,transcriber's ,note3 ,bold text is surrounded by equal signs and italic text by underscores4 ,,modern ,,sunday ,,school ,,manuals ,edited by ,charles ,foster ,kent in ,collaboration with ,john ,t4 ,mc,farland ,,organizing ,,and ,,building ,,up ,,the ,,sunday ,,school ,by ,,jesse ,,lyman ,,hurlbut ,illustration ,,new ,,york3 ,,eaton ,,mains ,,cincinnati3 ,,jennings ,,graham ,copyright1 #aiaj1 by ,,eaton ,,mains ,,table ,,of ,,contents ,,page ,i4 ,the ,historic ,principles ,underlying the ,sunday ,school ,movement #g ,,ii4 ,the ,constitution of the ,sunday ,school #ad ,,iii4 ,the ,necessity and ,essentials of a ,graded ,sunday ,school #ba ,,iv4 ,the ,grading of the ,sunday ,school #cj ,v4 ,the ,departments of the ,graded ,sunday ,school #cg ,,vi4 ,the ,superintendent #df ,,vii4 ,the ,superintendent's ,duties and ,responsibilities #ec ,,viii4 ,the ,associate and ,department ,superintendents #fc ,,ix4 ,the ,secretary of the ,sunday ,school #fi ,x4 ,the ,treasury and the ,treasurer #ge ,,xi4 ,value of the ,sunday ,school ,library #ha ,,xii4 ,the ,management of the ,library #ia ,,xiii4 ,the ,teacher's ,qualifications and ,need of ,training #ih ,,xiv4 ,the ,training and ,task of the ,teacher #aje ,,xv4 ,the ,constituency of the ,sunday ,school #aac ,,xvi4 ,recruiting the ,sunday ,school #abb ,,xvii4 ,the ,tests of a ,good ,sunday ,school #abi ,appendix #ace ,,prefatory ,,in the preparation of this volume the purpose was to supply a convenient handbook upon the organization1 the management1 and the recruiting of the ,sunday school1 to be read by those desiring information upon these subjects4 ,but after the larger part of the work had been prepared a desire was expressed that the method of treatment be so modified that the volume might be employed as a text-book for classes and individual students in the department of teacher-training4 ,it has been the aim of the author not to alter the work so materially as to render it unfitting for the general reader2 and with this in view the series of blackboard outlines for the teacher1 and the questions for the testing of the student's knowledge1 have been placed at the end of the book4 ,in the hope that both the reader and the student may receive profit from these pages the book is committed to the public4 ,,jesse ,,lyman ,,hurlbut4 ,i ,,the ,,historic ,,principles ,,underlying ,,the ,,sunday-,,school ,,movement #a4 ,magnitude of the ,sunday-,school ,movement4 ,at the opening of the twentieth century the ,sunday school stands forth as one of the largest1 most widely spread1 most characteristic1 and most influential institutions of the ,anglo-,saxon world4 ,wherever the ,english race is found the ,sunday school is established1 in the ,mother isle1 on the ,american continent1 at the ,cape of ,good ,hope1 and in ,australasia4 ,in the ,united ,states and ,canada it has a following of fourteen million members1 representing every religious denomination4 ,its periodical literature has a wider circulation than that of any other modern educational movement4 ,it touches every class of society1 from the highest to the lowest2 and its largest membership is found among the young1 who are of all ages the most susceptible to formative forces4 ,it is safe to say that this institution has exerted a powerful influence upon the majority of the men and women of to-day1 and is now shaping the character of millions who will be the men and women of to-morrow4 #b4 ,a ,modern ,movement4 ,great as it appears in our time1 the ,sunday school is comparatively a modern institution4 ,undoubtedly1 the germ of it can be traced back to that source of all the religious life of the civilized world1 the ,hebrew people4 ,the elemental principle of the ,sunday school is possibly to be found in the prophetic guilds before the ,exile1 and the schools of the ,jewish scribes after the ,restoration4 ,the great ,bible class of ,ezra 7,neh4 #h7 was not unlike a modern ,sunday school4 ,yet as an organized institution the ,sunday school began with ,robert ,raikes1 the philanthropist of ,gloucester1 ,england1 who on one ,sunday in #aghj called together a group of street boys in a room on ,sooty ,alley1 and employed young women to teach them the rudiments of reading and religion4 ,if ,raikes had not happened to be the editor of the town newspaper1 and in constant need of copy1 his ,sunday school might soon have been forgotten4 ,but from time to time he published concerning it paragraphs which were copied into other papers and attracted attention1 so that the ,sooty ,alley ,sunday school became the parent of a vast progeny throughout the ,united ,kingdom and beyond the seas4 ,no institution then in existence1 or recorded in church history1 suggested to ,robert ,raikes either the name or the plan4 ,both arose out of his own good heart and active mind4 ,but since his day both the name ,sunday school and its plan of working have been perpetuated1 and every ,sunday school in the world is a monument to ,robert ,raikes1 the editor of ,gloucester4 #c4 ,a ,lay ,movement4 ,it is a significant fact that the first ,sunday school was established not by a priest1 but by a private member of the ,church of ,england1 that its earliest teachers were not curates1 nor sisters1 but young women of the laity1 and that throughout its history the movement has been directed and carried forward1 in all lands and among nearly all denominations1 by lay workers4#a ,this is noteworthy1 because in the eighteenth century1 far more than in our time1 the teaching of religion was regarded as the peculiar function of the clergy1 and lay preaching was frowned upon as irregular4 ,the earliest ,sunday school may have been preserved from churchly opposition by its own insignificance2 or it may have won the favor of the clergy by the fact that all its pupils at the close of the morning session were regularly marched to church4 ,whatever the cause may have been1 it is certain that under a providence which we must regard as divine1 both in its beginning and throughout its history1 the ,sunday school1 although a laymen's movement1 has received favor1 and not opposition1 from the clergy and the ,church4 #d4 ,unpaid ,workers4 ,it has been stated that ,raikes paid the young women who taught in his ,sunday school a penny for each ,sunday4 ,but as the movement went onward the conductors and teachers were soon giving their service freely2 and this has been the prevailing rule throughout the world4 ,there are a few ,sunday schools wherein a curate or assistant pastor is the superintendent1 and a few mission schools that employ a salaried teacher who works through the week as a visitor2 but it may be asserted that the world-wide army of ,sunday-school workers lay upon the altar of the ,church their free-hearted1 unpaid offering of time1 study1 and effort4 ,this has been and is a noble1 a self-denying1 a splendid service2 but it has also been a potent element in the progress of the movement4 ,those who would establish a school1 alike in the city and on the frontier1 have not been compelled to wait until funds could be raised for the salary of a superintendent and teachers4 ,if only churches rich enough to pay for workers had established ,sunday schools in our country1 the ,sunday school as an institution would not have advanced westward with the wave of population4 ,and not only has the unpaid service aided the growth of the movement1 it has also added to its moral and religious power4 ,the pupils and their parents have recognized that the teachers were working not for pay1 but from love for their scholars and their ,saviour2 and that love has imparted to their message a power all its own4 #e4 ,self-supporting4 ,the ,sunday school has been from the beginning and even now remains in large measure a self-supporting movement4 ,it everywhere involves expense for furniture1 for teaching requisites1 for song books1 for libraries2 but for the most part the money to meet these expenses has been contributed in the school1 among its own members1 and not by the church4 ,instances are on record1 even1 where the church1 in former times1 charged and received rent for the use of its property by the ,sunday school6 ,such short-sighted practice has been rare1 but multitudes of churches have found the ,sunday school a source of far greater profit than expense4 ,in other words1 those who have done the work of the school have also paid its bills1 and many families that have received its benefits have been exempt from its burdens4 ,it is noteworthy1 however1 that this condition is passing away1 that churches are awakening to their responsibility and opportunity1 and are giving to the ,sunday school that liberal support which its work requires and deserves4 ,in the ratio of investment and return1 no department of the church costs so little and rewards so richly as an efficient ,sunday school4 #f4 ,self-governing4 ,as a result of being self-supporting1 the ,sunday school has also been a self-governing institution4 ,paying its own way and asking no favor1 it has been almost everywhere an independent body1 accepting no outside authority4 ,it has grown up almost unrecognized and unnoticed by the churches4 ,fifty years ago scarcely one of the denominations1 great or small1 gave the ,sunday school recognition as an integral part of its system4 ,little attention was paid to it in the ruling body of the local church4 ,it chose its own officers1 obtained its own teachers1 made its own rules1 and for its teachings was responsible to no ecclesiastical authority4 ,it was generally an ally to1 but independent of1 the church4 ,in this respect a gradual change has taken place4 ,its relations are now much closer1 its position is defined2 and the institution is sanctioned and supervised by the church4 #g4 ,self-developing4 ,the system of the ,sunday school has been evolved without guidance or control from any human authority4 ,it has been from the first self-organizing1 and has been also self-developing4 ,some might consider the form which it has taken accidental2 but it is better to regard it as providential4 ,the men and women who laid the foundations of the ,sunday school were building under a divine direction of which they were unconscious4 ,working apart from each other1 on both sides of the sea1 and separated by wilderness and prairie1 everywhere they established an institution under the same general principles1 and with substantial unity in its plans4 ,perhaps one cause for its unity of method is that it arose in the midst of the ,anglo-,saxon race1 a people which has instinctive tendencies toward law1 system1 and organization4 ,if it had started among a ,latin people1 where men1 and not systems1 rule1 there might have been a different form of organization1 with different aims1 with different titles for officers1 in every province4 ,but throughout the ,english-speaking world1 which is the habitat of the ,sunday school1 the institution bears the same name4 ,its principal or conductor is called a superintendent--cumbrous though the title may be--and its working force are known as teachers4 #h4 ,bible ,study4 ,the most prominent trait in the ,sunday school of the present is that it has become the most extensive movement for instruction in the ,sacred ,scriptures that the world has yet seen4 ,all these millions of members1 young and old1 are engaged in the study of one book--the ,holy ,bible4 ,many of these millions1 indeed1 study the ,bible superficially1 unintelligently1 with narrow interpretations and crude methods2 yet in the ,sunday schools of the lowest type as well as of the highest some portion of the ,bible every week is brought to the scholars' attention4 ,that the ,bible is so generally known and so widely circulated1 that the demand for this ancient book warrants the printing of more than ten million copies every year1 is due more to the ,sunday school1 with all its defects of method1 than to any other institution4 ,this concentration of attention upon the ,bible has grown gradually in the ,sunday school4 ,in the eighteenth century ,sunday school1 both of ,england and ,america1 religious instruction was only one of its aims2 and it was instruction in the catechism and forms of worship rather than in the ,bible4 ,but by slow degrees the ,bible came more prominently to the front1 until now the ,sunday school is everywhere the school with one text-book4 ,he who surveys the ,sunday school through the inner eye beholds it on one day in each week covering the continent with its millions of students1 all face to face with some portion of the great text-book of religion4 ,the thoughtful observer will reflect that a people whose children and youth come into weekly contact with the living word will not wander far from the path of righteousness4 ,,footnote3 #a ,an exception is to be noted in the ,sunday schools of the ,roman ,catholic ,church1 where most of the teachers belong to religious orders4 ,,ii ,,the ,,constitution ,,of ,,the ,,sunday ,,school ,the general characteristics of the ,sunday school1 as they have gradually developed during its long history1 must be considered in any plan for organizing and conducting an individual school4 ,the institution should be studied both ideally and practically3 practically1 to ascertain what the ,sunday school has been and is now2 yet ideally1 with a view to developing its highest efficiency and largest usefulness4 ,such a plan for the specific ,sunday school may be called its constitution4 ,it is desirable to have the constitution in written or printed form1 but it is not necessary4 ,there is no more complete system than the government of ,great ,britain1 yet it has no written constitution2 and ,mr4 ,james ,bryce has shown us in ,america that the instrument known as the ,constitution of the ,united ,states by no means represents our own actual method of government4 ,in every nation there is an unwritten law1 wrought out of a people's consciousness1 which is more imperative and enduring than any parchment scroll or printed form4 ,the general principles to be maintained in establishing and developing a ,sunday school are the following3 #a4 ,aim4 ,the primary aims of the ,sunday school are religious instruction1 character-development1 and effective service4 ,it is not to teach history1 nor science1 nor sociology1 but religion2 and not merely to impart a knowledge of religion to the intellect of its pupils1 but1 infinitely more important1 to make religion an effective force in the life of the individual scholar4 ,as a ,christian institution1 in the definition given by one of its greatest leaders1#b ,the ,sunday school is a department of the ,church of ,christ1 in which the word of ,christ is taught1 for the purpose of bringing souls to ,christ1 and of building up souls in ,christ4 ,if it be in connection with a ,jewish synagogue or temple--as are some of the best ,sunday schools or ,sabbath schools in our land--it is for the purpose of instruction in the faith of the ancient fathers1 and of making their teachings live again in the men and women of to-day4 ,a true religious education1 such as the ,sunday school seeks to give1 will include three aims3 7#a7 knowledge1 7#b7 character1 7#c7 service4 ,there must be an intellectual grasping of the truth2 a character built on the truth1 out of faith in ,god1 and the life of ,god inspiring the human soul2 and service for ,god and humanity4 ,the ,sunday school seeks to develop not only saints in fellowship with ,god1 but workers for ,god1 who shall strive to realize on earth the kingdom of ,god1 not seeking to be ministered unto but to minister4 ,there have been centuries in the past when the ,christian ideal was the cloistered saint1 living apart in communion with ,god4 ,but that was a pitiably incomplete conception of the perfect man4 ,in our age we have the larger ideal of saintliness with service2 and to promote this should be the aim of every ,sunday school4 #b4 ,method4 ,to attain its aim the ,sunday school employs the teaching method4 ,the ,sunday school is not1 as some weak-minded people have called it1 the nursery of the church4 ,nor is it1 as it has been named1 the ,bible service2 for1 although it holds a service1 it is more than a service4 ,it is not--or should not be--a gathering of groups1 large or small1 where silent hearers listen to sermonettes by little preachers1 miscalled teachers4 ,it holds a service imbued with the spirit of worship1 yet worship is not its central purpose4 ,it should have music1 but it is not primarily a service of song4 ,it should be pervaded by an atmosphere of happiness1 but mere enjoyment is not its object4 ,the ,sunday school is a school3 and the very word shows that its aim is instruction and character formation1 and its method is that of teaching4 ,for the work of a ,sunday school the essentials are three3 7#a7 ,there must be the living teacher who is fitted to inspire1 to instruct1 and to guide4 ,his part is not merely to pour knowledge into his pupils1 but to awaken thought1 to guide the search for truth1 to call forth expression in character and in action4#c 7#b7 ,there must also be the scholar who is to be taught4 ,it is his part in the process of instruction not merely to listen and to remember1 not merely to receive impressions1 but to give expression to the teaching1 in life1 in character1 in influence1 and in service4 ,the true effectiveness of the teaching in the ,sunday school will be shown by the reproductive power of the truth in the life of the scholar4 7#c7 ,there must be a text-book in the hands of both the teacher and the pupil4 ,in any school for religious instruction one book will of necessity stand prominent1 that great ,book of books which records the divine revelation to man4 ,the ,sunday school may teach history1 geography1 institutions1 doctrines1 literature of the ,bible1 but these only as a framework or a foundation for the education of the heart into a personal fellowship with ,god4 ,this character-molding1 faith-impelling force is the divine truth taught in the ,bible through the experiences and teachings of patriarchs1 prophets1 priests1 psalmists1 sages1 and apostles1 and above all by the words and life and redemptive work of the ,master himself4 ,and the subjects of study in the ,sunday school need not be limited to the text of ,scripture4 ,there may be extra-biblical material for the teaching of character and service2 and all this should be open to the ,sunday school4 #c4 ,relation to the ,church4 ,however independent of the church organization the ,sunday school may have been in its beginnings1 and however self-dependent some union ,sunday schools may of necessity be in certain churchless regions1 the general fact is established that the ,sunday school as an institution belongs to the church1 is under the care of the church1 has a claim upon moral and financial support by the church1 should be a feeder to the membership of the church1 and should gratefully accept the supervision of the church4 ,it should regard itself and be recognized by all as in many ways the most important department of the church4 #d4 ,government4 ,all power must be under direction1 and the mighty energies of the ,sunday school especially need a wise1 strong guidance4 ,in the general management of the ,sunday school two elements should be recognized3 7#a7 the rights of the workers and 7#b7 the authority of the church4 7#a7 ,it must ever be kept in mind that the ,sunday school is an army of volunteers4 ,its workers are men and women who of their own accord give to the school without compensation their gift of service4 ,those who make such a contribution to the success of the ,sunday school should certainly have a voice in its management4 7#b7 ,but it is not to be forgotten1 on the other side1 that the ,sunday school is not superior to the church1 nor independent of it1 but subsidiary to it2 hence the church should be able to exercise some control over the school if such control shall ever be needed4 ,for example1 in the choice of a superintendent1 who is the executive officer of the school1 the ruling body of the local church and the working body of teachers and officers should unite4 ,no one should undertake to conduct a church ,sunday school unless he thus has the definite assurance that his teachers are with him1 and that his church is officially supporting him4 #e4 ,officers4 ,little need be said here on this subject1 for it is one with which every worker is familiar4 7#a7 ,there must be a leader1 or manager1 the executive head of the school1 who is universally styled the superintendent4 ,if we were organizing a new institution1 and not describing one already world-wide and with officers already named by common usage and consent1 we would prefer that the executive of the ,sunday school receive the title of ,principal or ,director2 but the somewhat awkward word ,superintendent is settled upon him1 and will remain4 7#b7 ,there must also be an assistant superintendent1 or more than one1 as the size of the school may demand4 ,the better title is associate superintendent1 as is now given in the larger number of well-organized schools4 ,the superintendent should have the privilege of nominating his own associates or assistants1 the nominations to be confirmed by the board of teachers and officers4 7#c7 ,there will be a secretary1 with such assistants as he may require1 to be nominated by the secretary and confirmed by the teachers4 7#d7 ,there will be a treasurer1 to care for the funds1 and to disburse them as ordered by the board of teachers1 or the ,sunday school as a whole4 7#e7 ,lastly1 but most important of all1 there must be the working force of instructors1 the faculty of the institution1 its teachers1 who should be carefully chosen4 ,the pastor1 as well as the superintendent1 should have an active voice in their call1 since they are his coworkers in the religious instruction of the congregation4 #f4 ,membership4 ,in the conception of a ,sunday school1 both ideal and practical1 the constituency for which it is established must be considered4 ,as has been noted1 it was originally for children only1 and only for children who were destitute of home training1 and outside of church relationship4 ,the earliest ,sunday schools were what are called in ,england ragged schools1 and in ,america mission schools4 ,but in the noble evolution of the movement the ,sunday school constituency has been vastly enlarged2 and now it is recognized that the ,sunday school is for all ages and all classes4 ,it should embrace the young and old1 the ignorant and intelligent1 the poor and rich1 the sinner as well as the saint4 ,the ,sunday school which fulfills its mission to society will welcome all the world4 ,,footnotes3 #b ,bishop ,john ,h4 ,vincent4 #c ,for qualifications and functions of the teacher see ,chapters ,,xiii and ,,xiv4 ,,iii ,,the ,,necessity ,,and ,,essentials ,,of ,a ,,graded ,,sunday ,,school #a4 ,the ,necessity of ,grading4 ,as the result of the gradual and unguided evolution of the ,sunday school through a century or longer1 most schools are now divided in a vague way into certain departments1 generally known as the ,primary1 or ,infant ,class2 the ,youths ,department1 or ,boys and ,girls2 and the ,adult ,department1 or ,bible ,classes4 ,many who have charge of schools such as these regard them as graded1 and so report them4 ,but the mere naming of departments does not constitute a graded school4 ,whoever studies the ungraded or loosely graded ,sunday school will perceive in it certain evils which can be removed only by a thorough system of grading1 maintained faithfully through a series of years4 ,some of these conditions which make the graded ,sunday school an absolute necessity are the following3 7#a7 ,the ,school as a ,whole4 ,the close observer1 looking at the entire school1 notes first of all that its gains and its losses in membership are at the extremes of its constituency4 ,it is the normal condition for the gains to come in the ,primary section2 for the little children in families are attracted to the school or brought there by older children4 ,there is almost invariably a constant increase in this department1 requiring frequently the organization of new classes in the grade above1 among the younger boys and girls4 ,but1 on the other hand1 there is a constant loss of older scholars4 ,in most schools1 at the age of fourteen1 in what is known as the early adolescent period of life1 the pupils1 for one reason or another1 begin to drop out1 and few enter to take their places4 ,almost every school is thus growing at the bottom and dying at the top4 ,the ,primary classes are full1 but the classes of those above fourteen years are usually small--two large boys here1 three yonder4 ,and although girls continue in the school more frequently than boys1 there will appear the same conditions--some large classes of girls and young women1 but others where discouraged teachers are sitting down with one1 two1 or three pupils4 ,six or eight years ago these same classes came out from the ,primary ,department1 each with eight or ten pupils2 now they are mere skeleton classes1 barely alive1 and threatened with dissolution4 ,every earnest1 thoughtful superintendent would rejoice to find some plan that will guarantee large classes of young people between sixteen and eighteen years of age1 for this is the most vital period in the life of the individual4 ,such a plan is proposed in the graded system4 7#b7 ,the ,condition of the ,classes4 ,fixing the attention upon the several classes1 the critic of the school system notes three unfavorable conditions3 7a7 ,there is the inequality in the size of classes1 to which reference has already been made4 ,when classes come together by accident1 pupils bringing their friends1 or new members joining whatever classes they please1 some classes of boys or girls will inevitably be too large for good government or good teaching1 and others will be too small to create any enthusiasm1 either in the teacher or the pupils4 7b7 ,there is also an inequality in the ages of pupils in the same class4 ,a class may include one pupil or two pupils sixteen years old1 and others as young as ten1 or even nine years2 some who during the week are in the high school1 and others who can scarcely read the verses assigned to them4 7c7 ,where these inequalities of numbers and ages exist there is a lack of that class spirit which is an essential element of power in a well-ordered ,sunday school4 ,every class should be a unit1 with a strong social bond2 but this ideal cannot be realized when there are in the class two or three youths in the noisy1 assertive1 self-conscious stage of early adolescence1 and others who are several years younger4 ,nor can there be a proper social bond in a class with only two or three members4 ,they are likely to be irregular in attendance1 to find excuses for absence or for leaving the school1 until at last the discouraged teacher and the listless scholars together drop out of sight4 ,for the correction of these evils of inequality in numbers and in ages1 and of this lack of class spirit1 the only successful method is to grade the school1 and resolutely to keep it graded4 7#c7 ,difficulties of ,administration4 ,the difficulties which confront the superintendent in the management of an ungraded school are many and great4 7a7 ,the first and ever-present difficulty is in obtaining