Class _J£N/. liAO Book_ _l2^^ Copyright W^ COPYRIGHT DEPOSIT. I SUCCESSFUL ADUIi^T BIBLE CLASSES A]ST> WHAT THEY ARE DOING iu:.so reports from sun^day school suiperest- tejs^dents 0]n^ adult bible class t\^ork: ajs^d its needs AOT> conditio:ns of the w^ork as seen by ^dxjlt bible cli^ss teachers oe the ordinary sort BY DAVID C. COOK Copyright, 1906, by David C. Cook Publishing Co. DAVID C. COOK PUBI.ISHING COMPANY PUBIylSHKRS CHICAGO NEW YORK BOSTON PUBIvISHING HOUS^ and MAII^ING ROOMS, KlGIN, ILLINOIS BHAHYofCONGRESSJ TrrsrNew Adult Bible Class Movement Supplies. . Cspyrleht Entry I ^ /lAJ-' ^ ^ *? 7 1 "^^^ ]Vew 3Iovement Class Monthly. Helps for Carrying on the Work of the New Ass A ^'^" '*•• W^^ members of New Movement classes. The Movement Class. rr / I II ^ ^y/i °4y publication of tbe kind. 96 columns of mat- We provide the following helps for carrying on ^/ k^a^li //.tel each month. Gives new methods of work and the various branches of New Movement class CO"'_._g^^__ja£l\ 's of what New Movement classes everywhere work : ■■■"*■■■"' are doing. Also articles by New Movement class specialists on every phase of the work. Besides Absent Members Follow-up Cahd. Tablets this, the publication is a lesson help expressly of 50. 10 cents per tablet. for such classes, superior to any other, containing Visitors Follow-up Card. Tablets of 50. Class Lesson Discussion Questions and Topics. 10 cents per tablet. Also gives stories in the Adult Bible Class sphere, Sick Members Follow-up Card. Tablets of each written with a purpose. There are other 50. 10 cents per tablet. Adult Bible Class publications, but none like this. Attendance Register Card. Tablets of 50. It must be seen and its purposes understood to be 10 cents per tablet. appreciated. Membership Card for Permanent Record. Price. — Singly, 40 cents a year. In lots of three 40 cents p^r 100. or more, addressed to the same person, 30 cents Members Weekly Pledge Card. 30 cents per per year, or 8 cents per quarter. 100. Meter's Adult Bible Class, Class Book. The New Movement Teacher's Monthly. Leatherette cover. 20 cents each. Secretary's Loose Leaf Record Book. Flexible This contains the same material as that of the leather cover. Alphabetical index, 100 sheets in Class Monthly, to which is added special help for ^ook, 75 cents. 200 sheets in book; '$1.25. the teacher, including Lesson Teaching Plans on Secretary's Triplicate Report Book. A book of each lesson. Lesson Contrasts, Lesson Incidents, weeklv and monthlv report blanks. Reports are One Truth Lessons, etc., etc. provided in triplicate, lasting lor six months. The Teacher's Monthly, taken together with the The three reports are made at the' same time by Class Monthly, gives New Movement Classes carbon process. 40 cents each, needed assistance for which they have long been ^^^^B.^ ci. 1 /?/^ i xrr-u u. Class Banquet Programs. Price. — Singly, 60 cents per year. Where sent with ten or more Class Monthlies, all to one per- Readv prepared program blanks for class socials, son, price, 40 cents each per year, or 10 cents per banquets, etc. Four pages each, quarter. International Program Blank. Round page, Three-Cent IVew Movement Books. 4 inches in diameter, 'in imitation of Interna- c tional Adult Bible Class button. In lots of 50 or ■^ ', f A series of inexpensive and helpful books on New more, $1.00 per 100. ^ ' ' r Movement questions, including the following titles : FORGET-ME-NOT Program Blank. Lithographed The Teacher's Relation to the New Move- in many colors. Forget-me-not decorations. In MENT Class. lots of 50 or more, $1.80 per 100. The Class President and His Work. Wild rose Program Blank. Embossed roses in How the Superintendent May Help the white. (No colors.) In lots of 50 or more, $1.20 Adult Bible Class Movement. per 100, postpaid. The Class Secretary and His Work. The Spiritual Work of the Class and How Ontfit for Starting a New Movement Class. '"""iN^TtSsSN^TnT C^LfsY'^m' THE LESSON AND ^^"^^^ P^* up package of supplies for Teachers TMPHovF^rT??snN nT?rn?sTON PwNc, Superintendents and others to use in starting and '"StTlSiJ^'Tn NEW^MovEMLrc^"^^^^ organizing a New Movement Adult Bible Class. PLACE AND PURPOSE. Contains the following : Interesting the Class in Missions. Other books now in course of preparation. 8 Copies " The Great Adult Bible Class Price of above books, where two or more are Movement." -S^c ordered, 3 cents each, postpaid. 16 Copies " What is 9. New Movement Class?" 5c Class Lesson Discussion Helps. 8 Copies "How They Start and How They Grow." 2c Round Table Question Slips. Tablets of 50. 8 Question and Resolution Cards 2%c 10 cents per tablet. 2 Copies " How to Start a New Move- QuESTiON Discussion Cards. Tablets of 50. ment Class." Ic 10 cents per tablet. 2 Copies " Some Ways New Movement TOPIC Assignment Cards. Lots of 10 or more. Classes Have Been Started." Ic 40 cents per 100. 4 Copies "Charter Members Roll" Slips l%c „,,„,„ ^. 2 Copies Bible Class Contests Ic Helps for Union Meetings. jg Copies " Mo^el Constitution and Pro- Co-OPERATiON OP NEW MOVEMENT CLASSES. g^'^in for Meeting to Perfect Or- Leaflet. 30 cents per 100. „ gamzation. ••;•••••••;•••;. W,;;- ^^ COUNTY AND TOWNSHIP Adult DEPARTMENTS. 2 Copies New Movement Class Leaflet. 30 cents per 100. Montniy ^ Round Table Leaflet. For general distribu- rr ^■a^ 2SV p * tion where conducting Round Table. 20 cents lotai ^oy2^ per 100. Price of Outfit, 25 cents. Address: DAVID C. COOK PUBLISHING COMPANY, NEW MOVEMENT SUPPLIES DEPARTMENT. ELGIN. ILLINOIS. Introduction, For some time our attention has been directed to the needs of adttlt classes of the Sunday-school. The appointment of an Adult Department Committee at the last International Convention gave as- surance that the time was ripe for a care- ful consideration of these needs. The remarkable success of some adult classes is known to all well-informed Sunday- school workers, but the number of these classes and their methods of work have been little understood or appreciated. The appointm.ent of this committee was due to pressure brought to bear by rep- resentative workers who were more or less familiar with what such classes were doing, and who urged the importance of giving endorsement and widespread' pub- licity to their plans of work. The material for this book has been secured at large expense of time and ,rnoney, and represents extended investi- gation in a new and largely unexplored field. The book is not a treatise on the best plans of adult Bible class work, but is a summary of reports showing what successful classes are doing, and also a general survey of the field as reported by superintendents and adult Bible class teachers of the ordinary sort. From a study of these reports it is believed that each one may gain a fund of such in- formation as will enable him to formulate and put in operation plans which will prove most successful. To a large extent successful classes have grown out of felt needs along some particular line. This is shown by let- ters received in connection with reports, and by replies to further inquiries as to how classes were started and to what success w^as especially attributed. Other classes have followed in their wake, using similar methods, and their success has de- pended more or less upon the real heart put into the work. This book gives three kinds of reports, as will be seen. In considering the sub- stance of these, care should be taken not to confuse one with the other. First, reports from successful classes. These should be weighed accordingly. Second, reports from superintendents, some of whom know little or nothing about best plans of adult class work. Third, reports from teachers of ordi- nary adult classes, some of whom have already awakened to the consideration of better plans of work, but most of whom have not. We were much pleased because of the interest taken in the work which we have been exploiting, also by the enthusiasm manifested by those classes w^hich ap- pear to be making a success of their work. A careful study of adult Bible class plans, as herein outlined, will certainly open a vast and wonderfully attractive world for Christian enterprise and help- f'Ulness. There may at first be some im- patience because of a desire to compass all phases of the work quickly. This, however, will be followed by surprise and admiration as the magnitude and hopefulness of the field begin to appear. Reports show a much larger number of really successful classes and a greater diversity of methods employed than we had anticipated. At first we were much surprised at the difference in plans of work reported and the apparent con- fusion of ideas as to best ways of work- ing, as well as at the wide range of sug- gestions given. But when we consider that for the most part each class has had Introduction. to blaze its own way and work out its own destiny, we should rather feel sur- prise that there was not still wider differ- ence in plans and methods reported. In each case success seems to have been due to the wise use of some one or more good methods, rather than to all- round best plans. Criticised as a whole, €ach class falls far short of its privileges. This is certainly not from lack of willing- ness to use best plans, but rather from lack of knowledge, for in many cases the faulty methods pursued are more diffi- cult than better ones. Some successful classes do not seem to have been working along lines which are generally practical, a great teacher or a large expenditure of money being depended upon to draw and hold mem- bers. In answer to questions relative to how long classes have pursued present plans, we have been much surprised to learn that a large proportion have only re- cently adopted them. Some ideal classes have a record of good work dating back a long time, but the majority have started in the road to success within the last two or three years. The idea of class cooperation and par- ticipation is fundamental with all suc- cessful classes, excepting the few re- ferred to previously. But in many cases only a portion of the class seems to take part in any branch of work ; in other classes participation seems to be con- fined to certain class activities. This is no doubt due largely to the difficulty of securing cooperation along certain lines, the class being more or less ignorant of how to help. Under difficulties and hindrances, a long list is given in the reports. We trust these will not alarm anyone. At the start, as critics we, were looking for ob- stacles and weak places. When reports began to come in we were somewhat discouraged because of the many ob- stacles noted, but one after another of these disappeared as other reports were received ; for where one class had failed, others were found to have turned defeat into victory. In this connection we would say without hesitation that noth- ing in the way of literary societies, clubs, lodges or other social organizations can successfully compete with the adult Bible class if rightly organized and conducted ; neither the dance, the card party, nor the lodge can ever offer the same attractions. The spirit developed in connection with each of these is such that they never can give the same joy and happiness that the ideal adult Bible class will. There are six things common to suc- cessful adult Bible classes to which we wish to call special attention : first. Each class is a democracy. It is a cooperative association in which every member has a share. The " one man " idea largely, if not altogether, dis- appears. Each person has a vote and a voice in directing the affairs of the class and a part in carrying them on. While classes of the Primary Depart- ment need parental care, the " mother- ing " method is not a success with men and women. Then there is the auto- cratic method, which is proper with chil- dren's classes and common to the old style adult Bible class — though never a success. Second. These classes are organized. They have officers and committees, so the work of the class may be systema- tized and wisely divided among the mem- bers. They make their own rules and regulations and usually have a consti- tution. Third. Class plans provide for social and business meetings, in addition to the Sunday-school sessions. These afford opportunity for becoming acquainted, at- tracting new members, discussing class plans, etc. Introduction. fourth. Each of these classes is a brotherhood. The members seek to ex- emphfy in their class relations the spirit which Jesus taught and lived. The so- cial feature is one of the chief attrac- tions, because of its high plane, its Chris- tian spirit, its freedom from caste, its sympathetic and helpful nature. Fifth. These classes are '' working " classes. The expressive term, " Some- thing doing " applies to each of them. Members feel an individual and personal obligation that makes them glad to have a part in the work of the class. Such classes reach out after adults who do not attend the Sunday-school, and manage to make the class so enjoyable that they are glad to come. Besides, their activ- ities extend beyond the class and it be- comes a help along other lines of Chris- tian effort. Sixth. These classes believe in class lesson discussion, each one helping to make the lesson hour enjoyable and help- ful, instead of merely a time to learn what the text says or to recite the lesson. By thus discussing practical questions growing out of the lesson statements the members are mutually helpful. These new plans of work succeed be- cause they commend themselves to adults. It is not to be wondered at that adults fought shy of the Sunday-school under old conditions. Men or women of any spirit want to feel they are of some account in an organization to which they belong. They love to be where there is something going on, especially if they are helping to make it go. It is not what the Sunday-school does for adults, as much as what they do for it, that will make them love it and work for it. These new plans are an untold blessing to the teacher. They relieve him from those cares and responsibilities that have practically compelled him to be an autocrat. They furnish him with just that assistance which he has wanted. It will not be difficult to follow the plans of successful classes when once they are understood. The work of or- ganizing is simple. The idea of socials, business meetings, and so on, should not frighten anyone. But there is something termed " class spirit " in all successful adult classes which is not easily de- fined or understood. This will be recognized when the class is possessed of it, and with the realization of it there will come a feeling of general satisfac- tion. While the reader will undoubtedly be delighted with the many suggestions given in this book, some plans of work reported are crude, and others could not be followed with general success. Also there are suggested for various troubles remedies which are impractical, and, which, if used, would not work a satis- factory cure. Successful plans for large classes must, of necessity, differ from those for smaller ones, and plans for classes of young men and classes of young women from those for older persons. In all successful classes strangers are not only welcomed, but vigorous efforts are put forth to induce them to become members. In some instances where only certain ones were invited or sought for, large classes have been built up ; but in most cases efforts are made to win all — young men working for young men, re- gardless of occupation or social stand- ing ; young women working for young .w^omen in the same way. All successful classes report frequent gatherings outside of the school for the purpose of members becoming ac- quainted, the transaction of business, and so on. In many cases these meetings are the chief reliance of the class in at- tracting new members and holding in attendance those now connected w^ith the class, and it is believed, judging from reports, that no adult class can be sue- Introduction. cessftilly worked up or maintained with- out these meetings. Some successful classes have under- taken large things outside their own cir- cle, and it has been demonstrated that the success of adult classes is largely de- pendent upon the helpful employment of each member. Thus the wider the range of work undertaken by the class, the greater the success may be. Almost without exception, teachers of successful classes speak of the interest taken in the sick and needy of their own membership, and of the provision made for such. One of the most surprising facts dis- closed through our inquiries was the iso- lation of successful classes. With few exceptions we found no indication of groups of classes coming together to compare notes and encourage one an- other; but where this has been the case, great results have followed, and we sin- cerely hope that in the near future it will be more generally done. Many' teachers have little to report except that their classes are organized. Their committees apparently do little work, their officers are such in name only. Such classes cannot of course hope to realize a full measure of success. Some classes seem to be doing their work in a spirit which makes it drudgery, rather than a pleasure, " duty " being the cudgel used to urge workers along. The secret of success in adult Bible class work may be summed up in four words — *' Taking advantage of circum- stances " — and the many difficulties listed in this book should help to suggest pos- sible difficulties in your case and wise planning with these in view. It should be understood in this connection that any unusual or so-called unfortunate con- dition only indicates the line of helpful work that most needs to be done, rather than an obstacle to doing good work. To illustrate: Several classes report discouragements because of the shifting character of the population, persons re- maining in the class but a short time. One class has taken advantage of this by introducing a corresponding mem- bers' department. This has proved a marked success, only two of the many who have left the city and the class in the past five years having as yet been lost sight of. Many classes are troubled because of their members being taken for teachers. Other classes, seeing this need on the part of the school, have made supplying teachers a feature of their work. They have committees to look after this branch of the work, with the result that it has become an important class activity. Many speak of discouragements because of baseball and similar attractions which seem to have made it impossible for them to reach young people in large numbers. Other classes have taken advantage of the same conditions by introducing ath- letics as an attraction, the results being most satisfactory. It is difficult to grasp the magnitude of this new field of effort or what its proper cultivation must mean to the church of the future. In most communities four- fifths of the adults are not in the Sun- day-school. Where success in this work is attained, it means doubling the Sun- day-school attendance, and providing proper accommodations for this great influx. It means the study of very dif- ferent methods of Sunday-school work from those with which we have been ac- quainted. In this connection there is much for workers to unlearn if they would be successful. Here plans must be democratic, the whole class having a voice and a part in the work, while in other classes the teacher and the super- intendent do the planning. Good work in adult Bible classes re- quires that each member be acquainted with all proposed plans of work, so that Introduction. there may be wise and willing coopera- tion ; while in other departments, only the teachers and officers of the school need to know of plans. Up to the present time there has been no literature suited to the needs of adult Bible classes working in accordance with new and improved plans as herein out- lined, the ordinary Sunday-school sup- plies being wholly unfitted for them. There have been no text-books to help in planning and conducting them, while other departments have such helps in great variety. If such classes are to mul- tiply and prove successful everywhere, these needs must be supplied. Successful Classes. QUEST FOR SUCCESSFUL CLASSES. The following letter was sent to State Sunday-school secretaries, field work- ers, Y. M. C. A. secretaries, and others throughout the United States and Canada. It will be noticed that nothing is said in this regarding class organiza- tion, the only object being to put our- selves in touch with the most successful classes in the country, so that later we might study their plans of work. In addition to the names sent us in answer to. this call, others were received in re- ports from superintendents (see Ques- tions 8 and 9, Reports from Superin- tendants, page 30) : Dear Friend: In the interest of better Adult Bible Class work in the Sunday- school, I am anxious to learn of any espe- cially successful adult Bible classes that there may be scattered through the coun- try. I want to write to these and learn their methods, later to give Bible classes in general the benefit of what may be learned. Will you kindly give me on the enclosed postal card the name and ad- dress of any teacher of such class in your city? If more than one, I will be glad to have name of each. If you do not know name of teacher, please give me name of the pastor of the church or superintendent of the Sunday- school with which class is connected. Hoping you will do me this kindness, I remain Sincerely yours. In answer to this call, and from other sources, there were reported to us 635 especially successful classes. REPORTS FROM SUCCESSFUL CLASSES. Below we give letter of request sent to the teachers of 635 adult Bible classes which had been reported to us as espe- cially successful. This request was ac- companied by a Question Blank. The following pages give questions asked and summary of reports received. Dear Friend: Your name has been given me as one who has attained large success as an adult Bible class teacher. We are planning to publish a sm.all book of suggestions on adult Bible class work, and I am trying to learn all ♦[ can to help me in preparing it. I am writing to the best Bible class workers in various parts of the country, hoping to receive information that will make my book a great help to all adult Bible class work- ers. I enclose herewith an '^ Information Blank," which I would be very glad to have you fill out and return to me. If you will do me this kindness I will in return send you a copy of my little book when it is issued. I have made the In- formation Sheet somewhat lengthy, so it would be easy for you to give me the answers I need. I would also appreciate it if you would write and tell me in a general way about your class and how you think other adult Bible class teach- ers can profit by what you have done. Reports from many quarters lead me to believe that the Adult Bible Class De- partment is soon to develop into a mighty movement in the Sunday-school world, and I am sure you will be glad to do any- thing you can to help this along. Hoping to hear from you soon, I re- main Sincerely yours, Summary of Reports from Successful Classes Total names of classes reported to us as being especially successful, 635. Total answers received from success- ful classes, 293. In many cases the reports received have been followed by requests for fur- ther information on one or more of the questions ; in some instances several let- ters were written. -K -K -K LENGTH OF TIME TAUGHT BY PRESENT TEACHER. Question 1. — How long have you been teacher of the present class? Fifty-eight report teaching present class for ten years or more. Fifty-four report teaching present class for five years or more. One hundred and seventy-two report teaching present class for two years or less. Nine do not report. M MM CLASSES OF MEN OR WOMEN OR MIXED. Question 2. — Is your class for men only? For women only? For both? One hundred and sixty-seven men's classes were reported. Thirty-five women's classes were re- ported. Ninety-one classes of both men and women were reported. M M M SIZE OF CLASSES. Question 3. — What is the present en- rollment of your class? Two hundred and two report an aver- age enrollment of thirty or more. One hundred and forty report an en- rollment of fifty or more. Ninety-seven report an enrollment of sixty or more. Seventy-three report an enrollment of seventy-five or more. Forty-five report an enrollment of one hundred or more. Twenty-two report an enrollment of one hundred and fifty or more. Eighteen report an enrollment of two hundred or more. The total membership of the eighteen classes reported as having a membership of two hundred and upwards is 6321. The largest classes reporting are found in Fredericton, N. B. ; Germantown, Pa. ; Boston, Mass. ; Rochester, N. Y. ; Manchester, Iowa; Marion, Ohio; Can- ton, Ohio ; Columbus, Ohio ; Chatta- nooga, Tenn. ; Louisville, Ky. ; Steuben- ville, Ohio; Fulton, N. Y." M M M AVERAGE ATTENDANCE. Question 4. — What is the average at- tendance of yonr class? The average attendance of twenty smallest classes reporting was 15. The average attendance of twenty largest classes was 142. The percentage of attendance to en- rollment was fifty per cent, in large classes, and sixty per cent, in small classes. A'Ote. — Great variation is noticeable in the percentage of attendance to en- rollment. M M M GRADING OF CLASSES. Question 5. — What is the age of the oldest member? Question 6. — What is the age of the youngest member? Ninety-three report classes with a membership varying in age from sixteen years to eighty. Fifty-one of these are mixed classes. One hundred and thirty-six report classes with membership varying in age from twenty-one to fifty. Thirty-nine report classes of young people from sixteen to twenty-one years of age. 10 Summary of Reports from Successful Classes. PLANS FOR SECUmNG NEW MEMBERS. Question 7. — How do you secure new members? Of the 293 classes reporting on their methods for securing new members nearly all say they depend on '' personal solicitation," by members of the class, either as individuals or committees. Of the many successful plans given, the fol- lowing are the most prominent: I. Advertising. " We use printer's ink freely." " We depend upon continuous adver- tising of our meetings among non-Sun- day-school goers." " We distribute our printed programs in the college and large business houses." " The daily papers print our weekly programs." *' We advertise attractive lesson courses and programs in the daily papers." " We advertise our class on pay en- velopes of large factories where many men are employed." " Our members are all supplied with attractive invitation cards." *' Invitation cards are handed out and mailed." " We distribute our printed invitations to strange young men at church service with a friendly personal invitation." " We have a card or letter which we distribute Sunday mornings in the read- ing-rooms of the hotels." II. By Mkmbkrs of the Class. " The class members are constantly looking up new, strange faces in the church services." "Under the direction of a standing committee the entire class, as a commit- tee of the whole, works for new mem- bers." " Every member invites her friends, and I do likewise." " We are all after them." " Members of the class are always on the lookout for new arrivals from the country to our citv looking for posi- tions." " Every member is on the Lookout Committee." '' We are all at it and at it all the time." " Nearly all members of the class make it a point to invite those visiting at their homes and the men they meet at work." " We ask members to furnish lists of friends. Then we get ten members to go for each one of these." " We do individual work with nominal Christians on our church book." III. Through Membership or Look- out Committee. '' Our committee ' holds up ' strangers after morning service and invites them into the class." "' We have a membership committee consisting of a chairman (who is a mem- ber of the class cabinet), and those whom he may appoint to assist him." '' We have a ' Hustlers' Committee ' whose special business it is to look out for new members." *' Personal invitations, through our committees, are repeated until success- ful." " A committee, of which the teacher is a member, does the work." • " A membership committee of three is specially charged with this." " Sometimes the New Members' Com- mittee meets in the Y. M. C. A. rooms and has a brief season of prayer, after- wards going out to invite men to come in. I can testify to the good accom- plished by this method." " In addition to our regular committees we have recently organized a new com- mittee which we call Committee of 26. 