannot help but succeed in leading his pu- pils in the study of the Word which gives knowledge, life, and salvation through the leadership of the Holy Spirit. There are so many ways by which the children and young people can almost unconsciously be made to study their Sunday-school lessons. We should re- member that it takes thoughtful study, intense inter- est, tact, and much prayer on the part of the teacher. 145 CHAPTER XXIII. SHALL THE TEACHER BE PROMOTED? The time has come in the history of the Sunday school when the question of promoting the teacher with the class from one department to another is an- swering itself. In the past considerable trouble arose because scholars did not want to leave their teachers, and teachers refused to let their classes go without going with them. Observation, experience, and scholarship teaches that the highest efficiency cannot possibly be reached in that way. In religious education there should be as great care and consideration as in secular education. In our pub- lic schools the greatest care is given to grading, age, curriculum, adaptation, and the like. The courses from the kindergarten through to the end of the high- school period are arranged in harmony with the age and ability of the pupil. Teachers especially trained and qualified are elected for the different grades. In other words, a public-school teacher must be a spe- cialist. The principles of religious education are practi- cally the same. Then why not as rapidly as possibly carry them out in our Sunday schools ? We should by all means train our teachers to become specialists in departmental work. They should understand that they are to spare no thought, energy, and time in qualifying 146 Shall the Teacher be Promoted^ themselves for the particular grade in which they are to teach and there remain. If this is done, our chil- dren and young people will receive a religious training which will be as foundation stones well laid, upon which future character can stand securely. Let it be definitely understood that when a child enters a class in any department of the Sunday school, that he will receive definite courses, for which, if mas- tered, he will receive proper recognition and be given a promotion certificate, and so on, until he passes through all grades, and is graduated into the Adult Department. Let the pupil know that in each grade he will have a dififerent teacher who knows the course to be taught. In this way much trouble and worry will be avoided. Spiritual realities should be taught as harmoniously and worked out as systematically and carefully as the things of time and sense. This done, our children will receive a splendid knowledge of the Bible, of other reHgious subjects, of themselves and other persons, and how to apply these teachings to modern life as well as to save the soul forever. The work of the teacher should be so thoroughly done that each child will be inspired to look forward to Promotion Day. This day should be so planned for, that it will mean a help to the entire school. Class and departmental spirit on the part of the pupils will be helpful to the work. Advancement must be the keynote. Pastor, officers, teachers, and parents must unite in plan and purpose to see that this work is done thoroughly and that the child receives a constructive, religious training. 147 CHAPTER XXIV. TEACHING TO WORSHIP The religious instinct in the individual and the race is natural. One of the ways by which it expresses itself is through worship. By worship I mean, "the feeling or the act of religious homage toward a deity, especially the Supreme God." I believe it is the work of the church to conserve and to cultivate this instinct and make it an important factor in the life and char- acter of its members, of society. When there is dis- regard and lack of feeling for Deity there will be a lax and vacillating religious spirit and conduct. The place to begin this instruction must be in the home, for the home was the first school and should retain first place in the training of the child in all the basic elements of character. The sad fact that we face in our home life is the lack of genuine piety and re- gard for holy and sacred institutions. Many little ones are deprived of that which rightfully belongs to them because of ungodly and profane parents; for them the flame of worship and devotion is snuffed out in early years. We need a genuine revival of family religion, the reconstruction of the family altar, the getting back to the old Jewish idea of teaching the children in the home the things of God and of daily duty. I believe Jesus, the great Master Teacher wants it so. Christianity should be superior in this respect. 148 Teaching to Worship The wreckage of character is awful because of the fail- ure of parents in this line. The Sunday school stands next to the home. It should largely supplement the work and instruction of the home. Like the old synagogue school, it is the religious training school, and if it fails to unfold and develop the instinct for worship, it is a failure in its work. It is possible to have religious instruction and yet fail in distinctive worship. Cold intellectualism without warm feeling and deep and profound regard for our Heavenly Father makes an undeveloped and unattractive Christian. Worship and its meaning must be taught. It must start in the beginners' class and be carried through every department of the organized Sunday school. Think of the many different kinds of children from almost as many different kinds of homes, many from homes where the little evening prayer, "Now I lay me down to sleep," is scarcely heard. Yet all having the same religious impulse to reach out to the Great Unseen, who is just as real as they are. Adoration, thanksgiving, prayer, praise, and offer- ing enter into real worship. The Sunday-school super- intendent should cultivate these elements in his own life and experience. He can do this by the daily read- ing of the Bible and frequent secret communion with God. His work is great in its responsibility and pro- foundly sacred. His greatest preparation is spiritual. He should aim to lead his entire corps of officers and teachers into the same state of mind and heart. This puts into the school a dynamic which uncon- 149 The Sunday School in Action sciously exerts a mighty influence in the training of children in holy worship. There are two ways by which children learn, by being taught, and by watch- ing others. The latter carries with it the law of im- itation, which is active and mighty. A sane and rea- sonable regard for all that is good, and above all, a profound reverence for God and his house cannot help but exert a holy influence on the lives of young people and children. A well-arranged and carefully-prepared program, with the thought of worship in mind, will have a healthful effect. Too many superintendents enter the Sunday-school room illy prepared and flaunt upon the school a program that lacks unity, order, and progress. Simply a makeshift. The sooner we do away with this way of doing God's greatest work in the church school, the better. How plastic young minds are. How susceptible to early impressions. Childhood and youth are the periods in which character is formed and fixed. How careful then leaders should be to do their very best. In spite of all our millions enrolled in our Sunday schools and churches, there never was a time when there was such a growing disregard for the sanctity of the Bible, the Lord's day, the church, the home. We must teach true worship somewhere. The place where we can reach the greatest number is in the Sun- day school. Teach by precept, teach by example. Teach to worship, teach to honor God, Christ, the Holy Spirit. Teach to be thankful, to be benevolent 150 Teaching to Worship and kind. Teach to regard with great sacredness all that God is and all that he has created and is creating. A SUGGESTED PROGRAM FOR THE MAIN SCHOOL. PART ONE. Orchestra or piano selection. Psalm or other short selection of Scripture in con- cert (school standing). A few moments of silence. Invocation. Song. Responsive reading by the school. Prayer. (Well thought out beforehand, with the needs of the community, the school, and other inter- ests in mind.) Song. Bible Drill. (Verses of Scripture that will always help in Hfe's work.) PART TWO. State object of the school's offering. Choice Scripture verses on the grace of giving. Short prayer for God's blessing on the gift and the giver. Offering. Class record. Study of the lesson and supplementary work. PART THREE. Orchestra or special music. Announcements. (Brief, to the point.) Review or five minutes on missions. 151 The Sunday School in Action Song. . Closing prayer. (Followed by a few moments quiet.) School entering God's house for worship. A PRIMARY PROGRAM. Arranged by Mrs. Maud J. Baldwin. (Member of Elementary Commission, Interdenom- inational Council.) I. OPENING SERVICE OF WORSHIP. 1. Quiet Music. 2. Exchange of Greetings. "Good afternoon to you." 3. Scripture Response. Superintendent — Whose day is this? Children — This is the day which the Lord hath made, we will rejoice and be glad in it. Supt. — What does God say about this day? Children — Remember the Sabbath day to keep it holy. Supt. — Tell me one way to keep it holy. Children — (Sing) Enter into his gates with thanksgiving. And into his courts with praise. Be thankful unto him and bless his name For the Lord is good. (Carols.) Supt — How do you feel when you think of coming to Sunday school? Children — I was glad when they said unto me, Let us go into the house of the Lord. Supt. — How should we serve the Lord? 152 Teaching to Worship Children — Serve the Lord with gladness, Come before his presence with singing. 4. Opening Song: ''Holy, holy, holy, Lord, God of hosts, Heaven and earth are full of thee. Heaven and earth are praising thee, O Lord, most high." 5. Opening Prayer, followed by prayer song, "Father, we thank thee for the night." II. GENERAL EXERCISES. 1. Welcome to new scholars. "A welcome warm, a welcome true," etc. (Carols.) 2. Prayer for Absentees. 3. Cradle Roll Prayer. 4. Birthday Recognition. (a) Offering. (b) Prayer. (c) Gift. (d) Song — "Happy birthday to you." 5. Offering Service. (a) Offering brought forward. (b) Scripture. Supt. — From whom do our gifts come? Pupils — Every good gift and every perfect gift is from above, coming down from the Father. (Jas. 1:17.) 