teachers for new classes4 ,the constant growth of the ,primary ,department is his perennial perplexity4 ,to relieve the congestion in the crowded ,infant ,class its older pupils must be brought into the main school1 and teachers must be found for them4 ,the superintendent is always seeking1 and often seeking vainly1 for new teachers4 7b7 ,another difficulty is found in the attempt to transfer scholars from one class to another4 ,no matter how much out of place a pupil may be1 it is almost impossible to transfer him to another class without incurring the displeasure of the teacher1 the scholar1 or the scholar's family4 ,and however overgrown or ill-assorted a class may have become1 to divide it is a delicate task1 almost sure to cause ill feeling4 ,also1 when there arises the need of a teacher for a new class just emerging from the ,primary ,department1 the natural plan would be to combine some of the skeleton classes in the other departments1 and thereby release a teacher for service with the new class4 ,but the superintendent who attempts this plan finds that almost invariably it results in some of the older scholars leaving the school because their teacher is taken from them4 #b4 ,the ,essentials of a ,graded ,school4 ,briefly stated1 the essentials of a graded ,sunday school are the following3#d 7#a7 ,departments4 ,the graded ,sunday school is organized in certain distinct groups1 of which the most important1 for our present purpose1 are the ,primary1 ,junior1 ,intermediate1 and ,senior ,departments4 ,to these will be added the ,beginners and ,adult ,departments when the subject comes up for a complete treatment4 ,each of these departments should have1 if possible1 a separate room2 but if these rooms cannot be provided in the building1 the pupils should be seated by departments in the different parts of the one room4 ,perhaps it may be assumed that there is a separate room for the ,primary ,department2 then let those who have most recently come from the ,primary be seated on the right block of seats2 the ,youths or ,intermediate in the middle2 and the ,senior classes on the left block1 or vice versa4 ,the younger classes of the department should have the front seats1 the older those in the rear1 in regular gradation4 ,the school may be arranged in the order shown in this diagram3 ---------------------------------------- ----- ----------- ------------ ------------ ,,older ,,fourth ,,year ,,fourth ,,year ----------- ------------ ------------ ----------- ------------ ------------ ,,older ,,third ,,year ,,third ,,year ----------- ------------ ------------ ,,young ,,women ,,second ,,year ,,second ,,year ----------- ------------ ------------ ----------- ------------ ------------ ,,young ,,men ,,first ,,year ,,first ,,year ----------- ------------ ------------ ,,seniors ,,intermediates ,,juniors ----------------------- ,,platform ---------------------------------------- --- 7#b7 ,classes4 ,the number of classes should be fixed for each department1 and their relationship established1 so that when a group of scholars is promoted to a higher grade in the same department1 or in the next department1 they do not enter as classes1 but as individuals2 not to form new classes in the department1 but to be placed in classes already formed4 ,this plan will keep the classes in the ,senior ,department always full1 and avoid the unfortunate skeleton classes of the ungraded school4 ,it will also impress upon the pupils the importance of faithful work4 7#c7 ,promotions4 ,there should be annual and simultaneous promotions throughout the school4 ,one ,sunday in the year should be set apart as ,promotion ,sunday2 and on that day all promotions should be made4 ,those who are to be advanced from the ,intermediate to the ,senior ,department are called out by name and placed in their classes1 which are not new classes1 but old classes replenished with new members4 ,these promotions will vacate the seats of the ,fourth ,year classes in the ,intermediate ,department4 ,but these seats will at once be filled by the ,third ,year now becoming the ,fourth ,year1 and taking their seats2 the ,second ,year pupils becoming the ,third ,year2 and the ,first ,year the ,second ,year4 ,the ,first ,year of the ,intermediate ,department will be left vacant1 to be filled by promotion of the ,fourth ,year in the ,junior ,department1 and the moving up of classes to the year above in the same department2 and the ,first ,year of the ,junior ,department will be filled by promotion from the ,primary ,department4 7#d7 ,teachers4 ,as groups of scholars pass either from one grade or from one department to another there must also be a change of teachers4 ,this constitutes the crux of the entire system1 and in its inception is apt to prove the most formidable obstacle in grading the school4 ,the pupils1 however1 are accustomed to a system of promotions in the day school1 and expect to leave their teachers when they change their grades2 but many of the teachers in the ,sunday school1 not being trained under the system1 dislike to lose their scholars1 and show their dissatisfaction in ways that affect their pupils4 ,this difficulty must be overcome by tact and an appeal to unselfish motives2 teachers must consent for the sake of the common good to give up their old classes and take new ones which begin in the department4 ,the teacher may remain in the grade and receive a new class each year as his pupils advance to a higher grade2 or he may remain with the class and advance until the pupils pass from their former department to a higher one1 as from ,primary to ,junior1 from ,junior to ,intermediate1 and from ,intermediate to ,senior4 ,he should then return to a new first year's class in his own department and lead it through the course4 ,if any teacher asks1 ,why cannot ,i go with my class into the ,senior ,department8 the answer is that if the plan be permitted for one it must be recognized for all2 and in the ,senior ,department there will follow an increasing number of classes1 with a relatively diminishing membership in each class4 ,the scholars also need the inspiration of contact with different teachers4 ,furthermore1 the teacher who is adapted to the ,junior or ,intermediate ,department is rarely a suitable teacher for ,senior scholars4 ,hence there is need of a careful assignment of teachers no less than of pupils4 ,therefore1 to maintain a graded school the pupils must change teachers when they change departments4 7#e7 ,lessons4 ,there should be graded lessons for each department4 ,if a graded system be followed in the school1 as it should be1 with different subjects1 text-books1 and lessons for each department1 giving to the entire school a regular1 systematic1 progressive curriculum1 this requisite will be met4 ,if1 however1 the uniform lesson for all the school be followed1 as at present is still the case in many ,sunday schools1 the graded teaching must be given in the form of supplemental lessons1 taught by the head of the department where it has a separate room1 or by the teacher if the departments must be assembled in one room4 ,in some form the graded teaching is an absolutely essential requisite of the graded school4 ,most schools1 when once thoroughly graded1 will realize the need of the next step in the evolution of the institution--lessons graded in subjects as well as in methods for the several departments4 7#f7 ,basis of ,promotion4 ,the question is often asked1 ,should promotions be made on the basis of age1 or as the result of examinations8 ,the examination system may be regarded as desirable in the ,sunday school1 but there are as yet few schools where thorough examinations can be rigidly insisted on as a part of the school system1 and promotions invariably made to depend upon standing4 ,a school which meets only once a week1 for a session of less than an hour and a half1 and with but one lesson period of forty minutes or even less1 cannot maintain the same strictness in its standards as the public school4 ,moreover1 new scholars are continually entering the schools1 and1 while most of them begin at the foot of the ladder in the ,primary ,department1 yet others enter at various ages and in various grades4 ,any system of promotion based merely upon acquirement attested by examination is sure to become in many instances a meaningless form when applied to the ,sunday school4 ,yet acquirements and examinations need not be ignored in the graded ,sunday school4 ,there may be certain ages at which the pupils shall by right pass from a lower grade to a higher4 ,but it may also be arranged that pupils who are exceptionally bright1 well-informed1 and studious can be promoted a year in advance of their classmates by passing examination4 ,let the examination be given in writing to all the pupils1 and let all be urged to take it2 with the promise that those who pass will be promoted1 even though they be less than the required age4 ,but let it also be understood that failure to pass the examination will not keep the student for more than one year from promotion4 ,in other words1 the examination may well be made the door through which earnest students may pass on1 and so keep abreast of their equals in training and ability4 ,,footnote3 #d ,for a more complete statement1 see the volume of this series on ,the ,graded ,sunday ,school in ,principle and ,practice1 by ,dr4 ,h4 ,h4 ,meyer4 ,,iv ,,the ,,grading ,,of ,,the ,,sunday ,,school ,the question is often asked1 ,how may an ungraded ,sunday school be placed on a graded basis8 ,the work may seem simple1 and easy of accomplishment1 but when it is undertaken difficulties arise which must be intelligently and tactfully met4 #a4 ,the ,difficulties4 ,if all our ,sunday-school teachers were trained educators1 accustomed to the methods of the public school1 they would see at once the advantages of the graded system1 and heartily enter into it4 ,but most of our teachers are untrained1 and their range of vision often fails to reach beyond their own class and their immediate environment4 ,the relation between teachers and scholars is personal rather than official2 and on both sides the personal equation often complicates the problem4 ,in every school there are a few teachers who are so strongly influenced by their feeling for their pupils that they fail to recognize the needs of the school4 ,there are also scholars1 especially in the sentimental early adolescent age1 who are unwilling to leave their teachers when promotion is offered to them4 ,but unless the change of teachers is maintained the graded system will utterly fail to benefit the school2 it will be graded in name only1 and not in fact4 ,this part of the program must be carried through1 even though it may cost the school the loss of a teacher or two teachers and their scholars4 #b4 ,the ,remedy for this difficulty is only to be found in carefully considered action by presenting the necessity and value of the plan so clearly that the teachers as a whole will fully understand it1 appreciate its importance1 and heartily accept it4 ,the grading should not be attempted upon the mere fiat of the superintendent1 nor on the vote of a bare majority of the workers4 ,the teachers must recognize the self-sacrifice which it requires1 and must make that self-sacrifice generously1 giving up their scholars for the general good4 ,the possible objections of the scholars are more easily overcome1 for they are accustomed in the public schools to promotions with change of teachers1 and readily accommodate themselves to the same system in the ,sunday school4 ,thoughtfulness and kindness1 with time1 will soon remove the hindrances from the path of the graded school4 #c4 ,the ,method of ,grading4 ,the school may be graded in either of two ways1 the gradual or the simultaneous method4 7#a7 ,in the gradual method the superintendent1 with the concurrence of the teachers1 may announce that after a certain date all promotions will be made in accordance with the graded system1 leaving the classes as they are until the time for promotion arrives4 ,then promote from ,primary to ,junior1 from ,junior to ,intermediate1 and from ,intermediate to ,senior1 according to the principles of the graded school2 and in four or five years1 if the system be maintained1 the result will be a school fully graded in all its departments4 7#b7 ,in the simultaneous method of grading1 the plan must be carefully matured1 and general cooperation of all assured4 ,the following plan has been tested in more than one school1 and found to work successfully3 7a7 ,let a careful committee be chosen to arrange the details of grading4 ,the committee should consist of teachers acquainted with the scholars as far as may be practicable1 and should1 of course1 include the superintendent4 ,they should also take an abundance of time for their work4 7b7 ,obtain the ages of all the scholars between eight and eighteen years of age1 and1 approximatively1 the ages up to thirty4 ,let this list be made quietly by each teacher for his or her own class4 ,it may be desirable not to inform the pupils for what purpose the enrollment is made4 ,instances have been known where scholars have understated their ages1 hoping thereby to remain with favorite teachers4 7c7 ,let the committee go over the lists and assign the scholars to classes according to age and acquirement4 ,in some degree social relations should be considered1 so that each class may be as far as practicable a social unit4 ,in the ,intermediate ,department boys and girls should be in separate classes1 and not more than six or eight pupils should be placed in one class4 ,no announcement of the assignment of scholars to classes should be made until the day fixed for the reorganization of the school4 ,it will be a good plan to prepare a map or chart of the schoolroom1 with the place proposed for each class indicated upon it4 7d7 ,on the day appointed1 after the opening exercises1 first let the seats or rooms set apart for the ,senior ,department be vacated2 and then let the roll be called according to the new list4 ,class ,no4 #a1 ,senior ,department4 ,mr4 ,a----1 with the following scholars4 ,as their names are called let them take their places1 until the list of classes and scholars in this department is filled4 ,next vacate the seats assigned to the ,intermediate ,department1 and let these teachers and pupils take their places2 then the ,junior ,department1 according to the same plan4 ,the ,primary ,department can be graded by its superintendent or teacher without aid from the committee4 ,let it be understood that every scholar must take the place assigned to him at the time when his name is called2 and that only for an important reason can an assignment1 when once made1 be changed4 ,in a large school there will be found a few cases where the committee has made a mistake1 even with the greatest care2 and these mistakes should be rectified1 but not until the pupils have taken their new places temporarily in the scheme of the school4 #d4 ,advantages of ,thorough ,grading4 ,many benefits will follow from the proper organization of the school2 and their value will be increasingly apparent as the system is maintained through a series of years4 7#a7 ,appearance4 ,it is the testimony of every superintendent and pastor who has graded his ,sunday school that the appearance of the school is greatly improved by the graded system4 ,the older scholars are assembled in one body1 instead of being scattered throughout the room2 scholars of the same size and age are brought together in classes4 ,the school will also actually seem larger than it was before the grading4 7#b7 ,order4 ,the order of the school will be more easily maintained4 ,the big boys and the giggling girls1 both at the self-conscious1 awkward age1 will be in a new environment1 no longer the leaders over smaller and younger pupils1 but in classes by themselves1 and with responsibilities appealing to their self-respect4 7#c7 ,social ,relations4 ,it will be a benefit to the scholars of each age to be associated in groups of the same period in life1 with the same interests and similar mental acquirements4 ,many scholars will find their new associations more congenial than their former ones in the ungraded classes1 where older and younger people have been brought together4 ,the class will now become1 far more than it was before1 a social power4 7#d7 ,teaching ,work4 ,in the ungraded class1 with older and younger pupils together1 the teacher met with his greatest difficulty in finding a common ground of interest4 ,in the graded class1 with pupils of uniform age and equal intellectual understanding1 the teaching can be better adapted to the needs of the pupils4 7#e7 ,incentive to ,interest4 ,the prospect of promotion awakens an interest in the classes4 ,each scholar looks forward to the time when he will attain to a higher grade with its enlarged privileges4 7#f7 ,obtaining ,teachers4 ,the grading of the school greatly aids in the solution of the ever-present problem of obtaining new teachers1 7a7 ,the graded school requires a smaller number of teachers than the ungraded school1 since it provides for the consolidation of skeleton classes in the ,senior ,department4 ,this sets at liberty a number of experienced teachers for service in other grades4 7b7 ,whenever a new class comes from the ,primary ,department1 a teacher is already at hand in the ,junior ,department whose class at the same time has advanced to the ,intermediate ,department4 ,the teacher goes year by year with his class until it leaves the department1 and then he returns to a new class beginning the studies of the same department4 7c7 ,after the results of a teacher-training class are available there will always be trained teachers waiting for classes4 7#g7 ,leakage ,period4 ,the young people between fifteen and twenty years of age constitute the leakage period1#e when they are in great danger of drifting away from the school4 ,they will be held to the school far more firmly if they have before them the prospect of membership in large classes of young people1 with social opportunities1 and club life1 so popular with youth at the early adolescent age4 ,it has been clearly shown by practical experience that an organized ,senior ,department1 with large classes kept full by regular reinforcement from the ,intermediate ,department1 will maintain itself and hold its members1 while skeleton classes of the young people constantly tend to disintegration4 ,the well-organized1 completely graded ,sunday school possesses such evident and great advantages that it is certain to be established wherever thorough and efficient religious instruction is sought4 ,the sooner it comes1 and the more faithfully it is maintained1 the better it will be for the church of to-day and to-morrow1 and the more quickly and effectually will the grave problems of our modern civilization be solved4 ,,footnote3 #e ,dr4 ,a4 ,h4 ,mc,kinney1 in ,after the ,primary--,what8 ,v ,,the ,,departments ,,of ,,the ,,graded ,,sunday ,,school ,general ,scheme4 ,the four departments essential to a graded ,sunday school1 whether large or small1 have already been named by anticipation4 ,but it is necessary to give to the subject a closer consideration1 and to add the names of other departments which are needed either as departments or subdivisions in the school4 ,following the analogy of the secular schools1 the great divisions of a ,sunday school may be named as ,elementary1 ,secondary1 and ,advanced or ,adult4 ,the ,elementary ,division will include the ,cradle ,roll1 ,beginners1 ,primary1 and ,junior1 taking the scholar up to twelve years of age4 ,the ,secondary ,division will include the ,intermediate and ,senior ,departments1 also the ,teacher-training ,class1 and will embrace the scholars between twelve and twenty years of age4 ,the ,advanced or ,adult ,division will include all the classes wherein the average age is above twenty years1 including the ,home ,department4 ,beginning with the youngest children1 the departments of a thoroughly organized school are the following3 #a4 ,the ,cradle ,roll4#f ,this should include all the little ones in the families of the congregation who are too young to attend the school4 ,their names1 in large lettering1 in plain print rather than script1 should be recorded upon a list1 framed and hung upon the wall in the ,primary room4 ,a separate card catalogue should be kept of the names alphabetically arranged1 with ages1 birthdays1 parents' names1 and the street address of each family4 ,every effort should be made to keep the list complete2 children should inform their teachers of new little brothers and sisters for the ,cradle ,roll2 the pastor in his visitation should take their names and report them2 and the teacher or conductor in charge of the ,cradle ,roll should occasionally visit every family on the list4 ,whenever gifts are made to the pupils of the school1 as at ,christmas or on birthdays1 toys and dolls for the little ones of the ,cradle ,roll should not be forgotten4 ,in a small school the care of the roll and the visiting of the families may be assigned to the ,primary superintendent2 but in a large ,sunday school it will call for a special conductor1 and recognition as a separate department4 ,let no one suppose that this is an unimportant1 sentimental matter4 ,the ,cradle ,roll1 maintained as it should be1 will awaken interest in every family having a name inscribed upon it1 and in due time will lead many little feet to the ,sunday school4 #b4 ,the ,beginners ,department4 ,at about three years of age the little children should be brought to the school1 and be regularly enrolled as attending members1 their names being now taken from the ,cradle ,roll4 ,they should remain in the ,beginners ,department from the age of three to that of six years--the ,kindergarten period in the public school4 ,here they should be told simple ,bible and nature stories1 without effort to place the stories in chronological order2 for children of this age have only a faint conception of the sequence of events4 ,they may be taught simple songs1 marching exercises1 etc4 ,it is a mistake1 however1 to give them much1 if any lessons1 to tax the memory1 beyond a few short sentences of the ,bible and verses of children's songs4 ,if they can meet in a room by themselves1 with their own teacher1 it will be better than to have them in the ,primary room2 for the work in this grade should be constantly varied1 and the stories very brief1 in order not to weary the little ones4 ,if they must meet in the room with the ,primary children1 they should sit by themselves as a separate section1 and not with their older brothers and sisters4 #c4 ,the ,primary ,department4 ,this department should be the home of little children between six and eight or nine years of age4 ,they should remain in it until in the day school they have begun to read4 ,boys and girls may be placed in the same classes1 which should be for those six years old1 seven years old1 and eight years old1 respectively4 ,with each year their seats should be changed1 indicating their promotion from the lower to the higher classes4 ,in this department the simpler stories of the ,bible and other helpful stories adapted to the grade should not only be told but taught1 and the children expected not only to learn but also to tell them4 ,the ,twenty-third ,psalm1 the ,lord's ,prayer1 the ,ten ,commandments1 a few other selected passages of ,scripture1 and some standard hymns of the ,church should be memorized4 ,in many well-organized ,sunday schools both the ,cradle ,roll and the ,beginners class are recognized as subdivisions of the ,primary ,department1 and are under the direction of the ,primary superintendent4 #d4 ,the ,junior ,department4 ,this department will care for the children from the ages of eight or nine until the full age of twelve2 except that boys or girls who are especially advanced in intelligence may be promoted upon examination at eleven years4 ,in a very small ,sunday school all the pupils of this department may form one class1 provided they can have a room by themselves4 ,if they must meet with the rest of the school1 they may be organized either in two classes1 one of boys1 the other of girls4 ,if1 however1 the number of scholars will admit1 it is far better to place the pupils in separate classes for boys and girls1 with different classes for each year of the period4 ,to scholars of the ,junior grade the great characters and events of ,bible history should be taught in their order2 also the most important facts about the ,bible1 and in a simple form the lands and localities of the ,bible4 ,in churches which use a catechism this should constitute a part of the teaching in the ,junior ,department1 for at this period the child's verbal memory attains its greatest strength4 #e4 ,the ,intermediate ,department4 ,here the pupils are from twelve to sixteen years of age4 ,the classes should be small1 generally of six boys or girls1 never more than eight4 ,this period in life is known as early adolescence1 and calls for careful direction by wise teachers4 ,in the ,intermediate ,department the great biographies of the ,bible should be studied1 either as the regular or the supplemental lessons2 also the heroic lives of leaders in the history of the ,church1 of foreign missionaries1 and of men and women who have labored in the home fields4 ,boys and girls in this stage of life are instinctively hero-worshipers1 and before them should be set high ideals of character and service4 ,special effort should be made in leading the scholars to personal consecration to ,christ and to union with the ,church2 for if the great decision be not made before the age of sixteen is reached1 there is great danger that it will never be reached4 ,but that decision should include more than a formal profession4 ,it should embrace a full surrender to the will of ,christ1 an inward1 conscious spiritual life1 an aim for completeness of ,christian character1 and especially a willingness to work for ,god and humanity4 ,youth is a season of ardor and of energy1 a period of lofty ideals and noble endeavor4 ,all those active powers of the youthful nature should be guided into channels of usefulness4 ,the true twentieth century disciple of ,christ is not one who lives alone feasting his soul on ,god1 but one who stands among his fellow-men1 eager to aid in the world's betterment4 #f4 ,the ,senior ,department4 ,this is the preferable title1 although some organized schools call it the ,young ,people's ,department1 and restrict the word ,senior to the classes of fully adult age4 ,still others call it the ,assembly1 and give it an organization independent of the ,sunday school4#g ,the age of entrance should be sixteen1 except with some who in stature and mind are mature beyond their years4 ,it is imperative1 as we have already seen1 that at the door of this department the young people should leave their former teachers1 and should not form new ,senior classes1 but as individuals enter classes already established4 ,this department includes the members of the school between sixteen and twenty years of age2 not that members of classes must necessarily leave them at twenty1 but that men or women above that age entering the school should rather join the ,adult ,department4 ,the classes may be as large as the arrangement