11 Summary of Reports from Successful Classes. This committee is in charge of a chair- man with twenty-five members. The city is divided into twenty-five sections ; each member is held responsible for the attendance of members from his section, as well as for looking up new mem- bers from his section. Each section committeeman is of course supplied with a list of all members residing in his section, and is periodically furnished by the secretary with a list of absentees who need looking after." IV. By Social Me;e:tings and Rallies. " New members are secured through inviting outsiders to our socials and musicals." " By giving frequent social^." " Through interesting midweek af- fairs — baseball, basket ball. Also help- ing strangers to find employment." *' Through social meetings and annual banquet." " Through social rallies and bowling club." " By getting ever}^ man to bring an- other fellow to the social." V. By Visitation. " We have just started on the work of following up a city canvass. One hun- dred and fifty names were handed to us as expressing a desire to join our class." " We become acquainted with persons eligible for membership by visiting fam- ilies." " W^e call on all newcomers in the church congregation." VI. Class Contest. " Our class is divided into red and blue divisions. Captains and assistants work for new members and highest average." " We divide the class into ten groups, each with a section leader to solicit new members. Each section works for high- est results." " This class is divided into red and blue divisions, and the captains and their assistants get most of them. The rivalry causes all to work for new members." VII. By Using the Mail. " We mail invitations every week." " Personal interviews, followed up with sending them Lesson Leaflets, etc., through the mail, brings in most of our new members." " We use postal cards announcing ' Something Special,' in the form of hard questions to be answered." " First, we had a Red and Blue Contest. Then we wrote four sorts of letters on a mimeograph each week. First, thank- ing those present and urging each to get one new member. Second, missing the absent one and hoping for his presence the next Sunday. Third, thanking the new member for his interest and plan- ning some work for him to do. Fourth, to the prospective members. These let- ters varied each week." " We frequently distribute among our membership little cards and ask each member to write upon his card the names of three or four acquaintances who he thinks might, upon our invita- tion, be induced to join our class. We then send to such proposed members an invitation to attend some of our special sessions, and, in that invitation, state that we have been requested to invite him by Mr. John Jones, the mem- ber who presents his name. We think this plan works very well." -K -K -K COMMITTEES TO LOOK AFTER ABSEN- TEES AND SECURE NEW MEMBERS. Question 8. — Do you have a commit- tee to look after absentees and secure new members, or do you look after this work yourself F One hundred and twenty-two report having committees to look after ab- sentees. 12 Summary of Reports from Successful Classes. One hundred and eleven teachers do this work in part or as a whole. Sixty do not report. Many teachers who report having no committee say that the whole class acts with the teacher as a " committee of the whole." On the other hand, in many cases where a teacher reports having a com- mittee, he states that he also helps in this work. Several say, " Instead of having a committee we divide the absentee list among those present to be looked up." Quite a number report, " The secre- tary looks after this work." A number of teachers say, " The com- mittee works for new members, and I look after the absentees myself." A number of others say, " We use committees largely and work the com- mittees." One teacher says, " We have a com- mittee of captains to look after this work." ^ ^ ^ EFFICIENCY OF COMMITTEES. Question 9. — If you have a Visiting Committee, hozv zvell does it do its work? Fifty-five say that committees work satisfactorily, and that they have noth- ing to complain of. Forty-four reports show more or less dissatisfaction with the work done by committees. Twenty-three do not report. Some speak very enthusiastically of the work of their committee, and mention special items in connection with it. " Our Visiting Committee does very good work. We have a special fund for the use of the ' Sick Committee.' This is raised by selling our class pictures, which are taken every quarter." " Our committee works exceedingly well. Each member of the committee has a district of eight blocks square, around his home." 13 " Our visiting committee are of the gilt-edged variety, doing their work con- sistently, cheerfully, thoroughly." '' We have one ' watchman ' for every ten members. Our visiting committee of five men call where the watchman's visit fails.^' "The committee is divided into four sections covering the city and making monthly reports." " The committee does splendid work ; makes as high as fifty calls a week." " Our committee does well, but needs pushing." " We have a visiting committee only when a member is sick. This committee is appointed specially by the class presi- dent from among the sick man's friends. The plan works well." ^' Under the direction of the advisory committee the class as a whole acts as a visiting committee and does good work." " Our committee do good work among those they know, but it is difficult to get them to look after strangers." " Our best plan is to bring up cases of absentees in the class and call for volunteers to visit them." " Each Monday evening our commit- tee calls on our Sunday class visitors." *' We call for a report from our visit- ing committee each Sunday." " We permit no one to stay away with- out being visited many times. ' Hustle ' is the word." . *' The more I come in contact with peo- ple the more I am convinced that if the members of committees and classes are shown their responsibility with regard to the successful performance of some work, they will do that work. In almost every instance I have found that lack of self-confidence had a great deal to do with hindering committeemen from work. My men do everything but teach the lesson." Summary of Reports from Successful Classes. DIFFICULTIES REGARDING MEM- BERSHIP AND ATTENDANCE. Question 10. — What are your chief difficulties regarding membership and at- tendance? Two hundred and one report difficul- ties met with. The following is a sum- mary of these : I. Prejudici: Against Going to Sun- day-school. " The wrong notion which is held as to the Sunday-school." " Prejudice against attending school with the ' kids.' " " General indisposition of men to go to Sunday-school." '' Getting men into the habit of going to Sunday-school. It's new to them." " Overcoming prejudice against Sun- day-school teaching." *' The usual one — think they are too old for the Bible school." II. Hard Work During thk Wee:k. " Late hours kept by business houses on Saturday night." '' Stores and offices being worked till midnight, Saturday." '* Sleeping Sunday morning." '' So many are attending college and have to study until late." '' Girls feel the need of rest on Sunday after working in the city all the week." " Sunday, with college and high-school students, is very generally taken up with preparing lessons for Monday." " The fact that most of our people are working people and often too tired to come out on Sunday." " People say they lack time. It is a chase for the dollar." " The great drawback is with those who keep late hours on Saturday night." III. Outside: Attractions on Sunday. *' Sunday golf and other attractions hurt attendance." *' There are so many other attractions." " Other engagements." " J\Ien too busy with other matters." " Going visiting on Sunday." '' Summer sacred concerts." IV. Sunday Employments and Sun- day Dutie:s. " Many of our members are in the employ of the railroad company and can- not attend regularly." " Home duties." " Persons the age of those in our class usually have families and frequently plead home duties as excuse for tardi- ness and absence." '' Some have to work on Sunday." " Work at home Sunday mornings." " Some housekeepers find the Sunday noon hour filled with home duties." V. Transient Pupils. " Class is largely transient through students from out of town being here only part of the time." " Business colleges keep scholars com- ing and going away from the city." " We have very irregular attendance — each Sunday different members." '' Young women from awa}^ working in the city and spending Sunday at home." VI. Social Life and Social Distinc- tions. " Social engagements take up the time and the interest." " Social life of the town kills desire of many for membership in such a class." '' Many of the class seem only to want congenial fellows invited into the class." " Relative discrepancies in mental and spiritual standards mar the unity of the class." '' It is hard to make every man feel his place in the class and to carry on a class to fit all." Note. — Social distinctions are seldom mentioned as a difficulty. 14 Summary of Reports from Successful Classes. VII. Indi^i^erknce to Spirituai. Things. " It is the same old difficulty. Lack of interest in Sunday-school and Bible study." '' The main difficulty is lack of appre- ciation of the need of Bible knowledge." " The great trouble is keeping the devil from stealing the boys who have been ' tough.' " " We seem to have most difficulty in arousing spiritual enthusiasm." " It is hard to interest those who are not at all interested in religious matters." VIII. Wdathkr and Distance to Church. " Fine weather interferes with attend- ance." " Bad weather spoils the attendance. The class evaporates in bad weather." " Especially good or especially bad weather interferes with the attendance." '' Weather and distance. I live four miles from the church myself." " Summer weather and vacation dissi- pation." " Distance of church from the homes." " Distance from the school. Young men, when boarding, claim they cannot get a good dinner when late home from school." " Lack of attendance partly because church is down town and remote from the residence portion of the city." IX. Taking Substitute Teachers FROM the Class. " Our class is constantly drawn upon for teachers." " Continual draft for teachers when the class is assembled." " Members being called upon so much for substitute teachers." SPECIAL EFFORTS TO REACH THOSE NOT CHRISTIANS. Question IL — Are any special efforts made to induce non-Christians to attend your class? One hundred and thirty-five answer " Yes." Sixty-nine answer " No." Eighty-nine do not report. M MM OCCUPATION OF MEMBERS. Question 12. — It will interest me to know the occupation of the members of your class. Of those reporting in detail ninety- eight per cent, seem to be free from all appearance of class distinction, there being merchants, lawyers, editors, in the same class with clerks, factory em- ployees, carpenters, miners, laborers. The only classes reported in which the members are all of similar occupation are those in college towns, where classes are composed of students and teachers. ¥ M M FURNISHING SUBSTITUTE TEACHERS FOR THE SCHOOL. Question 13. — Does your class furnish teachers for the school? One hundred and fifty answer " Yes." Forty-three answer " No." One hundred do not report. Question 14. — Does it seem to have a had effect on the class to have its mem- bers taken for teachers? Forty-nine answer " Yes," some bit- terly complaining. " Yes, our best are taken for teach- ers." " Yes, decidedly." " Yes, it has a bad effect on them and on me." " Yes, it has a bad effect as far as the class is concerned." '* It has a bad effect on the class, but not on the individual member." 15 Summary of Reports from Successful Classes. " It has at times almost broken up my class/' " The effect is very bad." Sixty-eight answer " No." " It does no harm, except the con- fusion of their retiring from the room." " No, they still retain their member- ship." '' No, they expect it." " No, it does no noticeable harm." " No, we feel that when a member teaches she is doing good service." *' No ; to the contrary, it has a good effect." CLASS LIBRABIES. Question 15. — Does your class have a library f Two hundred and seven answer " No." Fourteen answer " Yes." Seventy-two do not report. Many speak of having the use of the regular school library. A few say they method.' have their own reading-room and club room open all the week. METHODS OF TEACHING. Question 18. — In teaching, do you ask questions of individual members, lead in a free discussion, or use the lecture meth- od? Forty-seven report asking questions from individual members. Twenty-eight report leading in free discussion. Fifty-two say they use the lecture method. Ten do not report. One teacher says : " Questions are asked, but not personal ones." " The class discuss questions raised on the lesson if they appeal to them ; if they do not I am left to do all the talking." Others say: ** I avoid lecturing." " I lecture only as a last resort." " The lecture method would kill my class." " Have been driven to the lecture -K -K -K COURSE OF LESSONS USED. Question 19. — Do you use the Inter- national Lessons? If not, what course ^ . 1^ r^ 7 7 r ■ 1 of lessons do you use? Question \6.—Docs the class furnish Qne hundred and fifty-six report using news about its doings to the local press? International Lessons One hundred and ninety-eight answer Fifty-six use other courses. Eighty-one do not report. Teachers of classes who do not use the International Lessons report as fol- lows : " We have different methods : some- TIME TAKEN FOR THE LESSON. ^j^^^ ^^^ jjfg ^f ^ Scripture character. Question 17. — How many minutes do sometimes questions suggested by mem- you usually have for the lesson? bers of the class." Fifty-one answer twenty to twenty- " We are studying the Gospel of Jf 5f 3f FURNISHING CLASS NEWS TO THE PRESS. Yes." Seventy-two answer " No.' Forty-six fail to answer. ¥ M M five minutes. One hundred and thirty-nine answer thirty to forty minutes. Fifty-one answer forty minutes or more. Forty-eight do not report. John." " We are studying the Life of Christ." "We are studying Paul's Missionary Travels, etc." " We are studying the Comprehensive Life of Christ." 16 Summary of Reports from Successful Classes. " We are studying the Epistle to the Hebrews textually, historically, and for its spiritual lessons." "We are studying a graded lesson course and are often addressed on re- ligious topics by prominent men." " We began with character studies from the old Bible, and have kept it up ever since." " We take up a book of the Bible and go straight through it." " We are studying the Gospels with the help of a Harmony as a guide." " This year we are using Character Studies." " In our Friday meeting of the class we use blackboard outlines on some great subject." " We develop some thought of current interest, hinging the talk upon a suitable Bible text." " We are studying the Apostolic Church, with no lesson helps, using the different versions of the New Testament and consulting Bible Dictionary, Con- cordance, and other books of reference." " We are taking up special lessons with essay work and outside reading." A good many say they use their own lesson course arranged by a committee from the class. Jf 5f 3f COMPLAINTS REGARDING LESSONS USED. Question 20. — Are the lessons that you use satisfactory? If not, will you kindly give me the chief reasons why? One teacher says : '' The main lack is want of continuity in some emphasized prominent thought or idea." Another says : " There seems to me to be unnecessary repetition of topics and texts which are more closely related than they need to be." One teacher says: " I do not think it expedient or profit- able to break the series each quarter with either a temperance or a review lesson." Another says: " We need more frequent reviews." Others report : " I have never found just the course I wanted, so with a broad study I make out my own. No one can teach what he gets from another." " The continuity of the Bible history and geography is hard to keep before them." '' We use the lesson only as a text for talking on some subject that will ' grip men.' " Jf 3f )f LESSON PREPARATION. Question 21. — What proportion of the members of your class study their les- sons outside the Sunday-school hour? Thirty-two report that twenty per cent, study the lesson. Forty-nine report fifty per cent, study the lesson. Twenty- four report seventy-five per cent, study the lesson. Fourteen say nearly all prepare their lessons. M M M ASSIGNING TOPICS. Question 22. — Do you assign topics some time ahead on which the members of the class may prepare themselves? If so, how does this seem to work? One hundred and twenty-four claim to assign topics more or less frequently and report as follows : " It works well." ' It improves attendance." " It is productive of good results." One hundred and seventeen say that they do not assign topics and that they cannot use this method successfully in their classes. " They do not seem to want to take time to prepare these and the lessons, too." 17 Summary of Reports from Successful Classes. " We meet with indifferent success." " For a while I used ' Look-up Ques- tions,' but soon the novelty wore off." " I have tried it, but with poor suc- cess." " We have tried it, but members would stay away." " The time for class work is too limited for such assignments." *' We are too old for it." " I thought it didn't work well and stopped it." ^ A- ^ HOW LESSON HELPS MAY BE IMPROVED. Question 23. — How do yon think les- son helps could be improved so that members of your class would be more interested in studying the lesson at home and discussing it in the class f (This question was asked for our own information as editors and publishers of lesson helps.) Seventy-nine suggest improvement. Ninety-eight say they have no sugges- tions to make. Twenty-two fail to make any com- ments. 3f 5f 3f TEACHERS' HELP NEEDED. Question 24. — As a Bible class teacher, of what help do you feel the need, which you do not -find in the Lesson Helps you have been using? Seventy- four give suggestions in an- swering this question. Others do not report. The following is the substance of suggestions given. " Library books bearing on the les- sons." '' A brief question book on the whole Bible to be used as supplemental work." " Suggestions for blackboard illustra- tion of the lessons." " A condensed synopsis dealing more fully with the application of the lesson." " A few suggested thoughts that would voice the felt need in the hearts of pres- ent-day men and women." " I would like to have more help along social lines so I could develop my class socially." " Practical application of lesson truth to the life of mature persons." " More practical ideas and good illus- trations." " Plain, terse, practical interpretations of the Bible that will help young men in business life and young women in the home." " Something to make Bible teaching more real and practical." -K -K -K BIBLE STUDY MEETINGS OUTSIDE THE SCHOOL. Question 25. — Have you had Bible study meetings with the class outside the school? If so, have they been success- ful? Forty-four report having such meet- ings. One hundred and eighty-eight report that they do not have any. Twenty-four do not report. As to the success met with by those having such meetings, the reports are as follows : " We have had a few at my home." " Yes, we have them at my home, the first Monday in every month." *' Yes, we have met, with good suc- cess." " Occasionally with excellent results." " Good success. We meet Monday evenings at my home." " Yes, good success, with the few who come." *' Yes, very successful, but not large enough attendance." " We tried them, but they were not very successful." " Splendid for a young men's class."V^ '' It is not practical with my class." " We have a mid-week Bible class 18 Summary of Reports from Successful Classes. under the auspices of the * Class Secret Service ' committee, where we carry on a critical and practical and consecutive study of the Bible under the direction of the pastor. To this class belong all those who really wish to discuss and under- stand the Bible. It prevents that same discussion in the classroom on Sunday, and often before uninterested and incom- petent hearers. This may not be the best way, but we have had fair success. We work under this motto : ' Make us better first.' We lay stress on the ' simple gos- pel ' that has transformed so many of our boys from ' notorious toughs ' into stalwart Christians." )f )f Jf RELIGIOUS ACTIVITIES OF THE CLASS OUTSIDE THE SCHOOL. Question 26. — Does your class itself do any work outside the Sunday-school, as, for instance, does it hold religions meetings of any kind? If so, what? Thirty-two report helping in religious meetings, mission work, etc. The following are class activities re- ported : '' We hold Bible readings and prayer meetings at the ' Anchorage Rescue Home ' for girls and at * The Old La- dies' Home.' " '' We have a praying band which goes to churches and missions and conducts services." " We are now planning to hold a big young men's meeting some evening this month with an out-of-town speaker." *' Quite often our class has charge of the evening church service." " Our class takes charge of the weekly prayer meeting of the church occasion- ally, and holds Sunday afternoon meet- ings at ' The Home for Aged Men.' " *' Our class holds religious meetings in jails and hospitals and conducts cottage prayer meetings." " Our class assists in cottage meetings and mission work." " We are responsible for officering one or two mission Sunday-schools." " We hold meetings at the county jail and county poorhouse." " We hold shop meetings." *' Our class maintains a ' Personal Workers' Band,' which meets Friday evenings at 6 : 30 for lunch at the church, and follows this with a ' spiritual ex- change.' Then they go into the Y. P. S. C. E. service at eight o'clock." " Once in a while our class goes in a body and takes full charge of the mid- week meeting." *' Yes, we have full charge of the evening service in a country church." '' Yes, we are a club and take charge of the evening service once a month." '' Sometimes we hold Sunday after- noon meetings for men only, with a spe- cial speaker." '' We hold outdoor meetings and cot- tage prayer meetings." '* Several times a year we take charge of the Rescue Mission meeting, furnish- ing speakers and orchestral music." " We have regular meetings at a mis- sion in the suburbs." " We hold a weekly men's prayer serv- ice in our classroom." ** About three times a year we hold an enthusiastic prayer and song service for men only." " We hold a religious meeting once a month in some part of the city remote from big churches." " We are planning for evangelistic shop meetings during noon hours." *' We hold a mass meeting of men Sunday afternoons for discussion of Liv- ing Problems in Religion and Social Science." " Our Glee Club has charge of the singing at the Young People's meetings on Sunday evenings." " We have what we call an ' Extension 19 Summary of Reports from Successful Classes. Committee ' that looks after the services in churches when we are invited to con- duct meetings." " We have a ' Music Committee ' in the class which selects those who have such musical ability as can be used in the chorus choir. The chorus choir of the church is made up so far as the male voices are concerned, entirely of men from ' The Bereans.' " " We took hold of a church seven miles out on the car line, which had been broken up by a church quarrel. We started a Sunday-school there and had mid-week prayer service, and ran it for a year. The church now has a pastor, a good Sunday-school and a young people's organized class." " We have enlisted as Judge Lindsey's helpers on Sunday afternoon, helping him in connection with his juvenile court work." )f 3f )f MISSIONARY, CHARITABLE AND BENEVOLENT WORK. Question 27. — Is the class as such in- terested in any charity or benevolent cause? If so, what? Ninety-eight report being interested as a class in missions or charity work. Many say they give and work mostly through the regular channels of the church. The following reports are given by those who tell of special work under- taken by the class: " We have educated a deaconess, be- sides giving money to many other causes." " We support two native missionaries as a class, and individuals in the class support three others." '' We help the poor with coal and pro- visions, having now twenty families on our list." '/ We have just taken up the work of supporting a native worker in China." " We gave fifty blankets to the poor last year for Christmas." " We support a missionary in Japan." " Our class is supporting an Indian orphan." " We have a loan fund for sick and unemployed members." " We take care of all sick and destitute members." " We have a loan fund, which is man- aged by a Trustee Committee. The money is raised by concerts, entertain- ments, and such features. We charge no interest upon loans, neither do we de- mand security." " We help pay the way of indigents at the hospitals." " We help mission work in our own city and support a native worker in China." " We contribute especially toward the Deaconess Home." " We give our especial attention to the sick and poor of our own city." " All our offerings are given to the church. This year we have given $200 to the music fund, and have on hand $100." " We furnish cut flowers every Sun- day for the Sunday-school, and after- wards distribute them among the sick." " We support a child in an Indian mis- sion school and have given several din- ners to 250 poor children." " Each year we send money to the Fresh Air Fund in New York." " We support a scholarship in the col- lege of West Africa, at Monrovia, Liberia, Africa." " We try to make this class lead in the regular Sunday-school benevolences." " We have a benevolent fund to help sick members." " We are educating a native preacher in India." " We are educating a boy in a mission school in India." " We are interested in the Men's Re- 20 Summary of Reports from Successful Classes. sort, Florence Crittenden Home, and help support two missionaries." " We pay for a scholarship in the Ingleside Seminary." " We have a class fund out of which we contribute to the poor and to mis- sions; buy flowers for the sick, etc." M M M PROPORTION OF CHURCH MEMBERS IN CLASS. Question 28. — What proportion of your class are members of the church f Eighty-six report that all are church members. Ninety-seven report that seventy-five per cent, are church members. Sixty report that fifty per cent, are church members. Twenty-four report that twenty-five per cent, are church members. Seven report that less than twenty-five per cent, are church members. Nine do not report. -K -K -K PROPORTION OF CONVERSIONS IN THE CLASS. Question 29. — How many members of your class have become professed Chris- tians since you became the teacher? One hundred and sixteen teachers re- port all the way from five to one hundred members who have become Christians. >f Jf 4 SEPARATE ROOMS FOR CLASSES. Question 30. — Does your class have a room by itself? Seventy-four report that they have their own classroom. Forty-one report that they do not. >f )f )f CLASS EXERCISES. Question 31. — If you have a separate classroom, do you confine yourself to the study of the lesson while in the room; or, do you have other exercises? One hundred and six report that the time in the room is used entirely for les- son study. Eighty-seven report that the exercises, while in the classroom, include other features. Question 32. — If you have other exer- cises, do you make music an attractive feature? Fifty-five answer "Yes." Eighty-nine answer '' No." One hundred and nineteen do not re- port. Question ZZ. — Does your class use a stereopticon for class work or special lectures? Ten answer " Yes." One hundred and seventy answer " No." Thirty-two do not report. M ¥ ¥ CLASS NAMES. Question 34. — Does your class have a class name? If so, what? One hundred and four report having a class name. Eighty-nine say they do not have a class name. The reports from a considerable num- ber of classes show them belonging to some general class organization such as Baraca, Philathea, Delta Alpha, Dan- forth Chevaliers, Yokefellows, St. Paul's Brotherhood, and Friendly Class. The following is a list of class names reported : Business Men's Class. Drop In Class. Boyd's Bible Class. The Earnest Club. Christian Soldiers. Joshuas. Wesley Class. The College Men's Class. Stewart Class Association. 