153 The Sunday School in Action Supt. — How did Jesus say we might give to him? Pupils — Inasmuch as ye have done it unto one of the least of these, my brethren, ye have done it unto me. Supt. — What kind of a giver does God love ? Pupils — God loveth a cheerful giver. 6. Offering Song. "Dear Jesus, our offering we bring thee And ask thy blessing to-day. Without thee our gifts can do little, O make them of service we pray. "Dear Jesus, we children would give thee Not only our offerings to-day. But hearts full of love and hands willing Thy teachings each day to obey." (Carols.) III. SURPRISE SERVICE. Missionary, Temperance, Nature Story, Patriotic. IV. CLASS WORK. 1. Attendance. Offering. 2. Last Sunday's Story. 3. Hand Work. 4. Teaching New Lesson. v. CLOSING SERVICE. 1. Song. 2. Memory Verse from each grade. 3. Qosing Prayer. 4. Good-bye Song. 154 Teaching to Worship "Sunday school is over for another day ; Hear us now, dear Jesus, as to thee we pray. Through the week be with us, in our work and play. Make us kind and loving. Help us to obey." Amen. (Carols.) 5. Announcements. VI. DISMISSAL. Wraps put on. Papers distributed. PROGRAM FOR THE JUNIORS. Prepared by Miss Ida M. Koontz. (Member of Elementary Commission, Interdenom- inational Council.) 1. Quiet music and chord signal for rising. 2. Hymn: "Morning Praise" or "Safely through Another Week." 3. Bible Prayer by the boys and girls. Ps. 31 : 3. 4. Scripture lesson in unison, (From memory, such as Ps. 34: 100 or 150.) 5. Hymn: "Holy, Holy, Holy" or "Come Thou, Almighty King." 6. All repeat the words of Ps. 65 : 2 or Ps. 18:3; 145:18; Jer. 29:12. 7. Prayer by the superintendent. 8. Memory hymn or special song. 9. Offering service. W^hen the offering is brought to the front, sing "Offering Prayer Hymn" or repeat an appropriate Bible verse like II. Cor. 9:7. 155 The Sunday School in Action 10. Suitable recognition of birthday pupils, new pupils and visitors. 11. Flag salutes — National and Christian, or Tem- perance Pledge. 12. Business : announcements, records, and reports of total attendance and offering. Credits and marking of Honor Roll. 13. Bible drill (a study of facts about the Bible, books of the Bible, Bible memory work, use of the Bible, etc.) 14. Hymn : ''Holy Bible, Book Divine." 15. Prayer : Ps. 119 : 18 or 34 or 73b. 16. Lesson period. (Review, new lesson, hand- work, and assignment). 17. Soft music to close lesson on time. Chord for rising. All repeat the Department Motto : "Be ye doers of the Word and not hearers only." 18. Hymn : "Jesus Calls Us O'er the Tumult." 19. Distribution of papers. Orderly dismissal. The program should be adapted to the depart- ments or grades. Superintendents should vary the program from time to time. Care should be used in selecting hymns of the highest type, hymns that will stir the deepest emotions of the soul and that will be- come part of the child's heritage in future life. The old hymns of the church should be committed to mem- ory. Memory work should be emphasized. Supple- mentary work well thought out is necessary. Prac- tical Christian work and lesson study planned for thq 156 Teaching to Worship week is constructive and fixes character in the best things of life. What a rich field, what a noble work, what a tre- mendous task ! The giving of our children and young people the inspiration and foundation to live the Christ life, to bless the world, and to establish the kingdom of God. 157 CHAPTER XXV. THE INGATHERING— DECISION DAY There is no richer field in the church for definite evangelistic work than the Sunday school. No pastor or Sunday-school worker should be satisfied until ev- ery member of the church is in the school and every member of the school is in the church. A pastor and superintendent are wise who "appoint certain days when decisions to live for Christ may be wisely and strongly urged." Here a great opportunity is afforded to do splendid work in leading precious souls to Christ. IMPORTANT STEPS. The pastor is the key person. He should counsel with the officers and teachers of the Sunday school as to the opportunity, the time, the important steps necessary, the goal to be reached, and the like, impress- ing upon them the necessity of reaching every pupil for Christ. PRAYER. There must be much prayer. Such a spiritual at- mosphere must be created that every worker will be- come anxious to be a soul-winner. Prayer is one of God's chief ways of preparation for evangelistic en- deavor. It clears the way, impresses duty, and helps touch the hearts of those whom we wish to lead to Christ. 158 Ingathering or Decision Day SURVEY OF THE SCHOOL. A careful survey of the entire school above the Junior grade should be made. (Some include the Junior grade.) Every teacher should know and be able to report who in his class belongs to the church and who does not, and should be made to feel that he is responsible for every one of them, and must not be satisfied until every one accepts Jesus Christ as his personal Savior. PLANS ARE NECESSARY. The reason more souls are not won to Christ is because of ''slip-shod, hap-hazard methods." If De- cision Day is well planned, in ample time, good results are sure to follow. The time should be announced several weeks ahead so that thought and prayer may enter into it. One or more sermons should prepare the way for the parents and congregation. Some of the prayer-meetings should be directed in that chan- nel. United expectation, properly aroused, cannot help but bring victory. The day should be announced openly and frankly to the entire school. It must be impressed in such a sane, natural way upon the schol- ars that they will desire to confess Christ as their Master and Lord. A week of well-planned and prayerful visitation in the Sunday-school homes, in order to have parents interested and every scholar present on the day announced, is absolutely necessary. WHEN THE DAY ARRIVES. When the day arrives, the pastor should urge all of the Sunday-school workers to be present at least 159 The Sunday School in Action thirty minutes before the opening of the school for a special meeting. A clear presentation of the plan of procedure, earnest prayers offered, and an opti- mistic note sounded cannot help but prepare the way for the best results. The teachers should be in their places at least five minutes before the opening of the session of the school. THE PROGRAM. The entire program should be evangelistic. Full of feeling. Aim to stir the emotions to the depths, but in a sane, Christian manner. THE superintendent's STATEMENT. The superintendent's statement should be put in such a way that expectancy on the part of the entire school will be the immediate result. He should speak of the great work of the school, that after the seed sowing, we must naturally expect to gather the harvest The class records and offerings, the announce- ments, and everything of a business nature should be carefully looked after and gotten out of the way, so that nothing will in any way sidetrack the one great objective. KIND OF MUSIC. The music should be impressive, only the best hymns should be sung. Those that will produce thought and touch the tenderest emotions. The old church hymns are helpful, such as "Nearer, My God, to Thee," "Just as I am, Without One Plea," "Almost Persuaded," "Jesus Paid It All." Often a hymn 160 Ingathering or Decision Day properly sung means more than a sermon in arousing the will to a definite decision. THE SUNDAY-SCHOOL LESSON. The lesson should not be taught unless it fits into the day's program. Even then it should be brief and intensely practical. Every officer, teacher, and scholar should be impressed with the great importance of the occasion. LEADING TO DECISION It is a splendid thing to have a few of the teachers offer suitable short prayers, being asked beforehand, thus creating proper atmosphere for the next step. The teachers must be given ample time to present the matter to each of their classes in the most tender, tactful, and persuasive manner possible. At the proper moment, ask for an expression of willingness to forsake sin and confess Jesus Christ as Savior. It is a good thing to have an acknowledgment card as a matter of record. I like a triple, perforated card for this purpose, which gives an opportunity for every scholar to take a forward step in the Christian life. The card I recommend is as follows : lol The Sunday School in Action I AM NOT A CHRISTIAN. I would like to become a Christian. I am will- ing this day to confess and forsake my sins and begin the Christian life. Name Address Class I AM A CHRISTIAN BUT NOT A CHURCH MEMBER. I have been trying to live a Christian life. I feel the need of uniting with the church. Con- sider me an applicant for church membership. Name Address Class I AM A CHURCH MEMBER. I feel the need of a fuller consecration and desire this day to enter into a deeper spiritual life, and become more faithful in my Christian duties. Name Address Class 162 Ingathering or Decision Day These cards, with pencils, must be suppHed in the meeting of the officers and teachers before the Sunday- school session. WHERE THE PASTOR STEPS IN. Here the pastor steps in, if he can be present. If not, then the chief superintendent. After a proper hymn, a tender but strong plea should be given, asking all those who are willing to forsake sin and accept Jesus as their Savior and Lord, to arise and confess him. Following this, a request should be made for all such to gather about the altar of prayer with their teachers for a special service of dedication and con- secration, or in a separate room suitable for such a purpose. In this way the breaking away is such and the impression so deep that it gives fixedness of pur- pose and an assurance of God's precious promise ful- filled in forgiveness. CONSERVING THE RESULTS. Decision Day is over. Glorious results have been recorded. Many of the pupils have accepted Jesus as their Master and Lord, and have promised to give him a life of service, but the work of grace in their lives has only begun. The chief thing now is to guard them from any backward step by means of protection, direction, instruction, and action. PROPER ENVIRONMENT. The young Christian needs proper environment. Every precaution should be used to make him feel the warmth and attraction of Christian influences. The 163 The Sunday School in Action pastor, church member, Sunday-school worker, and parents must co-operate in this protective process. Frequent recognition and attention on the part of the pastor, interest and cordiaHty shown by the church members, a deep concern expressed in a natural way by the Sunday-school