of rooms will allow2 larger where each class can have a separate room1 which is the ideal plan4 ,generally1 young men and young women should be in separate classes4 ,the teacher of a young men's class should be a man whose character will inspire the respect and win the fellowship of his class4 ,the teacher of the young women's class will generally be a lady1 although often men have been successful teachers of young women4 ,in this department the classes should be organized1 each with its own officers1 chosen by the members2 and the class should be consulted when a teacher is to be appointed1 although the voice of the class in the decision should be advisory and not mandatory4 ,especial attention should be given to the social activities of this department4 ,each class should have its own gatherings1 classes of young men and women should meet together occasionally1 and a ,senior ,reception should be held at least annually to promote acquaintance among the members4 ,the interest of the young people should also be enlisted in some definite form of service for the church or the community4 #g4 ,the ,teacher-,training ,department4 ,the most promising young people1 both men and women1 should be selected at sixteen years of age--the time of promotion into the ,senior ,department--and should be organized as the ,teacher-training or ,normal ,class4 ,the best teacher obtainable should be assigned to this department4 ,often in the high school or some near-by college1 a scholarly1 ,bible-loving instructor may be found who is willing to give a part of his time to the equipment of teachers for the coming generation4 ,a text-book should be chosen from among those approved by the ,international ,teacher-training ,committee4 ,no person should be admitted to this class who is not willing to give some time during the week to the study of the course4 ,while the rest of the school may be studying the regular lessons1 whether graded or uniform1 this class should be at work with the teacher-training text-books4 ,there should be thorough instruction with examinations looking toward a certificate of work done1 such as the ,international ,teacher-training diploma4#h ,the course may cover two1 three1 or four years2 and new members may be placed in the class at the opening of each year1 to begin at the point where the class is studying1 and to remain until they shall have completed the entire course4 ,in a properly graded school after a few years there will be a class graduating from and a class entering the ,teacher-training ,department each year4 ,this department should also include a ,reserve ,class1 consisting of those who are ready to act as substitutes for absent teachers4 ,if the uniform lessons are followed1 the ,reserve ,class should study the lesson a week in advance of the school4 ,into this class the graduates of the ,teacher-training ,class should be placed1 to remain until classes are ready for them in the school4 ,in some schools the ,teacher-training and ,reserve ,classes do not form a separate department1 but are two classes in the ,senior ,department4 ,but it is the better plan in a large school to establish the ,teacher-training ,department1 with its own officers1 thereby adding to its prestige in the school4 #h4 ,the ,adult ,department4 ,this will include all who are above the age of twenty years4 ,it is the judgment of advanced leaders in ,sunday-school work that at twenty years those who have belonged to ,young ,people's classes in the ,senior ,department should leave them for the ,adult ,department4 ,otherwise1 the ,senior ,department in a few years will cease to be a place where young people of sixteen and eighteen years feel at home4 ,in the ,adult ,department men and women may meet together as members of the same class1 unless there arise a demand for separate classes and the numbers enrolled justify the division4 ,in conducting these classes two forms of instruction have been found to be successful3 7#a7 the colloquial method of teaching1 the class studying and discussing the lesson together under the guidance of the leader2 and 7#b7 the lecture method1 the teacher being the principal speaker1 but always admitting questions and answers on the subject suggested by the lesson4 ,classes in this department may be allowed to choose their own courses of study1 provided 7#a7 that the subjects and methods are in line with the general aim of religious education1 and not merely secular science or history2 7#b7 that the courses of successive years have some sequence1 and are not chosen in a haphazard1 accidental manner4 ,the ,adult ,department under wise direction should promote a large1 intelligent1 broad-minded1 philanthropic type of ,christian character in the church and the community4 #i4 ,the ,home ,department4 ,this department1 like the ,cradle ,roll at the other extreme of the ,sunday-school constituency1 is composed of people1 both young and old1 who cannot be present at its sessions1 but are interested in its work1 and willing to give some time to its studies4 ,in every community there are such people--aged or infirm men and women1 invalids1 mothers unable to leave their offspring1 commercial travelers1 and people who live too far from the school to attend it4 ,these are organized into the ,home ,department1 furnished with the literature of the school1 study its text-books1 make their report of work done1 and send their contributions to its support through the ,home ,department superintendent or visitor4#i ,,footnotes3 #f ,this department is now named in ,sunday schools of the ,protestant ,episcopal ,church1 and some others1 the ,font ,roll1 or ,baptismal ,roll4 #g ,suggested by ,dr4 ,j4 ,h4 ,vincent4 #h ,for full information concerning ,teacher-training1 courses1 examinations1 and diplomas1 write to the ,state ,secretary of ,sunday ,school ,work1 or to the office of the ,international ,sunday ,school ,association1 ,no4 #adj ,dearborn ,street1 ,chicago4 #i ,for plans of the ,home ,department1 address the ,secretary of the ,state ,sunday ,school ,association1 or ,dr4 ,w4 ,a4 ,duncan1 ,syracuse1 ,new ,york1 who is recognized as the founder of this system4 ,,vi ,,the ,,superintendent #a4 ,his ,importance4 ,several years ago1 the president of the ,new ,york ,central ,railway was called upon by a legislative committee to explain the system of signals employed upon the railroad for the protection of passengers4 ,he gave a detailed statement1 answered every question1 and then made this remark3 ,however perfect the system may seem to be1 there must always be a man to work it2 and in the final analysis more depends on the man than on the plan4 ,that which is true in every human organization is especially true in the ,sunday school3 its success depends not on a constitution1 whether written or unwritten1 but upon a man4 ,in the ,sunday school that man is the superintendent1 who not only works the plan1 but also generally plans the work4 ,given an efficient superintendent1 an efficient school will usually be developed2 for the able man will call forth or will train up able workers4 ,hence the first and greatest requisite for a successful ,sunday school is that the right man be chosen as superintendent4 #b4 ,his ,appointment4 ,the selection of the superintendent should be the task not only of the officers and teachers in the ,sunday school1 but of the entire church1 for every family in the congregation has an interest in his appointment4 ,the pastor should be consulted1 and should give diligent attention and time to the search for a superintendent1 not merely because he may be presumed to know his constituency1 but more especially because out of all the church the superintendent is to be his most important helper4 ,the election of the superintendent should be made by the workers in the school1 its board of teachers and officers1 and its action should be formally confirmed by the ruling board of the local church4 ,no man should hold the office of a superintendent who fails to receive the approval of the church of which the school is a part4 ,he should know that in his appointment the school1 the church1 and the pastor all unite4 #c4 ,his ,term of ,office4 ,he should be chosen for a term of one year2 but may be reelected for as many terms as appear expedient4 ,frequent changes in the management of the school will tend to destroy the efficiency of its work4 ,but whenever the great interests involved in the religious education of an entire church or community require a new superintendent the change should be made1 even though sympathy be felt for the one set aside4 ,the institution must not be sacrificed to save the feelings of the man4 #d4 ,his ,qualifications4 ,it is important to consider the qualifications of an ideal superintendent1 remembering1 however1 that all these qualities are rarely to be found in one man4 ,we must set before us high ideals1 not expecting that they will always be fully realized1 yet ever seeking to attain them as far as may be possible in this imperfect world4 ,the following are the most important qualifications for a superintendent2 some of them are essential1 all are desirable3 7#a7 ,moral ,character4 ,the ,sunday school undertakes to train the young in character2 therefore he who stands as its responsible head must possess a character worthy of admiration and imitation4 ,his life must honor1 and not dishonor1 his profession4 ,it is possible for a man whose work for an hour on ,sunday is in behalf of the gospel so to live in his family1 in business1 and in society as to work for six days against the gospel1 and more than undo all his efforts for good4 ,the leader in such an uplifting movement as the ,sunday school must have clean hands and a pure heart4 ,what ,saint ,paul wrote of a bishop he would have written of a ,sunday school superintendent3 he must have a good report4 ,in the well-known painting of the ,emancipation ,proclamation may be seen standing at the right hand of ,president ,lincoln the ,secretary of the ,treasury1 ,salmon ,p4 ,chase1 who once said1 ,a man in my position must not only seem right1 but be right2 and not only be right1 but seem right4 ,so will every one say of the ,sunday-school superintendent4 7#b7 ,a ,devout ,believer4 ,the superintendent's character should be irradiated with the fine glow of a ,christian faith4 ,he should be one who has seen the heavenly vision and unto it has not been disobedient2 one whose spirit has been kindled by the ,divine ,spirit burning like a fire within2 one who is himself a ,christian man1 longing to lead other men into fellowship with the ,father through ,jesus ,christ the ,son4 7#c7 ,a ,working ,church ,member4 ,we have already learned that the ,sunday school is not a society or an institution standing alone4 ,it is a branch of the church1 and one of the most important branches4 ,the normal growth of the church depends in large measure upon the ,sunday school1 and the support of the ,sunday school comes1 or should come1 from the church4 ,the superintendent who endeavors to do his duty to his scholars will strive to lead them to ,christ and into active membership and service in the church4 ,therefore1 he himself must be a professed1 loyal1 and effective member of the church4 ,his name should not only stand upon its roll1 but his heart should also be enlisted in its behalf4 7#d7 ,a ,bible ,student4 ,the ,sunday school is the school with one preeminent text-book2 and of that ,book the superintendent should be a diligent student4 ,his work is executive and not instructional2 yet he must supervise the teaching1 and this supervision he cannot rightly give unless he is familiar with the course of study4 ,he should study the lesson of each department1 perhaps not as thoroughly as the teachers in the department1 but sufficiently to maintain acquaintance with their work4 ,and he should master not only the specific lessons of the immediate course before his school1 but also the ,book as a whole4 ,one successful superintendent gave as a secret of his power to make his school1 both teachers and scholars1 willing to do whatever he asked1 ,i never expect my teachers or scholars to do anything that ,i am not ready to do myself4 ,before ,i ask them to bring their ,bibles ,i bring mine4 ,when ,i asked my school to be ready on the following ,sunday to repeat in concert the ,nineteenth ,psalm1 ,i committed it to memory during the week1 and when the time came spoke the words with the school4 ,only that superintendent who himself loves the ,bible1 and studies it1 can have a true ,bible school4 7#e7 ,an ,able ,executive4 ,the ,sunday school is like that vision seen by the prophet ,ezekiel1 a system of wheels within wheels1 all endowed with life2 and the master of the mechanism directing its motion is the superintendent4 ,moreover1 each of these living wheels in the ,sunday-school machine is a volunteer worker1 who may at any moment drop out of his orbit4 ,to hold together these varied elements1 to combine their movements1 to guide each in his own sphere1 to compass the common purpose through all the forces working as one1 requires a wise brain and a skillful hand4 ,the superintendent should have a plan for the school1 with details throughout for every emergency2 he should be ready to assign to every worker the task for which he is best fitted2 he should be able to work with others1 not merely to command others2 and he should be a leader whom others will follow1 not by the might of an overmastering will1 but by the magnetism of an attractive personality4 ,he should never forget that with others as well as with himself service in the ,sunday school is not compulsory but voluntary1 that his associates lay on the altar their free-hearted1 unpaid labor2 and that such workers cannot be commanded1 although by tact and wise generalship they may be led to accomplish the most difficult tasks4 7#f7 ,sympathy with ,youth4 ,the superintendent's office will bring him into relations with youth during all its stages1 from early childhood through the entire adolescent period4 ,he must be able to see life and the world through the eyes of a little child1 of a growing boy1 and of a young man4 ,the sympathy which he needs is not a compassionate feeling for youth1 but a feeling with youth1 an ability to put himself in its place2 to feel as young people feel1 and to understand why they act as they sometimes do4 ,this sympathy will impart a love for young people1 such a love as will enable him to be patient with their foibles and faults1 to exert a powerful influence over them1 and to keep before them noble ideals of character and service4 7#g7 ,teachable ,spirit4 ,no matter how much the superintendent knows1 or thinks he knows1 he should hold his mind open to new knowledge4 ,he should be on the alert for new ideas1 from the periodicals1 from books1 and from his fellow workers1 in conversation1 at conventions and institutes2 not that he may inflict every new method upon his school1 but that out of many methods he may select the best4 ,when ,michael ,angelo was past eighty-five years old1 and almost blind1 he was found one day beside an antique torso which had recently been dug out of the ground1 bending over it1 and carefully pressing his fingers upon its surface4 ,when asked what he was doing1 he answered1 ,i am learning6 ,the masters in every department of work are never too wise nor too old to learn4 ,if a man can be found who possesses all these seven traits of character and temperament1 the school which can secure him for its superintendent will be fortunate indeed4 ,and the superintendent who thoughtfully reads the catalogue of qualifications1 and feels that in some of them he is lacking1 may by divine grace and his own will working together make progress toward the goal of becoming an ideal superintendent4 ,,vii ,,the ,,superintendent',s ,,duties ,,and ,,responsibilities ,the superintendent has been found1 has been chosen1 and is in his place--what are the prerogatives and the duties of his office8 ,these may be considered under three classes3 7#a7 ,his general duties4 7#b7 ,his duties during the week4 7#c7 ,his duties in the session of the school4 #a4 ,general4 7#a7 ,supervision4 ,it is his right to supervise and direct the work of the school without interference as to details from the teachers1 the officers of the church1 or the pastor4 ,the pastor may be the admiral of the fleet1 directing the general movements of the sea campaign2 but the superintendent is the captain of the ship1 through whom orders are to be given to all on board4 7#b7 ,selection of ,teachers4 ,he should have the chief word in the choice and appointment of teachers1 but in the choice he should obtain the concurrence of his pastor2 and their election should be made upon the superintendent's nomination by the teachers and officers4 7#c7 ,assignment of ,scholars4 ,he should possess the final authority in the assignment of scholars to classes1 in any changes from class to class1 and in promotions from lower to higher departments4 ,in these responsibilities he may be greatly aided by an associate superintendent1 to whom his authority may be delegated4 7#d7 ,program of ,services4 ,it is the superintendent's prerogative to plan and direct the services of the school session4 ,it may be the part of wisdom for him to consult with the musical director or organist in the selection of hymns1 but it is the superintendent's right to choose and to announce them1 in common with all parts of the program4 7#e7 ,support4 ,he is entitled to a loyal support from all his fellow workers2 but if he is tactful he will take them into his confidence1 will present his plans for their consideration1 and will not attempt important reforms or changes without their concurrence4 #b4 ,week-day ,work4 ,he is the superintendent of the ,sunday school for seven days in every week2 and will find much work to be done between the sessions4 ,his week-day duties will include some that have already been mentioned4 7#a7 ,program4 ,before he comes to the school he should invariably prepare a well worked out program for each session4 ,it is a good plan to have a large blank book1 in which two pages opposite each other are assigned to the session for the day4 ,every hymn should be selected in advance and noted in its place2 every announcement to be made should be written2 the outline of a lesson review1 if one is to be given1 should be indicated2 and space should be left for memoranda of miscellaneous matters which may need attention4 ,this program should be laid upon the desk1 so that if for any reason the superintendent should be out of his place upon the platform an associate can go forward without delay4 7#b7 ,lesson ,study4 ,in schools where the uniform lesson is still followed in all or most departments1 the superintendent should make himself thoroughly acquainted with the lesson for the coming session4 ,as has been intimated1 he should be prepared for any work expected of his teachers and scholars4 ,he should be ready after the class study to give a practical summary of the teachings in the lesson1 in a crisp1 well-outlined talk1 which will be aided by a blackboard illustration4 ,and in the increasing number of schools which are employing graded lessons1 not uniform in the departments1 the superintendent should have at least a general knowledge of the subjects studied in each department4 ,the more thoroughly the superintendent fills his own mind and heart with the truth1 the more efficiently will the truth be taught in his school4 7#c7 ,social ,duties4 ,the superintendent should know all his teachers1 and1 as far as possible1 his scholars also4 ,if it be practicable for him to visit teachers at their homes1 the visitation will greatly increase his influence and his usefulness4 ,if in his own home1 or in the parlors of some family in the congregation1 a social gathering of the teachers and officers can occasionally be held1 it will add to the social power of the school4 ,and in the social relations much can be accomplished before and after the church service1 the school session1 the prayer meeting1 and the other gatherings of the congregation4 ,there are superintendents who keep before them up-to-date lists of the classes1 and by study of faces during the school session1 with judicious inquiry1 are able to call large numbers of the scholars by name4 ,such greetings will strengthen the superintendent and heighten the loyalty of the school4 7#d7 ,seeking ,workers4 ,in nearly all ,sunday schools there is a constant need of helpers1 to fill the places of withdrawing or absent teachers2 and the work of supplying the demand generally falls upon the superintendent4 ,he may find relief in the work of an associate superintendent1 as will be seen in the next chapter4 ,both the superintendent and his associate should always be on the alert for new teachers and for new scholars4 ,as the builder in stone looks at every fragment of rock1 to see where it will best fit into his wall1 so the whole-hearted superintendent studies every individual in the parish1 to find exactly the place he may fill in the school1 as an officer1 a teacher1 or a scholar2 and not infrequently his search will be rewarded by a treasure4 7#e7 ,cabinet ,meetings4 ,the superintendent should confer frequently with the several heads of departments1 and with all the officers2 talking with them freely about his own plans1 and learning theirs1 for the welfare of the school4 ,it is not necessary that these cabinet meetings should be formal1 having a secretary and a record4 ,they may be held occasionally1 for a few minutes after the session of the school1 or as a social evening at a private house4 7#f7 ,special ,days4 ,he should keep a calendar of special occasions in the school year1 such as the ,sundays set apart for temperance and for missions1 ,easter1 ,children's ,day1 ,rally ,day1 ,decision ,day1 ,christmas1 ,promotion ,day1 and other notable events4 ,weeks in advance of each occasion--in the case of some of them even months in advance--he should begin to consider what special exercises should be held1 what preparation is needed1 and who can best supervise the plans4 ,for a fortnight before ,children's ,day or the ,christmas celebration1 many ,sunday schools are in a turmoil of confusion1 and lessons abandoned1 simply because the superintendent did not take thought in sufficient time4 7#g7 ,the ,convention4 ,the ,sunday-school work of the ,christian world is now thoroughly organized in international1 state1 county1 and town associations4 ,each school finds itself a part in a mighty movement2 and it is the duty of the superintendent to see that his school takes its place in the ,sunday-school army4 ,he should see that in the institute and the convention his school is well represented2 and if at all possible he should attend these gatherings1 and be active in them4 ,many a worker who for most of the year is alone1 burdened with perplexities1 has been refreshed1 has found his vision enlarged and his plans improved1 by conference with other workers1 and by listening to experienced specialists4 #c4 ,his ,duties in the ,school ,session4 7#a7 ,present ,early4 ,he should be at his post1 if possible1 from twenty minutes to half an hour before the opening of the school4 ,however early he may arrive1 he will probably find a group of children there in advance of him2 and they will behave better if his eye is on them1 especially if his glance is kind1 and with it is a hand-shake or a word of recognition4 ,the early superintendent will often be surprised to find how much business in the interest of the school can be transacted before the session4 7#b7 ,open ,promptly4 ,with his program ready1 he should begin the session exactly on the minute1 and should carry out every item according to the plan4 ,if for any reason the superintendent is not at the desk when the moment for the opening arrives1 the associate or first department superintendent should be empowered to call the school to order and begin the opening service4 7#c7 ,conduct ,program4 ,the superintendent should conduct the general program of services2 although it is advisable to recognize the associate and others1 by calling upon them to take some part in the opening or closing services4 ,a superintendent whose methods were always well chosen was wont once in each month to invite some official or prominent member of the church1 who was not an attendant upon the school1 to be present1 sit upon the platform1 and offer the prayer at the opening of the session4 ,this kept the leading members of the church in closer relation to the school4 7#d7 ,during the ,lesson4 ,as a general principle1 the superintendent should remain at his desk during the lesson period2 but to this rule frequent exceptions will be made4 ,the supply of substitutes for absent teachers1 and the assignment of new scholars to classes1 belong to the field of the associate superintendent4 7#e7 ,lesson ,review4 ,in the ,sunday schools which still follow the uniform system of lessons1 studying the same portion of ,scripture in all1 or nearly all1 the grades of the school1 the superintendent should give a brief practical summing up of the practical points in the lesson2 but this review should not exceed five or six minutes in length4 ,if the pastor possesses the gift of terse1 crisp speaking1 this practical talk may be given by him4 ,in the schools adopting the graded courses of lessons this review should be given in each department by the department superintendent4 ,here again the adaptation to the point of view and needs of the pupils of each grade can be made much more effective than in the ungraded school4 7#f7 ,closing4 ,the superintendent should so carry out the program as to close the session at the time appointed4 ,an hour and a quarter is as long as is profitable for the school2 and everything that needs to be done can be brought into that space4 ,often much time is lost by unnecessary delays between the numbers on the program4 #d4 ,miscellaneous ,duties4 ,here are a few general suggestions1 hints1 and don'ts for the superintendent1 briefly stated3 7#a7 ,notebook4 ,let the superintendent remember to obtain that notebook1 to keep it at hand1 and to make use of it4 ,some pages at the end of the book might be reserved for special suggestions gathered from books1 periodicals1 and meetings4 7#b7 ,quiet4 ,let him be careful not to make much noise during the session1 but to set an example--which will soon be felt--in favor of quiet and orderly conduct4 ,it is not at all certain that he needs a bell for calling attention2 but if he uses one1 let it be a little1 gentle1 quiet bell1 held in the hand as a signal1 and never rung vociferously or repeatedly4 ,said a new superintendent as he tested the bell on ,saturday before assuming office1 ,what a magnificent bell this would be for calling missionaries home from ,india6 ,but he never used it in the school4 ,one of the best superintendents of a generation ago was widely known as the silent superintendent4 ,he was not deaf nor dumb1 but his manner was noticeably quiet1 and his large ,sunday school was always in perfect order4 7#c7 ,early ,lesson4 ,let the opening service be short1 so that the lesson period--which is the important part of the program--may be reached while the teachers and scholars are fresh and the air of the room is pure4 7#d7 ,use the ,bible4 ,if