21 Summary of Reports from Successful Classes. The Corner Stone Club. Acorns. Gideon Club. We Brothers. Busy People's Class. The Men's League. The " X " Club. Genesee Brotherhood. Sunshine Band. Volunteers. Willing Workers. Ravena Brotherhood. Joyce Class. Volunteer Bible Study Class. Friendship Class. Helping Hands. "Win One." Loyal Sons. Knights of the Square Table. Living Links. Success Club. Lincoln Brotherhood. Emersonians. King's Sons League. M -^ M CLASS PINS. Question 35. — Do you have a class pin or hut ton? Sixty-seven answer " Yes." One hundred and ninety-one answer " No." Several speak of wearing badges of class colors instead of pins. Many of those using class pins or but- tons report that they encourage class loyalty and class spirit. " The pin has helped greatly in re- spect to both loyalty and class spirit." " The fellows are proud of their col- ors and their class." " Pins are placed on each member at enrollment, no matter when or where that takes place, and this is the surest way I know of getting them to fulfill their promise to attend. It is almost as binding as exacting an oath." " Every time we enroll a member we place a pin on him in the class." " The teacher places a pin on each new member, with a few remarks on its significance and on what will be ex- pected of him as a wearer of such a pin." " All members of our class wear pins and they have greatly encouraged a class spirit." " I believe that class pins are abso- lutely essential to the best results in working with young men." M M M LENGTH OF TIME CLASS HAS BEEN ORGANIZED. Question 36. — // your class is now organized, how long has it been so? One hundred and forty-seven classes report being organized less than two years. Forty-four classes report being organ- ized less than one year. Eighty-eight classes report being or- ganized over two years. Fifty-nine classes say they are not organized, though most of these appear to have class officers and committees. Question 37. — If your class has been organized and is not so now, I would like very much to know why organiza- tion was given up. Only four classes report having dropped organization, and give the fol- lowing reasons : " Members were too far advanced in years for successful class life." " Difficult to get committees to do defi- nite work." " The girls are all so busy and some indifferent. Hard to get them out to meetings." " A lack of stability on the part of the members. Could not be depended upon." 22 Summary of Reports from Successful Classes. CLASS CONSTITUTION. Question 38. — Has your class a con- stitution f If so, I would be thankful if you would send me a copy. Seventy-eight report that they have a class constitution. One hundred and sixty-three report that they have not. (See page 68 for a model constitution.) Question 39. — // you cannot send me a copy of your constitution, could you tell me what oMcers and committees you have? The following officers and commit- tees are reported : President, Secretary, Corresponding Secretary, Treasurer, Captains, Section Leaders, Historian, Librarian, Reporter, Membership Committee, Social Commit- tee, Reception Committee, Grievance Committee, Visiting Committee, Relief Committee, Lookout Committee, Flower Committee, Devotional Committee, Music Committee, Hustlers Committee, House Committee, Athletic Committee, Boosting Committee, Extension Commit- tee, Employment Committee and Vesti- bule Pickets. -K -K -K SUCCESS OF COMMITTEES. Question 40. — Do you have trouble in getting members of your class to work on committees? One hundred and twenty-six report that they have no difficulty. Thirty-seven report to the contrary. Fifty-one do not report. ¥ M M CLASS ALUMNI. Question 4L — Do you have a class alumni composed of persons who can no longer attend? Thirty answer " Yes." Two hundred and twenty-six answer '' No." 23 RECENT OUTSIDE WORK DONE BY CLASSES. Question 42. — In my study of your work it will help me if you will write out a list of the things your class did last month outside the Sunday-school, as, for instance, did you hold a business meet- ing, a prayer-meeting, or have you given a social? The following are some of the special kinds of work reported for the month. " Class entertained at teacher's home." '' Social for members' parents and sis- ters." " Quarterly Devotional Service in place of review lesson." " Finished raising $100 pledge toward the church debt." '' Sent flowers to the funeral of a baby and also to a member of the class. Sent supply of groceries to a poor family." " A dinner conference at the teacher's house to consider new members." " Played five games indoor ball and had a class banquet." " Banquet, fifty-two men present, also special Sunday service." " Took charge of evening service at the church." " Got men's supper, together with an- other class of men of the church." " Gave regular monthly social meet- ing at the home of one of our members." " Held stag social in the Y. M. C. A." " Two business meetings in connection with the opening of our club room and reading-room ; also a debate." " Personal workers class met." " The committees all held separate business meetings. One committee gave a social and two more are planned." '' Held a great ' Secret Service ' prayer-meeting." M M M ANNUAL CLASS BANQUET. Question 43. — Do you have an annual banquet or some other regular, impor- Summary of Reports from Successful Classes. tant annual social event? If so, what? Eighty report that they have an annual banquet. Sixty report that they have other annual events. One hundred and sixty-three do not report. (See pages 90, 91, 92 for class ban- quet invitations, toasts, etc.) 5f jf * BESULTS OF CLASS ORGANIZATION. Question 44. — Has organization re- sulted in people coming to the class who did not attend before? One hundred and thirty-seven report that it has. Eighteen say that it has made no ma- terial difference. Fifty-seven do not report. Question 45. — As a result of organ- ization are members of your class at work who had been doing nothing be- fore? One hundred and thirty-seven report favorable results. Nine report that it has made no spe- cial difference. Sixty-six do not report. THE SECRET OF CLASS INTEREST. Question 46. — Outside your personal, distinctive, spiritual work with the mem- bers, what do you think is the one thing that keeps up the interest in your class more than anything else? The following are some of the an- swers given: I. Organization and Work oi^ Class Ofi^icers and Committees. " A constant getting after people by members of the class." " Personal work and zeal of devoted Christians on the committees. We have a devoted band of twenty or more who can be counted on for any sacrifice." " Class organization." " The Personal Workers Band." " Promptness and continual attend- ance of officers." " Efficiency and zeal of our class presi- dent." " Enthusiasm of the class officers." " Activity of committees, especially the membership committee." II. Class Spirit and Class Loyalty. " An uncommonly strong class feeling of mutual affection and loyalty." " Class loyalty to the work of the pas- tor and church." " The fact that the members feel the class is theirs." " A class spirit that makes them anx- ious to make a good showing." " Class spirit and the fact that no man is ever criticised for any attempt to say something in the class." *' Loyalty to the school and pleasant associations." " They are aware they are accomplish- ing something and are proud of it." " Friendly relations between teacher and scholars." " The feeling of the class, as a whole, that they are an important element in the Sunday-school and the church." " Personal responsibility on the part of each member for the success of the class." " A keen sense of Christian fellowship — no caste." " Members taking an interest in each other outside the Sunday-school." " Class spirit in the shape of healthy, good-natured rivalry." III. Sociability and Social Features. *' Social spirit of the class organiza- tion." " A genial, free spirit — no sanctimoni- ousness." " Our monthly socials held in the homes of the members." X 24 Summary of Reports from Successful Classes. " Spending occasional evenings at the teacher's home, remembering birthdays with some small, personal present or let- ter." '' The social featvire — the class presi- dent shakes hands with every member and stranger as they enter the class- room." " The spirit of sociability and helpful friendliness is a large factor." *' Fellowship and expressions of sym- pathy and help in times of trouble." " The ' glad hand ' to strangers. The class ' mixes ' well." '' We * boom ' the class and make every man feel at home." IV. Interest in Biblk Study. " Desire to gain definite knowledge of the Bible." '' Desire to know what the Bible really teaches." " The opportunity for Bible study." " The value of the lessons is the only attraction. They are sorry if they miss one." " Individual interest in Bible study." " Thorough teaching of the lesson and the practical application of it." " Bible study along rational lines and the general helpfulness of the meetings." " Bible study is the main thing, but treated practically rather than doc- trinally." " Getting them to study the Bible for themselves, and not take it second- hand." '' The fact that the course outlined is interesting and stimulates study." " Intense interest in the connected, progressive study of the Scripture." V. Giving the: Class Individual Work. " Giving everyone something to do." " Making everyone feel he is needed and appreciated, and must do his part for the general good." " Our strength lies in getting our members interested and to work, and in making the class work so interesting and profitable that a young man will want to come Backl" " One secret of class success has been that every officer and member in the class has had placed upon him some duty to perform, and we have guarded against giving members some little ' milksop ' thing to do. We have aimed instead to give each fellow some duty that would make him use all of his ability." VI. Miscellaneous Reasons. " Looking after the outcasts, especially dissipated men." " The athletic work and the fact that we are not satisfied with present conditions, but constantly looking for and talking of greater success to come." " Having the classroom cut off entirely from the rest of the school and a free and easy feeling while in the room." '' The opportunity for free expression of religious experience." " Attractive surroundings, convenient hour, good music, something doing in social affairs." " I think the evangelistic spirit, the constant striving for conversions, ear- nest seasons of prayer in the classroom, the teaching of cheerful, joyous religion, the upholding of the ' Manly Christ,' and the building of the social life around the class, have done most." -K -K -K DIFFICULTIES OF CLASS ORGANIZATION. Question 47. — What seem to be the great diMculties with which you have to contend as an organised class f In answer to this question reports given were similar to those under Ques- tion 10. No reports indicated special difficulties growing out of class organ- ization. 25 Summary of Eeports from SUPFRINTEi^^DENTS. LETTER TO SUPERINTENDENTS. Below we give letter of request sent to 10,000 Sunday-school superintendents scattered throughout the United States and Canada, representing both city and country schools. This letter was accom- panied by a Question Blank. The fol- lowing pages give questions asked and summary of reports received. Our reasons for making this call are indicated by the questions themselves. We particularly desired not only to se- cure names of any especially successful classes, but to learn from the superin- tendent's standpoint the present condi- tion of adult Bible class work, wavs in whtch the work might be improved, and difficulties met with in this connection. Dear Friend: We are planning to publish a small book containing helpful suggestions for adult Bible class work, telling of various ways of working, in- cluding latest and best methods. For this purpose I wish to learn all I can about present conditions, the difficulties to contend with, etc., also new and suc- cessful ways of working. I am sending the enclosed " Information Sheet " to a number of representative superintend- ents, East and West. I want in this way not only to learn all I can from superintendents, but to place myself in touch with a large number of adult Bible class teachers, and, later, to write to them. If you will kindly fill out and return me this " Information Sheet," I will, as soon as my new book is out, send you a copy of it free of charge. If, in addi- tion to filling out this sheet, you will write me your views regarding what can or ought to be done for adult classes, I will be much pleased. In most schools, aside from teachers, there are comparatively few adults, ex- cept it may be aged people and older boys and girls. If we could draw into the Sunday-school the great mass of young energetic men and women of the com- munity, it would of course give greater strength to our schools. It would insure our having an abundance of money for all needs and plenty of persons to draw from for teachers. From what has al- ready been done in some schools, I am led to believe that this is possible, and that, too, with little or no work on the part of the superintendent or school officers. It is in order to determine this that I wish a report from you. Hoping to hear from you soon, I re- main Yours sincerely, SUMMARY OF REPORTS. Reports received, 1095. AGE AND SEX OF ADULT CLASSES. Question 1. — Please give the name and address of the teacher of each adult class in your school; also indicate, by a cross, in one of the spaces that follozv, the kind of class that is taught. Nine hundred and forty-five report one or more classes of old people, the majority of these being mixed classes. One thousand and twenty-two report 26 Summary of Reports from Superintendents. one or more classes of young people. These are nearly equally divided between mixed and those which are of one sex, young ladies' classes predominating. -K -K -K CLASSES MEETING OUTSIDE THE SCHOOL. Question 2. — If any of these classes have regular meetings outside the school, for any purpose, at any time except at the Sunday-school hour, please put a cross (x) in front of the name of the teacher of the class that holds such meet- ings. One hundred and thirty-eight report classes having such meetings. Nine hundred and fifty-seven report no such meetings. )f 3f Jf TIME FOR LESSON DISCUSSION. Question 3. — Do your adult Bible classes have more time for lesson discus- \sion in the class than the rest of the school? One hundred and fiftv-eight answer '' Yes." Nine hundred and sixteen answer " No." Twenty-one do not report. M M M FURNISHED WITH LESSON HELPS. Question 4. — Are the members of your adult classes furnished zvith lesson helps of any kind? Nine hundred and twenty-eight an- swer *' Yes." One hundred and fortv-nine answer " No." Jf )f 3f CLASSES ASKED TO TEACHERS. SUPPLY Question 5. — Do you draw regular and substitute teachers from your adult Bible classes? 27 Eight hundred and ninety-eight report drawing both regulars and substitutes. Twelve report drawing only substi- tutes. Six report drawing only regular teach- ers. One hundred and seventy-nine report that adult classes are not drawn upon for teachers. M M M CLASSES TAUGHT BY PASTORS. Question 6. — Does your pastor teach one of your Bible classes? If so, which one? Three hundred and ninety-nine answer " Yes." Six hundred and eighty-six answer " No," except, occasionally, as substi- tute. Four report schools withotit pastors. Six do not report. M M M NEW PLANS OF WORK. Question 7. — Have you any new, up- to-date plans that you yourself have thought out or adopted, that are working unusually well among adidts in the Sun- day-school in securing larger attend- ance, or in increasing interest in the prep- aration of the lesson? If so, please tell us about them. Four hundred and fifty-four answer " No." Six hundred and forty-one tell of plans of work. The most promising of the plans given are as follows: The figures in parentheses indicate the number of similar replies received, where there was more than one. I. Assigning Definite Home Work. '' Special questions are given each Sunday to a certain number, to which written replies are requested for the fol- lowing Sunday." (28.) Summary of Reports from Superintendents. " Questions are assigned one Sunday to be answered orally the following Sun- day." (20.) ** Printed question slips are used." " Topics are assigned in advance ; dis- cussion questions are sometimes pre- pared. These are a great interest pro- ducer." (2.) " A question budget." " Written answers to questions are as- signed, graded and returned as per day school." (2.) " We offer a prize for the best essay on the lesson." II. The: Lksson Discussion Hour. " We use Lesson Contests." (8.) '' We take up the discussion of ques- tions that have to do with modern life." (5.) " The teacher calls for verses and fa- miliar quotations from Bible, and each tries to find them first." "Bible exercise drill." (4.) " A series of questions are planned, a few taken up and discussed each Sun- day." '* The teacher asks for a condensed les- son summary from some member at the beginning of the lesson study, calling for the same from another member at the close." " The teacher gives each member a chance to express an opinion on the les- son, timing all speakers to one minute." (9.) " We use a ' work record ' system which keeps a complete record of class work of every member." " A special word is assigned for the day, and all quote Bible verse containing the same." " The teacher tries to make the lesson study hour so helpful for everyday life, by the discussion of practical questions, that adults will feel it is worth while to come." (12.) " Class lesson discussion." (6.) '' Doing away with the lecture method of teaching." " Practical illustrations of the lesson, using lesson objects whenever possible." (2.) " Blackboard used freely." (6.) " Class debates . on some pertinent topic in the lesson, each speaker allowed one minute." " Members of class taking turns at teaching the class." " Quarterly written examinations." " Pupils take turns in teaching the re- view lesson." " Use of the stereopticon in the re- view." (3.) III. Increasing Membership. " Asking for a definite increase on a certain Sunday always brings good re- sults." '* Special Lookout Committees are ap- pointed to greet and invite to the class strangers present at the church serv- ices." '* We have an Honor Roll, the mem- ber who brings in a certain number of new members having his name placed thereon." (2.) " We have found the Red and Blue Contest a wonder worker in the way of bringing in new members." (8.) " Each member is assigned some spe- cial person to win into the class." (2.) " Special printed invitations are sent to parents through the children in the Intermediate and Primary Departments." " A personal visit is made on every member of the church congregation." (10.) " House-to-house canvass of the com- munity." (12.) '' Personal work committees." (6.) Note. — Nearly all who suggested plans under this heading speak of the value of personal visitation and invitation. A Summary of Reports from Superintendents. number used printed cards. Some send these out by mail, others by special mes- sengers. In many cases the members carry cards with them all the time and use them when occasion is presented. Some put them in hotels, railroad sta- tions, stores, factories, etc. IV. Securing RkguIvAR Atti:ndance. " We use the plan of giving a banner to the class having the largest attend- ance and collection." (16.) " Personal visitation of absentees." (10.) " The standing of each class is posted on bulletin board." (2.) " We have used an attendance con- test." (15.) " We have a supervisor to look after attendance." (3.) " We use printed absentee cards." (6.) " A rose or carnation is offered to every member of the class having best attendance for a month." " A follow-up system is conducted on business principles." "We use a credit system." (3.) " A group photo is made of class hav- ing the best attendance record for a cer- tain period of time, a photo given to every member of the winning class." V. Opening and Closing Exercises. '* Introducing some interesting facts about the Bible has proved interesting." " Competitive Bible exercises and drills have helped." (2.) *' Supplemental work for opening ex- ercises." (2.) " Promptness in beginning and clos- ing." (4.) " Special music." (5.) " Special days celebrated rousingly." (3.) " Definite new program each Sunday." (2.) " Sunday-school choir." (2.) " Class songs." (2.) " Each adult class takes turns In fur- nishing a special number on the pro- gram for the opening exercises." "Orchestra." (3.) Note. — Nearly everyone that sug- gested a plan at all speaks of the value of variety in the opening and closing exercises. VI. The Social Life oe the Class. " A personal acquaintance with every / member of the adult classes by the super- ' intendent helps." " Sunday-school socials." (8.) '- Suppers given to members of the school." (7.) " Special interest in times of marriage of members, etc." (3.) " Athletic club for young men." " A lecture course for the adult classes stimulates attendance." " Class dinners." (3.) -^ " A class in one school has regular meetings once a week from six to nine o'clock, time divided for lunch, writing of letters to absentees, study of the les- son, music, discussion of plans of work." VII. Organization. " Organization is the best means of " solving all adult class problems." (44.) " Brotherhood organization — supper ' once a month — big thing." " Organization has increased member- ship and attendance." " Organization — semi-monthly debates at club meetings." " Young men's ' Personal Workers ' class — meets every Friday night for lunch and to plan work." '' Organization — greatest help — monthly socials, specific work undertaken for church or missionary object." " Organized classes are proving won- der workers. They take care of them- selves and keep getting in new members. Have social gatherings, etc." 29 Summary of Reports from Superintendents. VIII. Miscellaneous. '' Our adult class use a monthly letter of general interest to every member. This is written with the aid of mimeo- graph." " We distribute among the church members and congregation a small tract on the duty and privilege of attending Sunday-school." '' Our church motto is : Every member of the church in the Sunday-school and every Sunday-school member an attend- ant at church." " We are careful to have persons with a common interest in one class. For ex- ample, young men, young married peo- ple, fathers' and mothers' class, older ladies, musicians, high-school seniors, etc." " Our most successful classes are com- posed entirely of young married people." (14.) " Conducting everythmg on a business basis, one that will appeal to men of business principles. (7.) *' A prayer circle." " Rewards offered for any good sug- gestion from members of the class on management, etc., of the class." " All work for the day in connection with program, class affairs, etc., planned four weeks ahead." (2.) " Red letter days." (4.) " The class supports a native mission- ary in the Philippines." " Adult classes take turns in furnish- ing flowers for Sunday-school — compete for finest display, flowers passed on to league and church, and next day sent to sick members of class furnishing them or to members of the school." *' Special interest in times of sickness, death in family of member, etc." (3.) 3f 5f 3f SUCCESSFUL TEACHERS. Question 8. — Have you that rare treas- ure — a specially successful Bible class teacher? If so, please tell us which one? In reply many superintendents indi- cated names of one or more teachers whom they considered were entitled to be called especially successful. Question 9. — Do you know of such a teacher in any other school? If so, please give name and address. In answer to this question quite a num- ber of successful adult Bible class teach- ers were reported. )f )f )f DIFFICULTIES. Question 10. — What do you feel are the greatest difficulties with which adult classes have to contend in your school? Nearly every superintendent reported some difficulty with which his adult classes had to contend, very few claim- ing they had none. Some of these diffi- culties were peculiar to a certain locality or a certain class of persons, but most of them were general. I. Public Sentimejnt Against Adults Attending Sunday-school. " The prevalent idea that the Sunday- school is for children." (487.) " The twentieth century idea that the Sunday-school is meant for children only." (3.) *' The modern but mistaken idea that the Sunday-school is a * children's ' school." (12.) " Fear ridicule for attending Sundav- school." (8.) II. Lack of Competent Teachers. " Lack of that rare treasure, a spe- cially successful Bible class teacher.'