superintendent and teacher, and a careful guarding by the parents of every avenue of sin's approach cannot help but add strength and give courage to do the right. PROPER GUIDANCE. There must be direction, proper guidance. The young convert is like a babe just learning to walk. He is ignorant of his own weaknesses and inability to take firm, steady, successive steps w^ithout falling. He needs to be guided over the rough places and protected from pitfalls. He dare not walk alone at great dis- tances. Too many after a great revival or a splendid Decision Day have been allowed to go alone. The re- sult of which has been spiritual loss, and frequently, the loss of the individual to the kingdom of God and a useful, Christian life. RIGPIT INSTRUCTION. There must be instruction. The Bible teaches that the Christian must grow in grace and the knowledge of the Lord. Jesus said to Peter, 'Teed my lambs." Feeling too often has been over emphasized to the detriment of religious instruction and mental growth. The word "teach" is often used in both the Old and New Testaments. The church is wise that performs its teaching function carefully and well. The follow- 164 Ingathering or Decision Day ing are some simple but helpful methods which can be successfully used in training the convert. converts' meetings. Special preparation on the part of leaders must be made for such meetings. If carried on without plan or purpose, failure can be written in advance. Care- fully selected hymns and Scripture, prayers well thought out, and talks brief but clear, simple, and in- structive are necessary. THE convert's PART. The part that the convert takes must be carefully directed without force or embarrassment. He must be taught to pray. A splendid way is by asking him to follow the leader by repeating a prayer or prayers well chosen in language and adapted to his needs. Other little exercises may be carried out in which he can participate. The learning of choice Scriptural selections and standard hymns, giving expression in verbal testimony and the cultivation of real worship, all mean added strength and culture. These convert meetings must be so planned and the content of the program be made so rich and helpful that the young Christian will have no desire to follow any other life. class instruction. A series of well-prepared, related lessons in reli- gion is necessary. The pastor may outline his own courses of lessons, based on the Scriptures, or he can secure courses prepared for such work. The church's own catechism or one of a general nature may be used, 165 The Sunday School in Action such as Schaff's "Shorter Catechism" or "Christian Teachings" by W. J. Mutch. There are also many other helpful books for this work. Instruction in the cardinal teachings of the Bible, in the historv^, gov- ernment, and teachings of the church, in personal religion, also instruction showing how to relate one's self to the great interests of Christ's kingdom among men, are essential to a permanent establishment in Christian faith and conduct. Intelligence in one's religious experience and practice is necessary. HOME INSTRUCTION. Paul makes it plain that "If any provideth not for his own, and especially his own household, he hath de- nied the faith, and is worse than an unbeliever." The home comes first in the life of every individual. The child that has a Christian home has superior advan- tages. Godly parents exert a mighty influence for good through heredity, example, and precept. The family altar, the blessing at the table, religious in- struction, and above all, the holy life, help make the home the great force in conserving the results of De- cision Day as well as conserving the life and Chris- tian character of the young convert. ACTION. This means work. By all means, the young con- vert should unite with the church and become a mem- ber of the visible body of Christ. This gives new in- terest and purpose. The church must recognize him and give him something to do which is a strong factor in conserving his spiritual life. The public 166 Ingathering or Decision Day school outlines its work, business in its various forms outlines its activities. Why should not the church have a definite program for its entire membership and give especial attention to its new recruits? Exercise is the law of growth and development. There are so many things that boys and girls can do for the Mas- ter. They can participate in the many activities of congregational life as well as in those found in the various organizations of the church, such as the Sun- day school and Christian Endeavor, which are for re- ligious culture and growth, and above all, for the ex- tension of the kingdom in the community and the world. THE SOCIAL SIDE OF LIFE. Emphasis should also be given to the social side of the young convert's Hfe. Here the church has often failed. Many public speakers have railed against ex- isting social evils among the youth, but have offered no substitute. The church must be a social center as well as a spiritual agency. The social impulse of the youth must be recognized and a place for it be given in the program of religious education, hence, the value of socials, entertainments, amusements, etc., of a clean and upUfting character under proper environment. All these have a religious, educational value and will help round out true manhood and womanhood for Christ and the church. I plead for our childhood and youth, those who are tender and impressionable, those whom God has given to us to teach and lead for him, those who have simple 167 The Sunday School in Action faith, in whom heaven is mightily concerned, and who can be made to become the great leaders of his church and kingdom. ( Isaiah 11:6) "And a little child shall lead them." "Oh, the trusting, sweet confiding Of the child heart ! Would that I Thus might trust my Heavenly Father, He who hears my feeblest cry." 166 CHAPTER XXVI. SPECIAL DAYS One of the things that has made the Sunday-school work in recent years go forward with leaps and bounds numerically, has been the almost universal ob- servance of special days, especially the great festal days of the church year. Ofttimes a mistake is made by laying undue emphasis on these special occasions and neglecting the work at other times. Their observ- ance should have an educational value and mean an inspiration, an uplift, a rallying of all the forces in a united effort for the upbuilding of the school and the advancement of Christ's kingdom. I desire in this chapter simply to give the name and object of special days, also to make a few helpful suggestions, leaving it to the Sunday-school leaders to work out their own plans and programs. A SPECIAL DAY COMMITTEE. One of the best ways to make the most of these days is to appoint a standing committee of at least three well-selected persons at the beginning of the Sunday-school year, whose business is to assist the superintendent and his assistants in this important work. A schedule should be mapped out ahead and every special day or occasion so planned as to make it count greatly in the creation of interest, enthusiasm, increased activity and attendance. 169 The Sunday School in Action SOME DAYS TO BE OBSERVED. New Year. Palm Sunday. Easter. Mother's Day. Children's Day. Patriotic or Flag Day. Rally Day. Promotion or Graduation Day. Installation Day. Thanksgiving or Harvest Home. Christmas. Decision Day. Other days may be observed that will help create interest, such as Men and Boys' Day, Women and Girls' Day, Bible Day, Roll Call Day, and Visitors' Day. New Year's Day. This day should be observed in the most suitable and commodious place, such as the parish house or the church. The decorations, pro- gram, and reception should all bear the aspect and atmosphere of a "Happy New Year." If the school is small, every department might be represented, in- cluding the Cradle Roll and Home Department. Light refreshments served and a good time and wxU wishes for all. If the school is very large, then arrangements should be made for the children in the afternoon and the young people and adults in the evening. Pahn Sunday. This day which marks the triumph- ant entry of Jesus into the Holy City, is almost uni- versally observed in some way by the Sunday schools 170 special Days of the world. Ofttimes special musical programs are given, and a short talk from the platform. Some schools give a small palm branch to every one present as a souvenir or keepsake. This day should be helpful as a forerunner to Easter, on the following Sunday. Easter, which comes in early spring should be made much of by the church through the Sunday school in an educational way. It is the great festal day of hope to all. The day which celebrates the resurrection of our Lord. Our children must be taught to regard it as a day of deepest emotion and loftiest thoughts because of its wonderful significance. Its observance in the Sunday school should be of the most exalted type in devotion and in the lesson taught. Everything should radiate with the hope of the res- urrection. Mothers' Day. This day had its origin "in the loyal heart of Miss Anna Jarvis, of Philadelphia, in connection with the desire to commemorate the anni- versary of her own mother's home-going in 1906. "It occurred to her that in this connection it would be a lovely tribute to motherhood if all persons, upon a certain day would wear a white flower, preferably a carnation, and thus make the recognition universal. In two years the idea spread over North America and through other lands. The second Sunday in May was proposed as Mothers' Day when universal motherhood should be honored everywhere, and the wearing of the white blossom be a token of love and loyalty to the living and of perpetual remembrance of those called higher. 