a ,scripture lesson is read by the superintendent and school responsively1 it should be from the ,bible upon the desk or in the hand of the leader1 and not from a lesson quarterly4 ,encourage the use of the ,bible as a text-book and for reference4 ,if the superintendent always brings his own ,bible1 he can appeal to his teachers and scholars to follow his example4 ,with regard to the ,scripture reading in the opening service1 it is the judgment of many thoughtful superintendents that even in a school following uniform lessons the reading should not be the lesson for the day1 but a devotional portion of ,scripture1 perhaps a selection from the ,home ,readings of the week4 ,it is a good plan for the first reading of the lesson for the day to be by the teacher and the class together4 7#e7 ,lesson ,period4 ,no interruption should be allowed to break into the time assigned for class study1 except under imperative necessity4 ,the teacher and the class should hold that period sacred to united study1 without being diverted from their task by secretary1 librarian1 superintendent1 or pastor4 ,said ,bishop ,vincent once1 ,i would like to have suspended from the roof of the ,sunday-school hall a series of great glass half-globes1 one for each class1 to be dropped down over the class1 and kept there during the time reserved for the study of the lesson6 7#f7 ,speakers4 ,a visitor should rarely be invited or allowed to address the school2 never1 unless the superintendent has sufficient knowledge to be sure that he will speak briefly1 interestingly1 and pointedly4 ,before the uniform lesson concentrated the studies of the ,sunday school it was the custom to invite almost any visitor to speak to the school2 and many were the wrongs inflicted upon the boys and girls in those good old days by dull1 loquacious ,sunday-school orators4 ,but almost everybody now understands that the ,sunday school is a working institution1 and its work must not be interrupted4 7#g7 ,self-control4 ,there will be times when the superintendent will need to be on guard over himself2 times when he feels depressed1 or melancholy1 perhaps a little cross4 ,if he yields to his natural impulses1 the school will soon perceive the state of his nerves1 and some scholars may even endeavor to add to his trials4 ,at such times1 let him watch over himself mightily1 and resolve1 no matter how he feels1 to keep sweet1 to speak gently1 and to look cheerful4 7#h7 ,the ,aim4 ,lastly1 one purpose should ever stand before the superintendent1 and should be the constant object of his endeavor--to lead all his scholars into a personal1 vital relation to ,jesus as the ,christ1 to bring them into union with the church1 and to inspire them to enter upon active ,christian service4 ,,viii ,,the ,,associate ,,and ,,department ,,superintendents #a4 ,the ,necessity4 ,in every ,sunday school there is need of an officer to aid the superintendent and to take his place when absent4 ,even in a small school the supervision can be more thorough and the teaching more efficient1 if some one is at hand with authority to relieve the superintendent of minor details1 and give him freedom for the general management4 ,and in a large school assistants to the superintendent are an absolute necessity1 for each department becomes in itself a school4 ,there is need1 therefore1 of a general assistant to be the chief of staff to the superintendent1 and1 in a large and well-organized school1 of a special assistant in each department4 #b4 ,titles4 ,until recently1 the assistant superintendent in most ,sunday schools was merely one of the teachers named to take the place of the superintendent when absent1 but with no duties when the head of the school was present4 ,in the complete organization that is now becoming general1 the office has been renamed1 and its functions distinctly assigned4 ,the chief assistant to the superintendent is now generally called the ,associate ,superintendent1 a higher title for his important and regular duties4 ,the chief of each department in the ,sunday school is generally called ,department ,superintendent1 that is1 ,primary ,department ,superintendent1 ,senior ,department ,superintendent2 and each department superintendent has the same relation to his department that the associate superintendent holds to the school4 #c4 ,appointment4 ,the associate superintendent should be nominated by the superintendent and confirmed by the board of teachers and officers4 ,when two candidates are nominated for the office of superintendent1 and one obtains a majority1 it is not wise to elect the minority candidate as associate superintendent1 unless he is entirely acceptable to the newly chosen superintendent4 ,the chief executive of the school should not be compelled to find next to him a rival1 who may be an uncongenial worker1 to carry out plans with which the latter may not be in accord4 ,in order to possess freedom in his policy the superintendent should choose his own chief helper2 but he should receive the confirmation of his choice from his fellow workers in the school4 ,the same plan of nomination and confirmation should be followed in the choice of the department superintendents4 ,the associate and the department superintendents should constitute the superintendent's cabinet1 to be called together often for consultation upon the interests of the school4 #d4 ,duties of the ,associate ,superintendent4 7#a7 ,not a ,teacher4 ,unless the school be small1 with less than a hundred members1 the associate superintendent should not at the same time be the regular teacher of a class4 ,he will find other work to occupy his time1 both before and during the session of the school4 ,he may1 however1 hold himself ready to act as substitute for an absent teacher4 7#b7 ,deputy ,superintendent4 ,if for any reason the superintendent is absent1 his place should be taken promptly by the associate superintendent4 ,it should also be understood that if at the moment of opening the school1 or at any point in the general service1 the superintendent is not on the platform1 the associate shall act as his representative1 without the slightest reflection upon the superintendent's administration1 the two being regarded in their work as one4 7#c7 ,providing ,substitutes4 ,one definite duty of the associate superintendent should be to provide substitutes for absent teachers1 relieving entirely the superintendent from that burdensome and perplexing task4 ,the teachers should permit no ordinary hindrance to keep them from their classes1 for no one can fully supply the place of a true teacher in the regard of the scholars4 ,but when a teacher finds it necessary to be absent he should make strenuous endeavor to find a substitute2 and if unable to secure one1 should notify1 not the superintendent1 but the associate2 and before the lesson period the associate should have a supply ready4 ,if the school has been properly graded it will include a ,teacher-training ,class2 but under no circumstances should the associate take one of its members as a supply teacher1 even for one ,sunday4 ,this class should remain untouched by the demand for teachers until its members have completed the prescribed course4 ,if there is a ,reserve ,class1 substitutes should be called from it in some order1 preferably alphabetical1 so that the same members will not be taken too frequently4 ,where the ,sunday school is held in the afternoon or at noon1 the associate can generally provide for needy classes by watching at the morning service for possible teachers4 ,if he is compelled to look for them in the ,adult or ,senior classes of the school1 he should be present early1 and if possible obtain his supplies before the opening of the school4 ,if the associate superintendent has done his work1 when the lesson begins1 every class will have a teacher seated before it1 ready for the ,bible study4 ,he should never wait until the time for opening the lesson to see what classes need teachers1 and then undertake to obtain them by interrupting the teaching in three or four classes and calling for volunteers1 while the classes without teachers are listlessly waiting1 and valuable time is lost from the half-hour of the lesson period4 ,all this work should be done before the lesson1 and1 if possible1 before the opening of the school4 7#d7 ,assignment of ,new ,scholars4 ,another duty of the associate superintendent is to meet new scholars and assign them to classes4 ,for this work he should be present early1 meet the scholars as they come1 learn who the new scholars are1 write down names1 places of residence1 ages1 parents' names1 why they come2 and prepare material for the card catalogue under the secretary's care4 ,scholars bringing new members1 and teachers into whose classes they may come1 should introduce them to the associate superintendent1 who should at once take charge of them4 ,no new scholar below the grade of ,senior should choose his own class1 although his desire to be with friends should be considered1 so far as it will not interfere with the established system of classification4 ,some large graded schools have a temporary class to which new pupils in the ,intermediate and ,junior grades are assigned for a few sessions until their permanent place can be fixed4 7#e7 ,detailed ,supervision4 ,there are also minor duties wherein the associate superintendent can be of great service4 ,while the superintendent is at the desk directing the general exercises1 his associate may be upon the floor1 quietly observing the condition and needs of the school4 ,he can note where ,bibles1 song books1 or lesson quarterlies are needed1 and can see that they are distributed without interrupting the service4 ,he can also give quiet attention to the order of the school1 calling to their duty boisterous1 talking1 or inattentive scholars4 ,for the superintendent to stop in announcing a hymn or reading the ,scripture1 to rebuke some disorderly or thoughtless pupil1 breaks into the service and mars its dignity4 ,the associate superintendent can accomplish the desired result at the right moment by a light step and a gentle word4 7#f7 ,chief of ,staff4 ,in a word1 the associate superintendent should be the chief of staff to the executive head of the school1 his eyes1 ears1 and hand2 possessing full acquaintance and accord with his plans1 and carrying them out in his name2 informing and advising him1 yet careful of criticism2 avoiding all that would hinder1 and aiding in all that would make his management successful4 ,he can divide the labor1 and relieve his chief of some of the most perplexing and trying details1 leaving him free to watch over the general interests of the school4 ,whoever can fulfill such a service is an invaluable worker1 and should be held in high honor4 ,many of the duties named above may be in the sphere of the department superintendent1 who should be in his section what the associate superintendent is to the school4 ,,ix ,,the ,,secretary ,,of ,,the ,,sunday ,,school #a4 ,importance4 ,the secretary of the ,sunday school is an officer of far greater importance than is generally supposed4 ,in too many schools some youth in the adolescent period is made secretary1 merely to keep him in the school1 without consideration of his capacity and adaptedness to the office4 ,as a result of an unsuitable appointment1 the minutes of the teachers' meetings are incomplete1 the registry of the classes is neglected1 and the true condition of the school cannot be ascertained4 ,if by any good fortune or by a more careful choice an able and faithful secretary takes his place1 at once a new impulse is felt by the school4 ,the superintendent1 the teachers1 and even the scholars will realize that energy1 accuracy1 and thoroughness count for much in the work of this department4 ,they will appreciate faithful service1 and will themselves respond to its influence4 #b4 ,qualifications4 ,the ideal secretary of a ,sunday school should possess the following characteristics3 7#a7 ,a ,business ,man4 ,he should possess the instincts of a man of business1 being willing to work1 systematic in method1 and thorough in care of details4 7#b7 ,regular in ,attendance4 ,he should make the ,sunday school his business on ,sunday1 with a fidelity equal to that which he manifests toward his vocation through the week4 ,his regularity should also embrace promptness1 coming in advance of the hour2 for much of the secretary's work may be done before the opening of the service4 7#c7 ,good ,writer4 ,he should be able to write legibly1 and possess skill in framing sentences correctly1 and in writing them plainly1 without unnecessary flourishes4 7#d7 ,quick ,mental ,action4 ,his mental processes should be sufficiently rapid for him to set down an ordinary motion1 presented in a public meeting1 without requiring it to be repeated or written out by the mover4 ,an able recorder will promptly express in the minutes the form of a motion or the spirit of a speech1 thereby saving much time in the meeting and much space in the report4 7#e7 ,quiet ,manner4 ,the secretary should watch the program and do his work without interrupting it4 ,he should never appear among the classes during prayer1 during the reading of ,scripture1 or while a speaker is addressing the school4 ,only under urgent necessity should he come to a class in the lesson period1 and in that case only at its beginning4 ,during intervals in the service1 or during the singing1 he may find it needful at times to pass among the classes2 but he should do this necessary work quietly1 without distracting the attention of the school4 7#f7 ,courteous ,conduct4 ,his bearing should always be that of a gentleman1 refined and courteous1 thoughtful of others and patient toward all2 a manner enabling him to win the friendly aid of every teacher1 upon whom the accuracy of the class record must depend4 ,whoever can be found1 in the school or the community1 possessing these qualities1 or approaching them1 should be chosen as secretary of the ,sunday school1 whether man or woman4 ,often a young woman1 accustomed through the week to business methods1 becomes an efficient secretary of the ,sunday school4 #c4 ,appointment4 ,the secretary should be elected by the board of officers and teachers4 ,as he is not merely an assistant to the superintendent1 but an officer of the school1 it is not necessary that he should receive a nomination from the superintendent4 ,his term of office should be one year1 with as many reelections as will promote the good of the service4 #d4 ,assistants4 ,in almost any school the secretary will need an assistant1 whom he should nominate1 subject to confirmation by the board of teachers and officers4 #e4 ,department ,secretaries4 ,in a graded ,sunday school there should be an assistant secretary for each department1 who may be one of the teachers1 or in the ,senior and ,adult grades1 one of the scholars4 ,he should take the records of the classes in the department and transmit them to the secretary of the school4 ,but the secretary is responsible for the records of the entire school1 and should see personally that the record of each department is complete4 #f4 ,duties4 ,the work of the secretary may be classified as follows3 7#a7 ,record of ,meetings4 ,as secretary of the board of teachers and officers1 he should be present at all business meetings and make a careful record4 ,every motion should be stated clearly1 with the names of its mover and its seconder1 and the action taken4 ,a statement should be given of every committee appointed1 its purpose1 and the names of its members4 ,all committees should be expected to present written reports1 however brief4 ,a concise summary of each report1 in a few sentences1 or a single clause1 should appear in the minutes of the meeting at which the report is presented2 and the report itself should be filed for reference in case it should be needed4 ,a committee once named is on the minutes1 and cannot be ignored nor forgotten until its report has been presented and adopted1 and the committee has been formally discharged4 ,for example1 it is not sufficient for the committee on the ,christmas entertainment to hold the entertainment2 it must afterward report that the entertainment was held on a certain date2 must have its report adopted1 and receive its discharge4 ,it should be the duty of the secretary from time to time to call for reports of committees named in the minutes of previous meetings1 to insist that a report be rendered1 and that some action be taken upon it4 7#b7 ,record of the ,school4 ,in every well-ordered ,sunday school the secretary summarizes in writing the attendance in each department1 the total attendance1 the number of new scholars1 and other items to be preserved1 including the weather1 which may sometimes account for a small attendance2 also a comparison with the record of the same ,sunday last year4 ,this report should be read to the school by the secretary at the call of the superintendent1 or posted before the school2 and it should also be recorded in a book which will contain the statistics of the school through a term of years4 7#c7 ,records of ,classes4 ,the secretary and his assistants should prepare the books in which the class record of attendance is recorded4 ,the name of each scholar should be given correctly and fully 7for example1 not ,f4 ,jones1 but ,frederick ,jones74 ,the secretary should see that the record of attendance for each ,sunday is accurately kept4 ,he will need to give special attention to classes where substitutes take the place of absent teachers1 and to see that the record for the day is not neglected4 ,as often as the arrangement of the class books requires the rewriting of the names of the scholars1 he should transcribe the list1 always writing every name in full4 ,in looking through the class lists he should note the names of those who have been absent for a series of sessions1 and should report them to the superintendent1 for consideration and for investigation of every habitual absentee4 ,if these scholars can be visited1 many of them may be retained in the school4 7#d7 ,records of ,scholars4 ,in addition to the record in the class books1 another record should be kept of every member of the school1 including every officer1 teacher1 and scholar2 a card catalogue1 each name upon a separate card1 and all the cards filed in alphabetical order4 ,the card for each scholar should give besides his name the date of his entrance to the school1 either the date of his birth or his age at entering--approximative1 if above eighteen years2 his residence1 with street and number in a city2 parents' names2 class to which he is assigned2 his relation to the church or congregation1 and any other important facts4 ,the card should contain the record of every promotion1 and its date2 of any changes in residence1 and other details1 so that it becomes a reliable and complete history of each individual in the school4 ,in many schools the birthday of each member is kept upon the record1 and is recognized by sending a birthday card4 ,if a scholar or teacher leaves the school the fact is recorded1 and the card is then taken from the regular catalogue and filed permanently in the list of former members4 7#e7 ,literature of the ,school4 ,the secretary should be in charge of the literature used by the school1 its text-books1 lesson-quarterlies1 and other periodicals4 ,he should see that the literature is ordered in full time1 should receive it1 keep it in his care1 and attend to its distribution4 ,the particular text-book for each grade is fixed by the superintendent2 and the secretary should receive from him direction as to the lesson helps for each grade4 7#f7 ,correspondence4 ,the secretary should conduct all correspondence in behalf of the school or of the teachers as a body1 unless for a special purpose the chairman of a committee be in charge of correspondence relating to his work4 ,the secretary who with the aid of his staff undertakes to do all the work that rises before him will not find his task a light one4 ,but his department carried on with vigor will greatly promote the success of the ,sunday school4 ,x ,,the ,,treasury ,,and ,,the ,,treasurer #a4 ,in the ,early ,sunday ,school4 ,a study of origins has shown that in the earliest ,sunday schools in ,america1 as in ,england1 provision was made for the payment of officers and teachers4 ,in the first schools established in and near ,philadelphia1 each paid teacher had charge of what would now be considered a department1 and the practical teaching was given under his direction by scholars1 who were called monitors4 ,but in a new country1 where the settlements were small and the people mostly poor1 the system of paid teachers soon passed away1 and the schools were carried on by voluntary and unpaid workers4 ,it was fortunate for the ,american ,sunday school that in its beginnings it required but little money4 ,for the place of meeting any chapel or schoolhouse or settler's cabin would serve4 ,the literature was exceedingly meager--a few ,testaments and spelling books1 and generally these were brought by the teachers and scholars4 ,when the earliest lesson books were published1 they were not quarterlies1 nor annuals1 to be thrown away after one using1 but were studied year after year4 ,the largest item of expense was the library2 and as this was an institution for the entire neighborhood1 the families willingly contributed toward it4 ,not until the ,sunday school had become thoroughly founded did the question of its financial support arise as a problem4 #b4 ,in the ,modern ,sunday ,school4 ,as the ,sunday school advanced in position1 in influence1 and in better methods of work1 its expenses naturally increased4 ,now1 in the opening of its second century1 its financial requirements are far greater than they were even a generation ago4 ,it asks for special and suitable buildings1 with rooms and furnishings adapted to the educational needs of its several departments2 for a periodical literature suited to teachers and scholars of every grade1 and requiring to be renewed every year2 for an organ or piano--often for several1 with an orchestra added2 for an equipment of song books different from those in the church service2 for entertainments and gifts at ,christmas1 and a day's outing for all in the summer2 for libraries containing popular books for the scholars and helpful works for the teachers in their work4 ,the demands of a large and growing ,sunday school1 in city or country1 are great1 but in nearly all congregations the funds for the support of the ,sunday school are obtained with less effort than those for any other department of church activity1 and in this liberality the ,christian people show their wisdom and insight4 #c4 ,practical ,ways and ,means4 ,the methods of financial support for the ,sunday school are exceedingly varied4 ,the simplest plan is through a regular weekly contribution in the classes4 ,where attention is given to the collection1 and an appeal is occasionally made in its behalf1 the school will generally obtain the funds needed for its own support4 ,when the special need arises for the purchase of a piano or a library1 some entertainment may be held which will by its profits swell the receipts4 ,the objection to these methods1 which are almost universal1 is that they appeal to self-interest1 and fail to educate the members of the school in true liberality4 ,it is for our school1 our piano1 our library1 that the appeal is made and the money is contributed4 ,the scholars should be taught to give to the cause of ,christ and his gospel1 and not merely to interests from which they themselves are to receive a reward4 #d4 ,the ,ideal ,way of ,giving4 ,the more excellent way is for the church in its annual estimate of expenses to include a fair1 even liberal1 allowance for the ,sunday school1 and at intervals through the year pass over to the treasury of the ,sunday school the funds appropriated1 to be expended according to principles and regulations provided4 ,then let every officer1 teacher1 and pupil in the school1 from the ,adult ,department to the ,primary1 and even to the ,beginners1 make his own weekly offering to the church4 ,most church schools contribute to the cause of foreign missions2 but there is equal reason why they should give to all the general benevolent objects for which the church receives an annual collection4 ,this plan would unite the church and the school more firmly1 would avoid multiplying and conflicting objects for which funds are raised1 and1 best of all1 would train every child in the ,sunday school to systematic giving upon the true gospel principle1 which is not to be ministered unto1 but to minister4 #e4 ,the ,sunday-,school ,treasurer4 ,the work of the treasurer is very different from that of the secretary2 yet the two offices are often held by one person4 ,in that case they should be regarded as distinct positions2 the election to the two offices should be separate1 and not at the same time for one person as secretary and treasurer4 ,at every business meeting a separate report should be presented for the two departments1 and the treasurership should not be regarded as a branch of the secretary's work4 ,if the plan outlined in the last paragraph be adopted as the method of providing for the financial needs of the ,sunday school1 it might be well to choose the treasurer of the church as treasurer of the ,sunday school1 thus giving unity to the financial administration of the entire organization4 #f4 ,the ,treasurer's ,work4 ,this will require a person who is known as careful in accounts1 as well as honorable in all his dealings4 7#a7 ,his ,charge4 ,all the funds of the ,sunday school should pass through his hands4 ,if money is raised for any purpose1 or a money-making entertainment is held1 the treasurer should take charge of the receipts and pay the bills4 ,for this purpose he should be ex officio a member of all committees required to receive and disburse funds4 7#b7 ,bank ,account4 ,except in small and remote places1 the treasurer will find it desirable to keep an account with a bank in behalf of the school1 and deposit therein all moneys received4 ,under no circumstances should he deposit ,sunday-school funds as a part of his own private account1 but should keep separate accounts as an individual and as treasurer4 7#c7 ,reports and ,vouchers4 ,at each meeting of the governing board of the school he should present a statement of the condition of the treasury1 with exact mention of all moneys received and paid since the last meeting2 and for every payment he should show a receipt or voucher1 and on it the ,o4 ,k4 or approval of some qualified person who knows that it is correct4 7#d7 ,bills4 ,he should receive all bills against the school1 and should inform himself concerning them1 in order to be able to answer any questions raised by members of the board4 ,he should present at the meeting a statement of all the unpaid bills on hand1 with a forecast of bills expected1 and obtain a vote of the board upon each bill that is to be paid4 7#e7 ,checks4 ,it is desirable to pay bills as far as possible with checks1 as the check will often serve as a receipt2 and the receipted bills should be filed together for reference4 7#f7 ,audits4 ,an ,auditing ,committee should be appointed1 to examine the accounts of