^ (8.) " Teachers that will prepare their les- sons." (224.) " Lack of systematic effort on the part of the teacher." (3.) " Teachers who are willing to step 30 Summary of Reports from Superintendents. * down and out ' when the class has out- grown them." (8.) '' Lack of ' magnetic ' teachers who have the faculty of teaching." '' Difficulty of securing teachers for men." (2.) " Difficulty of securing men teachers." (3.) "Can't get rid of old teacher." (4.) " Having to keep a poor teacher for fear of offending him." (3.) " Teachers who do not follow up work during the week." (3.) III. Dii^i^icuLTiEs During Le:sson Hour. " Shortness of the time allowed for the discussion of the lesson." (87.) '' Lack of systematic study." ** To get members to talk." (14.) " Class discussion left to a few." (8.) " Too much useless discussion." (10.) " Lack of spirituality in the class." (2-) " A tendency to visit and discuss cur- rent topics of the day." (8.) " Whispering and talking on every- thing but the lesson." " Timidity in speaking." (5.) " Getting members to think independ- ently." (3.) " People with set views wishing to argue." (8.) IV. Irrkgularity of Attendance:. " We are troubled because of removals from one place to another — shifting pop- ulation." (3.) " Young people leaving small towns to go to cities." (2.) '' They come one Sunday and stay home the next." (18.) '' The teacher is irregular, and class correspondingly so." (17.) " It is impossible to keep up a good attendance record." (35.) " Thev stay home for the slightest ex- cuse." (6.) 31 '' On rainy Sundays nobody comes." (2.) " Our young people go to college — home only during vacations." *' They come when they have nothing else to do." (8.) '' Too hot in summer and too cold in winter." (3.) " Get up too late in the morning." (10.) "Tardiness." (5.) V. DiiFi^icuivTY OF Building Up Me:m- BERSHIP. " It is difficult to get young men into the school." (7.) " Cannot get fathers and mothers to come." (6.) '' We lack the enthusiasm that goes with large numbers." (3.) " The brightest and best intellects of the church refuse to connect themselves with the Sunday-school." (2.) *' We haven't enough to invite new members to come for." (2.) " We have not enough persons of one kind to form a class." (2.) VI. WORLDUNESS. " Too much society and too many other entertainments to attract attention during the week." (6.) " Taking Saturday nights for amuse- ments so that they can rest the next day." (15.) " Love of pleasure." (27.) " Time and strength taken up with selfish entertainments." " The general atmosphere of worldli- ness which surrounds the young people of to-day." (4.) " The general interest of adults in fraternal societies." (6.) " Love of ease." (8.) VII. Busine:ss Cares. " Many of our young people work very late Saturday night and are not physically able to come Sunday." (18.) Summary of Reports from Superintendents. " * Self ' the ' paramount issue.' " " Desire for money and exertions to get it sap all their energy during the week." (14.) " That tired feeling — want to go home to eat and sleep — the one day in the week when they can eat leisurely and sleep as long as they please." (2.) "Rush to get rich." (14.) " Greed for gold." (7.) VIIL Indiffe:ri:nce and Ge:ne:ral Lack of Interest. " Indifference to need of Bible knowl- edge." " Indifference." (231.) "Indolence." (86.) " Carelessness." (23.) "Negligence." (6.) " Lack of interest in the study of the Bible." (27.) " No enthusiasm." (3.) " Cannot get church membership in- terested in the Sunday-school." (6.) " Depending upon teacher to give in- struction instead of studying the lesson themselves." (3.) " Lack of development of relish for genuine Bible study." (7.) " Parental indifference to the Sunday- school." (9.) " The home influences are not con- ducive to religious development." (12.) " The Sunday-school has made little effort along the line of attracting adults." (4.) " The pastor is indifferent to the Sun- day-school and does not urge adults to attend." (18.) " The pastor does not urge adults to attend Sunday-school for fear it will pre- vent them from attending church." " The pastor does not come to Sunday- school — how can we expect the congre- gation to do so ?" " Adults fail to realize the importance of the Sunday-school in the church and community." (5.) " Sunday-school not made enough of." (3.) " Indifference of church members to Bible study." (11.) " Parents say ' Go ' to their children instead of ' Come with us.' " (3.) IX. Need of Separate Classrooms. " We are unable to have separate classroom for our adult classes." (56.) " Adults won't come when they have to be ' mixed up ' with the youngsters." (3.) " Confusion from other classes." (7.) " There is little accommodation for adult classes provided in the average Sunday-school." (3.) " We cannot have use of blackboard, charts, maps, etc., because not in sep- arate classroom." (3.) " Have to keep voices so low in order not to disturb other classes that they can scarcely be heard." " Lack of discipline among the younger members of the Sunday-school annoying to older ones." X. Lack of Lesson Preparation. " Cannot get teachers for adult classes who will prepare their lessons thor- oughly." (82.) " Teachers read the lesson over and then think they know all about it." " Teachers read the lesson over dur- ing the opening exercises and then try to teach adults. Adults won't stand for)C it." (6.) " When asked a question members read answer from the lesson help." (5.) " Members of class will not do home work." (187.) " Members seem to feel that the half hour in Sunday-school is for the study of the lesson, and so do not look at it until they get there." (24.) " Home work which is assigned is neg- lected." (6.) 32 Summary of Reports from Superintendents. " Lack of study of Orientalisms of the lesson on the part of the teacher." " We cannot get adults to study the lesson sufficiently to intelligently discuss it in class." (15.) XL Inconvenient Hour oi^ Meeting. " The church class meetings are held at the same hour as the Sunday-school, and adults go there." (2.) " Mothers have to go home to prepare dinner." (23.) '* Young people, if boarding, miss din- ner if they stay to Sunday-school." (12.) " Most mothers are too busy getting the children ready to attend, and haven't time to get there themselves." (4.) " Sunday-school is held too early in the morning. We can't get the young people up and out in time." (6.) " Conflicts with the dinner hour." (64.) "Conflicts with home duties." (16.) " Men go for the mail at that hour — the only time during the day they can get it." (3.) XII. MiSCEIvI^ANEOUS DlEElCUIyTlES. " Sectarian strife." " Constant drain on the class to sup- ply substitute and regular teachers." " Inability to get short, concise, pointed lesson helps for busy people." (3.) " Settled opinions — each one thinking his views of the Bible are more nearly right than anyone's else." " Thinking the Sunday-school is a ,, place to gain historical knowledge rather /^than learning how to live right." " Leaving the school when they marry." (6.) " Conscience eased and duty done by attendance at church services." " Real or imaginary lack of time." " Failure of the church to recognize and emphasize the Sunday-school as the teaching arm of the church." 38 " Adults fail to realize the possibilities of the Sunday-school." " Adults forget that the Sunday-school is the greatest educator in the country morally and intellectually." '' Sunday-school not given the promi- nence it should have among the church societies." (12.) -K -K -K BIBLE STUDY CLUBS. Question 11. — Is there in your com- munity a club, society, or other gather- ing that meets on some other day than Sunday for the study of the Bible f If so, please give us name of teacher in charge. Many such clubs or societies were re- ported. Of these about two-thirds were in connection with the Y. M. C. A., Y. W. C. A. and Church Young Peo- ple's Societies, such as Christian En- deavor, Epworth League, Baptist Young People, etc. -K -K -K WHY ADULTS DO NOT ATTEND. Question 12. — What zvould you give as the reason or reasons why more peo- ple in the prime of life do not become members of Sunday-school Bible classes? Note. — Many answers to this question were the same as those given in reply to Question 10. I. Prevalent Idea That the Sunday- school IS EOR Children. " It is a ' school,' and adults think they'''^ are past the school age." (32.) " Public sentiment is against adults at- tending Sunday-school," (26.) " Adults feel that they should have graduated from Sunday-school as they have from day school." (14.) " Adults think it is beneath their dig- nity to go to ' school.' " (18.) " The Sunday-school is called the * nursery ' of the church." (4.) Summary of Reports from Superintendents. " Feeling that their reUgious education terminated at about the same time that their secular education ceased." (13.) '' The Sunday-school is not dignified enough to attract older people." (6.) '' Think they have been over all they will get many times before when young- er." (4.) " Fear of being ridiculed for ' going back to school.'" (8.) '' Prejudiced against the Sunday- school." (3.) " Impression that religion is for women and children because religious in- struction is given mostly by the mother at home and usually by women in the Sunday-school." II. Not Worth While. " Old lines hashed over and no longer interesting." (2.) '' Belief that the modern Sunday- school is not teaching the Bible intelli- gently." (3.) " Lack of respect for the school as a really educational force." (15.) " Adults ' do not see anything in it.' '* (14.) Americans, like Missourians, have to be shown." " Sunday-school dull compared with other places." (8.) " Do not feel the need of the kind of help the school gives." (5.) " The Sunday-school does not meet the needs of adults." (32.) " They simply do not get enough out of it to make it worth while for them to come." (42.) " The Sunday-school not made suffi- ciently attractive." (28.) " The quality of teaching is beneath adults." (18.) " Lack of giving them something in- telligent and worth while to do." (16.) " Adults require something strong and out of the ordinary, and the Sunday- school does not supply it." III. Poor Te:achers. " Teachers know less than those the} are trying to teach." (18.) " Teachers take other people's thoughts and thrust them on the class instead of thinking for themselves." " Lack of general information on the ^ part of teachers." (3.) " Teachers teach * about ' the Bible, but do not teach ' it.' " " We want teachers who will give the something worth for. commg do all the class (53.) " Teachers who will not teaching themselves." (7.) " Teachers do most of the talking." (5.) "Teachers too ' preachified.' " (3.) " Teachers not up to the standard of intellectuality of adults." (14.) " The class needs teachers whose views and methods of presenting the lesson are broader than their own ' fresh from school and college ' minds." " Superficial instruction." " Bible study not made attractive and interesting by one who has the tact and talent to do it." " Commonplace teachers." (4.) " Teacher ' fills in time.' " " Adults do not care to come and hear a not very well-informed teacher tell all he knows or thinks he knows about a les- son." (3.) IV. Poor Methods. "Out-of-date methods." (12.) " Ruts — which is the grave with both ends knocked out." " Lack of system and organization."^ (3.) " Our present Sunday-school methods]^ are not applicable to adults." (7.) " Advance course of study needed."^ (4.) " The Sunday-school is in a rut." (4.) " Lack of leadership and organiza- tion." 34 Summary of Reports from Superintendents. " Lack of systematic management." (3.) " The Sunday-school is behind the times." (5.) " Antiquated methods." (6.) " Haphazard methods." (3.) " Not conducted on business princi- ples." (8.) " Laxity in management of school, which adults will not stand for." V. UnintkrKsting Lesson Presenta- tion. " Too much denominational teaching." (3.) " Lesson too dry — not brought down to everyday needs." (12.) " Can get more out of a good com- mentary and lesson help than by going and listening to one person's views on the lesson." ''Dull lessons — people won't be bored in this way." " Too much feeding of chaff." " Presentation of lesson does not pro- voke thought." " Children have to swallow any in- struction they are sent to receive. Adults wont. " Prosy presentation of the lesson." (27.) " Lesson studied too much as history." " Lack of pra.ctical application of les- sons to problems of everyday life." (32.) " Class conducted along unpedagogical lines." (2.) " Too much denominational applica- tion of the lesson and not enough appli- cation of it to practical everyday prob- lems." " Lack of definiteness in teaching." (3.) VL Business Cares. " Sunday work in offices, railroads, by domestics, etc." (3.) " Physically tired out on Sunday from week-day work." (8.) " Lassitude and desire to rest." (3.) " On Saturday and Saturday nights people are expected to do one and a half day's work and are not fit to do much but rest the next day." (2.) " Sunday inspection of town lots and new buildings." " Grasping after wealth keeps people overworked." (7.) " Chasing the dollar so hard all week have to relax and rest on Sunday." (3.) "Press of duties." (3.) " Strenuous life many are leading — tired out when Sunday comes." (24.) ''Week-day work too strenuous." (12.) " Lack of Saturday half holiday. When Sunday is the only day many peo- ple have for themselves they will take it for rest and pleasure, not for study." (5.) " Our gods are commercial divinities." " Adults have more responsibility upon them than children and more to take their time and attention." VIL Social Hindrances. " Sunday amusements — ball games, excursions, etc." (26.) " Taking Sunday to go driving with friends or with their family." (3.) " Sunday visiting among friends." (12.) " Outdoor attractions more inviting." " Sunday is the only day in the week they have a chance to get out into the fresh air and sunshine." (3.) . " Multiplication of secular organiza- tions." (3.) " More interesting places to go." (7.) " Love^ of pleasure which the Sunday- school does not supply." (3.) " Conflicting interests of week-day affairs." (2.) " Lack of spirit of fellowship such as exists in fraternities, clubs, etc." '* Adults connected with too many other church societies." (3.) 35 Summary of Reports from Superintendents. " They want to visit with their f am- ihes — only chance during the week." (9.) " Multitude of other attractions for young people nowadays." (3.) " Wanting Sunday free for pleasure and relaxation." (12.) "Clubs, lodges, etc." (15.) '' Sunday trolley rides out into the country." (4.) " Saturday nights taken for pleasure — too tired Sunday." (7.) " Numerous social duties demand time and strength." (13.) .4^ " For many Sunday is the only time ~ they have for reading current literature." " Too many other places outside made more attractive than the Sunday-school." (6.) " Want time to read Sunday news- papers." " Can get more good out of a Sunday newspaper than out of a half-hour lec- ture by some half-informed person." " Desire to be out of doors." (H.) "Spare time given to labor organiza- tions, etc." " Too many counter attractions on Saturday night and Sunday." (6.) "Social life connected with class not lively enough to meet the needs of young people." (8.) VIII. Lack of Invitation. " Lack of invitation on the part of pastor and teacher and present mem- bers." (8.) " They receive no encouragement from the church and pastor." (12.) " They feel that they are not espe- cially needed in the school." (18.) " They never have had the need pressed home." (38.) " Have not had the matter properly presented to them." (17.) " Sending the wrong kind of persons to invite outsiders into the class." " Influence of church not exercised in Sunday-school direction." (11.) 86 " Lack of insistence by the church that every church member should be a Sun- day-school member." (3.) " Do not go after them properly and invite them to come, and then do not make proper preparation for their in- struction when they do come." (8.) IX. Out of the: Habit and Lack of Home: Training. " Adults are out of the habit of at- tending Sunday-school." (48.) " Lack of early home training along this line." (5.) " Home influences." (8.) " Allowing boys and girls to drop out of the Sunday-school at the critical age. Having to win adults into the Sunday- school instead of keeping them in the Sunday-school." (12.) " Out of the habit of studying." (18.) " Didn't form the habit when young, and hard to take it up now." (16.) " Prejudiced against it when about eighteen — hard to overcome the preju- dice." (5.) " Lack of early Christian training." (2.) " Not educated to the idea that the Sunday-school is for adults." (14.) " Intellectual laziness — won't study un- less they have to, or unless it is made very interesting." " Weaned away from the Sunday- school in youth." (15.) " Responsibility of the home keeps one or both parents away; they then get out of the habit and lose interest." X. Ashame:d of The;ir Ignorance. " Adults are sensitive about placing themselves where they have to show their ignorance of the Bible." (24.) " Ashamed to display their ignorance." " Learned very little about the Bible when in Sunday-school in their younger years, and now don't care to let others see just how little they do know." (7.) Summary of Reports from Superintendents. " Questions on history, geography, etc., brought up which they cannot an- swer embarrass them." (3.) " InabiHty to pronounce the words cor- rectly which occur in the lesson." (3.) XL Miscellaneous Dieipiculties. " The mixing of old and young in one class." (2.) " Too much hurry and rush and bustle about the Sunday-school." " Not given enough to do." (19.) " Get up too late Sundays to attend Sunday-school." (7.) " Lack of social life among the mem- bers." (3.) " Nothing definite in the way of re- sponsibility placed upon them — can come and go as they please." ** Adult work in the Sunday-school has not been given proper attention." (9.) " The solemnity and * long faces ' of professed Christians." (2.) " Not able to dress as well as some." " Too many services on Sunday — can't take them all in." (5.) " Moving from the old school and neg- lecting to connect with one in new local- ity." SUMMAET OF KePORTS FROM OrDII^AET Adult Bible Classes. Below we give letter of request sent to the teachers of 700 adult Bible classes of the ordinary sort, scattered through- out the United States and Canada. This call was accompanied by a Question Blank for reply. The following pages give a list of the questions asked and a summary of replies received. Our reasons for making this call will be understood from the questions asked. We particularly desired to learn to what extent the teachers of such classes felt encouraged as to the future of adult Bible class work; also of any new plans" which might have been tried, including class organization. Dear Priend: We are planning to publish a small book of suggestions on Adult Bible Class Work, and I am seek- ing to learn all I can to help in preparing it. I am writing to Bible class teachers in various parts of the country, hoping to secure such information as will make rny book a great help to all such teach- ers. I enclose herewith an " Information Blank," which I would be very glad to have you fill out and return to me. If you will do me this kindness, I will send you a copy of my book when issued. I will also appreciate it if you will write and tell me in a general way about your class, or anything that interests you or troubles you regarding Bible class work. Reports from many quarters lead me to believe that the Adult Bible Class De- partment is soon to develop into a mighty movement in the Sunday-school world, and I am sure you will be glad to do everything you can to help this along. Hoping to hear from you soon, I re- main Yours sincerely, Total reports received from such classes, 267. 37 Summary of Reports from Ordinary Adult Bible Classes. LENGTH OF TIME TAUGHT. Question 1. — How long have you been teacher of the present class f Thirty-one report teaching present class for ten years or more. Forty-eight report teaching present class five years or more. One hundred and seventy-four report teaching present class two years or less. Fourteen do not report. M M M SIZE OF CLASS. Question 2. — What is the present en- rollment of your class? Two report over thirty-five. Forty report an enrollment of between twenty and thirty. One hundred and fifty-three report an enrollment of between ten and twenty. Fifty-eight report an enrollment of between five and ten. Fourteen do not report. M '¥^ M AVERAGE ATTENDANCE. Question 3. — What is the average at- tendance f Average attendance of twenty small- est classes, 5. Average attendance of twenty largest classes, 16. -K * -K GRADING OF CLASSES. Question 4. — About what age is the youngest member of class? The oldest member? Thirty-two classes have members from sixteen to eighty years of age. One hundred and fourteen classes have members from twenty to sixty. Forty-nine classes have members from forty to eighty. Forty-five classes have members from eighteen to thirty. Sixteen classes have members under twenty-one. Eleven do not report. 38 CLASS OF MEN ONLY, WOMEN ONLY, OR BOTH. Question 5. — Is the class for men only, women only, or for both? Men's classes reported, 63. Women's classes reported, 42. Mixed classes reported, 155. Do not report, 7. M M M LOOKING AFTER ABSENTEES AND SECURING NEW MEMBERS. Question 6. — Do you have a committee to look after absentees and to secure new members, or do you do all this work yourself? One hundred and nineteen teachers do all the work. Eighty-seven use both methods. Eighteen have committees. Seventeen say whole class acts as committee. One teacher says, " We have a boost- ing committee." Another says, " The Secretary gives me a list of absentees, and I ask those living near the absent ones to call." Still another reports, '' When roll is called some members take it upon them- selves to look after absentees." Jf 5f 3f TIME TAKEN FOR LESSON. Question 7. — How many minutes do you usually have for the lesson zvith the class? One teacher reports ninety minutes. Nine teachers report sixty minutes. Twenty-three teachers report forty- five minutes. Thirty-three teachers report forty minutes. One hundred and thirty teachers re- port thirty minutes. Thirty-seven teachers report twenty- five minutes. Twenty-five teachers report twenty minutes. Nine do not report. Summary of Reports from Ordinary Adult Bible Classes. SEPARATE CLASSROOM. Question 8. — Does your class have a separate room? If so, what other exer- cises do you have in the room aside from the study of lesson? Twenty-four say " Yes." One hundred and forty-five say " No." Ninety-eight do not report. In answer to the last part of question : Six report prayer. Three report singing. Seven say, " We go back to the main school for closing exercises." Five say they have some scholar give short review of previous lesson. Two say they have some scholar read the present day lesson. Others do not report. M ¥ M LESSON PREPARATION. Question 9. — What proportion of your members study the lesson before coming to the class? Seventy-three report twenty per cent, study the lesson. Fifty-six report fifty per cent, study the lesson. Fifteen report seventy per cent, study the lesson. Seventy-nine say, " Nearly all prepare their lessons." Forty-four do not report. -¥• M ¥ ASSIGNING TOPICS. Question 10. — Have you ever assigned topics on the lesson to certain members of the class beforehand, or otherwise had them help you? If so, how has this seemed to work? One hundred and thirty do not assign topics. Seventy-two assign topics more or less frequently and report as follows : Thirty-eight say it works well. Six believe it an excellent plan. Sixteen have tried it frequently, but have not found it very successful. Four say that after three months, or even less time, it becomes monotonous and the interest is gone. Five say it is difficult to do so because of lack of time. Three say they find it keeps members away the next Sunday. Sixty-five do not report. Below we give suggestive sentence re- ports : " The lady members of my class do not like to take part, but the men will respond." " Have had members prepare three- minute addresses on different subjects, and this plan has worked splendidly." '' Have had each ask a question on the verse they read." " I take charge of the lesson study for one Sunday in the month, and members of the class do so for the other Sundays." " I have some member introduce the lesson or get it started." " We read verse about, and let each comment or ask question on verse, in- viting help in this way." " I occasionally ask an interested member to lead the class on the following Sunday, with success." " I divide the lesson up into a number of subjects and then tell members to be ready to ask and answer questions on these." 3f >f 5f PLANS TO INTEREST CLASS IN LESSON PREPARATION. Question 11. — What is the best plan you have tried to interest the class in les- son preparation? Below we give sentence reports in an- swer to this question : " Giving out questions to be looked up." 39 Summary of Reports from Ordinary Adult Bible Classes. " * The Socratic ' method. Do not lec- ture, but question each one. Their an- swers call out other questions. I aim to draw from them what I have in mind." " I appeal to their sense of honor and self-respect, touching knowledge about and of the Bible." " I put a good deal of importance on the connecting links." " I ask them to come prepared to give what seems to them the best thought of the lesson, and sometimes call for ways in which this has been most helpful to the individual." " We get so interested in the lesson study that it is almost impossible to close, and this gives an inspiration for the next lesson." " Breaking ground the Sunday before, calling attention to lesson connections, the writer, place and associations." " Assigning special topics for short papers (oral or written recitation) in advance." " Preparing topical analysis of the les- son a week in advance, and assigning topics with suggestive questions on these topics." " Inviting a free discussion in ref- erence to present needs and conditions." " I encourage them when they have studied their lessons or have answered questions." Jf )f sf PROPORTION OF CLASS WOT CHRISTIANS. Question 12. — What proportion of your class are not as yet Christians? Seventy-three say all, or nearly all, are Christians. Fifty-four say none as yet are Chris- tians. Forty-three are indefinite in their an- swers. Ninety-seven do not report. PROPORTION OF CONVERSIONS IN THE CLASS. Question 13. — What proportion of your class have become Christians since you began teaching the class? Thirteen say, '' All were Christians be- fore I took the class." Seventy-two report all the way from one to seventeen have become Chris- tians. A number speak of writing personal letters to members of the class who are not Christians. )f )f 3f SPECIAL EFFORT TO SECURE AS MEMBERS THOSE NOT CHRISTIANS. Question 14. — Has any special effort been made to secure as members of the class those who are not Christians? One hundred and two say '^ Yes." Ninety-two say " No." Eighteen say only a general invitation is given. Fifty-five do not report. ¥ M M CHIEF THING NEEDED TO INDUCE ADULTS TO ATTEND SUNDAY SCHOOL. Question 15. — What do you think is the chief thing needed in order to induce more adults to attend Sunday-school? One hundred and forty do not answer this question. The following is the substance of sug- gestions, many giving the same : Figures given in parentheses at the close of quotation indicate the number of persons making the same suggestion. " Better teaching — consecrated men and women — those having a sympathetic and social nature." (24.) " Make people feel that they are needed and give them personal invita- tions to come." (21.) " Have business methods in conduct- ing the Sunday-school." 