171 The Sunday School in Action 'Those absent from home upon the day are ex- pected to write to mother, send a telegram or tele- phone message, or in some way keep the occasion with special filial observance. "In some American cities, it is reported the mayors have taken cognizance of the day, commending by proclamation the general celebration thereof." (Julia H. Johnston). Many churches and Sunday schools observe this day with a splendid program which helps to uplift and inspire to higher ideals concerning motherhood. The white carnation is "Mothers' Day Flower." "Its whiteness stands for purity ; its form, beauty ; its fragrance, love; its wide field of growth, charity; its lasting qualities, faithfulness — all a true mother's vir- tues." Children's Day is observed as a rule on the first or second Sunday in June. This time is chosen be- cause of the abundance of flowers. It is the out- growth of a strong feeling of the importance and value of childhood. It is a day given over to the thought and happiness of the little ones. The sermon by the pastor, the program in the Sunday school or special exercises for the day are full of child thought and joy. The program varies according to local conditions. It usually consists of music, mostly singing, recitations, declamations, dialogues, and various exercises includ- ing responsive reading, prayer, and short address by the pastor or superintendent. The church should be tastily decorated, the pupils should be asked to bring flowers tc be distributed to the sick. Plans should 172 special Days also be made for a liberal free-will offering for Sun- day-school missions or some form of general benev- olences which will mean the promotion of Sunday work in destitute and needy places. Patriotic or Flag Day is quite universally observed in the Sunday schools of our country, mostly on the Sunday preceding the Fourth of July. The program, anouncements, invitations, and decorations should all have a patriotic air and emphasis. The great patriotic songs should be sung, such as "America" and "The Star-Spangled Banner.'' Along with the national flag should be linked the Conquest-Christian flag which has on it the cross and the words, "By This Sign We Con- quer." I have seen Sunday-school rooms and churches tastily decorated with bunting and numerous flags. When "The Star Spangled Banner" is sung, it is a splendid thing to have the entire school arise and repeat this pledge to the national flag: "I pledge alle- giance to this flag, and to the repubHc for which it stands; one nation; indivisible, with liberty and justice for all." A souvenir given on this day such as a patriotic button or miniature flag, adds much to the spirit of the occasion. The day is of untold value because of its impressive lessons in patriotism. Rally and Promotion Day is usually observed the last Sunday in September, which immediately follows the return of the pupils from their summer vacation and the opening of the public schools ; also preceding the beginning of a new year's work in Sunday-school lesson study. Promotion and Graduation Day may be 173 The Sunday School in Action nicely combined with this service, when the pupils are promoted with special recognition and impressive serv- ice from one grade to another and graduated from one department to another. The following suggestions might help in preparing for Rally and Graduation Day. 1. A meeting of all the officers and teachers to discuss plans. 2. Communicate with every member of the school both by mail and visitation. 3. Have every teacher look after the absentees of his class. 4. Take a complete survey of the community with a view to enlisting families which are not identi- fied with any school. 5. Use plenty of printed matter in advertising the day. 6. Aim to increase the enrollment of the school by working toward a definite goal. 7. Arrange a strong, interesting program. 8. Appoint a cheerful, sociable bunch of persons on the welcome committee to give a word of greeting and hand-shake at the door. 9. An inexpensive souvenir might add interest to the occasion. 10. Plan for the whole school to attend public worship and have the minister preach a short sermon, suitable for the occasion. 11. Be sure to have a meeting of the officers and teachers from twenty to thirty minutes before the Sunday-school hour, for meditation and prayer. 174 special Days 12. Expect victory. Have as your motto, "Plan great things for God ; expect great things from God." Thanksgiving or Harvest Home Day, which comes in autumn, when the fruits, vegetables, and grains are being stored for the winter, can be made a glorious occasion and be made to mean much in cultivating the spirit of gratitude in the heart of every pupil. Fruits, grains, vegetables, and flowers brought by members of the school make suitable decorations for the church and Sunday-school rooms. Afterwards these should be distributed to needy families. Cheerful mottoes also add to the occasion.. Thanksgiving music, suit- able exercises by the children, and the reading of the national Thanksgiving Proclamation, make the day full of meaning and helpfulness. The church services for the entire day should be full of thanksgiving. Christmas is a festal day observed universally. It is the greatest day of the year for the children and is anxiously awaited for. It commemorates the birthday of our Lord and Savior. Preparation for its observ- ance should have the most careful thought and plans. The aim should be to instill into the minds of the pupils the true Christmas idea and spirit, also to give them a good time. Here is an opportunity to build up a strong, inviting, inspiring program and invite the whole community to be present. The best time for its observance is at twilight the evening before Christmas. The little tots should have a large share in this pro- gram. A Christmas tree, beautifully decorated, adds much to the occasion. 175 The Sunday School in Action Most schools give small gifts to the pupils at this season. The best time for this is on an afternoon dur- ing the week when the children can come together with their teachers and have a short program and have a jolly good time. Some schools ask each pupil to bring one or more gifts, such as toys, candies, fruit, clothing, and the like to be distributed among the needy children of the community or to be sent to some worthy insti- tution. Thus a double blessing is given. To those who give and to those who receive. "The White Gift" idea has become quite prevalent. Every gift for the King in white, emblem of purity. The effect is pleasing and inspiring. Christmas can also be made a time to express good will by giving a liberal free- will offering to some needy benevolent cause, such as an orphanage or old people's home. John 3 : 16 should be impressed anew at this time upon the minds of all. Decision Day. This is the real ingathering day of the Sunday-school year and should be looked forward to with earnest prayer, careful thought, and planning. It is the day when superintendents and teachers reap the spiritual harvest from their sowing, the leading of their pupils to a definite decision to accept Jesus Christ as the Lord and Savior of their lives. This day t>hould be held at a time best adapted for the school and should mean much to every member of the school in the way of a spiritual uplift. (An entire chapter has already been devoted to this subject.) OTHER DAYS. I have mentioned in the foregoing the observation of such days as I think would be most helpful in Sun- 176 special Days day-school work. Lest we be overburdened with spe- cial days, I mention only a few more which have added increased interest and growth, namely, Men and Boys' Day, when an entire session is given in the interests of the male portion of the school with preparation be- forehand to have a good attendance ; also a Women and Girls' Day with the same object in view. These days ofttimes have created a healthful rivalry between the sexes and have resulted in great good. Bible Day makes an interesting occasion, when all who are old enough to read are asked to bring a Bible, the number for each class and in total to be reported by the secretary. Roll Call Day can be easily observed by each teacher calling the roll of his class by name, reporting number present and number absent, each class to be reported by the secretary to the school. All pupils should be notified of the roll call ahead of time. Visitor s Day has proven a great Sunday-school builder. A period of weeks is set apart for an increase campaign in the form of well-planned visitation work. Every family in the church and Sunday school and those not in any church or Sunday school should be tactfully visited and invited to attend the school or at least be present on Visitors' Day, which is the cul- mination of this period, the regular session to be held in all of the departments of the Sunday school. All visitors are cordially welcomed and placed in classes, and at the proper time, asked to enroll with the school. If they will not enroll, their names and addresses 177 The Sunday School in Action should be preserved and they should be kindly invited to come again. Sunday-school contests sometimes are carried on to an advantage in increasing attendance and adding new scholars, but are not commended as the best methods to build up a strong and permanent school. Installation Day is important and should be ob- served by every Sunday school. On this day services should be planned for the purpose of inducting into office the newly-elected officers and teachers of the Sunday school, as well as those re-elected. It is very necessary that religious leaders and teachers be seri- ously impressed with the importance and value of the work they are called upon by the church to do. The following services are suggestive: SERVICE NO. I. This service generally follows a brief study of the Sunday-school lesson. All departments are gathered into the assembly room. Program. Orchestra or instrument played softly as school gathers. Hymn. Prayer. Special Music. Short address by the pastor. Reading names of new officers and teachers. 178 special Days Installation Service. (Officers and teachers standing.) Pastor. "And we have some to be apostles; and some, prophets; and some, evangeHsts ; and some, pastors and teachers ; for the perfecting of the saints, unto the work of ministering, unto the building up of the body of Christ." Eph. 4:11, 12. ''Give diligence to present thyself approved unto God, a workman that needeth not to be ashamed, hand- ling aright the word of truth." II. Tim. 2: 15. Officers and Teachers. "Show me thy ways, O Jehovah; teach me thy paths; guide me in thy truth and teach me ; for thou art the God of my salvation ; for thee do I wait all the day." Ps. 25 : 4, 5. Pastor. "Be thou an ensample to them that be- lieve, in word, in manner of life, in love, in faith, in purity. Till I come, give heed to reading, to exhorta- tion, to teaching." I. Tim. 4: 12, 13. Officers and Teachers. "With my whole heart have I sought thee. Oh let me not wander from thy commandments. Thy word have I laid up in my heart, that I might not sin against thee. Blessed art thou, O Jehovah; teach me thy statutes." Psalm 119, 10-12. Pastor. "They that sow in tears shall reap in joy. He that goeth forth and weepeth bearing seed for sow- mg, shall doubtless come again with joy, bringing his sheaves with him." Psalm 126: 5, 6. Officers and Teachers. "But thanks be to God, who giveth us the victory through our Lord Jesus Christ." I. Cor. 15:57. 