the school from time to time1 and always when the treasurer completes his term1 alike whether he is reelected or gives place to a successor4 ,this committee should either present a written report1 or should sign their names to the treasurer's report1 with the indorsement1 ,audited and found correct4 ,most of the above recommendations1 perhaps all of them1 state the methods that would be followed by any intelligent1 businesslike treasurer4 ,but in the continent-wide area of the ,sunday school1 of necessity1 not all treasurers are intelligent or experienced in business methods2 and there are doubtless many who may profit by these suggestions4 7#g7 ,study of ,benevolent ,interests4 ,one of the most important duties of a treasurer in a modern ,sunday school is to study the different charitable objects that present themselves to the school1 decide upon their merits1 and then present them understandingly to the members of the school1 with a view to eliciting their interest and training them in the spirit and habit of intelligent giving4 ,this important task raises the treasurership out of mere mechanical service1 and constitutes it one of the directing forces in the school4 ,,xi ,,value ,,of ,,the ,,sunday-,,school ,,library #a4 ,the ,library of the ,past4 ,until quite recent times the ,sunday-school library was understood to be a collection of books1 mainly of an entertaining character1 kept in the school1 distributed at its sessions1 and read by the scholars1 for enjoyment rather than for instruction4 ,such a library was regarded as an essential of the ,sunday school4 ,however small or however poor the school1 it must have a library4 ,books were scarce1 and desirable books were high in price4 ,there were no free public libraries1 and few circulating libraries4 ,the library was regarded as the principal attraction of the school1 and it drew the scholars4 ,many children attended two ,sunday schools in order to obtain each week two library books4 ,the books were read by all the family2 and in many homes the ,sunday-school library furnished most of the reading matter4 ,the literature may not have been of the highest grade1 but1 with all its defects1 the ,sunday-school library of the past was a useful and valuable institution4 #b4 ,its ,decline in the ,present4 ,in recent times1 and especially in well-settled and cultured communities1 the ,sunday-school library has lost much of its importance4 ,very many schools have closed their libraries2 and in the schools continuing their use only a small proportion of the scholars obtain books4 ,inquiry has shown that in cities and suburban towns a school of two hundred members will include not more than thirty who make use of the library4 ,when the library is closed scarcely any complaints from the scholars are heard2 nor is the closing of the library followed by a loss of scholars4 ,publishing houses which formerly issued fifty new books each year1 especially for ,sunday-school libraries1 have entirely abandoned this branch of business4 ,it cannot be maintained that the ,sunday-school library for the entertainment of the scholars now holds a prominent place1 or is a factor of success1 in the best ,american ,sunday schools4 #c4 ,causes of ,decline4 ,it is not difficult to find reasons for this present lack of interest in the ,sunday-school library4 ,books are now far more abundant than they were formerly4 ,they are sold cheaply1 and are to be found in almost every home4 ,the periodical literature in circulation to-day is apparently a hundredfold greater than it was two generations ago4 ,every city and almost every town has its public library4 ,many schools are furnished with free libraries4 ,readers can scarcely find time for the books and magazines that are open to them4 ,moreover1 the ,sunday school now stands in such recognized honor and power that it no longer needs the old-time library as a bait for scholars4 ,the library for mere recreation does not readily fit into the general scheme of education in the modern ,sunday school4 ,then1 too1 the educational work of the school demands such an outfit of books and periodicals1 renewed each year1 that the additional expense of the library is a heavy burden4 ,sharp criticism is passed upon the quality of the books in most ,sunday-school libraries1 as being almost wholly stories1 and stories of a cheap and commonplace character1 many of them absolutely injurious4 ,the conducting of the library is often found to interfere with the order and work of the school4 ,these are among the causes which have led to disuse of the library in many ,sunday schools4 #d4 ,the ,uses of a ,good ,library4 ,notwithstanding the objections to the ,sunday-school library1 its neglect by many scholars1 and its abolition in many schools1 the fact remains that the majority of ,sunday schools still retain the library1 and claim that it is needed4 ,there are even places where the ,sunday-school library holds its own constituency in competition with the town library2 and in small villages the ,sunday school supplies most of the books in circulation4 ,the principal claims made in behalf of such a library are the following3 7#a7 ,family ,needs4 ,every family needs good reading matter4 ,the books that interest the young generally interest the old also4 ,people who would be at a loss to select a book from the shelves of a public library will read the book brought to them from the ,sunday-school library4 ,the reading of the library-book fills leisure time on ,sunday afternoons and on long winter evenings4 7#b7 ,moral ,influence4 ,while most ,sunday-school books as literature are open to criticism1 yet in the realm of ethics they generally present high ideals4 ,the characters depicted in them may not be symmetrical1 but on the whole they are earnest and upright4 ,youth admires heroism2 and the personalities portrayed in popular ,sunday-school books are generally heroic1 even though they may be unduly emotional4 ,the boys who are picked up by the police in railroad centers1 armed for fighting ,indians or robbing trains1 generally carry an assortment of cheap novels1 but they are not from ,sunday-school libraries4 ,if the criterion be ethics and not literature1 most ,sunday-school books will stand the test4 7#c7 ,aid to the ,school4 ,as has been already suggested1 the original aim of the library was to attract scholars to the school4 ,in many places this influence is no longer needed2 but there still remain communities where scholars are obtained and families are interested by means of the library4 ,and it is an open question whether if the library had advanced step by step with the other departments of the school1 if the same attention had been given to the supply and management of the library as has been given to the educational work1 if the right books had been kept upon its shelves1 and advanced methods had been sought in their distribution1 the library of the ,sunday school might not still be a vigorous and successful institution4 #e4 ,principles of ,selection4 ,if the governing board of the school decides that a library for general reading by the scholars is desirable1 the question at once arises as to what principles shall determine the selection of books4 ,a few of these principles may be stated3 7#a7 ,variety4 ,the library should represent more than one department of literature4 ,so general is the taste for stories that the tendency will be inevitable to overload the library with works of fiction4 ,therefore special care should be given to include in it the lives of great and good men--heroes1 statesmen1 explorers1 leaders of the church1 and missionaries4 ,all of these present life on its romantic side1 and may be found written in an entertaining manner4 ,upon the shelves should also be placed history and science--not in many-volumed treatises for scholars1 but in popular books for young people4 ,in fact1 there are few departments of a good public library which may not properly be included in the library of the ,sunday school1 especially in places where the school is expected to supply the reading matter for the community4 7#b7 ,popularity4 ,merely to place books on the shelves of a ,sunday-school library will not insure the reading of them4 ,this library aims to be emphatically a circulating library4 ,its books are not for show1 but for use2 and their place to be seen is not on the shelves of the library-room1 but in the homes of the scholars and teachers4 ,it is absolutely essential that no book be placed in the library unless it is sufficiently interesting to be taken out and read1 for an unread book is worse than useless in the ,sunday-school library4 ,although its principles be as sound as the ,ten ,commandments1 if it be dull it must be condemned4 ,students may be willing to plod through an uninteresting book because it is profitable1 but ordinary readers1 especially youthful readers1 will turn from it4 ,books should not be purchased because they are good1 or because they are cheap2 nor1 on the other hand1 should they be chosen only because they are popular2 yet an interesting1 popular quality should be an absolute requirement in every book placed upon the library shelves4 7#c7 ,literary ,quality4 ,books are influential teachers1 and a style like that of ,hawthorne or ,eliot will unconsciously mold the language of those who read it4 ,on the other hand1 the habitual readers of the slang in the comic paragraph of the newspaper will talk in a careless and inelegant manner4 ,of course1 all books should be excluded from the library which deal in low1 profane1 or immoral language1 without regarding the specious plea that such describe life as it is4 ,we do not need to learn the language of the slums to know life2 and1 as one writer has said1 we do not want a realism that can be touched only with a pair of tongs4 ,the best pirate story in the ,english language is one that is without an oath from cover to cover1#aj and we would not exclude it from the ,sunday-school library4 ,let us seek for writers whose expression is direct1 smooth1 and cultured4 ,the ,sunday school in its literature as well as its teaching should lead upward toward refinement of taste4 7#d7 ,moral ,teaching4 ,the ethical standard of every book in the ,sunday-school library should be of the highest4 ,not that every paragraph should end with the application like the ,haec fabula docet of ,a,esop's fables1 or that the characters in a story should be of a goody-goody kind1 or that none but good people should appear upon the page4 ,there must be some shadows in the perspective that the light may stand in contrast4 ,but in no case should wrong1 or sin1 or the doubtful moralities of modern society be made attractive4 ,moral problem stories1 in which the boundary lines of right and wrong conduct are crossed and re-crossed until right seems wrong1 and wrong seems right1 should have no place4 ,should love stories be admitted8 ,not if the element of love enters as the dominant thought of the book4 ,a story should not be forbidden because there is a pair of lovers in it2 but it should not be accepted if the book shows no higher motive than to set forth their passion4 ,books should be sought that will inculcate a noble manliness for young men and a noble womanliness for young women1 and there are such books in numbers sufficient to fill the library shelves4 7#e7 ,christian ,spirit4 ,it is not required that every book should set forth and illustrate a spiritual experience4 ,it may be religious without preaching religion4 ,but the morals it inculcates should be founded upon the gospels and inspired by faith4 ,it should be reverent in its treatment of the ,bible1 of the church1 and of the ministry4 ,a book or a story designed to weaken belief in the ,scriptures as records of the divine will1 or holding the church up to scorn1 or showing a minister as its villain1 should be kept out of the ,sunday-school library4 ,criticism or discussion of the ,bible1 of the church1 and of the ministry has its place1 but its place is not in the ,sunday school4 ,the ,sunday school is distinctively a religious and a ,christian institution1 and the atmosphere of the ,christian religion should pervade its library4 #f4 ,the ,coming ,sunday-,school ,library4 ,another library of a higher type than that designed for the reading and recreation of the scholars is now arising to notice in many advanced ,sunday schools1 and is destined to become the ,sunday-school library of the future1 either supplementing the library of the past or taking its place4 ,it is the library which is to the ,sunday school what the college library is to the college1 a workshop equipped with tools for the use of the teacher and the scholar4 ,it will be at once a reference library1 containing the best ,bible dictionaries1 cyclopedias1 expository works1 and gospel harmonies1 open at certain times for the use of students2 and also a lending library of books upon the ,bible1 upon the ,sunday school1 upon teaching1 upon religion1 upon character1 and upon the varied forms of social service which are now calling for workers1 and will call yet more imperatively in the coming years4 ,the books for this library must be chosen with wisdom2 for they should represent the results of the best scholarship1 yet be expressed in language that the nonprofessional reader can understand2 and many of them must be for the scholars1 who are of all ages and all degrees of intelligence4 ,those of the ,primary ,department should be able to find in such a library the stories of the ,bible told in such a fascinating manner that a child too young to read them may listen to them with interest1 and picture-books illustrating the events1 the people1 the dress1 and the landscape of the ,bible4 ,it should be planned to meet the needs of every grade in the ,sunday school1 and to aid every teacher and every scholar2 and when established it should be made effective in the educational work of the school4 ,just as in the secular school and the college students are sent to the library with directions as to the books they will need1 so in the ,sunday school teachers will be able to counsel their scholars and to give them week-day work1 so that the teaching will be more than the talk of the teacher2 it will embrace the results of searching on the part of the scholar4 ,under the system of uniform lessons the use of such a library was well-nigh impracticable1 because every class would need the same books at one time4 ,but the uniform lessons are being rapidly displaced by the graded system1 giving to each grade its own series of lessons2 and this method1 requiring different books for each age in the school1 will open the way for reference work and study in the library4 ,the time is at hand when such a working library will become a necessity in every well-organized school4 #g4 ,the ,public ,library and the ,sunday ,school4 ,it would seem that wherever the public library is free1 available1 and well conducted some arrangement might be effected whereby the ,sunday-school libraries could be united with the public library4 ,this would lessen expense and difficulty in management1 would avoid the unnecessary reduplication of copies of the same books1 and would give to the scholars at once a wider selection and the advantage of the open shelf4 ,in more than one town this has been accomplished4 ,the ,sunday schools have transferred all their libraries to the public library1 to its enlargement1 and with no loss of members to the schools4 ,some ,sunday schools in cities have been recognized as branch stations of the public library1 giving them the benefit of frequent changes in the equipment of books1 which at regular intervals are selected from the store of the public library by the library committee of the school4 ,the working library for teachers and scholars1 proposed in the last paragraph1 in many places might be established in the public library1 wherever the schools in the community will unite to show that it is needed1 to name the books required1 and to make it practically useful4 ,,footnote3 #aj ,r4 ,l4 ,stevenson's ,treasure ,island4 ,,xii ,,the ,,management ,,of ,,the ,,library #a4 ,library ,committee4 ,for the selection of books1 whether in the reading library for scholars or the working library for teachers and scholars1 a wise1 intelligent1 and careful committee should be chosen1 and should be maintained in permanent service4 ,the pastor and the superintendent should be ex-officio members of this committee1 but it should also include some other persons sufficiently acquainted with books to pass upon their merits1 and willing to give time1 inquiry1 and thought to the library4 ,there may be schools fortunate in possessing librarians who devote themselves to the selection of books1 as well as to the care of them2 and in such schools the library committees will find their labors lessened4 ,no book should be admitted to the library without examination and approval by the committee4 7#a7 ,purchase of ,books4 ,the simplest method for finding books is far from being the best method4 ,it is to have a quantity of books--a hundred or more at one time--sent by booksellers on approval4 ,this method involves hasty examination1 and generally results in obtaining many useless1 worthless books intermixed with a few good ones4 ,the better plan is for the committee1 first of all1 to be supplied with catalogues from reputable publishers of books for children and young people1 and also books on religious and biblical education2 next to read carefully the reviews of books in these departments as given in the best literary and religious periodicals2 then1 to send only for such books as they judge will be desirable1 receiving them on approval4 ,every book should not only be looked at1 but read2 and if at all doubtful read by more than one member of the committee4 ,in some ,sunday schools there is placed at the door a library box1 in which may be deposited the names of books desired by members of the school4 ,lists of approved books are published by various houses and societies2 and the catalogues of a few good ,sunday-school libraries will aid committees4 ,the library committee must scrutinize closely all donations of books offered to the library1 and resolutely decline every book that is unsuitable1 even at the risk of offending the donor4 ,the ,sunday-school library room must not be turned into a mausoleum for dead volumes4 ,the committee must also beware of bargains offered by some booksellers who would unload upon ,sunday schools their left-over and unsalable stock4 ,that which costs little is generally worth less4 ,the ,sunday school must obtain only books that will be read and are worth reading4 7#b7 ,frequent ,additions4 ,the usual method is to use the old library until its best books are either worn out or lost1 and then to make a strenuous effort at raising money for the purchase of an entirely new collection4 ,but the better plan is to add a few carefully selected books each month to the library4 ,to examine at one time two hundred volumes is an impossibility1 and in so large a purchase many undesirable books are sure to be included4 ,it is not difficult to select after careful examination ten books each month1 and thereby keep the library always at a high grade of excellence4 ,with each purchase a slip describing the new books might be printed1 and distributed to the school1 thus keeping the library constantly before its patrons4 #b4 ,the ,librarian4 ,there is a close analogy between the work of the librarian in the public library and that in the ,sunday school4 ,for the public library everywhere a specialist is sought1 one who knows books1 can select them wisely1 and can aid seekers after literature in their reading4 ,the ,sunday school needs just such a librarian1 and all the more because the scholars cannot select from the open shelf1 but must guess at the quality of a book from its title in the catalogue4 ,it has been noticed that wherever a ,sunday-school library is successful in holding the interest of the scholars there is found with it a librarian adapted to his work and devoting himself to it4 ,we notice the characteristics of a good librarian in the ,sunday school3 7#a7 ,a ,bookman4 ,he is a lover of books1 acquainted with them1 and interested in good literature4 ,his work is more than to distribute books3 he should aid1 sometimes supervise1 their collection4 7#b7 ,a ,business ,man4 ,he is practical1 orderly1 and systematic in his ways of working2 with a plan for his task1 and fidelity in accomplishing it4 7#c7 ,gentle in ,manner4 ,opportunities will be frequent for the librarian to clash with the scholars on the one hand1 or with the superintendent upon the other4 ,with one he may appear arbitrary1 with the other disorderly1 his work sometimes breaking into the program of exercises4 ,he should be pleasant toward all1 uniform in his dealings1 and attentive to the general order of the school4 #c4 ,his ,assistants4 ,in most schools one assistant1 in large schools several assistants1 will be required by the librarian4 ,he should nominate them1 subject to the approval of the governing board of the school2 and should require of them regular and prompt attendance1 and attention to their work in the library4 ,it is very desirable that the business should be so arranged as to allow the librarians to take part in the opening devotional service with the school1 and not to be at work arranging books while others are at prayer4 #d4 ,the ,management of the ,library4 ,this involves four processes3 the collection1 the assignment1 the distribution1 and the return of the books4 7#a7 ,the ,collection4 ,the books can easily be collected without interfering with the order of the school1 if the library window is near the entrance to the building1 and the scholars as they enter leave their books at the library4 ,this is the method employed in most schools4 7#b7 ,the ,assignment4 ,how to enable each scholar to choose his book introduces one of the three problems in library management4 ,the plan generally followed is to supply each scholar with a card bearing a number which represents the scholar4 ,he selects from the catalogue a large assortment of books1 and writes their numbers upon his card3 the librarian assigns the scholar any one of the books selected1 crosses it from his list1 and upon another list marks the number of the book opposite the number of the scholar4 ,the weakness of the plan is in the fact that the scholar has no means of learning from the catalogue what books are desirable2 and a book desired by one may be entirely undesirable to another4 ,theoretically the scholar has the whole catalogue from which to choose2 practically he has no choice1 except the suggestion in the titles of the books4 ,the open-shelf plan cannot be established in the ,sunday school1 for the room is usually too small1 the time of the session is too brief1 and the work of the school too important to allow interruption4 ,in some graded ,sunday schools another plan is pursued1 taking from the scholar all choice1 but assigning to each grade books of certain numbers1 all printed upon the card of the scholar1 any one of which books he may receive at any time during his stay in the grade1 but each of which will fall to his lot but once4 ,this plan demands a library of books carefully selected1 and as carefully fitted to each grade in the school4 ,but this method is apt to be unsatisfactory to the scholars1 who have their own preferences among the books4 ,the difficulties in assigning books1 and disappointments of scholars in failing to obtain the books desired1 is a frequent cause for the disuse of the library2 and this problem has not as yet been fully solved4 7#c7 ,the ,distribution4 ,this takes place at the close of the school1 and brings in the second problem of library management4 ,the books may be brought to the classes by the librarians1 and distributed by the teachers2 each scholar's book being indicated by his card placed within it4 ,this method often causes confusion2 scholars being dissatisfied with their books and leaving their classes press around the library4 ,sometimes they exchange books with each other4 ,this is a simple plan as far as the two scholars exchanging are concerned1 but sure to make trouble in the record of the librarian4 ,or each class may be dismissed in turn1 and obtain its books at the library window while passing out4 ,but this plan causes a congestion of scholars at the library1 and also requires much time4 ,to manage the distribution of books demands a strong will1 coupled with a gentle manner in maintaining the library rules4 7#d7 ,the ,return4 ,the theory of the ,sunday-school library is that each scholar will bring his book back after a week or two weeks4 ,but boys and girls--sometimes older scholars also--are apt to be careless4 ,books are exchanged between scholars1 are loaned from one home to another1 are forgotten1 and are lost4 ,and the books lost most readily are frequently those that are most sought for by the scholars4 ,how to induce scholars invariably to return their books constitutes the third problem of library management4 ,in many schools the percentage of lost books is exceedingly large4 ,the librarian should do his utmost to reduce the loss to a minimum4 ,to this end a few suggestions may be given3 7a7 ,record of ,scholars4 ,every scholar's name and address1 with his library number1 should be kept on record in the library2 and every effort should be made to make the record conform to all changes in residence4 7b7 ,record ,sheet4 ,the library should contain a record sheet1 showing the number of every book issued1 and the number of the scholar receiving it2 to be canceled when the book is returned4 ,this will show who is responsible for every book out of its place from the library4 7c7 ,fines4 ,a fine should be assessed upon the scholar for every book kept over time2 and notice sent to the scholar at his home when a fine has become due4 7d7 ,rewards4 ,scholars should be paid a reward1 perhaps of ten cents for each book1 if they can succeed in tracing and finding any book which has been out of the library two months or more4 ,these plans1 or others1 may lessen1 but no plan will entirely remove1 the evil of books lost to the library through neglect or a worse crime4 ,,xiii ,,the ,,teacher',s ,,qualifications ,,and ,,need ,,of ,,training ,while the superintendent in the school is the moving and guiding intelligence1 the pulse of the machine1 the teacher in the class is the worker at the anvil1 or the loom1 or the lathe1 for whom all the plans are made1 and upon whom all the success depends4 ,in the warfare for souls he is on the picket line and at close range1 fighting face to face and hand to hand4 ,the sphere of his effort is small1 that group gathered around him for an hour on ,sunday1 but in that little field his is the work that counts for the final victory4 ,his task requires peculiar adaptedness1 supplemented by special training4 #a4 ,his ,qualifications4 ,there are on the ,american continent not less than a million and a half ,sunday-school teachers1 who give to the gospel their free-will offering of time1 and toil1 and thought4 ,they are not like civil engineers or the majority of public-school teachers1 graduates of schools that have given them training for a special vocation4 ,in every respect they are laymen1 