40 Summary of Reports from Ordinary Adult Bible Classes. " Make Bible study interesting, help- ful, convincing, with enough thought in it to make it worth while to attend Sun- day-school." (3.) " More interest in those who do not attend." (10.) *' Make the class or school sessions more interesting to them." (5.) " Have prompt attendance in all de- partments." ^ " Personal work by enthusiastic adults already in the Sunday-school." " Show them their duty toward them- selves and their families." " Be really interested yourself, and, as a rule, they will be." " Get them converted and they will feel their responsibility for themselves as well as others." " If we could only get people to live instead of profess religion I think this question would be solved." " Persistent effort on the part of church people to make Sunday-school a part of their work." " Have classes arranged for them ac- cording to taste, disposition and Chris- tian experience." " Visit them in their homes and have a Home Department secretary to look after them." y. " Have more room for the adult class in the Sunday-school — a separate room for them." ,^ " The social feature is one of the strongest inducements to-day." " Give them straight, spiritual teach- ing in language they can understand. Give them facts. Talk like you talk about ' hogs and corn.' " " Get the world to see that the Sun- day-school is not for children only." " More of true Holy Ghost religion." " If members of the church would at- tend Sunday-school others would." " Less visiting, dinner getting, and pleasure riding on Sunday." " Dispense with lodges and club rooms. 41 which keep people up late Saturday night." " Get rid of the Sunday morning news- papers." " Have a Christian Sabbath — all busi- ness suspended." " Make the adult Bible class one for special study, especially as helpful in religious experience and daily life." " Picture to them the stumbling blocks they are to the rising generation." (6.) " Get the name of each citizen in your community and send to each an invita- tion." '' The great need is for more people to get as much interested in their souls' welfare as in their financial affairs." " A greater belief in the conversion of children and a greatly increased interest in bringing that about." -K -K -K HOW LESSON HELPS MAY BE IMPROVED. Question 16. — How do you think Les- son Helps could be improved so that members of your class would be more interested in studying the lesson at home and discussing it in the class? This question was introduced for our own information, as editors and publish- ers of Lesson Helps. Sixty-two suggest improvements. One hundred and thirty-two have no suggestions to make. Seventy-three do not answer this ques- tion. 3f Jf 5f TEACHERS' HELPS NEEDED. Question 17. — As a Bible class teacher, of what helps do you feel the need which you do not find in the Lesson Helps you have been using? Fifty-two give suggestions in answer- ing this question. Others do not report. The following is the substance of sug- gestions given: Summary of Reports from Ordinary Adult Bible Classes. " Good maps. Outline plans of sub- ject matter. Blackboard, crayon, chalk talks." (6.) " Bible encyclopedia, giving full his- torical and biographical data." " Something to make Bible teaching more real and practical." '' Something to make Christ more per- sonal as a Savior of men." " I feel the need of a teachers' meeting occasionally, which we do not have in our school." " More information concerning the people, their habits, manner of life and surroundings at the time of the lessons." " More good, practical illustrations." (7.) " Condensed Bible Dictionary giving pronunciation of Bible words." " A biographical sketch of each im- portant Bible character," " Illustrative stories that are forceful and of practical common sense." M M -¥• CLASS ORGANIZED OR NOT. Question 18. — Is your class organized, having class oificers, committees, etc.? Thirty-four say " Yes." One hundred and sixty-three say " No." Seventy do not report. 5f )f 3f TRIAL or CLASS ORGANIZATION. Question 19. — Have you ever tried to make your class an organized one and failed? If so, zvill you tell us why you failed? One hundred and thirty-seven answer " No." Three answer indefinitely. One hundred and twenty-seven do not report. None mention having tried class or- ganization and failed. -K -K -K GREAT EVENTS WITH THE CLASS. Question 20. — Do you have any great events with the class, 'such as an annual banquet or outing to look forward to and help hold the class together? Fifty-five say " Yes." One hundred and sixty-four say " No." Thirty-three do not report. The following is a summary of re- ports : " I am now planning a fishing party for my class of young men." " The class gathers annually at my home." " We have a social meeting in connec- tion with each one of our quarterly ex- aminations." " We have an annual reunion every year, at which time the members of the class, with their wives, gather at my home. The minister and his wife and the superintendent are also invited." " I invite the class about three times each year to spend an evening at my home. I always serve refreshments." " Our New Year's party is our annual affair." " We have a social and literary even- ing once each month." " We usually close our year with a supper and reimion." *' We have an annual examination. Those whose average is above ninety per cent, receive a gold medal at a public meeting. We have an address by some prominent person." Five or six say they have at least one annual class party and supper. 42 Class Mottoes and Class Songs. CLASS MOTTOES. The value of a class motto seems to be recognized by very many adult Bible classes. It helps to noble aspirations and ef- forts, and tends to give confidence in one another. Some change their mottoes each year and others retain the same one. One of the most common mottoes re- lates to securing new members, and is usually stated in the following phrase : "Get the other fellow" (see John 1: 41, 42). It is sometimes varied thus : " To win the last man." " Let no one escape." Other class mottoes are : " Let no man despise thy youth ; but be thou an example of the believers, in word, in conversation, in charity, in spirit, in faith, in purity " (1 Tim. 4: 12). (Brotherhood Bible Class, Marshall- town, Iowa.) ''Search the Scriptures" (John 5: 39). (Wesleyan Bible Class, Chicago.) " Bear ve one another's burdens, and so fulfill the law of Christ " (Gal. 6:2). (Young Ladies' Bible Class, Mayer Chapel Sunday-school.) " Make your life count for something." (Eldest Daughters of the Church, Bap- tist Sunday-school, Cedar Falls, Iowa.) " They searched the Scriptures daily " (Acts 17: 11). (Mrs. Hartman's Bible Class for Young People, Fort Wayne, Ind.) " Be not slothful in business, fervent in spirit, serving the Lord" (Rom. 12: 11). (Dewey Bible Class for Men, First M. E. Sunday-school, Rochester, N. Y.) " Study to show thyself approved unto God" (2 Tim. 2: 15). (Home Mission Class, Second Baptist Church, Bangor, Maine.) " Help whoever, whenever you can, Man forever needs aid from man." (Hemenway Men's Class, Evanston, 111.) " Thy word is a lamp unto mv feet " (Ps. 82: 105). (Epworth Bible Class, Western Avenue M. E. Sunday-school, Chicago. ) " Every member a Christian and every Christian a better Christian." (Class Seventeen, Auburn Park Baptist Sunday- school, Chicago, also several others.) " I do always those things that please him" (John 8: 29). (Lael Class, Bel- den Ave. Baptist Church, Chicago.) -K HK -K WESLEYAN CLASS SONG. Wesleyan Class, Western Ave. M. E. Sunday-school, Chicago. Tune — '' Battle Hymn of the Republic^ The Wesleyan Class was founded for the study of God's Word; And the teaching of its lessons many thousand souls have heard ; And the inspiration of it, scores of hu- man hearts have stirr'd. Our class is marching on. Chorus — Rally, rally, to the Wesleyans ! Come and visit with the Wesleyans ; If you like us join the Wesleyans, And we w411 do you good. Our motto — " Search the Scriptures " — that we all may clearly see What our loved Redeemer's purpose is, concerning you and me ; And our object is to glorify the " Man of Galilee," As we go marching on. Time's lapse or stretch of distance can- not break the tender ties Binding now our class together, ev'ry- where beneath the skies ; From North to South, and sea to sea, the Wesleyan song shall rise, While we go marching on. When classmates are in darkness we will point them to the light ; Are they hard press'd in the battle, we will aid them in the fight, 43 And if wearied in the valley, we lead them up the height, And still go marching on. ^ ^ ^ CLASS SONG OF CLASS SEVENTEEN. Auburn Park Baptist Sunday-school, Chicago, 111. Tune — '' America." We are a happy crowd,' We raise our voices loud Because we're glad ; Tho' near or far away Our thoughts will ever stray To those we know to-day, Class Seventeen. Our Father, dear, above, To thee we give our love, Our hearts and lives ; Oh, keep us every day Within the narrow way, And bless, oh, Lord, we pray, Class Seventeen. -K -K -K PRAYER SONG. Haynes' Class, Belden Avenue Baptist Sunday-school, Chicago, 111. Help us, O God, through all this week, To master self and conquer sin. Help us thy truth to ever seek, And let the light of Jesus in. -K -K -K EPWORTH CLASS RALLYING SONG. Epworth Bible Class, Western Ave. M. E. Sunday-school, Chicago. Tune — "" Rally Round the flag." We're enlisted for the right, friends, fighting 'gainst the wrong. Singing of Jesus, our Commander. We're the Epworth Bible Class, o'er two hundred members strong, Singing of Jesus, our Commander. We will welcome to our members the loyal, brave and true, Class Songs and Class Objects. will Singing of Jesus, our Commander. And in the Epworth Bible Class is the very place for you. Singing of Jesus, our Commander. Chorus — Our class, then, forever, forever we pray,, down with the evil. Let right rule the way, While we rally to our class, friends, rally once again. Singing of Jesus, our Commander. -K -K -K VAUGHN CLASS OPENING HYMN. Calvary Baptist Sunday-school, Wash- ington, D. C. Tune— ^' Pleyel's Hymn:' Brothers of the V. C. C, Once again we greet you here; May we work in harmony For the cause we love so dear. Let us in our counsels here, Learn to do the Master's will; In a spirit of good cheer Seek to ease a brother's ill. Looking unto Christ our Lord, In his mercies may we trust; Trav'ling solely by his word, Till we reach our heavenly rest. MM M CLASS OBJECTS. Many classes seek to embody the ob- ject of class organization in a short, con- cise statement. Where such classes have a constitution, the class object is incor- porated in this. Below we give the class objects of a number of prominent New Movement classes. ''The Young Men's Bible Class/'\ Forty-Hrst Street Presbyterian Church, \ Chicago. — The class is a brotherhood for \ the cultivation of supreme love for God | and companionship with him, and for self-denying love for each other and for/ 44 Class Objects. our fellow-men. This is accomplished, more intimate and personal acquaintance first, by prayer ; second, by Bible study ; with the Bible for daily guidance ; third, third, by fellowship ; and, fourth, by serv- to assist in developing the social and re- ligious life of the church and raise the standard of right living throughout the community. " Young Men's Class'' First Baptist Church, Canton, Ohio. — The objects of this class are, first, to promote among its members a more earnest Christian life; second, to advance its interests ; third, to increase the mutual, acquaintance of its members ; fourth, to afford them ma- terial assistance when necessary; fifth, ice. " Danforth Chevaliers," Syracuse, N. Y. — To promote the highest social and religious life among its members and the young men of the community. ''Market Square Progress Associa- tion," a mixed class of the Market Square Presbyterian Church, German- town, Pa. — The object of this associa- tion is the intellectual and moral im- provement of its members, by holding religious and literary meetings and social ^^ ^^^^^ ^^^ ^^^ bring in other young entertainments. men. "Home Mission Class," Second Bap- '' ^f- -Pf'^'i ^[W<; Class," Central M. tist Chureh, Bangor, Me.-The object S.S^^f^' £l'',fl'f?i.5„«^Z^„'^! °'^1!^*^ of this organization shall be to promote the mutual improvement and entertain- ment of its members by religious socials and literary culture ; to promote the spirit of Christian brotherhood, and seek of this class shall be the study of the Bible and to encourage young men to lead a better life both morally and socially. "Dewey Bible Class for Men," First M. B. Church, Rochester, N. Y. — Its ob- to interest young men to unite with us. ject shall be to study the Scriptures and '' Vaughn Class Club," of Calvary Baptist Sunday-school, Washington, D. C. — The objects of this club are, first, to advance the interests of the class ; sec- ond, to increase the mutual acquaintance of its members ; third, to promote among them a more earnest Christian life; fourth, to afford them material assist- ance when necessary. '*' Plymouth Young Men's Bible Class," Buffalo, N. Y. — Its object shall be to encourage young men in a moral and Christian life, to promote the mutual welfare of its members and encourage the study of the Scriptures. ''Business Men's Bible Class," First Presbyterian Church, Indianapolis, Ind. shall be, first, to promote earnest Chris- — The purposes of the class are, first, to tian living by the study of God's Word ; collect 4n a religious organization a body second, to promote friendly acquaintance of men for social intercourse and for among its members; third, to bring in mutual helpfulness in the strengthening other young people ; and, fourth, to visit of moral character; second, to form a the sick. 45 promote the spiritual and social condi- tion of men. "" The Rippey Class," First Presby- terian Church, Geneva, N. Y. — Its object shall be to promote religious instruction and to improve the spiritual, mental and social condition of young men. " C. K. K. Scroon Class," North Church Sunday-school, Geneva, N. Y. — Its object shall be to promote religious instruction and to improve the spiritual, mental and social condition of young men. " Mrs. Lem R. Hartmans Bible Class for Yoking People," M. B. Sunday- school, Fort Wayne, Ind. — Its object The Social Committee. " Yokefellows" of the First M. B. Church, Auburn, N. Y. — The object of this society shall be the bringing together of young men for social, moral and in- tellectual culture, with the ultimate desire that they give themselves wholly to Christ. "' Spurden Class," Baptist Sunday- school, Fredericton, N. B. — Its object shall be to promote effective Bible study and to improve the spiritual and social condition of all young men connected with the congregation. "" Volunteer Bible Study Class," Dela- ware Avenue Baptist Church, Buifalo, N. Y. — The object of this class shall be to lead men to Jesus Christ and to teach them the Bible. ''Class No. 4," First M. B. Church, BHzabeth City, North Carolina. — The object of our organization is to bind its members close together, thus enabling them to be more helpful to one another, and to give greater efficiency to the work of the class ; and, also, to provide social pleasures for them. M M ¥ THE SOCIAL COMMITTEE. BY GE^GRGE: F. ZANKIS. Pres. Hemenway Bible Class, Evanston, 111. The Social Committee of an adult class is a most important one. The social features should be of the highest char- acter. They should be such as will keep the present members more interested. They should make strangers feel inter- ested to.know how you conduct the other affairs of the class, if this is the way your class does things, and they will probably accept an invitation to attend Sunday-school and see for themselves. First, you will ask the duties of this committee. It should be the duty of the Social Committee to promote a social feeling in the class by means of socials, entertainments, etc. Second, the chairman of this commit- tee should be a man well established in business. This kind of a man can more easily plan for good entertainments, as his business relations will bring him in touch with people whom he can use in preparing his program. Third, a program should always be made worth listening to, and of an in- structive nature — one that will merit an admission fee — which, however, should never be charged. The carrying out of the program should be superintended by the members of the committee who ar- ranged it. Where this is expected of them, they are far more interested, knowing they have some part. There are many different kinds of programs. A few suggestions follow : Mock trials, old folks' concerts, patriotic games, debates, story-telling socials, va- cation experiences, chalk talks, personal life experiences from members of the class, musicals, etc. Sometimes classes take for discussion subjects in which one or more members are personally inter- ested, such as construction of a watch, the clearing-house, the manufacture of rubber, Bessemer steel, electric rail- roads, etc. When you have a large class and have these affairs at the homes of the mem- bers, perhaps it will be well to divide the class into sections, holding several gath- erings on the same evening. Friendships are easily formed at the home gatherings — much more so than at a large gathering held in the church. A class social brings the members to- gether in a way that helps them to know each other better. Later, they will feel freer to express their thoughts in the class. The value of an organized class de- pends upon what you get out of it for your personal self, and this depends upon what you put into it. The friendships made between the members at the monthly socials constitute one of the 46 Personal Invitation. chief sources of strength in any class. You can interest adults in a social way, where, perhaps, you can reach them in no other way. Where you accomplish this you secure members for your class. Manv classes give a social once a month during the winter. During the summer months other gatherings take their place to some extent, but the social interest should be encouraged at all seasons. At no time are all away on vacations, and, for those that are at home, picnics and outing parties may be planned. By doing this you will con- tinue the class spirit, and when the class is rallied in the fall, it will be much easier to round up everyone than if the class is permitted to drift through the summer months. M M M PERSONAL INVITATION. The following is a portion of an ad- dress by Marion Lawrance, Secretarv^ of the International Sunday-school Associa- tion, delivered at the last International Convention : I would like to tell you about a Sun- day-school I know, in Raleigh, N. C. This school is presided over by N. B. Broughton, and has a membership of nearly 1,500. How do they secure their members? They divide the city into sec- tions. To this young man or that young woman are given a certain number of houses to look after. When one family moves out and another moves in, the fact is reported to the Sunday-school. Then a systematic effort is at once made to interest and win the members of the new family into the school. I will tell you an incident in this connection which was related to me : A lady learned that a new boarder had arrived at a certain boarding-house in the section of the city of which she had charge. She went to the landlady and said, " I hear that you have a new 47 boarder. May I ask his name ?" " His name is Smith," was the reply. She wrote his name on a card and afterwards handed it to Mr. Broughton. The name of the newcomer being that of a young man, the card was turned over to Mr. Sims, the president of a young men's Bible class of about 150 members. On the following Sunday Sims held up the card, in the class, and said : " Fel- lows, here is a young man named Smith ; he boards at such a place, works at such a place. We must get him into our Sun- day-school. Who will take him on Mon- day? Hands up!" A hand goes up. " Who will take him on Tuesday?" An- other hand goes up. " Who will take him on Wednesday?" Another hand, and so on with Thursday, Friday, Sat- urday and Sunday. Monday morning a man goes to the store, and says : " Have you got a man here named Smith ?" " Yes ; I believe that is the name of that young fellow sweeping out the store." The man goes to him and says : " Is your name Smith ?" " Yes, sir." " Came to talk to you about the Tabernacle Sunday-school. We have a fine class. Come up next Sunday." " Very well, I will think about it. Tuesday. ** Have you got a man here named Smith ?" " Yes, there is the young fellow." " Is your name Smith ? I came to talk to you about the Taber- nacle Sunday-school. We have a fine class for fellows like you. What are you going to do to-night?" "Don't know." " We have a reading-room ; you will meet our pastor and our superintendent. Come along." Wednesday another man goes and in- quires for Smith, and invites him to the Sunday-school. Thursday another man goes in, and on Friday the same thing. On Saturday another man goes in and finds Smith. " I came to talk to you A Separate Classroom. about the Tabernacle Sunday-school. Have you heard about it this week?" " Heard about it ? Bless your life, I have not heard anything else ! You must be doing things down there. I will go to- morrow." "All right! That is what we want ! We are after you ; you are just the kind of a fellow we want." So on Sunday morning a man goes to the boarding-house, and the landlady says, " Smith has not been down to breakfast yet." The man says, " I will go up and see him." So he goes up, knocks at the door, goes in, and finds Smith in bed. " Oh, I thought you were going to the Tabernacle Sunday-school ?" " So I was, but I am too tired." He says, " All right ! We will let you off this time." He goes to the class and re- ports. The president says : " We did not land him this week. Who will take him next week?" I am told that there are fellows in that class that have been called on by one hundred boys before coming. * -K -K A SEPARATE CLASSROOM. The ideal home for an adult Bible class is a spacious, well-lighted, well-warmed, well-ventilated room, with a separate street entrance of its own, and movable partitions to make it a part of the main audience-room of the Sunday-school when desired. Such a room the class can furnish and adorn according to needs, comfort and taste. Thus housed, a class has the very best opportunities for work on Sunday, also for devotional, social and business meetings any day of the week. To such a class home mem- bers gather with pleasure, and invite their friends and strangers with satis- faction. It, in itself, becomes an attrac- tive advertising medium, a magnet not only with drawing but with powerful holding qualities. A few classes are happy in such ac- 48 commodations. Others have the ideal well before them and are working toward it, and, in the near future, such class quarters will not be uncommon. But to-day most classes have to be reasonably content under quite different circum- stances. Many have undisputed posses- sion of the auditorium of the church. Generally this is a good place. With some disadvantages, it has many ad- vantages, especially that of immediate touch with the congregation. Many adults may be persuaded to attend a Bible class in the very place where they hear the sermon, who could not be in- duced to go to another room or building. In a large auditorium several great Bible classes may be accommodated, each hav- ing its own section, and being well re- moved from other classes. Of course this precludes such separate class exer- cises as singing. In small churches, where it is neces- sary for the entire Sunday-school to meet in one room, a corner may be se- cured, and, at little expense, movable partitions introduced. At still less ex- pense, screens or curtains may be used, and give the class many of the advan- tages of retirement. How much a sim- ple device of this kind actually helps, most people would not believe until they have tried it. All the distracting scenes of the rest of the school are shut out. And, when this is done, the hum of voices and other necessary noises in the conduct of the school are almost or quite unnoticed. Many of the class features that are so helpful in a separate room, may be introduced behind screens. In some cases very successful classes at- tend the opening services of the whole school and then retire to an adjoining building, the property of the church or a private home, and there hold the lesson discussion and such other exercises as belong to the hour. When there is a will there is a way to have at least fairly A Separate Classroom. comfortable quarters for an adult Bible class. While this matter of the class home is very important, classes should not be discouraged because they cannot have things quite as they would like. A lit- tle good sense and hard work can re- move difficulties and make improve- ments, and it is surprising what fine work can really be done in undesirable quarters. One thriving class has fitted up a very attractive classroom, having nothing to start with but a dingy, abandoned room. They give the following account of the way they went to work: " There was a little, odd room off the main Sunday-school room where our class decided to hold its meetings. It was a barren place with positively no furniture but an old, faded ingrain car- pet and a dozen worn chairs. But the members wanted to be by themselves and felt that they could improve the room till it would be an expression of the class spirit. "The walls were of rough, brown plaster, for that part of the church had never been finished. One of the class, who was an inside decorator by trade, offered to tint the walls ; the class to fur- nish materials. The color was a soft brown that covered the old plaster and lightened the room. There was one win- dow, and a shade was bought for this, and some inexpensive cream-colored lace curtains were hung over the shade. Then one of the members contributed a rug that brightened up the place with its warm reds, golden browns and olive greens ; another member stained the chairs, making them as good as new in appearance. " Then a small library table was added, and the room looked like a real home-room ; but there was something lacking yet, and that was pictures. The class decided that they would have noth- ing on the wall but that which would help to create an atmosphere of earnest endeavor and reverent worship. So the class was extravagant in only one thing, and that was pictures, which were all beautiful and suggestive ones, copies of great paintings ; but, as they bought only one picture at a time, this expense was not really a drain on the resources of the class. " Thus, at a very slight expense, we se- cured a class home, and in it carried out the ideas of what a class home should be, even though it was in a modest way." Another teacher tells of a practical writing-table for each member of the class, arranged to fit the back of ordi- nary straight-backed chairs : " This device is best adapted to the high-backed dining chairs often found in a classroom. A drop leaf is fastened to the back of each for the use of the fi V-^ ^^ v> i ^ Kis ^ ^ next student behind. This leaf is hinged to a shelf-like hinge base cut straight on one side and bowed on the other to fit the curve of the back, whether slight or pronounced, Braces under this piece, .and a spring catch to hold up the leaf, complete the writing shelf. The first row of chairs, however arranged, should, be clamped to the floor to give a steady support to the users in the row behind, and to keep the seats in direct line. If these first seats must be occupied, the ones so seated have their choice between lapboards and small stands. There is room in the corners for stacking up un- used seats or boards." 