179 The Sunday School in Action School (standing). ''Rejoice in the Lord always; again I will say rejoice. Let your forbearance be known unto all men. The Lord is at hand. In noth- ing be anxious; but in everything by prayer and sup- plication with thanksgiving let your requests be made known unto God. And the peace of God, which pass- eth all understanding, shall guard your hearts and thoughts in Christ Jesus." Phil. 4:4-7. Pastor. What covenant do you make this day that you will conscientiously and faithfully perform your duties in the position to which you have been called ? Worker s Cozenant. Feeling that I cannot undertake this im- portant work in my own strength, I do here and now covenant with God through Jesus Christ, my Lord and Great Teacher, that I will trust in him for all needed wisdom and strength. I also promise him and his church that I will be faithful, so far as I am able, to all my known duties as a worker in this Sun- day school; that I will practice the prayer life and be a student not only of the Bible, but of the pupil, the lesson, and best methods in Sunday-school work; that I will be loyal to the established rules of the school and will earnestly seek both by example and precept the salvation of the scholars and the advance- ment and harmony of the school in all of its departments and work. 180 special Days Pastor. I hereby declare you to be duly installed as the officers and teachers of this school, and charge you to be faithful to every duty in the name of the P'ather, the Son, and the Holy Ghost. Brief Consecratory Prayer. Closing Hymn. Aaronic Benediction. SERVICE NO. II. (Suitable for Small School, or when Entire School is in Same Room.) All Sunday-school workers present ten minutes before opening of the school. Part I. Organ or orchestra prelude. Hymn. Twenty-third Psalm in concert. (School standing.) Lord's Prayer. Hymn. Responsive Scripture reading. Prayer. Part II. Announcements. Hymn. Records and offering. Twenty minutes' study of lesson. Part III. Installation Service. Announcement of names of newly-elected officers and teachers. Remarks by pastor. 181 The Sunday School in Action Responsive reading. Pastor. 'They that are wise shall shine as the brightness of the firmament; and they that turn many to righteousness as the stars forever and ever." Dan. 12:3. Officers and Teachers. "The earth, O Jehovah, is full of thy lovingkindness ; teach me thv statutes.'' Psalm 119:64. Pastor. ''So when they had broken their fast, Jesus saith to Simon Peter, Simon, son of Jonas, lov- est thou me more than these ? He saith unto him. Yea, Lord ; thou knowest that I love thee. He saith unto him, Feed my lambs.'' John 21 : 15. Officers and Teachers. "Teach me good judg- ment and knowledge ; for I have believed in thy com- mandments." Psalm 1 19 : 66. Pastor. "He saith unto him a second, time, Simon, son of Jonas, lovest thou me? He saith unto him. Yea, Lord; thou knowest that I love thee. He saith unto him, Tend my sheep." John 21 : 16. Officers and Teachers. "Thou art good, and doest good; teach me thy statutes." Psalm 119:68. Pastor. He saith unto him the third time, Simon, son of Jonas, lovest thou me? Peter was grieved be- cause he said unto him the third time, Lovest thou me ? And he said unto him. Lord, thou knowest that I love thee. Jesus saith unto him, Feed my sheep." John 21:17. Officers and Teachers. "I am thy servant; give me understanding, that I may know thy testimonies." Psalm 119:125. 182 special Days School Standing. "I beseech you therefore breth- ren, by the mercies of God, to present your bodies a Hving sacrifice, holy, acceptable to God, which is your spiritual service. And be not fashioned according to this world ; but be ye transformed by the renewing of your mind, that ye may prove what is the good and ac- ceptable and perfect will of God." Rom. 12: 1, 2. Pastor. What covenant do you make this day that you will conscientiously and faithfully perform your duties in the position to which you have been called. Worker^s Covenant. Feeling that I cannot undertake this im- portant work in my own strength, I do here and now covenant with God through Jesus Christ, my Lord and Great Teacher, that I will trust in him for all needed wisdom and strength. I also promise him and his church that I will be faithful, so far as I am able, to all my known duties as a worker in this Sunday school ; that I will practice the prayer life and be a student not only of the Bible, but of the pupil, the lesson, and best methods in Sunday-school work; that I will be loyal to the established rules of the school and will earnestly seek both by example and precept the salvation of the scholars and the advance- ment and harmony of the school in all of its departments and work. 183 The Sunday School in Action Pastor. I hereby declare you to be duly installed as the officers and teachers of this school, and charge you to be faithful to every duty in the name of the Father, the Son, and the Holy Ghost. Short Consecratory Prayer. Closing Hymn. Benediction. Suggestions. Plan carefully and prayerfully for Installation Day. Announce it frequently beforehand. Urge every officer and teacher to be present, noti- fying each one in advance. Plan to have every scholar of every class present. Make the service as impressive as possible. Put up suitable suggestive mottoes. Pray for God's leadership and blessing upon the entire school, especially the newly elected officers and teachers as well as those re-elected. Topics for Addresses. 1. How Have the Best School? 2. Loyalty to Sunday-school Standards. 3. The Sunday School and the New Age. 4. The Church as an Educator. 5. How Help Our Sunday School? 6. The Day of Vision. 7. Educational Evangelism. 8. A Teacher's Work. 9. What Shall We Teach? 10. The Efficient Teacher's Equipment 184 special Days 11. Unconscious Influence. 12. The Efficient Country Sunday School. Helpful Hymns. "Nearer, My God, to Thee."— Adams. "O Master, Let Me Walk With Thee."— Gladden. "Savior, Like a Shepherd Lead Us."— Thrupp. "Love Divine, All Love Excelling."— Charles Wes- ley. "A Charge to Keep I Have."— Lowell Mason. "Just As I Am, Thine Own To Be."— Hearn. "Take My Life."— Havergal. "Faith of Our Fathers."— Faber. "Oh ! For a Faith That Will Not Shrink."— Har- rison. "He Leadeth Me."— Bradbury. "Seeds of Promise."— Fillmore. "Bringing in the Sheaves." — Minor. Picnics and Excursions. Many Sunday schools set apart one day in the summer for a picnic or excursion. A suitable grove or park should be selected with a view to furnishing a splendid day's outing. The fol- lowing committees should be appointed in ample time : A Committee on Place and Transportation. This committee should secure a suitable place, arrange for transportation and handling of dinner baskets, and also arrange time for starting and returning. A Committee on Games, which will furnish ample recreation for the children and young people in the form of games and amusements. It might also be well to have a Committee on Invitation to see that all fam- 185 The Sunday School in Action ilies associated in any way with the school have a cor- dial invitation. An account of all expenses for the occasion should be properly kept and reported to the Sunday-school treasurer. The wide-awake pastor and Sunday-school super- intendent will aim to study and use the best methods with a view to permanency. Normal Christian char- acter is the ultimate end. Too much sensationalism produces vascillation and cultivates abnormal desire on the part of pupils. The best in thought, in plans, in devotion, in instruction, in program, will produce the best and most lasting results. t86 CHAPTER XXVII. THE RURAL PROBLEM One of the problems which is inviting the attention of religious leaders with a renewed emphasis and interest is that of the country church. I am glad that the revival in religious education does not confine itself to our cities and towns, but to the country districts and villages as well. Our urban population is made up largely of those who themselves or their parents were born and reared in the country. Owing to numerous changes in recent years in social, economic, and indus- trial life, there has been a constant flow of the country population into the city. Not only this, but the inces- sant influx of aliens from other shores and the tenant system as well, have given instability to country life and have in many places weakened the country church. Indeed, in many instances, churches have been aban- doned. I have read with interest and profit the report "By the Commission for the Study of the Adolescent in the Country Sunday School," as edited by Mr. John L. Alexander, which is timely and no doubt will be a great stimulus in helping to solve the rural Sunday- school problem. To-day over fifty millions of the American people live under rural conditions. If these people are to be at their best and do their best religiously, which should be their loftiest motive, the church must be aroused to 187 The Sunday School in Action their needs and to her opportunities to accomplish the task. The question is often asked, Can the modern prin- ciples and methods in religious education be used in the country ? Others without inquiry make the bold state- ment that they cannot. DIFFICULTIES. It is true that there are difficulties which one must meet in the country not found in the city. Many church buildings are not modern, are poorly heated and ventilated and have inadequate equipment. Quite fre- quently the minister lives at a distance from his ap- pointments and meets his congregations only once in two weeks or less frequently. Other drawbacks are the distance of the families from the church, rough roads, bad weather, and quite often, lack of leadership in pastor, church officials, Sunday-school superinten- dency and teaching force. I might mention other difficulties such as conservatism on part of the older folks which hinder in the introduction of up-to-date and aggressive methods of work. But the time is at hand for the country and village churches to unite in the onward and upward march in religious education and activities. STEPS NECESSARY. I will mention a few of the steps necessary to help solve the country church problem. All agree that the