engaged for six days in secular work1 and on one day finding an avocation in the ,sunday school4 ,yet there are certain traits1 partly natural and partly acquired1 which they must possess1 if they are to find success in their ,sabbath-day service4 7#a7 ,a ,sincere ,disciple4 ,the ,sunday-school teacher must be a follower of ,christ1 not merely in profession but in spirit4 ,he is one who has met his ,lord1 has heard and has obeyed the call1 ,follow me4 ,he enlisted in the grand army of which ,christ is the ,commander1 before he received his assignment to the army corps of the ,sunday school1 and his fidelity to the department is inspired by his deeper loyalty to his ,lord4 ,it is eminently desirable that the ,sunday-school teacher should be a member of the church2 but it is imperative that he should be a disciple of ,christ4 7#b7 ,a ,lover of ,youth4 ,by far the largest proportion of scholars in the ,sunday school1 perhaps nine tenths1 are under twenty-five years of age4 ,therefore1 with few exceptions1 the teachers must deal with young people2 and youth at all its stages is not easy to understand and to manage4 ,moreover1 the fact that not only the teachers1 but to a large extent the scholars1 are volunteers enters into the problem4 ,pupils attend the week-day school and submit to a teacher's rule because they must1 whether their teachers are acceptable or are disliked4 ,but the rule in the ,sunday school is not the law of authority2 it is the law of persuasion4 ,the teacher who cannot draw his scholars1 but repels them1 soon finds himself without a class4 ,in all teaching sympathy1 or the coordination between the interest of the teacher in the pupil and of the pupil in the teacher1 is a strong factor in success2 but in the ,sunday school it is an absolute necessity by reason of the voluntary element in the constitution of the ,sunday school4 ,that mystic power which will combine uncongenial spirits1 and fuse the hearts of teacher and scholar into one1 is love4 ,let the teacher love his scholars1 let him see in each pupil some quality to inspire love1 and the battle is half won4 ,love will quicken tact1 and love and tact together will win the complete victory4 7#c7 ,a ,lover of the ,scriptures4 ,whatever the ,sunday school of to-morrow may become1 the ,sunday school of to-day is preeminently a ,bible school4 ,there are tendencies in our time which may in another generation render the ,bible less prominent1 and introduce into the ,sunday school studies in church history1 in social science1 in moral reform1 in missions1 perhaps in comparative religion1 or in some other departments of knowledge4 ,but as yet the great text-book of the school is the ,holy ,scriptures4 ,the volume should be in the hand of every teacher and of every scholar during the school session2 and the teacher1 especially1 must study it during the week4 ,if all of the ,bible that he knows is contained in the paragraphs assigned for the coming lesson1 and the rest of the book is sealed to his eyes1 he will be a very poor teacher4 ,he needs to have his mind stored with a thousand facts1 and to have these facts systematized1 in order to teach ten2 and the nine hundred and ninety which he knows will add all their weight to the ten which he tells4 7#d7 ,a ,willing ,worker4 ,the teacher's love for ,christ1 for his scholars1 and for his ,bible is not to expend itself in emotion or even in study2 it is to find expression in efficient service4 ,a task is laid upon him which will demand much of his time and his power of body1 mind1 and spirit4 ,he must be ready to meet his class fifty-two ,sundays in the year3 on days of sunshine and days of storm2 when he is eager for the work1 and when he is weary in it2 when his scholars are responsive1 and when they are careless2 when his fellow workers are congenial1 and when they are anti-pathetic2 when his lesson is easy to teach1 and when it is hard4 ,he must be regular in his service1 not turned aside by opportunities of enjoyment elsewhere2 and he must give to it all his powers and all his skill4 ,work such as this can be sustained only by an enduring enthusiasm1 a devotion to the cause2 and therefore the teacher must have his heart enlisted as well as his will4 ,as a ,sunday-school teacher1 then1 four harmonious objects will claim a share in his love3 his ,lord1 his scholars1 his ,bible1 and his work4 #b4 ,his ,need of ,training4 ,for two generations it was supposed that any person fairly intelligent1 without special equipment1 was fitted to be a ,sunday-school teacher4 ,there are found no records of training classes in ,sunday-school work earlier than #ahee1 when the ,rev4 ,john ,h4 ,vincent began to gather young people and train them for service in his ,sunday school at ,irvington1 ,new ,jersey4 ,the seed of his ,palestine ,class grew into the ,normal ,class2 and by #ahfi there were in a few places classes for the teaching of teachers in the ,bible and ,sunday-school work4 ,it is not remarkable that ,sunday-school teacher-training should be delayed so long after the organization of the first ,sunday school1 when it is remembered that in ,america the first ,normal ,school for secular teachers was not founded until #ahci4 ,the ,chautauqua movement1 begun in #ahgd1 gave a strong impetus to ,sunday-school teacher-training2 the state associations and denominational organizations took up the work2 and now teacher-training classes are to be found in every state and province on the ,american continent4 ,the thoroughly graded school includes in its system a class for the training of young people who are to be teachers4 ,it is late in the day to inquire why the ,sunday-school teacher needs training2 but the question is often asked1 and the answers are ready3 7#a7 ,the ,general ,principle4 ,all good work involves the prerequisite of training4 ,especially is this true of teaching2 and there is a reason why the principle holds with regard to the ,sunday-school teacher even more directly than with the secular teacher4 ,while the subjects of teaching are vitally important1 relating to character and efficient service1 the time for teaching is short1 less than an hour each week1 in contrast to the twenty or twenty-five hours in the week-day school4 ,to make an impression in so short a teaching period1 with such long intervals between the lessons1 demands that the teacher be one who possesses exceptional fitness for his work1 and this superior fitness cannot be obtained without special and thorough training4 7#b7 ,the ,teacher's ,responsibility4 ,all-important as is the work of religious teaching1 for which the ,bible is the chief text-book in the church1 there is but one institution in our time charged with that mighty duty1 and that is the ,sunday school4 ,the ,bible is rarely taught in the home1 which should be the first place for teaching it2 it is only incidentally taught in the pulpit1 of which the aim is not so much instruction as inspiration4 ,practically all the teaching of the ,bible now devolves upon the ,sunday school1 and the ,sunday school only4 ,if the ,sunday schools of the world for one generation should fail to teach the word of life1 the knowledge of that word would well-nigh cease4 ,and the one person charged with that task1 the one on whom the responsibility rests1 is the ,sunday-school teacher4 ,he who is intrusted with so great a work1 and upon whose fidelity the work depends1 must have a proper equipment2 and that equipment presupposes training4 7#c7 ,the ,demand of the ,age4 ,we are living in an intellectual age1 unparalleled in the history of the world4 ,the boundaries of knowledge in every direction have widened1 and in each realm the search is deeper and more thorough4 ,such wealth has been added through recent investigations to the store of ,bible knowledge that most commentaries1 expositions1 and introductions of the past have now but slight value4 ,another exceedingly important realm that has been added to the domain of knowledge is that of child study1 but recently an unexplored field1 now open to every reader4 ,in such a time as this the teacher who would impart the contents of the ,bible to the young must have eyes and mind opened4 ,he must know the results of modern investigation in the ,scriptures and in the nature of those whom he teaches4 ,his pupils are under the care of trained and alert specialists through the week2 they must receive instruction from well-taught minds in the ,sunday school4 7#d7 ,the ,teacher and ,his ,class4 ,the peculiar relation already referred to as existing between the ,sunday-school teacher and his class presents another incentive to training4 ,his relation is not like that of the secular teacher1 who speaks with authority1 and can command attention and study4 ,the teacher in ,sunday school cannot require his scholars to learn the lesson2 the authority of the parent is rarely employed to compel home study2 and as a result most of our scholars come to the ,sunday school unprepared4 ,this is not the ideal or the ultimate condition1 but unfortunately it is still the real condition in at least nine out of ten ,sunday-school classes4 ,this condition makes the demand upon the teacher all the greater4 ,because his scholars are unprepared he must be all the better prepared4 ,he must be able to awaken and arouse his pupils2 he must inspire them to an interest in the lesson2 he must so teach as to lead them into knowledge of the truth and a desire to seek it for themselves4 ,anyone can teach the scholar who is eager to learn2 but to teach those who come to the class unprepared and careless1 to send them away with a clear-cut understanding of the lesson1 and an awakened intelligence and conscience--all this1 under the conditions of the ,sunday-school teacher's task1 and in his peculiar relation to his scholars1 requires not only ability1 but also thoroughly trained ability4 ,in view of all these considerations1 it is not surprising that at the opening of the twentieth century the demand of the ,sunday schools everywhere is for better teaching1 and for teachers who have themselves been taught and are able to teach others4 ,,xiv ,,the ,,training ,,and ,,task ,,of ,,the ,,teacher #a4 ,the ,training ,needed4 ,many faithful workers in the ,sunday school realize their need of preparation2 but1 while conscious of unfitness1 they have no clear conception of the equipment which they require4 ,what are those fields of knowledge which should be traversed by one who has been called to teach in the ,sunday school8 ,they comprise four departments3 7#a7 the ,book1 7#b7 the scholar1 7#c7 the school1 and 7#d7 the work4 7#a7 ,the ,book4 ,we have already noted that the ,sunday school is differentiated from other systems of education in the fact that it uses mainly but one text-book1 the ,holy ,scriptures4 ,for that reason the teacher must first of all acquaint himself as thoroughly as possible with the contents of that wonderful volume4 ,he should be a twentieth century ,bible student2 not a student or a scholar according to the light of the ,middle ,ages1 or the seventeenth century1 or even of the first half of the nineteenth century2 for in all those periods the aims1 the methods1 and the scope of ,bible study were different from those of the present time4 ,he who is to teach the ,bible successfully to-day must have some knowledge of the ,bible in the following aspects3 7a7 ,its ,origin and ,nature4 ,he must have a definite idea of how the sixty-six books of ,scripture were composed1 written1 and preserved2 and1 as far as may be known1 who were their authors4 7b7 ,its ,history4 ,the ,bible is1 more than anything else1 a book of history1 containing the record of a people who received the divine revelation and preserved it4 ,the divine revelation cannot be taught nor comprehended unless the annals of that remarkable people1 the ,israelites1 be first read and understood4 ,therefore biblical history should be the first subject to be studied by the teacher in the ,sunday school4 ,the leading facts and underlying principles of that unique history must be understood2 not in an outline of minute details1 but as a general landscape1 in which each lesson of the ,bible will take its place4 7c7 ,its ,geographical ,background4 ,the ,bible brings before us a world of natural features which remain--seas1 mountains1 valleys1 and plains2 a world of political divisions which has passed away2 its empires1 kingdoms1 and tribal relations2 and cities and towns1 some of them now desolate1 others in poverty and in ruin4 ,the teacher who is to instruct his pupils must be able to see those abiding elements1 and by the aid of his historical imagination to reconstruct those that have changed4 ,he must make that ancient world of the ,bible roll like a panorama before the eyes of his mind4 7d7 ,its ,institutions4 ,upon every page of the ,bible are stamped pictures of manners1 customs1 institutions1 forms of worship1 that are unfamiliar to our ,christian1 ,anglo-,saxon1 modern world4 ,the teacher must become familiar with this local color of another civilization1 and enable his class to see it through his eyes4 7e7 ,its ,ethical and ,religious ,teaching4 ,in the past1 and until a generation ago1 the ,bible was studied only for its doctrines4 ,it was generally treated as one book1 all written at once and by one author2 its history1 biography1 institutions1 were passed over as unimportant2 while every sentence was searched for some light upon theology4 ,from the ,bible1 by assorting and grouping its texts out of every book1 a system of doctrine was constructed2 and the mastery of this system with its proof-texts was regarded as the principal work of the ,bible student4 ,that method of ,bible study has justly fallen into disuse among modern scholars4 ,the ,bible is now looked upon as a record of life rather than as a treasury of texts4 ,yet its stream of ethical1 religious1 and spiritual teaching must be found and followed by the student who is to teach the truth2 and the doctrines revealed through the ,bible should be regarded as a necessary part of his training4 7#b7 ,the ,scholar4 ,one book must be studied closely by the teacher1 and that is his pupils4 ,during the last thirty years human nature in all its stages1 as child1 as youth1 during adolescence1 and in maturity--especially in the earlier periods--has been investigated as never before4 ,the student in our time can enter into the results of special study upon these subjects4 ,he needs to know what the best books can give him of child study and mind study2 and to supplement book-knowledge in this department with watchful eyes and close thought upon the traits which he finds in his own scholars4 7#c7 ,the ,school4 ,the teacher in the ,sunday school needs to understand the institution wherein he is a worker4 ,the ,sunday school is like the week-day school1 yet unlike it2 and the teacher must be able to appreciate at once what he can follow and what he should avoid in the methods of the secular school4 ,the history of the ,sunday-school movement1 its fundamental principles1 its organization1 officers1 methods of management1 and aims--all these are in the scope of the teacher's preparation4 7#d7 ,the ,work4 ,whether on ,sunday or on ,monday1 a teacher is after all a teacher1 and the laws of true teaching are the same in a ,sunday school1 in a public school1 and in a college4 ,the application of those laws may vary according to the ages of pupils1 the subjects of instruction1 and the aims of the institution1 but the principles are unchanging4 ,those enduring principles of instruction are well understood1 are set down in text-books1 and can easily be learned by a student4 ,there are successful teachers who know these principles by an intuition that they cannot explain2 but most people will save themselves from many mistakes and comparative failure by a close study of modern educational methods4 ,in some way knowledge in all these four great departments of training should be obtained by the teacher1 if possible1 before he enters upon his task2 but if he has missed earlier opportunities of preparation he must acquire this knowledge even while he is teaching4 ,the outlines of such a course of study should be given in the training class for young people2 and such a training class should be regarded as essential to every well-organized school4#aa #b4 ,the ,teacher's ,task4 ,all the preparation briefly outlined in these last paragraphs is only preparatory to the work which the teacher is to do in his vocation4 ,the task set before the teacher is fourfold3 7#a7 ,as a ,student4 ,the studies named above are not completed when the teacher has passed out of the training class with a certificate of graduation4 ,the public-school teacher who ceases to study after finishing the course of the normal school is foredoomed to failure4 ,the training class or the training school has only outlined before the teacher the fields to be traversed1 and shown him a few paths which he may follow4 ,he who has undertaken to teach a group of scholars1 whether in the ,beginners ,department1 the ,senior ,department1 or any grade between them1 must continue his studies1 in the ,bible1 in the specific course of graded lessons which he is teaching1 and in general knowledge2 for there is no department of thought or action which will not bring tribute to the teacher1 to be turned into treasure for his class4 ,the ,sunday-school teacher must ever maintain an open mind1 a quick eye1 and a spirit eager for knowledge4 ,his accumulation will prove a store upon which to draw for teaching2 and even that unused will give its weight to truth imparted to his class4 7#b7 ,as a ,friend4 ,the teacher is more than a student dealing with books2 he is a living soul in contact with living souls4 ,if the most masterly lesson teaching in the realm of thought could be spoken into a phonograph1 and then ground out before a class1 it would fail to teach1 for it would utterly lack the human element4 ,knowledge counts for much in teaching1 but personality counts for far more4 ,if a teacher is to be successful he must have a close relationship with his class4 ,they must know him1 he must know them1 and there must be a common interest1 nay1 a common affection1 between the two personalities of teacher and pupil4 ,he must be a friend to each one of his scholars1 schooling himself1 if need be1 to friendship2 and each of his scholars must be made to realize that his teacher is his friend4 ,this personal affection need not always be stated in words4 ,the teacher who constantly assures his scholars that he loves them will not be believed as readily as the one who shows his love in his spirit and his acts1 even though he may refrain from affectionate forms of speech4 7#c7 ,as a ,teacher4 ,teaching requires more than the possession of an abundant store of information upon any subject4 ,he is not a teacher who simply pours forth upon the ears of his pupils an undigested mass of facts1 however valuable those facts may be4 ,the true teacher after large preparation assorts his material1 and selects such matter as is appropriate to his own class4 ,this he arranges in a form to be readily received1 thoroughly comprehended1 and easily remembered4 ,he comes before his class with the fixed purpose that every pupil shall carry away with him a knowledge of the lesson1 and shall not forget it4 ,he must awaken the pupil's attention2 for talking to an inattentive group of people accomplishes no more than preaching to tombstones in a graveyard4 ,he must obtain the cooperation of the pupil's interest1 and induce him to think upon the subject4 ,he must call forth from his pupil some expression of his thought in language1 for one is never sure of his knowledge until he has shaped it into words2 and that which the pupil has stated he is much surer to remember than that which he has merely heard4 ,teaching1 then1 involves 7#a7 selection of material1 7#b7 adaptation of material1 7#c7 presentation of truth1 7#d7 awakening thought1 7#e7 calling forth expression1 7#f7 fixing knowledge in the memory4 7#d7 ,as a ,disciple4 ,it is the teacher's task not only to impart to his scholars valuable information about the ,bible1 about ,god1 about ,christ1 and about salvation2 but1 far more than imparting an intellectual knowledge1 to bring the living word into relation with living souls1 to inspire a fellowship of his pupils with ,god1 to have ,christ founded within them1 to make salvation through ,christ their joyous possession4 ,nor is his work as a working disciple accomplished when all his scholars have become ,christians in possession and profession1 and members of ,christ's ,church4 ,by his example and his teachings he should lead them to efficient service for ,christ in the church1 in the community1 and in the state4 ,there is work for every member in the church1 and work for everyone possessing the spirit of ,christ in the community4 ,whatever may have been the type of a saint in the twelfth century1 or in the sixteenth1 or even in the early nineteenth century1 in these stirring1 strenuous years of the twentieth century the disciple of ,christ is a man among men or a woman among women1 active in the effort to make the world better1 and to establish in his own village1 or town1 or ward of the city1 the kingdom of heaven on earth4 ,to inspire his scholars for such labors1 and to lead them1 is the supreme opportunity and work of the teacher4 ,,footnote3 #aa ,for detailed methods and plans1 see the volume of this series on ,the ,training of ,sunday ,school ,teachers4 ,,xv ,,the ,,constituency ,,of ,,the ,,sunday ,,school #a4 ,relation to the ,community4 ,the ,sunday school is a temple built of living stones2 and the quarry from which they are taken in the rough1 to be cut and polished for their places in the building1 is the entire community in which the school is placed4 ,in our time1 more than ever before1 the reasons are imperative why special study should be given to the community from which the school must draw its members4 ,certain principles of administration will become apparent when once the field is carefully considered4 7#a7 ,constituency ,adjacent4 ,the population from which a given ,sunday school draws its members must be generally that immediately around it4 ,some teachers and scholars may come from a distance1 but even in this age of convenient transit by trains and trolley cars1 it is found that1 taking the church building as a center1 the constituency of the ,sunday school in a city is mostly within a radius of half a mile1 and in the country within a mile4 ,throughout that sphere of influence the church should look well to the population1 should know its proportionate elements1 as far as possible should come into acquaintance with the families1 and should plan to win1 to evangelize1 and to hold all its natural following4 7#b7 ,membership ,representative4 ,upon general and almost invariable principles1 the ,sunday school should represent all the elements of the population within its environment4 ,if it be a residence section with isolated houses1 each containing but one family of well-to-do people1 the church is apt to be a family church1 and a large ,sunday school must not be looked for1 since large mansions rarely contain large families4 ,if1 on the other hand1 the neighborhood be populous1 characterized by varied strata of society--a few rich1 a goodly number fairly prosperous1 and a greater mass of wage-earners1 yet the section as a whole ,american and not foreign in its civilization--then a flourishing1 active1 and growing ,sunday school should be expected4 ,and it should embrace all these elements1 the rich1 the middle class1 and the wage-earners1 in the proportion which each bears to the community as a whole4 ,if the school in such a population be small1 or if it be composed exclusively of one class1 whether it be the so-called better class or the mission class1 there is a serious error in its policy4 ,the true ,sunday school should be representative of all the elements in the population4 ,it is both a crime and a blunder to limit the efforts of a ,sunday school to one class of society3 a crime1 because such a school leaves multitudes around it to perish2 and a blunder1 because the effort results in an anaemic1 dwindling1 dying institution4 7#c7 ,methods ,adapted4 ,almost every community1 whether in city or in country1 possesses some traits peculiar to itself4 ,there may be two towns ten miles apart1 one the wealthy residential suburb of a city1 the other a settlement surrounding a great factory4 ,the population of these two places will be in marked contrast1 and the methods of ,christian work successful in one will utterly fail in the other4 ,one street or avenue in a city may mark the boundary line between family churches and mission churches4 ,within ten minutes' walk of each other may stand two churches of the same denomination1 yet so utterly apart in spirit as to possess nothing in common but name4 ,it is possible that each of these two organizations might learn something from the other1 and might do their ,master's work better by a closer community of interest and feeling4 ,yet it would be a mistake to introduce into either church all the plans that are successful in the other2 or to reject in one ,sunday school any method because it has proved a failure in another and a different field4 ,the work of each church and ,sunday school must be adapted to the population from which its membership is to be drawn4 #b4 ,the ,changing ,population4 ,one of the most imperative questions confronting the gospel worker1 both in the church and the ,sunday school1 arises from the constant changes taking place in our population4 ,in the cities we see stately churches1 once thronged1 now well-nigh desolate1 while their walls echo to the tread upon the sidewalk of a churchless multitude4 ,in front of a fine old church1 where once millionaires worshiped1 the writer has often passed a news-stand upon which are for sale newspapers in seven different languages4 ,and too often one finds that the churches of a generation ago have been turned into low theaters1 or torn down1 giving place to stores and office buildings4 ,the general principle may be laid down1 that a church in the city almost never lives more than one generation in the same building and with the same character4 ,after thirty years as the very longest period1 if it is to retain its members1 it must follow them in the march up-town2 or if it is to retain its location and still hold a congregation it must seek an absolutely new constituency1 and to this end must transform its methods of work4 ,nor are these migrations of population confined to the city4 ,the towns and villages are governed by the same law of change4 ,a village1 once the seat of quiet homes1 is suddenly turned into a factory town1 with a new and strange population4 ,the farms on country roads1 abandoned by the families that formerly tilled them1 are occupied by foreigners of alien speech and manners4 ,the building of a railroad will open new towns1 and at the same time will make more than one deserted village4 ,these changes in population must be considered in their relation to the work of the ,sunday school4 ,the movement will be characterized by varied traits in different places4 7#a7 ,a ,growing ,population4 ,the change may be that of a healthy growth in