49 HOW TO BUILD UP A BIBLE CLASS. BY J. RITCHIE PATTERSON". Teacher of the Bpworth Bible Class of the Western Avenue M. B. Sunday- school, Chicago. Note. — The Epworth Bible Class is credited with two hundred and fifty members in the Official Cook County Sunday-school Class Directory, the largest number recorded of any Mixed Bible Class in the county, or in the city of Chicago. It is one of the pioneer New Movement classes of the West, from which many since formed have gathered their inspira- tion. CO-OPKRATION. When I decided, in Sept., 1893, to try to make my class of six young ladies the nucleus of a large mixed Bible class, I knew it was useless to imitate those classes that simply met to hear a learned lecture or sermon. The ability was lack- ing, and I didn't want that kind of a class, anyway. A working organization, led by a teacher of just ordinary attain- ments, with the motto, " Keeping ever- lastingly at it brings success," and de- pending on the help of the members, I felt would succeed, because the class would be '' advertised by its loving friends." So, with no reputation as a Bible teacher, or special fitness there- for, I started in to learn as I went along. I saw that I must have the cooperation of a fair proportion of the members, who must have an active, not merely a pas- sive, interest in the class affairs. A teacher may attract visitors by a good presentation of the lesson, but if there is an absence of cordiality, friendliness and good-fellowship, the class as an or- ganization is a rope of sand and is doomed. OVERCOMING MISCONCEPTIONS. One of the first difficulties the adult Bible class teacher has to overcome in trying to induce persons to visit the class, is the idea commonly held regarding such classes. " I wish you would visit our Bible class," says the teacher, or it may be some one of the membership committee, having in mind a new recruit. But the look of gloom on the counte- nance of the person solicited says plainly, " I don't care to meet in a corner of the church with a class of a dozen people, made up of several old men and women whose delight is discussion on the un- solvable questions of the Bible, and a few young people who are awed into silence by their elders." It is necessary to make clear that this class is different from the old-fashioned kind, and to enu- merate the ways in which it is superior. EMBARRASSMENT OE STRANGERS. When the Epworth Bible Class was started there were looks askance as new members were added to the little circle; but for years there has been a remark- able camaraderie displayed toward the procession of members coming and go- ing. However, the restraint felt by the old member is slight compared with what 50 How to Build up a Bible Class. the new arrival feels. " I don't know anyone," or, " I don't know but two or three," are conditions of mind that have to be grappled with. A new member is more liable to stick when brought by some old member. Should the teacher discover the new candidate for member- ship, he would do well to place him un- der the personal care of some member. " And Andrew brought Peter to Jesus." It is the practice in the Epworth Bible Class, when committees are appointed, to include several of the newest mem- bers, so that by engaging in class work immediately they become better ac- quainted. In cities and towns where there are members who live in lodgings or boarding-houses, it is a great kind- ness to have such persons invited to the homes of older members. Only such sojourners in a large place know the hunger for social contact with families in permanent homes. If such members knew how gratefully such invitations were received, there would be more young men invited to Sunday dinner or asked to spend an evening around the piano and fireside. Such committee meetings, held in the homes of the old members, thus partake of the nature of a personal kindness, as well as cementing friendship and increasing class spirit. REJPRESEJNTATIVE OI^FICERS. A large Bible class is made up of many small groups. The units of these groups are welded together by ties of friendship, or relationship. Each of these groups should be represented on the board of officers, general committee, cabinet, or whatever the executive offi- cers are called. Then, when the officers inaugurate a new policy or plan, they will carry the bulk of the membership along with them. This will entail from ten to thirty officers, but even if the lat- ter number is chosen, it will be found to be not only representative but powerful in action. Nearly all large Bible classes that I have heard of have large corps of officers and permanent committees. Large powers should be given to the officers, as frequent meetings of the whole class are found inconvenient. Our churches have so many different societies — young people's, missionary, choir, etc. — that to avoid conflict it is best to leave the business largely to the officers. Some matters can come before the class after Sunday's lesson. VISITATION COMAIITTKK. Calling on the new members at their homes or boarding-houses is one of the most productive means of increasing in- terest in the class. A stranger in the class is not nearly so much impressed bv cordiality on the part of the members of the class as by a call at his residence, and a kindly talk in the tone of '' I want to become better acquainted with you." Most people new to a church or class are quite impressed with the trouble the visitor has taken to call on them, and in most instances will return the compli- ment by going where they are invited. No single feature of class work is so productive of good returns as visitation. The trouble is to get the work done. Few and far between are the officers or members who will call systematically on strangers or lukewarm members. Press of business, a shrinking from meeting entire strangers, and the fact that no glory comes from such obscure work, are reasons enough for nine out of ten of them to say, " I pray you, have me excused." It is to be feared that over the graves of thousands of deceased Bible classes might truthfully be inscribed the legend, '' Died from lack of visitation." RECE:PTI0N COMMITTEE. The reception committee, consisting of one or more of the most sociable and 61 How to Build up a Bible Class. cheery members, should greet everyone who comes into the class, and give a parting handshake after adjournment. Too much care cannot be taken to secure for this important work a committee who know all, or nearly all, the members, and whose efforts will be directed toward thawing out all frigid wall-flowers and back-seaters'. The names of all the mem- bers should be on the lips of this com- mittee, whose duty it will be to make the new friends acquainted with con- genial people. " Remember you were ' new ' once yourself," should be kept in mind by the old members as well as this committee. D^SIRABIvE) PLANS. Perhaps not all, but certainly many of the following methods which have worked well, will be successful in every class. A class pin or button is worn in many classes. These buttons are often seen on the street, and mark the wearer at least as one with the Bible class move- ment. A class banner, hung in the classroom, is a strong tie to bind the members to- gether. A class banner usually has the name of the class, the date of organiza- tion, and the class motto. It may be framed or otherwise permanently placed on the wall of the classroom, in full view of the members, or it may be mounted on a pole and can be carried to picnics or to rallies at other churches. The material and the lettering of the banner may be of the class colors. Not every class would regard a class yell either as necessary or as advisable, but there are occasions when youthful spirits seek an outlet in vocal explosions patterned after the college yell. Going to, or returning from, the class or Sab- bath-school picnic, or in the days of our class bicycle club runs, this yell aroused spirit : "Rah! rah^ rah! Who are we? We are the members of the E. B. C. !" A class song may be written by one of the poets of the class ; the music used, however, had best be some well-known, stirring tune. The class song can be sung at social gatherings, or on special occasions on Sunda}^ the words being printed on the program or on special slips, distributed, and then collected after the immediate occasion for their use has passed. Class badges will be found to increase class spirit at times, and may be provided either for the officers alone, and for spe- cial ccmmittees, or for the whole mem- bership. If these are of a fine quality of silk or satin, a cheaper kind may be used for the Sunday-school or class pic- nic. The class colors should always be chosen for these emblems, and will help to aroiise proper class spirit. Many adult classes have orchestras made up of mandolins, guitars, violins and other instruments that appeal to the players of those instruments, and which add greatly to the interest and joy of special occasions. Such groups have been found to attract young people who would not otherwise have joined the class. A class quartette or chorus, male or mixed will afford a common meeting- point for lovers of vocal music, and, aside from the tie binding them together, will add to the variety of many a program. Class prayer-meetings. To increase the best kind of class spirit, I know of nothing to compare with the monthly class prayer-meeting. Differences be- tween members nearly always disappear as wc kneel in prayer or join in " Nearer my God, to Thee." People love the or- ganization in which they have been spir- itually uplifted, and revere the one who has spoken God's truth to their better- ment Our class prayer-meetings are held on the second Sunday in the month, immediately following the lesson, which has been cut down to twenty or twenty- 52 How to Build up a Bible Class. five minutes. The best results have come from the announcement that "" while we stand and sing those who for any rea- son do not care to remain to the prayer- meeting may then retire." From one- half to two-thirds stay and spend about an hour in prayer, singing and testi- mony. Nearly every meeting shows definite results in conversions. Class Socials. The success of our class socials does not lie in the number present, always from. 200 to 400, but rather in the following ideas carefully worked out. (1) The preliminary social hour, spent with everyone on the fioor seekiiip- to unravel some puzzle or guess the answers to some list of questions. (2) The program always made well worth listening to and of an artistic value that would merit an admission fee, which, however, is never charged. (3) The program carried out by the members themselves, which, including new as well as old members, is an aid to making the new friends well acquainted. The re- hearsals have brought old and new mem- bers together repeatedly, and thus ful- filled one of the purposes of class socials. (4) The programs are such as call for the employment of large numbers of the members, usually from twenty to forty. Occasionally the class is divided up into four or five sections, holding separate social gatherings at as many homes of the members on the same evening. An- other plan which works well is a recep- tion given by the twenty-five officers to new members exclusively, in some spa- cious residence. Friendships are formed more quickly at these home affairs than at the larger gatherings in the church. We value an organization for what we put into it and what we get out of it. The teacher and officers of the Epworth Bible class take a personal interest in each member — in his joys and sorrows, in all the crises of life, loneliness, loss of employment, spiritual drifting, sickness, death, or other troubles. A large part of the work of the class is in caring for young men and women who have *' broken the home ties " and are alone in the great city. They are visited, boarding or lodging houses found for them, always in ^Christian homes. When ill, the members are visited and remem- bered with bouquets of flowers and fruit, and with tender messages of sym- pathy. About twenty have died in the dozen years of the life of the class, some of whom, being away from home, have been cared for at the end of the journey of life, the aid of the clergy obtained, pallbearers and singers secured, flowers provided at class expense, and the re- mains followed to the cemetery. When the wedding bells ring, as they do fre- quently in the Epworth Bible class, the happy occasion is noted officially, some- times by a resolution of congratulation, sometimes by a gift, or, if by reason of especial class prominence and the treas- ury will permit, by a class reception to the happy couple. The number of weddings between class members has always been consid- erable, and no apology^ is ever made therefor, because of the settled convic- tion that a man or woman can choose a partner for life in no better place than a Bible class. 53 Activities of the Alling Class. The Ailing Class, which is connected with the Central Presbyterian Church of Rochester, N. Y., was inspired by the example of another class of young men in the same church known as " Class 42/' and also by that of a class in Bath, New York, conducted by the late H. S. Hull, both of which classes had reached an attendance of seventy-five to one hun- dred before the Ailing Class had out- grown the size of the ordinary Sabbath- school class. As they were helped by the example of others, so the growth and success of the Ailing Class has in turn inspired still others to make the same attempt. It is not claimed that the methods of this class are all original. They have invented some, and borrowed others, and stand ready to appropriate a good thing wherever they find it. Doubtless some of the things that have been successful with them would not prove equally satis- factory in all classes, but somewhat simi- lar methods will bring about somewhat similar results. The Ailing Class dates back to 1884, when it was formed as an average Sab- bath-school class of eight boys. As the boys grew the class grew also, but it did not grow without work. A Sabbath- school class left to itself will not grow, any more than a business will under similar conditions. It is not a vegetable, to be committed to the orderly processes of nature. Thought, time, and effort were put into it along a clearly defined line of principle, which was that this was to be a class for young men. So, its membership was limited to men only, and no one was admitted under the age of seventeen. Having decided that it was to be a class for young men, the first proposition accepted was that it could not be con- ducted as if it were designed for children, for women, or for old men. It must seek to attract young men, for in general they will not come merely because it is a good place. The class must be made fully as attractive as other attractive things, and right there lies the difference between the methods hereafter described, and the ordinary Sunday-school methods. Now everyone knows that young men like activity, that they chafe and lose interest if they cannot work, but that if properly guided they work with tremen- dous energy and effectiveness. For this reason it was determined if possible to set the young men at work for the class, and to that end to build up a strong class spirit, a feeling of pride in the growth of the organization, and a feeling of proprietorship and responsibility for its management and welfare. The class did not belong to the teacher, but was a joint stock company, whose success meant credit to all, and whose failure would mean an equal discredit. As a first step to this end the class was organized with its own elected officers, the teacher being careful not to permit himself to be named as president. A very simple class organization was all that was needed at first, and new officers were added only as their need became apparent. We will speak of their work later on. Thus officered, class activities were en- 54 Activities of the Ailing Class. couraged that appealed to young men along the lines in which their enthusiasm could be legitimately encouraged and ex- pended. Their growing class spirit sug- gested some of the things first intro- duced. Class badges were provided, and a class yell invented. Class rallies were held in which great interest was shown even if for nothing more than beating their own record. These rally days were always announced at least a month in advance, that all necessary preparations might be made. All old members were looked up, and everybody was urged to bring a friend or two just for one day, even if they never came again. Enthusi- asm always developed, and a great jump in the class attendance was sure to re- sult. Special exercises were always had for rally days, an orchestra, vocal solos, a ten-minute social to greet strangers, and an especial effort to have a topic for the lesson that would grip the new men, and make them see the difference be- tween the new- and the old-fashioned adult Bible class. The class was always sure to hold permanently some of those who attended the rally as visitors, and thus to lift the average attendance. The class held socials and a class field-day ; organized a baseball club, a bicycle club, a debating society, and held an annual class banquet, with promin nt citizens as after-dinner speakers, and with an un- limited amount of good fellowship and animal spirits. -K -K -K CLASS BANQUETS. From the first it was thought best to liave class banquets not oftener than once a year, and to have these first-class in all respects, rather than to have more fre- quent dinners of the " cheap and hun- gry " variety. We have therefore spared no expense or effort to make these at- tractive, and have offered a first-class .course dinner served bv a caterer. We &5 have sometimes sat down to our banquet four hundred strong, and the elaborate decorations of flags, electric lights, flow- ers, and candelabra, the good orchestra, and the rollicking class songs set to the popular music of the day — all these have combined to make a great impression upon our members, and to furnish the surroundings for a most joyous evening. Usually each member has paid at least part of the expense of his own dinner, while the class has assumed the payment of the balance, but we have endeavored to see that any members who could not afford to pay for tickets were provided with them at class expense, so that all might be present if possible. Scores and hundreds of men have been brought into membership through the influence of these occasions. The various attractions mentioned above did not all come at once, but were introduced as needed. Young men are bound to form clubs for such purposes, and to put time and enthusiasm into them. Why not take advantage of this, and group their legitimate activities around a Sunday-school class, and thus appropriate some of the latent energy waiting to be drawn upon ! In a short time the class outgrew its place in the main Sunday-school room where it had met with the rest of the school, and was provided with a room by itself, where the entire session is now held, including opening exercises. While there is undoubtedly something lost both by the class and the rest of the school because of the class not being present at the general opening exercises, the class has gained much more than it has lost by the separation. An orchestra to lead the music, and to play a selection at the beginning of the hour, a five-min- ute intermission just before the lesson for a hand-shake with strangers, a round of applause, or a hearty laugh were all made possible by the possession of a Activities of the Ailing Class.. separate room. Some of the class meth- ods would not be practicable if they did not have their own room, but this en- ables them to adapt their exercises to the special tastes of young men, whereas if all meet together the needs of the chil- dren of the school must be taken into account at the expense of the interest of the men. M M M OFFICERS. Some of the class aims and methods can be best described by telling of the class organization, and of the duties of the officers. The latter are elected by the class annually in December and take office January 1 ; the last Sunday of the year being set aside as Inauguration Sunday, when special exercises are held marking the change of administration. The officers at present are a president, vice-president, treasurer, corresponding secretary, recording secretary, historian, four librarians, and the chairman of the Standing Class Committees, viz. : Attend- ance, Social, Music, and Employment. The Executive Committee, which has the actual management of the class, consists of the officers above mentioned, the teacher, ex-oMcio, and three members-at- large who are elected by the class, as are all the other officers, except the chairmen of the committees, who are ap- pointed by the president, while the li- brarian appoints his assistants. The president is such in fact as well as in name. He presides when business is before the class ; conducts the opening exercises on Sunday, gives all notices and announcements, and in the absence of the teacher is responsible for a substi- tute. It is his duty to suggest new plans, to see that the class officers and commit- tees do their work, and to be the actual business head of the class. The vice-president is chairman of the Executive Committee, ex-oMcio, besides performing the duties which fall to him in case of the absence of the president. The treasurer of course takes care of the class funds. Although the class is a component part of the Sabbath-school, and as such would ordinarily be expected to turn its collections into the common treasury, it is found that young men give better if they feel that they have the keeping and spending of their own class money. For many years therefore the class have retained their collections and apportioned them as they saw fit. This money is divided into three parts called the Sunday-school, benevolent and ex- pense funds. The Sunday-school fund is the class contribution to the general treasury of the school. This the class feel obligated to make, for the men of the school are more able to give than any others, and the school treasury would be sadly depleted if it were to receive the gifts of the children only. The benevo- lent fund enables the class to have a hand in helping Y. M. C. A. work or whatever form of effort for betterment meets the approval of the class. The expense fund is a large one, for it takes, a good deal of money to keep the class moving. Printing notices, providing music for opening exercises, giving an occasional social with a program of en- tertainment — these all absorb money, but. they are the machinery by which class enterprise and enthusiasm are main- tained. Special funds are also created for special objects like the refurnishing of .the classroom, the purchase of a new piano, or the annual class banquet. Since the organization of the class its. treasurers have handled $15,206.00. Part; of this has been raised by lectures, con- certs and entertainments given by the class or under its auspices ; part has been pledged for special purposes in response to appeals for the same, but the greater part has come from the regular Sabbath offerings of the members. The class 56 Activities of the Ailing Class. weekly collections range from fifteen dol- lars to twenty dollars, a considerable number of the members being pledged to give a definite sum each week in envelopes furnished for the purpose. This method of giving is encouraged not so much for the purpose of get- ting more money out of the men, as for the purpose of educating them in the habit of giving. The number of mem- bers who give a fixed percentage of their income is increasing. The recording secretary is one of the most important officers of the class. It is of course his duty to keep a record of the attendance. It would be manifestly impossible to call a roll with so large a class, so, as each man enters the room, he is given an attendance card, the now popular form being used. The line for visitors is especially valu- able, for it enables the committees to learn the name and address of each casual visitor who enters the class doors, and to record it upon the books. If he states that he is a member of some other class or school, no attempt is made to follow him up and induce him to come again ; but if he lives in the city and does not indicate that he belongs or attends else- where, the visitation committee is noti- fied. The following blank, signed in pen by the president and teacher, is also sent to his address as promptly as possible : Dear Sir: We are glad to find your at- tendance card among those of the Ailing Class last week, and, on behalf of the class, we cor- dially invite you to come again, get ac- quainted, and join us if you feel so inclined. It is the aim of the class, in its different departments of work, to interest and help men as much as possible, and if we can be of any service to you, or if you feel willing to give us the help of your presence and effort, we shall be most glad to have you become one of our members, provided you wish to do so, and are not connected with any other class. Yours very sincerely. President. . . Teacher. Many a visitor thus cordially wel- comed and followed up comes again, and signs a membership card. On the Sabbath following this application for membership the new member is formally welcomed by reading his name aloud, and asking him to stand for a moment that all may recognize him. The corresponding secretary addresses the various notices that are mailed to the class ; a task by no means light, with so large a membership, but the class be- lieve thoroughly in the value of printer's ' ink, and mail notices of one kind or an- other at least