salvation of the country church will be accomplished by uniting the forces in building up strong, attractive, up- to-date Sunday schools. Religious training in the rural 188 The Rural Problem community must be made paramount. Character, not money, is the chief thing to be emphasized. The same principles and methods can be successfully used in the country as well as in the city and town if properly applied to rural life. Every phase and period of a child's life must be taken into consideration. The fundamental function and real aim and purpose of the school should be made clear to the parents of country children and youth. The country Sunday school should be well housed and well equipped. I am glad that the architecture of the country church is changing from the one-room building to several rooms so that the best work can be done. In case there is but one room, as is mostly found in rural communities, screens or heavy curtains may be used to separate at least the divisions of the school. An ample supply of Bibles and song-books, maps, blackboards, mottoes, pictures, flags, attendance bul- letins, workers library, chairs for the Httle tots, and other equipment as needed, should be gladly furnished. The Sunday school should be thoroughly classified and organized with a live, practical, well-prepared pro- gram. Pick-up programs seldom win. The thing needed is such a program and such instruction as will appeal to young life, that will hold the boys and girls when they reach their teen years. Hence, graded lesson material applied to country life and its prob- lems proves of untold value. The music, worship, and everything in the program must be constructive. It should be made a real school, giving a real religious 189 The Sunday School in Action education with a view to leading every pupil to Christ and preparing for right living when he reaches maturer years. When we learn that "the rural Sunday schools make up at least two-thirds of the Sunday-school family of our nation, it behooves us to center much of our effort as leaders on this important phase of religious work." Observation teaches us that the country is rapidly changing. The public schools are extending their work with more practical and better courses of study, bring- ing the high school to the farmer's children. Scientific farming is being taken up rapidly, improvement in farming facilities, in the buildings, in the propelling power for farm machinery, methods and means for accomplishing the work about the house are easier, quicker and better. Trolley cars, automobiles, electric lights and other modern conveniences are working wonders in country homes. With these changes, neces- sarily, there must go improved methods in religious education and work, if the children and young;- people are to be attracted and won to the church and a reli- gious life, hence, the need of doing such intensive work in the Sunday school by building up a strong program in religious education, one that will comprehend the physical, social, intellectual and religious life of the pupil, thus giving him a well-rounded development. THE PHYSICAL. Alany think that constant hard work is the program for the country boy and girl. The play instinct is too often smothered or crushed. Every child, whether in 190 The Rural Problem country or city, needs play if he will develop normally. A farmer once told me that he ''varied the work for his boy which took the place of play." He was wrong, for even a variety of work is no substitute for play, which, when properly directed, means broader inter- ests, recreation and health for the child. The farmer will get more and better work from the boy or girl who is given time for recreation in the form of play. Hikes, baseball, lawn tennis, croquet and other forms of play activity are healthful and helpful. The old-fashioned Sunday-school picnic in the woods or mountain park should never be given up. A young country minister solved the Sabbath-Day desecration problem, (the so- called "bad boy" problem), by securing from a nearby farmer sufficient ground for baseball and lawn tennis and organizing the boys into an athletic league with certain simple rules, the games to be played on Satur- day. Instead of rowdyism and games on Sunday, the boys came to Sunday school and church and are now highly commended for their good behavior. ^ I know another community where the boys are organized into a class known as "The Knights of St. Paul." They de- light themselves in keeping the church lawn in order, also plant shrubbery about the church and arrange nicely painted flower boxes at the church windows and see that the plants and flowers are cared for and watered. There are many things that can be done to interest the young and tie them to the country Sunday school and at the same time bless them physically. Talks may also be given on the care of the body. The courses of study should include proper lessons on 191 The Sunday School in Action temperance and other important subjects pertaining to the health. THE SOCIAL. Country children and young people need to get to- gether aside from the Sunday-school hour. Entertain- ments and socials should be arranged for occasionally. Straw rides, hikes, fishing parties, spelling bees, literary entertainments and the like, are helpful. It is right and proper that young people get together under proper environment. The church that recognizes and wisely directs the social life of its young people will be amply rewarded. THE INTELLECTUAL. Too much Sunday-school work has been fragmen- tary and disconnected. A strong, well-arranged cur- riculum to suit every period of a child's life, in the form of graded lesson material, will do great things for the country Sunday school. Well-chosen songs, scrip- ture, and other material to be used and committed to memory; well-prepared missionary and temperance programs all arranged to be applied in a practical way to rural life, will work wonders in creating interest and in attracting and holding pupils to the school. Nature study will also cultivate right observation and love for the country. The country Sunday school must also co-operate with the public school if it would perform its function fully and well. THE RELIGIOUS. All of this is to lead up to the conversion and regen- eration of the pupil to a strong faith in Christ and 192 The Rural Problem loyalty to the Church. Hence, the Sunday school must make the religious atmosphere inviting, natural, and normal. Expressional activities must be emphasized. There are many things which can be done, visiting the sick, reading and praying with them, holding song serv- ices in the homes of the community, and ministering in other different ways under wise direction, which will help develop competent future leaders. The foregoing is merely a glimpse, a suggestion as to what might be done. In order to accomplish this and much more and to save the rural church, it must be done through the modern, well-organized, thoroughly equipped Sunday school as applied to rural life. The pastor must be trained, efficient, wide-awake, a student. He must live on the ground near his people, enter into their joys, sorrows, needs, and the like. He must be a Sunday-school man. He must know child life and its needs. Every class in the school above the Junior grade should be well organized with well- planned week-day activities. VALUE OF SOCIAL SERVICE. I close by describing a rural school which I visited, located in southwestern Ohio in a little village of one hundred and twenty-four inhabitants, surrounded by a fertile farming community. The pastor is now serving his sixth year as the leader of this rural church. He is a live wire and has a church membership of between two hundred and fifty and three hundred. His Sun- day-school enrollment is three hundred and five, which includes a Cradle Roll of twenty-four and also a Home 193 The Sunday School in Action Department. The school is graded, every class above the Junior Department is organized. He has a splendid wide-awake superintendent and teaching force. The school opens and closes promptly with a well-arranged program. Records are properly kept, there is a good chorister, pianist, orchestra, and plenty of song-books. The general benevolences of the church are properly brought before the school and the pupils trained in giving. The church is made an intellectual, social, and religious center. The boys look after the lawn, shrub- bery, window boxes, and do other kindred work. The girls are given work to their liking. The women's organized class composes the Ladies' Aid and the Woman's Missionary Society. The big men's class numbering forty, is organized, and during one year alone these wide-awake men, aside from assisting the pastor in numerous ways, held one good-roads meeting, two agricultural-demonstration days, one on orchards, and one on alfalfa, two days farmers' regular institutes, one civic-improvement day, and a lecture course, of five numbers, selling tickets enough in the community at one dollar a season ticket to pay all expenses. This school has a growing, workers' library, made up of up- to-date Sunday-school, agricultural, and purity books. It emphasizes teacher training and urges its members to attend institutes, township and county conventions, and to take advantage of every help possible. Here we see the value of social service in building up the school and uniting the community in its own welfare. The pastor has made a sociological map, making the church the center. Twice a year he visits every family 194 The Rural Problem within a radius of three miles, he makes note of the condition of every home, its thriftiness or poverty, edu- cation and the like, the number of children and other items of importance and interest, which will help the church meet the needs of the homes and their occu- pants. His church is active and strong. His Sunday school is a bee-hive, which shows that the rural church problem can be solved under wise, wide-awake, active and practical pastoral leadership. Men who compose this leadership must be amply compensated for their work. Otherwise, it is impossible to secure them. As soon as our rural folks are taught to pay gladly and liberally for the religious education of their children, that soon will more of their own best young men and women be willing to prepare for leadership in their own midst. 