population1 making the community a desirable place for a church and a ,sunday school4 ,such a development is constantly taking place in the newer portions of a city1 whose population is moving from the center to the rim2 or it may be noted in suburban towns1 as facilities of transportation bring new residents from the metropolis2 or it may appear in villages springing up on the line of a railroad1 where home-seekers are settling and building habitations4 ,leaders in church and ,sunday-school work must watch these growing centers1 and provide wisely for their religious needs4 ,it will not suffice to wait for these newcomers to build their own churches and organize their own ,sunday schools4 ,most of them are taxed to the utmost in building or buying their own homes1 and will scarcely realize their need until the habit of neglecting worship has become fixed1 and their children grow up without religious education4 ,the old and strong churches must extend a hand to the settlers1 must preempt church sites at the very beginning1 must help to erect chapels1 for a time must supply workers1 and must set the current of the new settlement ,godward and churchward4 ,the reward of their labor and their liberality will not long be delayed4 7#b7 ,a ,declining ,population4 ,there are places where the population has lessened1 making the work of the ,sunday school increasingly difficult and its results meager4 ,it may be in the city1 where business has crowded away the dwellers of other years1 as in the lower end of ,manhattan ,island in ,new ,york4 ,there tall office buildings and warehouses stand on sites formerly occupied by churches1 but no longer needed1 now that almost the only residents are the janitors and their families1 living on the roofs of the towerlike temples of trade4 ,but oftener the region of the declining population is found in the country4 ,villages once prosperous have gradually lost their inhabitants4 ,in places where three or four churches1 each with its ,sunday school1 were formerly well supported1 there is now scarcely a constituency for one4 ,yet all these churches1 though decayed and dying by inches1 are still maintained2 and each church still houses a discouraged ,sunday school1 attended by a faithful few1 but with no hope of growth and an imminent peril of extinction4 ,if loyalty to a denomination could give way to love for the kingdom of ,christ1 these might be consolidated into one church and one ,sunday school for all the community4 ,we venture the prophecy that before the twentieth century comes to its close this will be throughout the ,american continent the accepted settlement of the question4 ,may its fulfillment be not long delayed6 ,in the meantime these decayed but still enduring ,sunday schools and churches in a community should seek for peace and friendship1 not emphasizing the points of doctrine or of system that differ1 but those that agree1 and striving to maintain the unity of the spirit in a bond of love4 7#c7 ,a ,population ,changing ,socially4 ,a serious problem often arises1 not from a decline but from a change in the social condition of the population within the sphere of the church4 ,the downtown church may have been forsaken by its former members1 but people of another class1 and in greater numbers1 have taken their places4 ,the mansions have become boarding houses1 flats and apartment houses have arisen1 while the thronged sidewalks1 and the children playing in the streets1 are evidence that the material for members of the church and the ,sunday school is greater than before4 ,true1 the new inhabitants are of a different social order from the old1 clerks and porters instead of merchants1 employees instead of employers1 working people in place of the leisure class4 ,the fact that the social level of the neighborhood may be regarded by the worldly-minded as lower than formerly does not lessen its need of the gospel1 nor render it less promising for ,christian work4 ,the church should look upon its field with unprejudiced eyes1 should have an understanding of the time2 should be alert to see and to seize its opportunity2 and should change its methods with its changed constituency4 ,the field must not be abandoned2 it must be cultivated1 and new forms of tillage will bring forth abundant harvests4 7#d7 ,an ,alien ,population4 ,the most perplexing of all social problems arises when immigration has swept into the district surrounding the church a tide of people whose birth and speech are foreign1 supplanting and in large measure driving out the native population4 ,there are sections in our cities where the signs on the stores are all ,bohemian1 or ,polish1 or ,yiddish2 where an ,english-speaking church would remain absolutely empty1 though thousands throng the streets4 ,it may be that in such conditions gospel work under ,american methods can no longer be maintained2 and a removal may be necessary4 ,but even in the most unpromising fields this conclusion should not be hastily reached4 ,we spend large sums in sending missionaries to the lands from which some strangers come2 should we not embrace opportunities of evangelizing these at our own door8 ,there are difficulties1 but they are not nearly as insuperable as those in foreign fields4 ,these foreign-born or foreign-descended children sit beside our own in the public school2 should we shut them out from our ,sunday schools8 ,in less than a generation millions of these boys and girls will be as thoroughly ,american as our own children4 ,when we consider the question of abandoning any field on account of its foreign population1 let us widen our horizon of thought to embrace the future as well as the present1 and then form our conclusion concerning the duty of the ,sunday school to the community4 #c4 ,practical ,suggestions4 ,a few hints1 some of them already given1 may summarize the practical side of the subject3 7#a7 ,study the ,field4 ,the ,sunday school must live not in the past1 but in the present1 with a clear vision of the future4 ,it must not only cherish a loving memory of its field as it has been1 but understand thoroughly what it is1 and what forces are shaping it for the future4 ,the leaders in each ,sunday school working for itself1 or preferably those conducting the ,sunday schools of a neighborhood working unitedly1 should ascertain the nationality1 religious condition1 and church relations of every family in the district2 and not only of every family1 of every individual who may have a room in a boarding house4 ,each political organization knows the residence and party proclivities of every voter in the district2 and the churches may learn from the politicians practical lessons upon the best methods of work4 7#b7 ,cultivate the ,field4 ,since the scholars must come to the school from the population around it1 they should be sought1 brought in1 taught1 and evangelized1 with all the energy and wisdom which the church possesses4 ,and not only the scholars1 but also1 in large degree1 the teachers must be home-born and home-taught2 therefore the ,sunday school1 to be successful1 must train up workers from its own constituency4 7#c7 ,provide for all ,elements4 ,by diligent and constant effort the school should be made representative of all ages1 of all classes1 of all sections1 and as far as practicable of all races found in its community4 7#d7 ,adapt ,methods4 ,if a former constituency has removed from the field1 and a new population has surged in1 the new element must be looked upon as the constituency of the school4 ,its needs must be recognized1 however different they may be from the needs of the past2 and plans must be formed to meet those needs1 whatever transformation of the school the new plans may involve4 ,,xvi ,,recruiting ,,the ,,sunday ,,school #a4 ,necessity4 ,the aspiration for advancement is natural and noble2 and therefore every member of the ,sunday school who is interested in its welfare1 whether officer1 teacher1 or pupil1 desires it to increase in membership1 and to spread its benefits as widely as possible4 ,but the recruiting of the ,sunday school is not only desirable1 but necessary4 ,it is found that in every school there exists an outflow as well as an inflow of members4 ,if in certain departments1 as the ,primary1 new scholars are constantly enrolled1 in other departments1 as the older grades of the ,intermediate and the ,senior1 there is as constant a dropping out of members from the school4 ,it has been estimated that in most ,sunday schools from twenty to twenty-five per cent of the membership changes annually1 so that the average period of a teacher or scholar in the ,sunday school is less than five years4 ,there are some who remain longer1 but others who are members for even a shorter time4 ,upon the average1 every school is a new school once in four or five years4 ,if one fifth of the school leaves every year1 there must be an equal number enter it1 to keep the school at its normal size4 ,but any institution dependent upon the maintenance of a constituency1 whether it be a periodical1 a life-insurance association1 or a ,sunday school1 begins to decline when its number remains stationary4 ,the health and life of the school1 therefore1 require a constant renewal of its membership4 ,the school must have new blood1 or it will soon be impoverished and in time die4 #b4 ,the ,losses from the ,school4 ,before the presentation of plans for winning new scholars comes the vital question of holding the scholars already on the roll2 for the condition of leakage has a close relation to growth or decline4 ,if the causes of the leakage can be ascertained1 and the drain can be stopped1 we shall be materially aided in our effort to enlarge the school4 7#a7 ,the ,search in the ,school4 ,careful notation should be kept of the grades from which scholars are lost1 or which are below a normal membership2 and equally careful inquiry should be made as to the cause of the decline1 and methods to correct it should be sought4 ,is it in the ,primary ,department1 which should be the most rapidly growing department in the school8 ,is it in the ,junior or ,intermediate ,department1 where there ought to be a steady increase1 even if it be slow8 ,is it in the ,senior ,department8 ,here there is great danger of losses1 especially among young men4 ,is it not possible to find why they leave the school1 and what will induce them to remain8 ,perhaps the school is deficient in the ,adult ,department4 ,must it be admitted that the ,sunday school is for children only1 and that as soon as its members become men and women their departure from the school is to be expected8 ,the investigation should be more than general1 ascertaining what departments are suffering loss2 it should be personal1 including the name and grade of every scholar who has ceased to attend for a definite period2 and as far as possible the reason for his leaving the school4 7#b7 ,following up ,absentees4 ,a systematic plan for watching over the membership of the school should be instituted and vigorously maintained4 ,for example1 in some schools a report of every absentee is made by the secretary to the superintendent4 ,on ,monday morning each teacher receives by mail the list of his absent scholars1 with a request to send in writing1 as soon as practicable1 the cause of absence for each one4 ,in many schools this work of looking after the absentees is performed by paid visitors--a good plan1 but not so good as for the teacher to come into personal touch with his own scholars4 ,a business firm watches over its customers1 and endeavors in every possible way to hold them4 ,the ,sunday school which can maintain its grasp upon its members has the problem of growth already half solved4 #c4 ,characteristics of a ,growing ,school4 ,the strongest force in recruiting the ,sunday school is to be found in the character of the school itself4 ,the merchant must have his shelves stocked with attractive goods if he expects customers4 ,in order to obtain scholars there must be a good school4 7#a7 ,efficient4 ,the school should maintain high educational standards2 should be thoroughly graded in all its departments1 with suitable lessons for each grade2 and should have organized classes for young people and adults4 ,the thoroughly good school will rarely lack for scholars4 7#b7 ,attractive4 ,the school should be attractive as well as efficient4 ,its meeting place should be cheerful and airy1 with suitable furniture and apparatus1 above ground1 and not a damp1 dingy basement4 ,it should have enjoyable exercises1 like a school1 yet not too severely like a public school4 ,it should greet new members heartily1 make them feel at home1 and cultivate acquaintance with them4 ,there should be an animating spirit of loyalty and love for the school2 a devotion which will inspire active effort in its behalf4 ,around the school should be the atmosphere of a happy home4 7#c7 ,prominent4 ,among the activities of the church the school should stand forth prominently4 ,it should be kept in mind that1 as the neighborhood furnishes the constituency of the school1 so the school furnishes the members for the church4 ,in our time three fourths of the accessions by profession of faith come from the ,sunday school4 ,the school should be held in honor as the principal source of supply to the church membership4 ,if the audience room is large and imposing1 and the ,sunday-school room is inferior and unattractive2 if the pulpit and the choir are amply supported while the school receives a narrow sustenance1 however great the prosperity of the church its duration will be brief4 ,the ,sunday school must stand in the foreground1 and not in the background1 if the church is to grow2 and the growing church should have a growing ,sunday school4 7#d7 ,special ,occasions4 ,throughout the ,sunday-school year occur days which should be recognized1 as breaking the monotony of the regular exercises1 and as attractive features of the school4 ,such are ,christmas1 ,easter1 ,children's ,day in ,june1 ,rally ,day in the fall1 and ,decision ,day1 when the net is drawn for discipleship in behalf of the church4 ,some superintendents look upon these occasions as burdensome1 but with careful preparation and an attractive program they will add to the interest of the school1 while in no wise detracting from the efficiency of its educational work4 ,an occasional social entertainment for the school1 or for each department in turn1 and an outing day in the summer1 will strengthen that esprit de corps or animating spirit of the school which is its strongest drawing power in attracting new members4 7#e7 ,special ,helps4 ,there are communities where certain methods may avail more than elsewhere4 ,a well-conducted ,sunday-school library1 no longer needed in many places1 may be of great value in villages where there is no public library4 ,a reading room1 social hall1 and gymnasium may constitute the church a home for young men whose dwelling places may be in close tenement houses4 ,young men are in saloons1 and young women are in amusement parks1 who might spend their evenings under the healthy influence of the church if places were provided4 ,these plans and other features of the institutional church will need careful and wise administration if they are to do good and not harm2 but in many places they will minister to the success of the school and the church1 and also to the uplifting of the community4 #d4 ,reaching ,beyond the ,school4 ,thus far in this chapter we have considered the school rather than the field4 ,one of the chief tasks of the ,sunday school1 however1 is to reach out and lay hold of all the inhabitants1 both young and old1 in the area of its influence4 ,the following active measures have proved effective in reaching the people and winning them to the school4 7#a7 ,advertise4 ,the school should be kept before the community in every legitimate way4 ,merchants tell us that the secret of success is first to have salable goods1 and then to advertise them2 and the same principle applies to the ,sunday school4 ,printer's ink should be used liberally1 but wisely4 ,only neatly printed1 attractive matter should be employed4 ,invitation cards1 leaflets1 programs of special services1 a little periodical devoted to the school1 a year book containing the school register1 and many other forms of advertisement will help to inform the neighborhood that the school is at work and is ready to welcome new members4 7#b7 ,invite4 ,every officer1 teacher1 scholar1 and parent should consider himself a committee to speak to others about the school1 and to invite his friends and acquaintances to attend it4 ,the little children should ask their playmates1 boys and girls in school their classmates1 young men their shopmates1 young women their associates4 ,no printed paper can have a tenth of the power possessed by the living voice and a hearty hand-shake4 ,it is assumed that the invitation is given only to those who are not already attached to any church or school4 ,all possible care should be taken to maintain a fraternal spirit1 and not to build up our own wall by pulling down another4 7#c7 ,visit4 ,the field belonging to the school should be bounded definitely1 and should be thoroughly and systematically canvassed4 ,it should be divided into districts1 and each district assigned to a visitor and a committee1 who should know who may be included in the proper constituency of the school4 ,for this work many schools and churches employ a paid visitor or a deaconess2 and none can surpass the zeal or fidelity of many who enter upon such a vocation4 ,but the schools which cannot afford professional workers include some teachers and some adult scholars who can give a portion of their own time to the same task4 ,an organized class of men might be named which grew into over a hundred members through persistent work by a simple plan4 ,a lookout committee1 after careful inquiry1 would report the names and addresses of men eligible for membership4 ,then the members in order and by appointment1 in groups of two1 called upon each candidate1 formed his acquaintance1 and invited him to the class4 ,sometimes thirty or forty men would call1 but in time almost every man visited yielded to the friendly social influence1 became a member1 and soon after a worker for the class4 #e4 ,a ,danger4 ,a caution may be needed with reference to all these plans of recruiting the school4 ,advertising may be carried to the excess of becoming sensational4 ,invitations may be pressed upon scholars in other schools4 ,the effort for increase may degenerate into unfriendly rivalry4 ,a good plan may work evil when worked in a selfish spirit4 ,and a too-rapid growth is sure to be unhealthy4 ,the late ,b4 ,f4 ,jacobs said1 ,god pity the ,sunday school that gets a hundred scholars at one time6 ,a quiet1 steady1 diligent1 persistent effort for the school will be of permanent benefit1 rather than a spasm of enthusiasm4 ,,xvii ,,the ,,tests ,,of ,a ,,good ,,sunday ,,school ,in the ,united ,states more than a hundred thousand ,sunday schools are in session every week4 ,some of them are very good1 many are only moderately efficient1 and some are poor in every respect4 ,the question arises1 what constitutes a good ,sunday school8 ,is it possible to establish some standard of measurement by which the rank of any ,sunday school can be fixed8 ,in such a standard there must be several factors1 for the points of excellence in ,sunday school are not one1 but many4 ,it is the aim in this closing chapter to ascertain the criteria or the tests of a good ,sunday school4 ,the statement of these tests involves the summing up and in some measure the repetition of much already given throughout these pages4 #a4 ,representative ,character4 ,the first test of a ,sunday school is found in its relation to the community around it4 ,the ,sunday school is not a bed of exotic plants1 dug up from their native soil1 potted and protected in a conservatory4 ,it is an outdoor garden wherein are cultivated the flowers and fruits that are indigenous to the region4 ,a true ,sunday school is a group of people drawn out of the larger world around it1 and representing every element in that world1 both as regards social life and age4 ,if it represents the rich and the prosperous only1 it is not a good school1 unless the neighborhood is unfortunate in containing only such people4 ,if it is a mission school for poor people in the midst of a self-supporting population1 it is not a good school4 ,if it includes few members above sixteen1 and none above twenty-five years of age1 it is not a good school1 for it should embrace all ages from the infant to the grandfather4 ,the school which is to stand on the roll of honor is one that fairly represents its constituency4 #b4 ,organization4 ,another requirement for a good school is that it be well organized as a graded school4 ,there may be ,sunday schools which make up by their spirit for what they lack in system2 yet the exceptions are few to the rule that in ,sunday-school work organization is essential to success4 ,it is true that machinery creates no power2 there is nothing in a constitution and by-laws to make an institution successful4 ,it is the efforts of living men and women that bring to pass results4 ,but organization directs and economizes power2 so that1 other elements being equal1 the graded school quickly becomes the best school4 ,we have already seen that a graded school is one with departments defined1 with the number of classes in each department fixed according to the needs of the school1 with promotions at regular periods1 based either on age or examination or merit1 or on all three factors in combination1 with lessons graded according to the departments1 and1 as its most important element1 with a change of teachers when the pupil is promoted from a lower to a higher grade or department4 ,the graded system is not easy to establish2 it requires firmness and tact in the authorities1 and a self-denying spirit on the part of teachers2 but it will abundantly and quickly repay all it costs in effort and sacrifice1 and it is an essential in a really good ,sunday school4 #c4 ,order4 ,a good school is orderly1 yet it is not too orderly4 ,everybody is in place at the proper time4 ,at the minute1 and not a minute later1 the superintendent opens the school4 ,if he rings a bell1 it is a gentle1 musical one1 held up by the leader as a signal and scarcely sounded4 ,there is not more confusion than at the opening of any other religious service4 ,only one service is conducted at a time2 singing is worshipful1 just as well as prayer1 and the ,scriptures are read thoughtfully and reverently4 ,no officers are rushing up and down the aisles during the services2 no loud calls are made for order2 yet there is a suitable quietness when quietness is desirable4 ,a good school is never disorderly1 yet it cannot be said that the best school is always the most orderly4 ,occasionally one sees a ,sunday school where order has gone to the extreme of repressing all enthusiasm1 where the program is too finely cut and too thoroughly dried1 where the mechanism moves with the precision of the lockstep in a state prison4 ,the ideal of the ,sunday school is not that of the ,french minister of education who is reported to have stated that he could look at his watch and tell at that minute what question was before each class in every school in ,france6 #d4 ,spirit4 ,for lack of a more definite term we call the next characteristic of a good ,sunday school its spirit4 ,in any successful school one feels rather than finds a peculiar and individual atmosphere4 ,every member1 from the superintendent to the ,primary scholar1 manifests an interest in the institution2 an interest of blended love1 loyalty1 enjoyment in it and enthusiasm for it4 ,there is a social spirit in each class and in the school as a whole4 ,its members do not meet as passengers in a railway station1 each one wrapped up in his own business and watching for his own train4 ,they all have their individual friendships and social relations1 yet a bond unites them all as members of one ,sunday school4 ,this peculiar esprit de corps1 an interest in the institution1 is a strongly marked feature in every progressive ,sunday school4 #e4 ,educational ,efficiency4 ,the ,sunday school is in the world with a definite work--religious education4 ,its religion will be based on the ,old ,testament and kindred literature in a ,jewish school2 it will be based on both the ,old and ,new ,testament and supplemental literature in a ,christian school2 but whether ,jewish or ,christian1 its work is the teaching of religion1 as contained in the living ,word1 and illustrated by the lives and teachings of the heroes of the faith4 ,the true test of a ,sunday school is the answer that it can give to the question1 ,does it teach the vital religious truths of the race so as to develop individual character and efficiency8 ,that is its task1 and by its success in accomplishing it each school is to be judged2 not by the splendor of its building1 or the exactness of its machinery1 or the enthusiasm of its members4 ,the thirty or thirty-five minutes devoted to the lesson is the supremely important period in every true ,sunday school4 ,the time is often bound to be all too short for teaching divine truth1 and printing it upon mind and memory so deeply that all the studies and pleasures of the six days between the two ,sundays will not cause the teaching to fade4 ,yet the time is as long as the ordinary teacher 7or preacher7 can hold attention to one subject1 and therefore in most classes it is sufficient4 ,toward that half hour of teaching1 therefore1 all the energies of the school1 of the training class1 home study1 teachers' meeting1 gradation1 government1 should be turned4 ,for the vital aim of the ,sunday school is the eternal message of ,god to men through men1 so that men and women of the ,christ spirit and character may be developed4 #f4 ,character-,building4 ,the first task1 therefore1 of the ,sunday school is to teach the ,word1 but that teaching is only a means to an end1 and that end is greater than mere intellectual knowledge--it is the building up of a complete character4 ,this is more than bringing souls to ,christ1 or leading them into church membership4 ,if the sole aim of the ,sunday school was to compass the salvation of the scholar and to surround him with the walls of a church1 then we might safely dismiss our scholars when they have passed through a crisis of conversion and entered the church door4 ,but the ,sunday school is to do more than save its scholars from sin4 ,it is to train them in the completeness of a ,christian character2 and such a character involves not only personal righteousness but also service for ,god and humanity4 ,its aim is not to take people apart out of the world1 but to set them in the world1 equipped for work in making the world a ,christian world1 and thereby establishing on earth the kingdom of heaven4 ,the measure by which the ,sunday school accomplishes such a work as this1 constitutes the final1 crucial test of its success4 ,it cannot be said that any one of these six essentials of a good ,sunday school stands supreme4 ,they do not march in ,indian file2 nor are they to be set one against another in a comparison of values4 ,these traits of a complete ,sunday