once a month, and oftener when necessary. -K -K -K ATTENDANCE COMMITTEE. Cards of welcome and invitation to visitors are mailed by the chairman of the Attendance Committee, whose duty it is to look over the record for this pur- pose, and who is also expected to look after absentees. If a member has been absent a number of Sundays, and the chairman of this committee does not know why, he sends a line to the absentee telling him he has been missed, or asks a member of his committee to look up the missing man. In many cases the man's attendance is at once resumed, or it is found that he is sick or has left the city. This looking up of absentees is one of the hardest duties devolving upon any of the officers, for it takes great per- sistence as well as tact and good judg- ment to do the work thoroughly. It pays well when done well. In almost every city, and in very many towns, there are certain schools or gath- ering places for young men which should be thoroughly canvassed and from which large numbers of men may be drawn. The rooms of a Y. M. C. A., a college, an academy or a business college furnish admirable recruiting stations, and should 57 Activities of the Ailing Class. not be overlooked in the search for men who ought to attend somezvhere, and who will attend if only invited. To such the class sometimes send a card of special invitation, which rarely fails to bring out some new material for membership. ¥ M M SOCIAL AND EMPLOYMENT COMMITTEE. The duties of the chairman of the So- cial and Employment Committee need no explanation, although they both contrib- ute greatly to the efficient and satis- factory conduct of the class. Five min- utes is usually taken just before the les- son for the purpose of a greeting to strangers, and a hand-shaking all around, for it is not intended to let anyone go away from the class without a personal welcome. We frequently hear the state- ment from many of those who have joined the class that they did so chiefly because, when they came to visit it as strangers, they were made so thoroughly at home that they decided at once to cast in their lot with the class. The various organizations which have been formed in the class for the purpose of carrying on the footbajl, baseball and other athletic interests of the members, have each had their own committees of management, but have been conducted subject to the oversight of the Executive Committee. These organizations have interested and furnished occupation for many men whom we could not have reached in any other way, but who, hav- ing become enthusiastic over the interests of the class in their particular line, have in the end become regular attendants. The affiliation between a Bible class and these different forms of activity is so unusual that it will be well to state the reasons given by the class manager for using these and other means, that are in themselves right and proper, to help develop enthusiasm and class spirit. A country is richer because of the patriotism of its sons. If they are thor- oughly and heartily loyal it need fear no foe without or within. A city is more prosperous and progressive if its citi- zens are public-spirited enough to plan and labor for the beauty and growth of their town. A college has a vastly greater chance for growth and develop- ment if its students and alumni are en- thusiastic and devoted. To develop these desired qualities of patriotism and devoted service the authorities of state, city, or college institute and support public holi- days, celebrations, fairs, games, athletics. These are not a part of the machinery of government, nor of the plan of educa- tion, but they lead so directly to the de- velopment of the desired qualities that they are everywhere maintained in spite of their obvious dangers. Now why not avail ourselves of the same elements in the Sabbath-school class? Enthusiasm over its possibilities and accomplishments will develop loyalty to its interests and devotion to its work. It is for the development of this enthusi- asm that we have' persistently worked, and this is why we have pressed into class service such forms of manly ac- tivity as seemed desirable to member- ship. All this organization and these ef- forts to attract young men are of course but means to an end, and are not the end itself. We want young men in the class in order that they may become Chris- tians, and we do not mean to let any- thing stand in the way of accomplishing this end. As far as possible the class officers endeavor to keep in touch with the members of the class, and to know where they stand in the matter of per- sonal religion ; but it would be impos- sible to accomplish this with any meas- ure of completeness were it not for the aid received from the Christian men in the class, who take pains to let them know 58 Committee Work of 41 st St. Presbyterian Class. of any men who they understand are interested in religious matters, and who are wilHng to talk about these personally with the teacher. As a result there are comparatively few communion seasons of the Central Church at which there are not some of our members among those who are received into church member- ship. We believe it can be successfully maintained that the methods of the class have not interfered with its religious work; nor have the social enjoyment and other attractive features been considered the chief object of our efforts. Many a little class prayer-meeting has been held by the earnest spirits in the class, and an influence has gone out from these groups of earnest men which has been widely felt for good among the other members. Committee "Work Of the Young Men's Class of the 41st Street Presbyterian Sunday-school, Chicago. The Young Men's Bible Class of the 41st Street Presbyterian Sunday-school, Chicago, has an enrollment of over 400 members. It has — A library open all the week. A Saturday evening prayer-meeting. A Sunday morning class-meeting. Publishes a class paper. Holds an executive committee meet- ing every Tuesday evening. Maintains a section of seats in the church to which strangers are invited. Has a free employment bureau. Has a boarding-house information bureau. Has a pastor's aid committee, which is also a committee to aid and encourage other organized classes. It also has the following standing com- mittees : Spiritual work. Class members. Lookout. Vestibule. Social. Finance. Music. Below we give particulars regarding the work of some of these committees, as given in the Class Manual. 5f 3f )f REGULATIONS FOR PASTOR'S AID COMMITTEE. 1. Field of Duty: To be always and heartily at the command of the pastor; to see that everything desired by him of the committee or class is promptly and efficiently done. For this purpose all the class are at the service of the com- mittee, who are expected to call freely upon outside members. 2. Report personally at least once each week to the pastor for instructions, sug- gestions and criticisms. 3. Promptly make known to the class the wishes of the pastor regarding it. 4. Be a connecting link between the class and all other classes and organiza- tions of the church. For this purpose call upon them, keep in sympathetic touch with, and tell all other class mem- bers of them and their work, and secure and constantly maintain cordial good- will and Christian fellowship between them all and this class. 59 Committee Work of 41st St. Presbyterian Class. REGULATIONS FOR SPIRITUAL WORK COMMITTEE. 1. Field of Work: The whole class in its spiritual life. 2. Special Charge and Work: (1) Those who are not Christians — to win them to Christ; (2) New Christians who have recently come into the church and class — spiritual nurture, by personal at- tention and genuine interest and affection to develop the Christ life in each one and keep it warm, active and growing; (3) The Older Christians — to promote and increase Christian fellowship and spirit- ual life and work among them. 3. Lovingly and perseveringly encour- age prayer and Bible study among all the class, beginning with yourself. 4. The Spiritual Work Committee, in connection with the teacher, shall be spe- cially responsible for the ten o'clock Sunday morning prayer-meeting, the Saturday night prayer-meeting, the prayer-meeting at opening of the Sunday noon session, and all other devotional meetings and exercises of the class. 5. Make Assignments : Assign from the committee, the class, or those entirely outside, one or two persons to each one not a Christian, and also to each young Christian, to be his friend in the above respects. 6. Keep in close touch and communi- cation with the pastor and teacher. 7. Be enthusiastic in the work ; it is God's, not yours. Keep self out of sight, and Christ ever in the front. 3f 3f 5f REGULATIONS FOR THE CLASS MEMBERS COMMITTEE. 1. Special Post of Duty, every class session ; Special Charge, every class member ; Special Duty, become ac- quainted with and make everybody else acquainted with the others. 2. Meet at regular times and com- pare notes with each other. 60 3. Keep a roll of irregulars, and take up the work of assigning a member of committee or class or someone outside the class, if more suitable, to each one of them, to become his friend and win him back into the active life of the class and church. 4., Visit or write absent members. 5. Seek to win others to Christ, and strengthen the spiritual life and fellow- ship of the class. This can be done by (1) living a happy, healthy, manly, modest. Christian life, and (2) by speak- ing a loving word when the Spirit moves you, 6. Grasp the idea of the rules, carry out their spirit, and go beyond them, but do not be bound down by them. M M M SUGGESTIONS FOR CARRYING OUT THE FOREGOING. 1. Let the committee meet each Sun- day morning for a few minutes and com- pare notes. Keep a memorandum book. 2. Make everyone acquainted. It shall be the duty of the Class Members Committee to see that all of the mem- bers of the class are acquainted with each other, and that those who are little noticed be given attention ; and by proper and constant attention, to promote a spirit of cordial friendship and brotherly feeling on the part of all the members for each other; and in the same spirit, to do what they can to allay differences, should any occur ; also to keep informed, and keep the teacher informed, from time to time, of the condition of any of the class sick or in trouble, and help them. The chairman may also as- sign any member of the class, not on the committee, to special duty. 3. Irregularly attending and absent members, and those on the reserve roll, shall be especially the care of this com- mittee, who shall keep in especial touch and^ friendly relations with them, and give their best thought and effort toward Committee Work of 4 st St. Presbyterian Class. bringing back to regular attendance those who are not away for good rea- sons. Consult together, and with teach- ers and officers, for this purpose, and call in the services of members of the class outside of this committee and of other persons if more suitable, whenever deemed desirable. 4. Correspondence : The chairman shall keep closely informed of the attend- ance from Sunday to Sunday, as kept by the class secretary, and shall each week have a letter written, or personal visit made by himself or some member of the committee, to each one of the class on the active roll absent the preceding Sun- day, unless the reason for absence is known, and requires no further atten- tion. The committee shall also correspond, on behalf of the class, with absent mem- bers, and shall report to the teacher and to the class items of interest or concern about class members detained away or absent. -K -K -K REGULATIONS FOR THE LOOKOUT COMMITTEE. 1. Special Charge: All young men in congregation or neighborhood not mem- bers of any Sunday-school or Bible class. Special Duty : To become acquainted with them, and bring them in to the hear- ing of the gospel in some church or Bible class — our own, if they do not prefer an- other. 2. Meet at regular times and compare notes. 3. Outside Work: Be on the lookout for young men in the neighborhood who are non-churchgoers, and report to chairman. 4. Inside Work: Divide the church into sections, and appoint to each section one or two foremen, to become ac- quainted with and reach the young men in the respective sections. 5. Keep memorandum books, and make full memoranda from time to time, giving a page to each man. 6. Assign members of committee or class to each new man, to win him to this or some other class or church, and be his friend. 7. Keep the teacher informed. 3f 3f Jf SUGGESTIONS FOR CARRYING OUT THE FOREGOING. 1. Let the committee meet each Sun- day morning for a few minutes, and compare notes. 2. Outside Work : It shall be the duty of each member of the committee and of the class, as occasion offers, to inquire and learn of young men in the neighbor- hood who attend no church, and notify the chairman of the Lookout Commit- tee of the same, and the latter shall keep in a book a record of their names and addresses and what has been learned about them. 3. Inside Work: The chairman and vice-chairman shall divide the church auditorium into sections, and assign two foremen to each section, whose duty it shall be to : ( 1 ) Familiarize themselves with all the young men who come into their section, morning or evening, regu- larly or irregularly. (2) Become ac- quainted with each one not in any other church, Bible or Sunday-school class ; learn (so far as may be without in- quisitiveness or impropriety) his address and facts about himself, his family and . surroundings, especially the names of some of his friends in the church, if any, and (either from himself or others) who in the class or outside of it would most likely be congenial to him; intro- duce him to the teacher and others, and invite him to church and class. Com- pare notes with members of Vestibule Committee. (3) Record on slip of paper each Sunday the names, addresses, and all that has been learned about each 61 Unions of Organized Classes. young man interviewed, and any new information about those before reported, and at the close of service hand same to chairman of committee, after entering it in their own memorandum books. If several young men to be greeted are in the section, make free use of the little cards and also of other persons, both in and outside of the class. 4. Each committee member to have a memorandum book, in which he shall set down the name of each person com- ing under his attention, as above, and all the facts learned about him. Also to carry in his pocket a pencil and one of the little blocks of pencil slips, and use them. 5. For each young man reported, the chairman and vice-chairman, in consulta- tion with the teacher and president, shall, unless it is, for good reason, deemed inadvisable, appoint one or two persons, either of the committee or outside of it in the class or congregation, to become his friend, call upon him, introduce him, and by all pleasant and proper means make the church and class homelike and agreeable to him, but all for his own sake and benefit, rather than for that of the class. If he prefers to go into some other class or church, help him to do so. 6. The chairman or vice-chairman will give teacher list of section foremen, and where located, and notices of all changes in same, from time to time ; and keep in close touch and consultation with the teacher in the committee work. -K -K -K REGULATIONS OF THE " VESTI- . BULE " COMMITTEE. '' Post of Duty. — In the church vesti- bule before and after service. Special Chcrge. — All )'^oung men entering the church. Greet all young men, become acquainted with them, learn what you can about them without inquisitiveness, and take their names and addresses on a slip of paper, and report same to chair- man. Keep notebook, and full memo- randum under each name. Compare notes with each other. Make newcomers acquainted, and follow up the work with each one from Sunday to Sunday. Help all strangers — old and young — as oppor- tunity offers to get acquainted with everybody. Be Christian gentlemen. The chairman will report at the close of each service to the chairman or vice- chairman of the lookout committee." Federations, or Unioits of Organized Classes. There are a number of federations or unions of organized classes having a common class name and constitution. These unions afford opportunity for con- ventions and social life. They have usu- ally been the result of the successful and to also secure the benefits of affilia- tion. Among the most prominent of these unions are the Baraca Classes for young men, the Philathea and Delta Alpha Classes for young women, the methods of one class being adopted by Friendly Classes and Yokebearers other classes wishing to do similar work Classes for both men and women. 62 Unions of Organized Classes. Of the 293 successful classes reported to us, fifteen per cent, were affiliated with some one of these organizations, and the largest part of this per cent, associated with the Baraca Union. M M M BARACA CLASSES. The Baraca Union is the largest affili- ated Bible Class Movement of the pres- ent day. It probably has had more to do with the growth and spread of organized classes and with encouraging advanced methods of work than all other agencies. Marshall A. Hudson, the founder of this union, and also of the Philathea, is de- serving of the highest praise. It was in 1890 that Mr. Hudson, then a business man of Syracuse, organized the first Baraca class, consisting of eighteen young men. The name Baraca was chosen from 2 Chron. 20 : 26, and means " Blessed " or " Happy." A motto was hung upon the wall which read, " We aim to ' bless,' or * make happy ' every man who comes to our circle." To this was added an- other motto : " Blessed to be a blessing." The platform adopted by the class was : " Young men at work for young men, all standing by the Bible and the Bible school," This platform has since been adopted by the National Baraca Union. The first Baraca class adopted class colors, a class pin, class yell, grip, etc. To the Sunday meeting of the class were added two ideas — social life and busi- ness methods. To carry these two ad- juncts to success, a room was given the Baraca class which was kept open every night in the week but one, which was church prayer-meeting night. On that evening the Baracas went to the " Baraca Corner " assigned them in the church prayer room. With their orchestra, male quartette and numerous committees they came in touch with many men who were indiffer- ent to Christ and his church, and they were soon won to both. In a little time the class had over 200 members. To-day Baraca classes may be found in churches of nearly every denomination in the United States and Canada, and more than 1,000 classes are now enrolled in a National Union. Particulars of how to organize a Baraca Class may be had free of charge by addressing the Baraca Supply Com- pany, 200 Comstock Ave., Syracuse, N. Y. M M M PHILATHEA CLASSES. In 1898 some of the young ladies of Syracuse, realizing the need of better Sunday-school classes for women, organ- ized a " Philathea " Bible class. Phila- thea is a Greek word, which means " lovers of God," or " lovers of truth." The Philatheas adopted the same ideas as the Baracas, and their plans provided for the same officers and committees. The class platform is " Young women at work for young women, all standing by the Bible and the Bible school." The Philathea class idea, like the Baraca, soon grew away from its own city and denomination, and to-day there are over 350 Philathea classes in the United States and Canada. A National Union with national officers has been formed, conventions being held in con- nection with the Baracas. These classes, like the Baracas, are increasing rapidly. Their literature can be obtained from the same company as the Baracas. M M M YOKEBEARERS CLASSES. The need of a Mixed Bible Class of men and women has been felt in many schools, and in New York State this need has been met by organizing classes calling themselves " Yokebearers." Their 63 Unions ot Organized Classes. constitution and plans of work are simi- lar to the Baraca and Philathea. They have a pin, shaped like a yoke and bear- ing- the letters Y. B. B. C. Particulars about the work of the Yokebearers may be secured from the Baraca Supply Company. -K -K -K DELTA ALPHA CLASSES. There are now about 1,400 Delta Alpha classes claiming a membership of 41,000. The Delta Alpha is a young ladies' organized class. Its plans are unique, but they have been carefully tested and found worthy of wide extension. We understand something of the loyalty and enthusiasm awakened in college girls by membership in college societies. The same enthusiasm and loyalty are awak- ened in young ladies' classes through the introduction of Delta Alpha plans. The central thought of the Delta Alpha class is the cultivation and development of the spirit of friendship. With this in mind the members of the class stand committed to the holiest Christian ideal, and their efforts lie in the direction of developing this ideal in ways that will draw others to them. The motto chosen is one that embodies the thought of " service " on friendship's plane. An Oriental water jar, such as is used for bringing water from the com- mon well — a fitting reminder of the lov- ing service of women in Bible lands — is the emblem of the class. The class name chosen is on a plan common among college societies. It is a text of Scripture consisting of four words which are engraved on the class pin in Greek letters. For particulars address Delta Alpha Headquarters, care of David C. Cook Publishing Co., Elgin, Illinois. 5f 5f ^ . THE ''FRIENDLY" CLASSES. The story of six homesick strangers in a corner of the Sunday-school room of the Congregational Sunday- school, of Allston, Mass., and how they grew into a Friendly Class of 120 mem- bers, is interesting and suggestive. Be- cause of developing the spirit of friend- ship this little class outgrew its corner, moved into the church auditorium, and from there into a room in the balcony. Here they organized, with a constitution, officers and committees. The special work of this class is to ex- tend the " glad hand " to newcomers in the church and community. It has a Lookout Committee that districts the community and conducts a regular ward politician's canvass for newcomers. In addition there is a section of the Look- out Committee known as " Vestibule Pickets," who stand in the church vesti- bule to invite strangers into the Friendly Class. ■ • The success of this class has led to the organization of classes with the same name and purpose in McKeesport, Pa., Auburndale, South Boston, Newton and Maiden, Mass., and in Bath, Maine. Inquiries regarding these classes may be addressed to John F. Cowan, 725 Tremont Temple, Boston, Mass. 64 lis: 'Elabmo'ny with God's Plan. By George W. Miller, Secretary of Men's Bible Class Work of Illinois. Probably nothing in all the modern dom of our heavenly Father is not to Sunday-school world, since the intro- be called in question, duction of the International Sunday- With this great Scriptural truth clearly school Lesson System, has attracted so fixed in mind, and the deep conviction wide attention and commanded to such that this movement is of God and of his an extent the thoughtful consideration own planning, we should have a great of studious and progressive Sunday- and needed revival in the Sunday-school, school workers, as has the New Adult and the great New Movement should Bible Class Movement. spread throughout our country and In Deut. 31 : 12 we read, " Gather the Canada, people together, men and women and One of the most unfortunate terms children, and thy stranger that is within ever coined and used in reference to the thy gates : that they may hear, and that Sunday-school is that it is " the nursery they may learn, and fear the Lord your of the church." It is unscriptural, un- God, and observe to do all the words of wise and ill-advised ; it has wrought in this law." the hands of well-meaning persons great In the above we have an ideal Sunday- injury to the Sunday-school cause, and school beginning — first men and women, has conveyed the impression that the followed by the children and visitors or Sunday-school is for little children only, strangers. This splendid new era of better and Thus we find New Movement classes larger things seems to bid fair to revolu- in harmony with God's original plan, at tionize the thought and idea of Bible least in principle. This exact order of study, as carried on in the Sunday-school, men first, and then women, with the chil- and to change the present attitude of dren and strangers, is frequently re- the church at large relative to the vital peated in the Old Testament Scriptures, importance of it. and found inseparably associated with It has been inspired by a splendid en- all great revival periods of God's chosen thusiasm, which gives promise of dou- people. bling our present membership and in- We are convinced that, according to the creasing many times oui usefulness. Word of God, it is the divine purpose making the school a still more potent and plan that' adults are first to search agency for well-directed, intelligent and the Scriptures, and they are to be fol- deeply spiritual Bible study, such as will lowed by the children and youth. The result in a strong, vigorous citizenship, adult department is of first and supreme enriching our country and the church, importance; and in this order the wis- and honoring God. 65 How Adult Bible Classes Help the Chueoh akd Sunday- school. From address of McKenzie Cleland, president of Cook County (III.) Organ- ized Bible Class Union, delivered at the Illinois State S. S. Convention, Kanka- kee, III., May 24, 1^06. We have learned through our adult Bible class work in Cook County, that classes for men and women largely in- crease the attendance of the Sabbath- school. There is a Congregational church in Chicago, on the North Side, having a membership of three hundred, where there are no adult classes in the Sabbath- school. The school has only an average attendance of sixty-five. A short dis- tance away is another Congregational church having a membership of two hun- dred and fifty and a Sabbath-school at- tendance of five hundred, and this school has several large adult classes. A Bap- tist church in the same neighborhood has a membership of three hundred and ninety, and no adult classes. The school has an average attendance of one hun- dred and sixty-five. A few blocks away is another Baptist church with a member- ship of five hundred and sixty, and an attendance in its school of over five hun- dred, with several large classes for men and women. A Methodist church on the West Side in Chicago with a membership of five hundred has a somewhat larger average attendance in its school, with several large adult classes, while on the South Side is a church with a membership ex- ceeding five hundred, and without any adult classes, and its school has an aver- age attendance of only one hundred and sixty. i> These figures are taken from the last published reports. Many similar com- parisons might be given. A men's class was organized in a West Side Chicago Methodist church on March 1, and in two months increased the membership and attendance of the school more than fifty per cent. I assisted in organizing