195 CHAPTER XXVIII. A FORWARD LOOK The church is in a process of change. Many great rehgious movements in the recent past have resulted in shifting the emphasis and in giving us a new inter- pretation of the Bible, a social gospel, which is chang- ing the entire program of the church in both its in- ternal and external workings. There has been and still is much overlapping and wasted energy in religious work and I believe the near future will bring marked changes in all of the church organization with a view to conservation and greater efficiency. No doubt we are all proud of the tremendous strides made in and through the Sunday school, its development both intensively and extensively, its in- creased efficiency in religious education and evangel- ism, but the present Sunday-school plans and activities do not suffice for the complete, rounded development of our children and youth. There must be more than one brief session as we have at present and there must be a correlation of all the educational agencies of the church, which will mean a saving of energy, time, and money. HOW IT CAN BE DONE. This can be done by establishing a church school in each local church, which will meet not only on Sun- 196 A Forzvard Look day for a short period, but will also hold two or three short sessions during the week. This church school will have a curricula that will not only give a thorough study of the Bible, but of every phase of religious life and activity. It will give courses in Church History, Missions, Christian Endeavor, Social Service, Child Psychology, Child Hygiene, and other important studies. It will outline a program for expressional activities and service which will mean the entire church in action, laying due emphasis on the function of the Holy Spirit as the dynamic back of all the edu- cation and organization. The question, no doubt, is asked, how and where is all this to be done? Sentiment is already being created in many communities to secure the co-oper- ation of the pubHc schools. The plan is for the public schools to halt for one, two, or more periods during the week so that every pupil may go to the parish house or church of his own denomination, whether it be Jew, Catholic, or Protestant, where they will meet trained religious teachers or directors and receive specific re- ligious instruction, their religious education to count a certain number of points in their school work. This will, without doubt, be of infinite value to every child in his preparation for a normal citizenship. This will mean a larger and better trained corps of religious workers and teachers for whom the church must make ample provision in a financial way. The plan now being worked at Gary, Indiana, is somewhat on this order, and is attracting the attention of religious edu- cators all over the world. When the church school 197 The Sunday School in Action once becomes a real fact, we will raise up a gener- ation of intelligent Christians and an army of workers who will help solve the great problems that now con- front the church at home and abroad. Then, the func- tion of teaching which lay so near to the Master's great heart, will have its proper place, and the great commission, "Go teach," will be fulfilled in the life of the church in the establishment of the kingdom of God on earth. May that time speedily come. Amen. 19cS SUPPLEMENT. SUMMER SESSIONS The problem of the summer Sunday school, especially in our larger towns and cities, becomes at times quite serious. Yet I believe in God's work there are meth- ods available to adequately solve every problem. There are reasons for a smaller attendance in our Sunday schools during the hot season. Many leave on their vacation, children spend their summer in the country, whole families make it a habit to visit all their relatives and friends during this season of the year. Then, too, there are many who think it is too hot to go to Sunday school and church, and spend the day lounging at home or going on country strolls or to the parks. How solve the problem? 1. Christians should never lose sight of the fact that God is the maker of the seasons and also of the commandment which says, "Remember the Sabbath day to keep it holy." This should be wisely and tact- fully emphasized by leaders in the great work of the Master. 2. Make the church or Sunday-school house at- tractive and as cool as possible. ''Clear the darkened windows, open wide the doors." Have plenty of beau- tiful flowers, singing birds, fans for those who attend, electric fans if possible. It would be well to have a good supply of cold water or lemonade. Some may think this is going too far with the Lord's work, but let us remember we must "be as wise as serpents." 199 The Sunday School in Action Satan has taken steps in advance of the church, and I am sorry to say, has succeeded. He furnishes free hot soup in both his day and Sunday schools in the winter, and has made his meeting places cool and most attractive in the summer. Indeed, he has taken pos- session of too many places which the church should occupy. If you have a grove or park near by, nothing would be nicer or more attractive than to hold sessions of the Sunday school there when the weather permits. 3. Keep in mind the summer idea in the Sunday- school session. Simple, yet well-prepared and attract- ive programs. Look to the comfort of all present. See that the songs, prayers, and all parts of the ses- sion are of the winning type. People sit elsewhere for hours when entertained. Why not sit one hour and participate in a helpful, cheerful session of the Sunday school? They will, but much depends upon the super- intendent and his cabinet in their interest and plan- ning. Projected mental and heart life will bring the results. 4. I see some one sneer and even sarcastically groan when he reads what I now write. That is, have a mid-summer Sunday-school rally or contest. It is a great stimulus. It is like an oasis in the desert. I have known new scholars to be enlisted, old ones brought back, and new life and enthusiasm put into the whole school. Sweat, if need be; open up the pores. Give the Lord a chance the whole year around. Our Sunday schools could do far more than they are doing, and would if those in leadership would make it a business worth while. Brace up, officers and teach- 200 Supplement ers. You have the greatest Leader in the greatest work in the universe. ''If any of you lack wisdom, let him ask of God, who giveth to all liberally and up- braideth not; and it shall be given him." IS THE CLASS BANQUET WORTH WHILE? Banqueting has become quite common in church circles. In nearly all of the great modern movements this has been one of the marked features. It has re- ceived especial emphasis in the organized Sunday- school class. The question, 'Ts the class banquet worth while?" must be considered carefully if it is properly understood. The motive or purpose of an act largely determines its worth or value. If the sole purpose of the class banquet is eating and drinking in order to have "a good time," then it had better be omitted entirely. If it has for its highest end the glory of God, then it is of infinite value. We are taught in the New Testa- ment that Jesus ate with publicans and sinners, but was called a "glutton and wine-bibber." Men who criticised him were looking for something by which they could find fault with him and accuse him. But Jesus was looking for an opportunity to help some one, and used this as one of his methods to reach men's hearts. The social side of man is often lost sight of in the grind of life and even in church activities. The work may grow monotonous and burdensome if attention is not given to this impulse of man's nature. There is nothing that will cheer, lighten, and make one forget 201 The Sunday School in Action the many cares of life so much as to gather a class in the banquet-room and there spend a few hours in social intercourse. To make the class banquet worth while, it must not be held too frequently. Large classes hold banquets annually or semi-annually. Then they make it a great occasion, soliciting carefully every member of the class, thus securing definitely his pledge to be present. Others are invited as the class decides. A strong program is arranged, securing a strong speaker for the occasion, besides having short, snappy toasts from members of the class who will make it interesting. The best instrumental and vocal music is furnished. The program should not be too long, so that it would grow tiresome. This kills the real purpose and influence of the occasion. The surroundings and tables should be made as inviting as possible, for the word "banquet" implies that idea and the sense of the aesthetic must not be lost sight of in the preparation. On such occasions Christ must be exalted, the greatness of the work emphasized, and yet through it all there must flow a stream of good cheer and a suf- ficient amount of humor that man's entire nature be recognized in the religious realm. The result is that it opens the way to the hearts and lives of those who are unsaved, and they are almost unconsciously won into Christian fellowship and the way is open for their salvation. It also strengthens and cheers the Christian and gives him a new start. Yes, the class banquet is worth while. But keep in mind the language of Paul, "Whether, therefore, ye 202 Supplement eat, or drink, or whatsoever ye do, do all to the glory of God." Be broad enough in your religious thought and practice to say truthfully, "I am become all things to all men, that I may by all means save some, and I do all things for the gospel's sake, that I may be a joint partaker thereof." THE BOY PROBLEM. One day I was taken through a large Sunday school by one of the superintendents. When we came to the Junior Department, a class of eight or ten boys about ready to go into the Intermediate room, was pointed out in this language, "There is the worst class of boys I ever saw; I tell you it is a problem." At once my mind became quite active; as I looked at that fine bunch of bright fellows, only this one big word, mis- understood, rang throughout my soul. If we would keep our boys in the Sunday school, the following will help : 1. Have a knowledge of the boy. Here, ofttimes, a fatal mistake is made. All boys are not alike. Their physical, mental, social, and religious status is differ- ent. A worker with boys must know this. To get this knowledge requires time, study, and association with the boys apart from the Sunday-school hour. Conferences with other workers is also a source of helpful information. 