school should rather be regarded as one of the ,new ,testament writers describes the traits of a complete character1 in that familiar yet only half-understood passage1 ,as in the harmony of a choral song1 blend with your faith the note of energy1 and with your energy the note of knowledge1 and with your knowledge the note of self-mastery1#ab through all the eight aspects of the ,christian2 so let these six essential elements be combined to form that noble institution1 the ideal ,sunday school4 ,,footnote3 #ab #b ,pet4 #a4 #e-g4 ,,appendix ,,blackboard ,,outline ,,and ,,review ,,questions ,i4 ,,the ,,historic ,,principles ,,underlying ,,the ,,sunday-,,school ,,movement ,,blackboard ,,outline #a4 ,mag4 #b4 ,mod4 #c4 ,lay4 #d4 ,unp4 ,wor4 #e4 ,sel4-sup4 #f4 ,sel4-gov4 #g4 ,sel4-dev4 #h4 ,bib4 stu4 ,,review ,,questions ,to what race in the world does the ,sunday school mainly belong8 ,what are some of the lands in which it is found8 ,what does the circulation of its literature show8 ,what influence is the ,sunday-school movement exercising upon the world8 ,how many salient traits of the ,sunday school are named in this chapter8 ,what are those traits in the order named8 ,to what race can the ancient germ of the ,sunday school be traced8 ,what institutions among that people contained the elemental principle of the ,sunday school8 ,what gathering similar to a ,sunday school is described in the ,bible8 ,who was the founder of the modern ,sunday school8 ,in what place1 and what year1 was the first ,sunday school held8 ,what aided to make this institution known8 ,was the first ,sunday school established under direction of the clergy or the laity8 ,has the clergy1 or the laity1 been the more prominent in the work of the ,sunday school throughout its history8 ,what has been the attitude of the church toward this institution8 ,what has been stated concerning the compensation of the teachers in the earliest ,sunday school8 ,was the plan of paying teachers for their services continued8 ,are the majority of ,sunday-school officers and teachers now paid for their services8 ,what has been the effect of this condition1 of unpaid service1 upon the growth of the ,sunday-school movement8 ,how has this condition of voluntary1 unpaid work affected the moral influence of the ,sunday school8 ,how have the expenses of the ,sunday school in most places been met in the past8 ,how are such expenses met in the best schools at the present time8 ,how has the self-support of the ,sunday school in the past affected its government8 ,what is the present share of the church in the government of the school8 ,what forces have directed the development of the ,sunday school as a movement8 ,what fact in its origin largely accounts for the unity of method in the ,sunday school8 ,what is the text-book studied in the ,sunday school8 ,what has been the influence of the ,sunday school in behalf of the ,bible8 ,,ii4 ,,the ,,constitution ,,of ,,the ,,sunday ,,school ,,blackboard ,,outline #a4 ,aim4 ,rel4 ins4 7#a7 ,kn4 7#b7 ,ch4 7#c7 ,ser4 #b4 ,meth4 ,tea4 7#a7 ,teach4 7#b7 ,sch4 7#c7 ,text-b4 #c4 ,rel4 ,ch4 ,bel4 ch4 ,ca4 ch4 ,sup4 ch4 ,feed4 ch4 ,sup4 ch4 #d4 ,gov4 7#a7 ,rights of teach4 7#b7 ,auth4 of ch4 #e4 ,off4 7#a7 ,sup4 7#b7 ,assoc4 sup4 7#c7 ,sec4 7#d7 ,treas4 7#e7 ,fac4 #f4 ,mem4 ,all ag4 all clas4 ,,review ,,questions ,what is a ,sunday-school constitution8 ,what is the difference between an ideal and a practical plan8 ,are all constitutions written8 ,what six points should be provided for in the constitution of the ,sunday school8 ,what should be the aim of the ,sunday school8 ,state the definition of the ,sunday school as given by ,dr4 ,vincent4 ,what three elements are involved in a true religious education8 ,what difference may be noted between the ,christian ideals of the past and of the present8 ,what method does the ,sunday school employ in its work8 ,what are the three essentials in the working of a school8 ,what does the ,sunday school seek to accomplish in its pupils8 ,what text-book is generally used in the ,sunday school8 ,why is this book taught so widely8 ,may material outside of this book be employed in teaching8 ,what is the relation between the ,sunday school and the church8 ,why is some government needed in the ,sunday school8 ,what two elements should be recognized in the management of the school8 ,name the officers of the ,sunday school4 ,who should constitute the members of the school8 ,,iii4 ,,the ,,necessity ,,and ,,essentials ,,of ,a ,,graded ,,sunday ,,school ,,blackboard ,,outline #a4 ,nec4 ,gra4 7#a7 ,sch4 as wh4 7#b7 ,cond4 cla4 7a7 ,ineq4 siz4 7b7 ,ineq4 ag4 7c7 ,lac4 cl4 sp4 7#c7 ,dif4 adm4 7a7 ,obt4 tea4 7b7 ,trans4 sch4 #b4 ,ess4 ,gra4 ,sch4 7#a7 ,dep4 7#b7 ,fix4 num4 cla4 7#c7 ,ann4 sim4 pro4 7#d7 ,ch4 tea4 7#e7 ,gra4 ,less4 7#f7 ,bas4 pro4 ,,review ,,questions ,into what departments are most ,sunday schools divided8 ,why does not the mere division into departments constitute a graded ,sunday school8 ,in what department is the school growing most rapidly8 ,from what departments does the school lose its pupils8 ,what is often the condition of classes for young people of fifteen years and older8 ,what inequalities may be noted in the classes of an average ,sunday school8 ,what spirit is apt to be lacking in the school8 ,what two great difficulties are met by the superintendent of an ungraded school8 ,sum up the six difficulties or defects which will be removed in a measure by grading the school4 ,name the six essentials of a thoroughly graded ,sunday school4 ,draw a diagram representing the manner of seating the departments of a ,sunday school4 ,what is meant by a fixed number of classes in each department of a graded school8 ,how should promotions be made from one department to another8 ,why should not teachers accompany their classes when the pupils are promoted from one department to another8 ,what kind of lessons should be taught in the different departments of the school8 ,should promotions be made on the basis of age1 of merit1 or as the result of examination8 ,why cannot examinations in the ,sunday school maintain the same standards as those of the public school8 ,,iv4 ,,the ,,grading ,,of ,,the ,,sunday ,,school ,,blackboard ,,outline #a4 ,diff4 #b4 ,rem4 #c4 ,meth4 7#a7 ,grad4 7#b7 ,simul4 7a7 ,com4 7b7 ,ag4 sch4 7c7 ,ass4 sch4 7d7 ,ro-ca4 #d4 ,adv4 ,thor4 ,gra4 7#a7 ,app4 7#b7 ,ord4 7#c7 ,soc4 rel4 7#d7 ,tea4 wk4 7#e7 ,inc4 int4 7#f7 ,obt4 tea4 7#g7 ,leak4-per4 ,,review ,,questions ,what is the greatest difficulty to be met in grading a ,sunday school8 ,what is the remedy for this difficulty8 ,what are the two methods of grading an ungraded school8 ,how may a school be graded by the gradual method8 ,what are the four steps to be taken if a school is to be graded by the simultaneous method8 ,what is to be done when scholars are unwilling to receive promotion8 ,name seven advantages of the graded school4 ,wherein does the graded school differ in appearance from one ungraded8 ,how is order maintained more easily in the graded school8 ,how does grading influence the social relations of the scholars8 ,why is teaching easier in the graded school8 ,how does the graded ,sunday school increase the interest of the pupils8 ,why is it easier to supply teachers in the school after it has been graded8 ,what is meant by the leakage period in the scholars of the ,sunday school8 ,how does the graded school hold the scholar in the school8 ,v4 ,,the ,,departments ,,of ,,the ,,graded ,,sunday ,,school ,,blackboard ,,outline #a4 ,cradle ,roll4 7#a7 ,members4 7#b7 ,catalogue4 7#c7 ,how obtained4 7#d7 ,gifts4 7#e7 ,management4 7#f7 ,value4 #b4 ,beginners ,dep4 7#a7 ,ages4 7#b7 ,teaching4 7#c7 ,meeting place4 #c4 ,primary ,dep4 7#a7 ,ages4 7#b7 ,classes4 7#c7 ,lessons4 #d4 ,junior ,dep4 7#a7 ,ages4 7#b7 ,classes4 7#c7 ,lessons4 #e4 ,intermediate ,dep4 7#a7 ,ages4 7#b7 ,classes4 7#c7 ,lessons4 7#d7 ,special aim4 7#e7 ,christian character4 #f4 ,senior ,dep4 7#a7 ,name4 7#b7 ,ages4 7#c7 ,classes4 7#d7 ,teachers4 7#e7 ,organization4 7#f7 ,social life4 #g4 ,teacher-,training ,dep4 7#a7 ,members4 7#b7 ,teacher4 7#c7 ,studies4 7#d7 ,requirements4 7#e7 ,aims4 7#f7 ,reserve class4 #h4 ,adult ,dep4 7#a7 ,members4 7#b7 ,classes4 7#c7 ,methods4 7#d7 ,courses of study4 #i4 ,home ,dep4 7#a7 ,need4 7#b7 ,plan4 ,,review ,,questions ,what are the four principal departments of an ordinary ,sunday school8 ,in this chapter how many departments are described8 ,what are the names of these departments8 ,what department includes the names of the youngest children8 ,wherein does this department differ from most of the other departments8 ,how should the list of its members be kept8 ,how may names be obtained for it8 ,what privileges should be given to the members of this department8 ,what are the benefits of this department to the school8 ,what is the name of the second department8 ,what ages should it embrace8 ,what should be the exercises in this department8 ,how should these pupils be seated in the school8 ,what is the third department named8 ,what ages should it include8 ,how should it be organized8 ,what lessons should be taught in it8 ,what is the fourth department8 ,what are the ages of its pupils8 ,how may they be classified8 ,what lessons should be taught to them8 ,what is the fifth department8 ,what ages does it include8 ,how should the classes be formed8 ,why should small classes be the rule in this department8 ,what lessons should be taught8 ,what should be a special aim of teachers in this department8 ,what type of ,christian character should be sought8 ,what is the sixth department8 ,what other names are applied to it8 ,what ages should it include8 ,what requirement should be made of those entering this department by promotion8 ,how should the classes be organized8 ,who should teach in this department8 ,how may the social spirit be cultivated8 ,what is the seventh department8 ,who should be included in its membership8 ,who should be sought as the teacher8 ,what condition should be required of its members8 ,what studies should be followed8 ,how should the course be conducted8 ,what other class should also be connected with the ,teacher-training ,department8 ,how shall this class be conducted8 ,what is the eighth department8 ,who should be included in it8 ,what are the two methods of instruction in this department8 ,what courses of study should be taken8 ,what is the ninth department8 ,who constitute its members8 ,what care and help should be given to these people8 ,what should be expected of them as members of the school8 ,,vi4 ,,the ,,superintendent ,,blackboard ,,outline #a4 ,imp4 7,n4 ,y4 ,c4 ,r4 ,r474 #b4 ,appt4 ,tea4 ch4 past4 #c4 ,ter4 ,off4 ,one ye4 #d4 ,qual4 7#a7 ,mor4 char4 7#b7 ,dev4 bel4 7#c7 ,wor4 ch4 mem4 7#d7 ,bib4 stu4 7#e7 ,ab4 exec4 7#f7 ,sym4 you4 7#g7 ,tea4 spi4 ,,review ,,questions ,what illustration from a railroad will show the importance of the superintendent8 ,how should the appointment of the superintendent be made8 ,who should unite in the selection8 ,how long should be his term of office8 ,what are the traits named for an ideal superintendent8 ,what should be his moral character8 ,why is such a character necessary in his office8 ,what story of a statesman illustrates this8 ,in what respects should the superintendent be a believer in the gospel8 ,why should he be a member of the church8 ,what is his duty to the ,bible8 ,how may the superintendent influence his school to follow his requests8 ,what should be his qualifications as an administrator or executive8 ,what trait in relation to the young should he possess8 ,what should be his mental attitude toward knowledge1 especially knowledge of methods8 ,what story is told of a great sculptor8 ,,vii4 ,,the ,,superintendent',s ,,duties ,,and ,,responsibilities ,,blackboard ,,outline #a4 ,gen4 7#a7 ,sup4 7#b7 ,sel4 tea4 7#c7 ,ass4 sch4 7#d7 ,prog4 ser4 7#e7 ,sup4 #b4 ,we4-d4 ,wor4 7#a7 ,prog4 7#b7 ,les4 stu4 7#c7 ,soc4 dut4 7#d7 ,seek4 work4 7#e7 ,cab4 meet4 7#f7 ,sp4 d4 7#g7 ,conv4 #c4 ,dut4 ,sch4 ,sess4 7#a7 ,pre4 ear4 7#b7 ,op4 pr4 7#c7 ,con4 pro4 7#d7 ,dur4 less4 7#e7 ,les4 rev4 7#f7 ,clos4 #d4 ,misc4 ,dut4 7#a7 ,n4 ,b4 7#b7 ,q4 7#c7 ,e4 ,l4 7#d7 ,us4 ,b4 7#e7 ,les4 per4 7#f7 ,sp4 7#g7 ,sel4-con4 7#h7 ,aim4 ,,review ,,questions ,into what three classes may the duties of the superintendent be divided8 ,what are his general duties and prerogatives in relation to the school8 ,what are his duties through the week8 ,what social duties should he endeavor to fulfill8 ,how may he obtain teachers and workers8 ,what is the purpose of cabinet meetings8 ,how may the superintendent be ready for special occasions in the ,sunday-school year8 ,what is his duty toward conventions and associations of workers8 ,what are the duties of the superintendent during the session of the school8 ,what suggestions are given concerning the conducting of the program of the school8 ,who should review the lesson8 ,name some miscellaneous hints concerning his work4 ,how may he have a quiet1 orderly school8 ,how may he promote the use of the ,bible as a text-book by teachers and scholars8 ,what rule should be kept with reference to the lesson period8 ,under what conditions should visitors be allowed to address the school during the regular session8 ,what suggestion is made concerning self-control8 ,what aim should be kept before the superintendent and the school8 ,,viii4 ,,the ,,associate ,,and ,,department ,,superintendents ,,blackboard ,,outline #a4 ,nec4 ,gen4 asst4 ,dept4 asst4 #b4 ,titles4 ,asso4 sup4 ,dep4 supt4 #c4 ,app4 ,nom4 sup4 ,conf4 tea4 ,minor4 cand4 #d4 ,duties4 7#a7 ,not tea4 7#b7 ,dep4 sup4 7#c7 ,prov4 sub4 7#d7 ,assig4 new sch4 7#e7 ,detail4 sup4 7#f7 ,ch4 st4 ,,review ,,questions ,what is the need of an assistant to the superintendent in the ,sunday school8 ,what two classes of assistants are required in an organized school8 ,what titles should be given to these officers8 ,how should the associate superintendent be chosen8 ,why should the superintendent possess the right to nominate the associate superintendent8 ,should the associate superintendent be at the same time a teacher in the school8 ,when should the associate take charge of the school8 ,how should substitutes be obtained for teachers who are absent8 ,what class should not be called upon to furnish substitute teachers1 and why8 ,what class will supply teachers in a properly graded school8 ,how1 when1 and where should the teachers be obtained8 ,when should supply teachers be ready and in their places8 ,what is the work of the associate superintendent with reference to new scholars8 ,should new scholars select their own classes8 ,what part may the associate take during the general exercises of the school8 ,what military title might properly be given to the associate superintendent8 ,wherein does this title apply to him8 ,give a summary of the six duties performed by the associate superintendent4 ,,ix4 ,,the ,,secretary ,,of ,,the ,,sunday ,,school ,,blackboard ,,outline #a4 ,imp4 #b4 ,qual4 7#a7 ,b4 ,m4 7#b7 ,r4 ,a4 7#c7 ,g4 ,w4 7#d7 ,q4 ,m4 ,a4 7#e7 ,q4 ,m4 7#f7 ,c4 ,c4 #c4 ,app4 #d4 ,assts4 #e4 ,dep4 ,secs4 #f4 ,dut4 7#a7 ,r4 ,m4 7#b7 ,r4 ,s4 7#c7 ,r4 ,c4 7#d7 ,r4 ,s4 7#e7 ,l4 ,s4 7#f7 ,c4 ,,review ,,questions ,who is frequently and unwisely chosen as secretary of the ,sunday school8 ,what are the results of such a choice8 ,what results follow from an efficient secretary8 ,what six qualifications are named for the ideal secretary8 ,what traits of a business man should he possess8 ,what should be his principle with regard to regular attendance8 ,what also should be included in his attendance8 ,wherein should the secretary be a good writer8 ,what should be the traits of his mental action8 ,what exercises in the school should never be interrupted by the work of the secretary8 ,should he ever come to a class while the lesson is being taught8 ,what should be the behavior of the secretary8 ,how should the secretary be chosen8 ,how long should be his term of office8 ,how should the assistant secretary be appointed8 ,what are department secretaries1 and who should be appointed to this position8 ,what seven duties are named for the secretary and his assistants8 ,what record should be kept of business meetings8 ,what are his duties with reference to reports from committees8 ,what weekly record should be kept of the attendance in the school8 ,what are the duties of the secretary with regard to the records of class attendance8 ,what general catalogue of the members of the school should be kept8 ,how should this record be arranged8 ,what is the duty of the secretary with regard to the literature used in the school8 ,how should the official correspondence of the school be conducted8 ,x4 ,,the ,,treasury ,,and ,,the ,,treasurer ,,blackboard ,,outline #a4 ,early ,s4 ,s4 ,light expenses4 #b4 ,modern ,s4 ,s4 ,large expenses4 ,objects4 #c4 ,practical ,ways and ,means4 ,methods4 ,objections4 #d4 ,ideal ,way4 ,allowance4 ,subscriptions4 ,benefits4 #e4 ,s4 ,s4 ,treasurer4 ,relation to secretary4 #f4 ,treasurer's ,work4 7#a7 ,charge4 7#b7 ,bank account4 7#c7 ,reports and vouchers4 7#d7 ,bills4 7#e7 ,checks4 7#f7 ,audits4 7#g7 ,study of benevolent interests4 ,,review ,,questions ,why was little money required by the early ,sunday schools8 ,wherein was this fact fortunate for the schools8 ,why are the expenses of the ,sunday school greater than they were in the early years8 ,what are the principal expenses of a modern ,sunday school8 ,what are the methods of supplying funds for the ,sunday school in most places8 ,what is the objection to these methods8 ,what is the ideal method of supporting the ,sunday school8 ,under this plan what should be expected of the members of the school8 ,what are the advantages of this plan8 ,should the same person act as secretary and as treasurer8 ,in that case what principles should be observed8 ,what kind of a person should be chosen as treasurer8 ,what funds should be placed under his charge8 ,where should he keep the money of the school8 ,how should this bank account be conducted8 ,what reports should the treasurer present1 and where should he present them8 ,how should all payments of the treasurer be authorized8 ,what should be done with bills against the school8 ,in what form is it desirable to make payments for bills8 ,how and when should the accounts of the treasurer be audited8 ,what service can the treasurer render to the school in relation to benevolent interests8 ,,xi4 ,,value ,,of ,,the ,,sunday-,,school ,,library ,,blackboard ,,outline #a4 ,lib4 ,pas4 #b4 ,dec4 ,pres4 #c4 ,cau4 ,dec4 #d4 ,uses4 ,g4 ,lib4 7#a7 ,fam4 ne4 7#b7 ,mor4 inf4 7#c7 ,aid sch4 #e4 ,prin4 ,sel4 7#a7 ,var4 7#b7 ,pop4 7#c7 ,lit4 qual4 7#d7 ,mor4 tea4 7#e7 ,ch4 sp4 #f4 ,com4 ,s4 ,s4 ,lib4 #g4 ,pub4 ,lib4 ,s4 ,s4 ,,review ,,questions ,why was the library important to the school in the earlier times8 ,what are the facts regarding the decline of the ,sunday-school library in recent times8 ,what causes are assigned for the decline of the ,sunday-school library8 ,how are books more accessible now than in former times8 ,why is the library no longer needed to draw pupils to the school8 ,how does the present educational aim of the ,sunday school affect the interest in the library8 ,what criticism is made upon the books in most ,sunday-school libraries8 ,how does the management of the library often interfere with the order of the school8 ,what three benefits are named from a well-conducted ,sunday-school library8 ,how does the library in many places aid the school8 ,what four principles should guide in the selection of books8 ,what classes of books should be in the library8 ,why must the books be popular and interesting8 ,what should be the literary standard for books in the ,sunday-school library8 ,should love stories be admitted8 ,what moral standards should be maintained8 ,what is meant by the ,christian spirit in the ,sunday-school library8 ,what kind of a library should be sought for in the educational work of the ,sunday school8 ,how may the use of such a library be promoted in the school8 ,how may the public library be made useful to the ,sunday schools in a city or town8 ,,xii4 ,,the ,,management ,,of ,,the ,,library ,,blackboard ,,outline #a4 ,lib4 ,com4 7#a7 ,pur4 bks4 7#b7 ,freq4 add4 #b4 ,libr4 7#a7 ,bkm4 7#b7 ,bus4 m4 7#c7 ,gen4 man4 #c4 ,asst4 ,lib4 #d4 ,man4 ,lib4 7#a7 ,coll4 7#b7 ,ass4 7#c7 ,dist4 7#d7 ,ret4 7a7 ,rec4 sch4 7b7 ,rec4 she4 7c7 ,fin4 7d7 ,rew4 ,,review ,,questions ,who should choose the books for the ,sunday-school library8 ,what should be expected of the library committee8 ,why should a large purchase of books at one time be avoided8 ,how may the committee learn of new books8 ,how should donations of books be regarded8 ,what are the advantages of small additions at frequent times8 ,who should be sought for the ,sunday-school librarian8 ,how should the assistant librarians be chosen8 ,what plan should be followed in collecting the books returned to the library by the scholars8 ,what are some plans for choosing books8 ,what difficulties are met in the choice of books by scholars8 ,how should the books be distributed8 ,what are the difficulties met in the return of books by scholars8 ,how may the loss of books be avoided8 ,how may lost books be traced and brought back8 ,,xiii4 ,,the ,,teacher',s ,,qualifications ,,and ,,need ,,of ,,training ,,blackboard ,,outline #a4 ,qual4 7#a7 ,sin4 dis4 7#b7 ,lov4 you4 7#c7 ,lov4 ser4 7#d7 ,wil4 work4 #b4 ,nec4 ,train4 7#a7 ,gen4 prin4 7#b7 ,tea4 resp4 7#c7 ,dem4 ag4 7#d7 ,tea4 cla4 ,,review ,,questions ,why does the work of the ,sunday-school teacher require special qualifications8 ,what four qualifications are named as requisite8 ,what should be the relation of the teacher toward ,christ8 ,what should be his attitude of mind and heart toward young people8 ,why is this attitude necessary8 ,what should be his relation to the ,bible8 ,what is required of him as a worker8 ,when did training for ,sunday-school teachers begin in ,america8 ,what have been various stages and periods in the movement for teacher-training8 ,what four reasons are named why the ,sunday-school teacher should receive training8 ,how does the shortness of the time and its weekly meeting of the ,sunday school relate to the training of the teacher8 ,how does the teacher's responsibility make his training necessary8 ,what does this age demand of teachers8 ,why does this age make special demands upon ,bible teachers8 ,in what condition of mind with regard to the lesson do most of our scholars come to the ,sunday school8 ,why does the condition of the scholar require preparation on the part of the teacher8 ,,xiv4 ,,the ,,training ,,and ,,task ,,of ,,the ,,teacher ,,blackboard ,,outline #a4 ,train4 ,nec4 7#a7 ,book4 7a7 ,or4 nat4 7b7 ,hist4 7c7 ,geog4 back4 7d7 ,inst4 7e7 ,eth4 rel4 tea4 7#b7 ,schol4 7#c7 ,schoo4 7#d7 ,work4 #b4 ,tea4 ,tas4 7#a7 ,stu4 7#b7 ,fri4 7#c7 ,tea4 7#d7 ,dis4 ,,review ,,questions ,what are the four departments of teacher-training8 ,what in the ,bible does the teacher need to know8 ,what does he need to know about his scholars8 ,what does he need to know about the school8 ,what does he need to know about teaching8 ,what are the four departments of the teacher's task8 ,what has he to do as a student8 ,what may he do as a friend8 ,what is required of him as a teacher8 ,what is his work for his class1 as a disciple of ,christ8 ,,xv4 ,,the ,,constituency ,,of ,,the ,,sunday ,,school ,,blackboard ,,outline #a4 ,rel4 to ,com4 7#a7 ,const4 adj4 7#b7 ,mem4 rep4 7#c7 ,meth4 adap4 #b4 ,chang4 ,pop4 7#a7 ,gro4 7#b7 ,dec4 7#c7 ,ch4 soc4 7#d7 ,ali4 #c4 ,prac4 ,sugg4 7#a7 ,st4 fi4 7#b7 ,cul4 fi4 7#c7 ,pro4 f4 all ele4 7#d7 ,ad4 meth4 ,,review ,,questions ,what kind of a temple is the ,sunday school8 ,whence must come the members of the school8 ,what duty does the school owe to the population around it8 ,of what should a ,sunday school be representative8 ,what elements in a mixed community should enter into the ,sunday school8 ,what methods should be sought in localities where the traits and needs of the people differ8 ,what fact regarding the population of our country brings great problems to the church and ,sunday school8 ,give some instances of the effect of changing population upon churches4 ,how often are churches generally compelled to change their constituency8 ,what are some causes of the changed conditions in cities and country places8 ,what should be done in growing communities8 ,what are the conditions1 and the remedy for them1 in a declining population8 ,how may a population change socially while increasing numerically8 ,what is the duty of a ,sunday school in changing communities8 ,when may a church or a ,sunday school rightly abandon its field8 ,what is the first duty of the ,sunday school in relation to its field8 ,what is its duty to the population in its field1 wherever the population can be reached8 ,what elements in the population should be provided for in the plans and efforts of the school8 ,,xvi4 ,,recruiting ,,the ,,sunday ,,school ,,blackboard ,,outline #a4 ,nec4 #b4 ,los4 fr4 ,sch4 7#a7 ,sear4 in sch4 7#b7 ,foll4 abs4 #c4 ,char4 ,gro4 ,sch4 7#a7 ,eff4 7#b7 ,attr4 7#c7 ,prom4 7#d7 ,sp4 occ4 7#e7 ,sp4 hel4 #d4 ,reach4 ,bey4 ,sch4 7#a7 ,adv4 7#b7 ,inv4 7#c7 ,vis4 #e4 ,dang4 ,,review ,,questions ,why is it not only desirable but necessary to seek for increase in the membership of the ,sunday school8 ,what is the percentage of change in ,sunday schools annually8 ,for what should search be made in the school8 ,how may the absentees from the school be looked after8 ,what traits in a ,sunday school will naturally draw to it scholars8 ,why should the ,sunday school be made a prominent feature in the church8 ,what are some special occasions in the year to which attention should be given8 ,what special methods of building up the school may be employed in certain localities8 ,how may the school be advertised8 ,what are some advantages in a personal invitation8 ,what plans for the visitation of the field are suggested8 ,what caution should be given concerning methods of recruiting the ,sunday school8 ,,xvii4 ,,the ,,tests ,,of ,a ,,good ,,sunday ,,school ,,blackboard ,,outline #a4 ,rep4 ,char4 #b4 ,org4 #c4 ,ord4 #d4 ,sp4 #e4 ,edu4 ,eff4 #f4 ,char4-buil4 ,,review ,,questions ,what is meant in the title of this chapter8 ,how many tests or criterions are here named8 ,what are these tests8 ,what is meant by the representative character of a ,sunday school8 ,why is organization necessary to constitute a good school8 ,what is included in a graded school8 ,to what extent is order a requisite8 ,how may the demand for order be carried to excess8 ,what is spirit in a ,sunday school8 ,what constitutes efficiency in ,sunday-school work8 ,for what purpose is the teaching and work of the ,sunday school8 ,what is included in the building of a character1 as an aim of the ,sunday school8 ,how should these tests or traits be viewed8 ,what illustrative passage is given from the ,new ,testament8 99 99 99 99 99 ,transcriber's ,note3 ,text uses both ,sunday ,school and ,sunday-,school4 ,obvious punctuation errors repaired4 ,page #ga1 #e changed to #f 7#f4 ,duties47 ,page #he1 useles changed to useless 7useless in the ,sunday-,school7 ,page #aji1 7#a7 changed to 7#b7 77#b7 ,as a ,friend47 ,page #adg1 be changed to he 7should he present them7