a men's class of forty-three members in a South Side church which had a church membership of ninety. Their school membership and attendance has since increased more than fifty per cent. In one year the organization of a class for men and one for women in a North Side school resulted in increasing the average attendance of the school from one hundred and eighty to nearly three hundred. We have also learned that adult classes largely increase the conversions in the schools. I will illustrate this by the situation in four Chicago districts taken at random from the last published reports. In one district there are thirty-two schools, re- porting one hundred and eighty-six mem- bers received into the church member- ship during the year. Of this number one hundred and twenty-three came from six schools having large adult classes, and sixty-three from the remaining twenty-six schools. Fifteen schools in this district reported no members re- ceived into the church from the school,, and thirteen of these had no adult classes. In another district there are twenty- eight schools reporting two hundred and sixty-one persons received into the churches. From ten of these schools two hundred and thirty-eight were re- ceived; from eighteen schools, twenty- three. The above ten schools have 66 Class Yells. thirty-one out of the forty-four adult classes in the district. In a large district reporting fifty-two schools, twenty-five have adult classes, and twenty-seven have none. The twen- ty-five reported five hundred and ten re- ceived into the churches, while the twen- ty-seven reported only seventy. In still another district there are twen- ty-four schools and thirty adult classes. Six of these schools have twenty-three of the classes, and these six schools re- ported two hundred and twenty of the two hundred and twenty-two received into the church membership in that dis- trict. Furthermore, adult classes are the con- necting link between the men and women of the churches and the men and women outside of the churches. Each pastor of a Chicago church has a parish of 23,000 men and women who are not members of the church, and for whom he is responsible. He cannot do them any good unless he can come in per- sonal contact with them, which, so far as he is concerned, is impossible. This prob- lem may be largely solved by the adult classes. The report of one young men's class shows that last year its members made 1,560 personal calls on men in the neighborhood. This year it has made thus far an average of over one hundred calls per week, the territory surrounding the church being divided up into dis- tricts for that purpose. As a result, the membership of this class has increased from sixty to about two hundred and forty, and its average attendance from forty to over one hundred. Class Yells. EPWORTH CLASS YELL. Epworth Bible Class, Western Ave. M. E, Sunday-school, Chicago. "Rah! Rah! Rah! Who are we ? We are the members Of the E. B. C." M M M YELL FOR NEW MOVEMENT CLASSES. Suggested ty C. D. Meigs, Gen. Sec'y Texas Sunday-school Association. Rah! Rah! Rah! Rah! We're the happiest lot That ever you saw. The rule of our life Is the Golden Rule ; The school of our life Is the Sunday-school. This is the story we love to tell, And this is the yell That we love to yell: Rah! Rah! Rah! Rah! We're the happiest lot That you ever saw. M M M BARACA CLASS YELL. Ak Kee— Ka Wak Ko War— Ko Wak Ah Kee— Ko Wak Ko Wak— Ko Wak Kick — a Boo — Bah Kick — a Boo — Bah Sis Boom Ah B-A-R-A-C-A. 3f 3f 5f DELTA ALPHA CLASS YELL. D. A., D. A., So we say. Rah, Rah, Rah, Ma, Ma, Ma, * Caw, Caw, Caw, Jurra, Jurra, D. A. Daw. 67 Model Adtjlt Bible Class CoifSTiTUTioiJf. Note. — This Constitution follows closely forms to time by the Executive Committee, or elected by suggested by leading workers, and now in use by the class, many successful classes. Vacancies in committee chairmen may be filled Akticlb I. Name. — ^This class shall be called ^t any time by the Executive Committee. Article VIII. Meetings of Committees. — Meet- ings of the Executive Committee may be called at any time by the class President or the Teacher of the class. Each standing committee chairman may call his committee together at any time, or the Teacher or President of the class may call a meeting of any one or more of these committees. Article II. Object. — The object of the class shall be Bible study, Christian culture, social in- tercourse, friendly service and aggressive effort to bring adults into the Sunday-school and church. Article III. Loyalty. — It is the aim and pur- pose of this class to ever be and remain loyal to the Sunday-school and church of which it is a part, and to continually work in harmony with them. Article IV. Officers. — ^The officers of this class shall consist of a Teacher, President, Vice-Presi- dent, Secretary and Treasurer. These officers, together with the chairmen of the standing committees, shall constitute an Executive Committee. The officers of the class shall be elected at the first business meeting of the year. The election of officers shall be by ballot, a majority of the members present being required to elect each officer. Article V. Membership. — ( man ) Any -^ woman >• between the ages of and / person ) may become a member of this class by attending its meetings and signifying a desire to join. Article VI. Meetings of the Class. — There shall be a meeting of the class every Sunday at the usual Sunday-school hour for the study of the Bible. A regular business meeting of the class shall be held on the first Monday evening of January, April, July and October, at 8 :00 p. m. Special business meetings may be called at any time by the President, Teacher, or any five mem- bers of the class, by giving notice to the class on the Sunday previous to the proposed meeting. One third of the members enrolled shall con- stitute a quorum for the transaction of business. Article VII. Committees. — Standing Commit- tees of the class shall be as follows : 1. Membership Committee. 2. Reception Committee. 3. Devotional Committee. 4. Entertainment Committee. 5. Visitation Committee. The chairman of each committee shall be elected by the class. Each chairman shall choose his own assistants. Special committees may be appointed from time Article IX. Duties of Officers and Committees. — Section 1. — The Teacher shall have charge of the lesson. He shall be ex-officio member of each com- mittee. Section 2. — The President shall preside at all meetings and call special meetings as provided by Article VI. Section 3. — The Vice-President shall take the President's place in his absence. Section 4. — The Secretary shall keep a record of all business meetings of the class, also shall keep an account of the attendance of the class each Sunday and of the contribution. Section 5. — The Treasurer shall have charge of all moneys of the class. He shall pay all bills as ordered by it, and be prepared to ipake reports to the class at its business meetings, stating moneys received and disbursed. Section 6. — The Executive Committee shall have general supervision of the work connected with the class, devising ways and means of increasing the interest, attendance and general welfare. Section 7. — The Membership Committee shall have general charge of the work of building up the class, securing new members and introducing them to one another. Section 8. — The Reception Committee shall see that each one attending the class receives a hearty welcome, and shall endeavor to make strangers acquainted with one another and with the class. Section 9. — The Devotional Committee shall look after the spiritual interests of the class. Section 10. — The Entertainment Committee shall provide music for the class and have charge of all socials and other entertainments that may be given by it. Section 11. — The Visitation Committee shall do or have oversight of the visitation of the sick and other absentees. Article X. Amendments. — This Constitution may be altered or amended at any regular business meeting of the class by a two-thirds vote of the members present 68 Class Printing Matter. r\ be p>aoe Class DuOte? St. Cbuxcb, 36o6ton. Cunday { Orchestra. Song Ser- Jessions J ^■«- ^i'TJ^"^'.% '' J Bible Study. Brief 12 to 1.00 V Addresses. « « EVENING ( ^?^,^^^"^!i ''^"^f • PPSrtPT 1 Datlies. New Books^ KtaUKl ; Pictures. Writing 7 to 10 I Table. Piano. Base- w«it Night.. ^ bair^core. « • r BaseballClub. Tennis Athletics < C/ub. Bowling Team. I Outings. ^iaoketess Talks Health Talks I,adies' Nights Debates I^eetures Refreshments SociAla Quartet Musicals Employment Visitation Good Citizenship. UCM of All occupations, profeasion* auid nitli creeds ar« welcome. ^^s six Name '* ^'d. ,*^ *^ <<> have ADDRESS 1-^ Q FACE OF llNVITATION CARD. .X V^^ x^'^ \\^ ^^^ ..s\<^^^^- .G^ CV*^ f^r^T^^^, sO c^ GUASS FEATURES MORALITY SPIRITUALITY FRATERNITY SOCIABILITY PHILANTHROPY ATHLETICS GENERAL HELPFULNESS ^ 7e zxt interested in body, soul and spirit. Can we interest YOU?. to oo .-OO \o '%rtjr BACK OF ^T-— c ^ ^ Ill S o •J 5h bJ yterian C:hni*ch, rear of Sun- day School Room. — Any younp man be- tween 16 and 28. —You'll find it worth while. 71 •3^ Class Printing Matter. 9SiZ/e ^/a> yO ife9 uaf wi> '•>9l"" -::">' kO^ cv .s« .-CN) ti^' 5ve^ GO ^^ 1^" your ■ ^^Oh? nf " . \/ ^^ ~ ^ ^'"e,.._^ ^^^'n's Class, ^ddr^ss. """""■""" — - ate. ' ^^'^c^^c/ ^j^^ r THE MEN'S SEMIOS'AH^ IOCS Are you a member of the Seminar 7 If you >re,youvyflIbe ln t e rmeJin thti tFnot. we warn you to get interested. Come and join the, Seminar, b meeia every Sunday at noon in the church auditorium. HEPvE IS WHAT WE ARE TO TALK ABOUT Some Practical Questions Connected With iffodem UfP^Ahd How Jtsus -Answers Them, Leader. The Pastor. 74 Class Printing Matter. i In Q ij -OF THB ll#li#ii.&i ipis@@pal mattoon, Illinois Extend a cordial invitation to all nnen of the city and strangers to attend the class session at 9:50 a m. U. T. S. RICE. Teaches Some ovn IP^^t.. ^RT)i Votj A I. >^12LC AND ^'^.;o- .1*- 1v^^ 1. tAs To Organization. A regularly organized class with president, vice-president,si5Cretary and treasurer, elect- ed in January aud July, who shall be the ex- ecutive coromittee. and a membership com- mittee of five who shall invite new members and look aXcsr any who may grow indifferent. 2. As To Class Spirit, Not a group whoV^^ ^°^ o-f^ \p- jS^K^^ ^^mmJM/oUi^^ 75 Class Printing Matter. Date.. Third Baptist CWSunday School, fjl^. ^jj^^^^^. We extend a cordial welcome to strangers AnJ that we may know fliem {He better we request -fiieta to £11 flie blanks on flils card and hand to flie Secretary o{ class. Name Residence ... Business address Mr. What is your church relationship?!..... I ^^lASS last Sunday. 1^ y°^ ^ ;\ ^o have you join "witb us. lAy Deaf Sir : We we Xf you are than pleased to have We -'"^P^^^^'^T^^rany other class member of any inoutDEWEV oti Wekno-w ^e would be more ,„„tter. vou often as a visitor. shall be glad to see Most sincerely yours. pmiaenV De'wey CUss. Mr.. My Dear Sir : We were pleased to have you with us at our DEWEY CLASS session on Sunday last and beg to extend to you a most cordial invitation to meet with us whenever you are in our city over the Sabbath. We tnist that you will always remember that a hearty welcome awaits you at any of our sessions. Most truly yours. Teacher. yUMor 76 Class Printing Matter. THE RIPPEY CLASS. Name Address ASS. ^ ^ MEMBERSHIP CARD. Date 1900. 1t\m/\hmy "Business AdSrau- Age Are Occupation- Are you a member of any other class t Are you a member of any Church ?_ ^ _.J— If so, what one? ^ ^ ^^^^,^ . .^ "TTu^le Cl^^SS* "^^T^ EP^^^o^TTERSON. Teacher. ALU ate ii^n ttend ^^Ken^!!L£- ^^_, •« <;ecunng «"'^ , .tie Cla»«' «, ... ew"""* Sign Here: please enr Date,-- by BRANTFORD... .190-.. VISITOR To-day I am a Visitor vrith vou. Namei mis» V- (Airs., Home ) Addre&sj ' City Address if ) •way from Home j *" .TO JOIN CLASS I desire to become a. Member of Bible Class No. 2, and iti so doing promise \n some way to be a HELPER, and will endeavor to attend ..Sunday iu the month. Name /-Mr \ \ Miss > . Ulrs.j Address _ _ Please write Mr. Mrs. or Hiss plainly. 77 Class Printing Matter. APP1.ICATION FOR Membership Seek ye Hrst tlic kingdom of God and his righteousness and All these things shiill be adUcd unto you.— MalL 6:33. MppliCQtrOI95t 'for ' Class • i /Membership ♦ I wish to become a member of the Brotherhood Bible Class, and hereby pledge myself to live a clean moral life, and to be present at every Sunday Meeting except when I absolutely can- not; to try my utmost to influence other young men to take up the work and to render assistance in every possible way to further the objects of the Class. Name. Address Occupation The Annual Dues Are Fifty tn'^ MEMBERSHIP CARD Residence A<1«1'^ Business Aid'^- Residence Phone. Present Occupation. ^^^^^^^^_ Remarks;. Business Phone- -^hat one"?- /AUGHN CLASS CLUB CALVARY BAPTIST CHURCH, WASHINGTON, D. C PLEDGE It is the desire of my life to live uprightly, and with Christ as my guide, with His help, I ^hall endeavor to reflect His life in mine. I do solemnly promise to assist our Teacher and Pastor in their worthy efforts to encourage ycung men to fortify their character by living close to Christ. APPLICATION It is my desire to join the Club as an active member, and do hereby agree, with God's help, to live up to the requirements of the Pledge and (institution. Signed. Address. m 78 Class Printing Matter. TO >N- **• Nawe 3f r'-ioHT. «<*" House Addre3» -^^^ .^„,<,., eo. B.in.s ^^^^^^J^^ --^ --• oocs '*°;v.T..T.o«. e^ jj^yNameis ZZ^Z^ , ^« -^Please ^^^«^e. -^ 7.1[W/2MA)(yQ^^ A FEB. I MAR. APR I MAY I JUNE JULY AUG. DEC. Membership "Record '♦ //O. 'Date J^ame A ddre>ss 1Bu>rines^ Addre>r>£ Residence Thone Easiness "Phone I JAN. I FEB. I MAR. APR. MAY JUNE JULY AUG. SEPT. OCT. NOV. | DEC 7tf Class Printing Matter. TTT^ NAME. REMARKS. Ivuyv^ ■ :J ^^1/^^24) O ^ Bible Study Brotherhood VENABLESTREET BAPTIST Sunday-school R!CHA\OND. VIRGINIA. ATTENDANCE "^^ ^^id^ COMMITTEE MEMORANDA cHo. of Calls on Members, <^o. of Calls for New Members, cHp, of Ne%u Members Secured, cNs)' of 'Visits to Sick, Flowers Sent to, ... Financial Aid to, . , . Every Committee-man is to Kave Fifteen Members to look after and report on eacK montK. Space IS left for at least three ne'w members names ana addresses. 1 his report snould be aelivered personally or mailed to Mr. A. J. SMITH. 2202 Venable street, before the first of eacb montb. JOHN GILL, S. Lf. THOMAS. President. Teacher. 80 Class Printing: Matter. ^j^}mAQ -ow^ Iw^yni^^km^ M^trbi/. Report for Membership Committee. SUNDAY 190.. "Absent" Members in Attendance To-day. Absentees Three Consecutive Sessions. Visitors Present Three Sessions. 81 Class Printing Matter. SBCRBTARY'S RBRORT TO XHB LOOKOUT COMMITTEE. Loot^off^ Committee: Following are delinquent; please trace Name Address Phone Uatp. of Last attendakok Remarks RECORD OF ATTENDANCE Sun Jai Feb Mar A pi May Jun** Jub Aatr 7l76V Sei>t Oct Nov Deo ^. 1 r Bible Class No.2. WELLINGTON ST. METH SABBATH SCHOOL Canada Brantford S CLASS REGISTER No. 176 Mame. ^^ Address. Enrolled ^ 1905 Introduced by. Address. ALWAYS OCT YOUR TICKET WHEN COMING INTO CLASS PLCASe ASK rOR AND BE SORE AND HAVE YOUR FRIENDS FILL IN VISITOR'S TICKET 82 ^lijss Printing- Matter. 83 Class Printing- Matter. itotlfnlfaDh Sibb (EIusb at Aaral^alltiiQtn, Jaan Please call during the coming week on the fol- lowing and report to the Secretarj' of the class or the Chairman of the { L^okou, | Committee. Goand bring them to Sunday School next -Sunday Name . , Address Last Present Report Name ..„. Address ... '{flelps IN LflD% afllr^ 84 Class Printing- Matter. Glass Finances. .. The Class Finances are paid from the Class Treasury, which is supplied oby weekly con- tributions from the members. Every oneois urged to put aside a certain amount each week for this purpose, but no one is asked to give more than he feels able to. Be sure to secure envelopes for the year from the Secretary. G. G. WESTFALL-, - - President. 33 Glasgow St. C. H. BiDELMAN, - - Vice-President. il Wanrick Ave. (f/ass^j^/Ja/pces-t- Pledge to the Annual Budget OP THE PLYMOUTH YOUNG MEN'S BIBLE CLASS Foe the general support of Class WorK. $5.00 per quarter *.O0 per qusrfer 3.00 per quarter 2.50 per quarter PH0EN»>^ ^e RELIEF FUNL^ ^2.00 per qu^r OL.^^ It. 50 pet quarter ,0, Ex..usW.e use o, Co.n,«ee N.edyMem*>ersot Class. cents per Month lor B!B«e' »' .25 per quarter .00 per quajtiT .50 per quartet I promise to pay to the Treasurer of the Plymouth Young- Men's Bible Class the sum against which my hiark, X, has been placed on each of the following dates : Oct.l,t90 Jan.1J90 . Apr. 1,190 July 1,190 , for the general support of Ctass Work. Forty-first Street Presbyterian Church WEEKLY OFFERINGS' $ *Directions Please mark with a X {tr>the columa on tlie left, the sum you are' willing to pledgje ^s a weekly offering to- the Lord for the year beginning November IstJ 1903 nslng a blank space if yovi select a som not mentioned. A package of email envel- opes will then be furnished you (one for each Sunday.) Each Sunday enclose the a* mount of your weekly^bffering in tbe.envelope^and seal if In case of absence for one or more Sundays, enclose the full amountduewith thefitstoffer- ing that is made and destroy the envelopes tiot used. This pledge, being purely voliiiitary, may be recalled at any time by giving notice. Write yournameand address and place this .card in colleC' tlon pjate next Sunjlay. ." APPROPRIATIONS FOR THE YtAR» \etaTy's Department, f tasurer's " $ 'Membership Commiitte, $ Social " J ViSitaliott *• ) Religious Work $ Total estimated expense br year, 5 T/)e lota/ amount of above pledge is — Signed members. . — " ~~ , •11 ,t each week towara the oitrent expenses of '"*''^kBROTHERHOOD BIBLE CUSS of the M. E. Sunday School, for the year closing October 1st, ^ 190 Name. Address. Date, Name Residence Every man jp-udKingly, o according as necessity ho purposeth ; fur God lovetn n his heart., so let him give, not J 8 cheerful giver.-2 Cor. 9 :7, /> 85 Class Printing Matter. r Constitution and By Laws OP The Dewey Class Mutual Benefit Society OF The First M. E. Church ROCHESTER. N. Y. Feb. 18. 1903 ^uttbag §cM, .... ^^net>a, (Jt. qp 'Yoke Fellom's OF THE First M. E. Church, auburn, n. y. ORGANIZED JAJOJARY 1903. «.^. '«?■ ARTICLE 1. Name and Object. Section 1 — This orgranizatlon shall be known as the St. Paul's Bible Class. Section 2 — The objects of this clasa Ahall be the study of the Bible and to •neoura^e youngr men to lead a better life both morally and socially. ARTICIJS II. Membership. Section 1 — Any young man over the oge of 16 years man become a mem- ber of this class by filling out the membership blank. Section 2 — Any member who Is ab- sent from the class four successive ^Sundays shall be waited upon by the VWUng Committee who shall ascer- \*tn the cause of his absence. 86 Class Printin)^ Matter. 0\jr Emblem. The E^arnest Cl\ib • • • CONSTITUTION. • • • AKTICLE 1. ORr.ANI/.ATtnM. This cinit shall be known as "The Earnest CluK AKTICLE II. OBJECT. The object of this club shall be the study of the Bible and the cultivation of brotherly intercourse and mutual benefit ARTICLE III. The officers of this club shall consist of a teacher, a president, a vice-president, a secretary and a treasurer, which shall be elected on the second Sunday in January, at the regular meeting of the club These five shall constitute an executive committee. ARTICLE IV. Any man may become a member of this club by at tending the club and signifying a desire to join. He shall then be elected to all the privileges of the club, so *[qjjc7 Jig \lQ, COmP^ "*^ ii/if^ itc riil<»c anrl r^nrnl .^ t-i..\rte ciuu ana signirying a aesire to jom. t elected to all the privileges of the club, i )mplies with its rufes and regulations. W^' — CONSTITUTION AND BY - LAWS OP TBS Dewey Bible Cl FOR MEN. lass First Methodist Episcopal Church ROCHESTER, R.T. 1899. ■^B T (danstxttttian and ^^-yms of tin €♦ %. Stmn OITess ifixt. xXf North Qlhurrh Sunriar Srhnnl. Constitution and By-Uws ..OF- Mrs. Lem. R- Hartmans BIBLE CLASS ^VOUNO PEOPLE fwAYNE STREET L Sunday School fORT WAYNE. IW>. """I'm' "^^ 87 Class Printing Matter. OFRCERS. W. M. FOGLER, Teacher. w! M. FARMER, As^stiBl Teacber J. J. BROWN. PresldenU J. R. McAFEE, Secretary. SI. BULLINGTON. Treasurer ifllben'e JSible Clase f trdt AetboMst Eptscoi.tal Sunday Scbool. VANDALIA, ILLINOia. "Men at Work For Men, All Standing by tfte B(bl».' EXEail Yg CO MIMTTEE N BaSCOM. Chairaan. J.H.WtBB. CHAS-OGLESBY. GEa r. SNERLY. J. 0. GUINN. 1 Alexander. J. X* Ausiia,CLI> Rascom. Ber. N, Burnslde.J. O. Blackwell, Ctasa, Rioiriiman. Gea batemui. Dr. CftrmuiK, J. W. ColemaD, C. P Conrad, W. A. Curry, Tboa, Cbeebier, Ben DUon, Albert Easterdajr, 9. Eajtterday, Kr«d Bvao9, A. L. EakiD, Jame9 EmerlGk, Noab Fralley. J. It. D. Kreelaad, H. U Fletcher, P. B. Johnson, Wamo Rfyward. Wm. Haoklna, Jane* Huts. H.T. Hnuck, B. a Hinlun. H. Krinter, Jobo Lueker. Adoipb S«>ie«.J. P. Sbafer. Cbrll Schrind. W. & Snillb. D. B. Soerly. Geo. Snook, G. K. Steinbacer. Geo. D Siurffess, Bart StunreES, Tom ^nneraann. Cbaa. Summers. Wm. .^hroyer. John SHwrej, Wm, Taylor. Fraok Todd, W. U. Travis, D. L. WMiiOncr, Wm. Whitten. D. U. w«bb. J H. Waiioo, WUIard Wanted— THE OTHER FELLOW Vaughn Bible -w*^ ♦ •««» v^ ^ *»<*«* '» and are DOW •caused tfaroagkoui the world .».. ?. ■ _-■ BROTHERHC Brotherhood BibI* Qua tiCTMOOIST SUNOAV SCHOOL ■■**aMAi.i.TawM, *«w* Cluo OtBcm Tucbcr, 0*. CCORGE e. WAKBEIG InlTeaclttf, THOMAS STOTTS President. FtEO W CARL Vice Prelldent, ELMER BETZ S««ury, CHAUNCEY STRAVSS Trusurer, CASBOLL B. JOHNSTOB VUltor. UNDLEY HAMPTON Reporter, RALPH WILOMAN Caa^tt*« Cfc i lm eo Adrttory, RET. MERU R. SMITB Exe cenu (or Souveoir looUet of Ow Oia. MARSHALLTOWN, IOWA,. .190.„. Sm. 8. Srnfam, tSmtltn. 72 nallarr &trrrt. ■rst BvmnbiiU. 0a§M, Wist Bmmtbfik WM. H. PERRY. •■II g erTiincn.ftt.. Bret frmnrrbtUr. tSaa*. iBajjtiBt (EI|urrI|. o i. K. REED. TKACHtIt "COME THOU WITH US AND WE WILL 00 THEE GOOD" YOUNG MEN'S BIBLE CLASS CALIFORNIA AVE. CONGREGATIONAL CHURCH CAUPORN'A AVENUE AND MONROE STREET MCrrS 10 A. M EVERY SUNOAV P»Mlllailt FRANK H. WHITTCI Vlu Prtildmt WILLIAM BENTON Trtuurtr HARRY KNAPP SecrtUrr CEORSE MACKAV Ftt^mnclal SKretanr e. I. HAMLIN Ctiatnvtn Lockout C^mmltte* GRANT O. SEATON Cbllrmmn Social CommlttAo DAVID JONES Chairman Hoapllml CammlllM GEO. HUDSON 9«ka y, SllcMM*. V. V. " ' TMctar BaXdMoo TH R. Ctenr Stroat «M<( Slljtbctb •utlit4« aaaMaMc laa K. (310ITT nntt ». a. rneo AvaMaiK f, C. SallM Flrtl Viet PntHMI CtaclM Smm Sscutd Vht Pmiiam THE AITCHISON BIBLE CLASS THE FIKST BAPTIST CHURCH OAZiKSBCIiO. VUAStOf Obarlu X. tic» Sacnury Conn yiTnn >ls5i6lan( Secnltry Srtbat Stl»4C Trwasurer attinr mite Z./6rarjan ^tcr fBiinMn ChoristMf Utbeia I t C/«rt B. A. Rogtrt Fnnk Thitis Ctrlitio Cunll \ Rev Edvard B. Shav. TMchet. 98 Crtcnc Stttcl. Samuel W.Taylor, cor. secrewry. IM Cwftttion Sirctt. THE SHAW CL\SS FOR MEN orncERs tihHX FORDEN, Pmldent DAVIO CHE8Rr,ViM Prealdedk LUTHER H. CLASK, Secrtlarr CHARLES N. HOLOREDGE. Treanrar SAMUEL *.TAyiX>R,Cor. SemivT PLEASANT VIET BAPTIST CHURCH Pavtucket, R. I. Ckatrmen ol dalnnhnftk VM. ROGERS, Soeiil SAMUEL S. MICHAUO, laTlutle* GEORGE P. VHALEY,Vlaltl>t FRANK FORDEN. Muale AI,rRED STOKES, Siraaf C Canin. Oe». of t. i te* V. H. P ramx. Pres. trev* »n JorinR.BK>vn.PtDyldenceJl.i .kmes H HiolnA. Mayor of r*« ' 89 Class Printing Atatter. 90 Class Printing- Matter. BovLBtB wuh BpmktvB Vur diaam Ml Batde MeLester. Toastmaster I tkatt tk» effect of ihi$ good lesson keep A* matchmaa to my heart " —Mt A P Vard (StoBB llnrm- " The Boy» " Mr V C. M. Tboinas Qlhr (Siirtanan f nting Aan tn Buataraa " He hath a daily beauty m hU life." — Mt. J. Loo Foasi Olir Qauiifi SuBtnraa floti tn tlir (Stiurrb "To bastness that we love we rise betime And go to t with delight " —Ml John S. Martin Slir JVati and Xnfair ** Thm light that lies in a>oman't eyes And lies and Ue* and lies. " —Ml Cbas V Rankin (Airlattan (Stttzritabtp •■ Religion crowns the statesman and the man." XLoasts ,10V. of «n«»°'^ *"' ^ PAGB. a». Ot*er man. ^^ *^ r,v. P S. Hb^^^^'^-^^ Pastoraliacau. p.bs Bb.b.k. V M^-chb.^ RiS($)WTV. SEC-IT F ^^^'^^' ttmrs. ^ oovE«c.Om.o and others ^_ a B. QUABTET PACE CLASS 6 B.W OaFTN^T a W MAKTll'. b »^ • U M. ALEX^««'*\v E HA*iMErrT ^^^^, .. Kentucky Babe. ror ..juanita,- ^^^^^^^ ^^sbv ^,^, .. armourer's Song- ^ ^ sp.NNEV jj„rt«e» •'^--^:r«t"--HE. .HO .ueXAHOEB ^^^^ ..^rtny and Navy ••■ '='«OGRAM Music ^Ph Sxoffs p^orgf /M/lhiser t^«V Gray Vocal Solo '"vocarfon Rev w c ^ '''^''"' '^--<^oUo Out ^ongan Coleman ^°y Good R S Jay Toasi Easier, p c .'*""' L'fe s Foundations / '^"'^V J^ch,recrura;p,a„3 " '^:'" ^ »- Coflfeen '^''^ Home /ndesrrucfble ' '°''" °°°^eH es. '°"«-^B c No 3,''^'''^* ^3 •* "^ "^'^dm. Eldora " J--*. 8 8 c No «, •oc*. ^^^, ••w* PROGRAM TeaatoiMler . Mr. Prans C Rbichtxb "Big and Little Dippers" Mk Thouas N. McBdrkbv Duet— 'Neatb the Stars A. Gortng-T^omai Mr and Mrs. Burton H. atwood "Star-gazing— Stella-huntine" ...... Mr Wm a. McUBRKtO Violin Solo— Serenade Mi^ Mauo KUUAIX •The Morning Star" . Hon. Cmakus G. Nbbl* Drdta 91 Class Printing Matter. TOASTS AND MUSIC Toastmaster, J. RITCHIE PATTERSON MUSIC '• '.^ . ,. v.r .J . Epworth Bible Class Orchestra ADDRESS OF WELCOME . . c . President Raymond Elliott TOAST— "Influence of Bible Class" .... Hugh C. Beelman VOCAL SOLO Mrs. Clara Oliphant Schlotfeldt, Our Member from the Phillipines TOAST— "Our Class" ...... TOAST— "Our Text Book— The Bible" MUSIC TOAST— "Our Old Members" . . . TOAST— "Young People and the Church" TOAST— "Our Primary Department" .... SOPRANO SOLO . . . . Accompanist, Mrs. Maud Carthgart TOAST— "How the Bible Classes Help this Church" CLASS SONG TOAST— "Th# «Uble Class" Miss Ada Demerest Dr. M. E. Cady • . Orchestra Harry K. Roney Dr. Charles O. Brown Mrs. Wm. G. Coles Miss Mirth C. Carmen Dr. John D. Leek . By Everybody McKenzie Cleland, Director Adult Department, Cook County b. S. Association Cmttas* Prop. MtTCBBti CAsaoit "To you , gentle BuMt* aad meiliber* all. Ourgratulatioiisnow io •tresnu unbouaded ** 9irr 9ait Mt ti?r Prrarnt Ms. L. S. TUNNBY "Bjrstudyiog the p*(t we catcb TMoiuof the Future." « .9l|r %Umwt» Cltr Hon. St. GEOttcs TuCBBR. "He went dowa io a pit oo « •tormjrday •od (lew a lion." HoitiiB lira for fauns '«* Ray. Curtis Leb Laws, O. D. "Every m^ii however humble hit station in life or intellectunt powers, exercises tame influence od thuae about him for good oi fot, evil " #t(U fariiln^ on mg Bangtitrr Mr. John H Tbomas Earth hotdn nO other like to thee. Or if it do(h, io vain for me Cobr of •:>' .^^- *»' .vvl' s«^^ .V?' ^1.*^^° ^n^** C/^ Q.«T"''^, ^. 'V< I * /e /O/, 0. "V '^^^M. 'VJe/, ^^At, 94 Class Printing Matter. YOUNG MEN'S BIBLE CLASS LEAGUE o/Eoanston BASE-BALL Schedule •Errimanuels vs.. Acorns ^£i!!f^fJ^^_Centrals S^^Wvs^Moi^ans ii!!!!ii::f:^iphians <^^iilphJU^ Class Printing Matter. Don't Miss It! What? ^ A r T Y DAY SUNDAY of the Hemenway Men's Evanston, Illinois. September 23, 1906, 9.30 Our Aim-To have every Member present ■ Special Music • Special Program . Best Everl Really You car^r^ot affordjo^mis^^^ Sac«r)c! ^«fll^ ©ur)«I«y ISOR THII C /e*%e/o.e/ /o. YOU« . ^^^»^* i^* ••»V «»^««»«a^ YOU -«v^^ «.^ «^/»^., —^ «- *Z^ ;^t^You« »*#f«y /^aZ/y Day. October S. J90S, Btllows Fans. Vt 1905. JWthe «nore iiMc«;s; '^'^'^.^ "♦i^i' the 8fs *e^Jonfflvei tE Cl ASs opecial Jk 96 JAM 5 190/