2. Put masculinity into the Sunday school. Have male officers, if possible. Have the best men you can get for the boys' classes, especially in the adolescent period. "The nature of the boy cries for virility, 203 The Sunday School in Action strength, action, energy, power, manliness." These must be found in the Sunday school if we would have the boys and young men there. 3. The teacher must be a big brother and must have Christ-like qualities. He must teach from the boy's viewpoint. The teacher must be heroic, and the more so, the better, for the boy is a hero worshiper. The more manly, strong, and sympathetic, the stronger the appeal to the boy. For the teacher to have the qualities of Jesus Christ means manliness of the high- est type and a magnetism that is irresistible. 4. The boy must be given something to do. Reli- gion with a boy is more than a rule or principle. It is something that means action. Activity is one of the , laws of a boy's life. I have seen boys intensely inter- ested in Sunday school because of wise leaders and teachers. Boys can do messenger service, sing in choirs, play in orchestras, be librarians, hold offices, and work on committees in organized classes or clubs. They can also be encouraged in their games and sports. 5. The bright and cheerful side of the Christian life should be held up to the boy. The rich rewards that come to the Christian must be emphasized. A long-faced, pessimistic Christian should have no place in leading and teaching boys. The heroes of the Bible and extra biblical characters furnish a rich source of knowledge in teaching boys and unconsciously lead them to where they will accept Christ as their personal Savior with a determination to dedicate their lives to his service. 204 Supplement GOOD RULES FOR SUNDAY-SCHOOL WORKERS. 1. Be on time. Better lose breakfast or dinner than lose one's influence. 2. Help in all parts of the program possible. Many hands make labor light. 3. Do not hurry away at the close of the session, unless absolutely necessary. Some one might desire a conference with you about his soul's best interests. 4. Avoid gossip and whispering during the Sun- day-school hour. It is a bad practice at any time. It is a good class killer and exerts a bad influence on others. 5. Pay special attention to strangers in the class or department in which you work. Proper cordiality at the right time lasts through eternity and brings splendid results in the present. 6. Study how to make your class the best in the school. It takes brain as well as heart to make a good teacher. Feigning is hypocrisy. Frankness al- ways wins. 7. Organize your class. "Order is heaven's first law." The best results come from intelligent, thor- ough, and systematic work. 8. Be interested in your class outside of the Sun- day-school hour. Spasms are dangerous because of their shocking nature. 9. Keep abreast of the times in Sunday-school methods and work. Read Sunday-school books and periodicals. Attend the teachers' meeting, confer- 205 The Sunday School in Action ences, and conventions; consult specialists. Be wide- awake and many dangers will be avoided. 10. Be careful about your personal habits and appearance. "Example is better than precept.'' Preaching and teaching without practice is like "a sounding brass and tinkling cymbal." 11. Remember that it is God's work; that you are Christ's disciple ; that he is pleased with the best and desires nothing less. 12. Show the tenderest regard for the mistakes and misgivings of others. Over-sensitiveness is offensive to well-thinking people and imfits one for usefulness. A ''touch-me-not" should have no place as leader or teacher. 13. Fall in line with any new plan or aggressive movement that will increase the interest and activity of the class or school. To be hypercritical is a symp- tom of the cursed sin of jealousy which ultimately rots the human heart and stops its outflow of sympathy and love. 14. Added to the foregoing rules there should be frequent prayer and meditation, which will help solve the most perplexing and difficult problems, without which, in the end, failure will be written in letters of fire. 206 BIBLIOGRAPHY THE CHILD Fundamentals of Child Study. Child Nature and Child Nurture. Unfolding Life. The First Three Years of Childhood The Care and Feeding of Children. Holt Short Talks with Young Mothers. The School in the Home. Hints on Child Training, The Child in His World. A Study of Child Nature. Heredity. The Moral Condition and Develop ment of the Child. The Child as God's Child. The Child and His Religion. The Child's Religious Life. The Training of Children in Religion. Hodges The Child for Christ. Christian Nature. The Child and the Church. The Development of the Child in Later Infancy. The Dawn of Character. The Unfolding of Personality. On the Threshold. Misunderstood Children. Stories and Story Telling. How to Tell Stories to Children. Telling Bible Stories. Pictures Every Child Should Know. Lessons in Chalk Modeling, With Scissors and Paste. Games and Plays for Children. BOYS AND G Boyhood. Boy Training. The Boy and the Sunday School. The Boy and the Church. 207 Kirkpatrick $1.25 St. John .50 Lamoreoiix (Mrs.) .75 Perez 1.50 Holt .75 Kerley 1.00 Hillis .50 Trumbull 1.25 Chamberlin & Ker n 1.00 Harrison 1.00 Watson .25 Wright .50 Rishell .75 Dawson .75 Koons .75 Hodges 1.50 McKinney .50 Bushnell 1.50 Font .50 Taylor 1.25 Mum ford 1.25 Mark 1.00 Munger 1.00 Harrison 1.25 St. John .50 Bryant (Mrs.) 1.00 Houghton 1.25 Bacon (Miss) .50 Heifron 1.00 Goodridge .25 Smith .50 [RLS. Richmond $1.00 Alexander .75 Alexander 1.00 Foster .7S The Sunday School in Action Church Work with Boys. The Minister and the Boy. Brothering the Boy. From Youth to Manhood. Boy Life and Self Government. A Young Man's Problems. Helps for Ambitious Boys. Social Activity for Men and Boys. Our Boys and Girls. The Adolescent Period. The Sunday School and the Teens. The Girl in Her Teens. The Girl and Her Religion. Helps for Ambitious Girls. Recreation for Girls. What a Girl Can Make and Do. Girl and Woman. Social Plans for Young People. The Spirit of Youth and City Streets. Choosing a Vocation. Farm Boys and Girls. Indoor Games and Socials for Boys. The Girl and the Sunday School. Evolution of the Sunday School. Sunday-school Movement. Modern Sunday School in Principle and Practice. The Graded Sunday School in Prin- ciple and Practice. The Church School. Organizing and Building up the Sunday School. Modern Methods in Sunday-school Work. The Sunday School at Work. Housing the Sunday School. How to Conduct a Sunday School. The Sunday School Organized for Service. Ways of Working. Worship in the Sunday School. Sunday-school Worship. Forbiish .50 Hoben 1.00 Raffety .75 Hall .50 Fiske 1.00 McLeod .50 Drysdale .75 Chesley 1.00 Kennedy {Mrs.) .75 St. John (In preparation) Alexander 1.00 S lattery (Miss) .50 Slattery {Miss) 1.00 Drysdale .75 Beard 2.00 Beard 2.00 Latimer 2.00 Reisner .75 Jane Ad dams .50 Parsons 1.00 McKeever 1.50 Baker .75 Alexander (In preparation) CHOOL. Cope $0.75 Brown 1.25 Cope 1.00 n- Meyer .75 A them 1.00 Hurlbut .65 Mead 1.50 Paris 1.25 Lawrance 2.00 Lawrance 1.25 Lawrance .75 Schauffler 1.25 Hartshorne 1.25 Winchester (In prepa- ration) 208 Bibliography The City Sunday School. The Sunday School and the Home. What is Good Music? The Sunday School and the Pastor. The Superintendent and His Work. The Sunday-school Kindergarten. The Kindergarten of the Church. Song Stories for the Kindergarten. The Elementary Worker and His Work. The Primary Department. The Junior Worker and His Work. The Intermediate Worker and His Work. The Senior Worker and His Work. The Adult Worker and His Work. Adult Bible Class. The Home Department of To-day. How to Keep Order. The Recitation. Hand Work in the Sunday School. Brown Brown Henderson Paris Brown Ferris Foster Hill Jacobs & Lincoln Archibald Robinson Lezvis Lewis Barclay Pearce Stebbins Hughes Belts Littleiield THE TEACHER. Tesus, Lord, and Teacher. Kephart Outlines of the Life of Christ. Sanday The Wonderful Teacher. Burrell The Student's Life of Jesus. Gilbert Learning to Teach from the Master Teacher. Marqms Social Teachings of Jesus. Matheivs The Great Teachings of Judaism and Christianity. Kent Bible Geography and History. Kent The Pastor and the Sunday-school Teacher. Hatcher The Devotional Life of the Sunday- school Teacher. Miller Growth and Education. Tyler The Training of Sunday-school Teachers and Officers. McElfresh The Making of a Teacher. Brumbaugh Talks to Teachers. James Seyen Laws on Teaching. Gregory Pupil and Teacher. Weigle Principles of Teaching. Thorn dike The Teaching Process. Strayer 209 .25 .25 1.00 .25 .50 1.50 .75 1.00 .50 .50 .50 .50 .50 .50 .25 .25 .15 .60 .50 $0.50 .50 .50 .50 .35 LOO .7S 1.00 .50 .50 1.50 .75 .50 1.50 .50 .50 1.25 1.25 The Sunday School in Action Talks with the Training Class. The Natural Way. Point of Contact in Teaching. Teaching of Bible Classes. Starting to Teach. Slattery (Miss) Dubois Dubois Lee Foster .60 .75 .75 .60 .40 SUNDAY SCHOOL AND MISSIONS. The Conquering Christ. Boone $0.75 Missions in the Sunday School. Hixon .50 Missionary Methods for Sunday- school Workers. Trull .50 Five Missionary Minutes. Trull .50 Missionary Programs and Incidents. Trull .50 Missionary Education in the Sunday School. Diffendorfer (In preparation) COUNTRY LIFE PROBLEMS. The Church and the Open Country. The Church at the Center. The Making of the Country Parish. The Church — A Community Force. The Challenge of the Country. Country Church and Community Co- operation. The Country Church and the Rural Problem. Rural Christendom. The Da3^ of the Country Church. Some Famous Country Parishes. Rural Church Message. (Men and Religion Movement). The Rural Church Movement The Country Life Movement. The Teens and the Rural Sunday School. Children's Gardens for School and Home. The Country Church. Varieties of Religious Experience. Education in Religion and Morals. A Man's Religion. Future Leadership of the Church. Men Wanted. 210 Wilson Wilson Mills $0.60 .50 .50 .50 .75 Israel 1.00 Butterfield Roads Ashenhurst Tipple 1.00 .90 1.00 1.50 Erp Bailey 1.00 .75 .60 Alexander .50 Miller Gill & Pinchot 1.20 .50 IGION. James Coe McDozvell Mott Fred B. Smith $3.20 1.35 .50 1.00 .75 Bibliography The Church and Labor. Stelzle .50 How to Bring Men to Christ. Torrey .75 The How Book. Hudson .50 Winning Men One by One. Wood .50 Social Service. (Men and Religion Messages.) 1.00 Great Men of the Christian Church. Walker 1.25 Landmarks of Church History. Rowe .75 Our Men and Their Task. (Report of the National Congress of U. B. Men.) .50 211