LESSONS.
The International Lessons are used throughout the entire school. The standard of promotion from one department to another is the age of the pupil, knowledge of the ordinary lessons, and especially of the supplemental lessons studied ineach class of the school, with two or three exceptions. These supplemental lessons occupy the first five minutes of each lesson period, and contain valuable information in regard to the Bible and the Church.
THE PRIMARY DEPARTMENT.
In this room the instruction is oral, and the lesson is taught to the entire class by the principal. She is assisted by several ladies in maintaining order, leading the music, marking the roll, taking the collection, noting birthdays, and caring for the wants of the children. The blackboard and visible illustrations are freely used. The children remain here until they are eight years of age. They are taught besides the regular lessons the Lord's Prayer, the Beatitudes, a number of verses of Scripture, and several Psalms. On passing an examination on these supplemental lessons they are promoted to the intermediate Department.
THE INTERMEDIATE DEPARTMENT.
In this room also the instruction is mainly oral. The children are taught the lesson by theprincipal, who uses blackboards and charts when needed. She likewise has her assistants, who perform for her the same service as is rendered by the assistants in the Primary Department. The Catechism of the Church, the Ten Commandments and the Apostles' Creed are taught as supplemental lessons. Here the children remain three years, or until they are eleven years of age. On passing an examination on the supplemental lessons they are promoted to the Junior Department.
THE JUNIOR DEPARTMENT.
In this department the boys and girls are assigned to separate classes. As far as possible the girls are taught by male and the boys by female teachers. Each class contains six or eight pupils, who sit around a little table, the drawer of which holds their order of exercises and singing books. The pupils remain in this department five years, or until they are sixteen years of age. These classes are divided into five sections, representing the five years of study in this grade. The pupils of the first section, or year, occupy seats to the right, immediatelyin front of the superintendent; the pupils of the second year at the left, immediately in front of the superintendent; the pupils of the third year behind the first, and the pupils of the fourth year behind the second. The pupils of the fifth year sit at one side, at the left, and are divided into two large classes for convenience sake, and use for recitation two of the church rooms on the first floor of the building. The teachers go with their classes as they are promoted from year to year in this grade, and when their classes are promoted to the Senior Department they turn back and take new classes from the Intermediate Department.
The pupils of the first year, the most recent from the Intermediate Department, remain in this section one year, and then, if able to pass a satisfactory examination in the names of the books of the Bible and the five doctrines of grace, they may be promoted with their teachers to the second year. The supplemental lessons in this grade are printed on cards and furnished to each scholar. The pupils of the second year remain in this section one year, and then, if able to pass a satisfactory examination in Biblebiography from Adam to the Judges, the Apostles' Creed and the Beatitudes, they may be promoted to the third year.
The pupils of the third year remain in this section one year, and then, if able to pass a satisfactory examination in Bible biography of the Judges and Kings, the Ten Commandments, the Great and New Commandments, they may be promoted to the fourth year.
The pupils of the fourth year remain in this section one year, and then, if able to pass a satisfactory examination in the biography of the New Testament, the women of note in the Old and New Testaments and the eight points of Church economy, they may be promoted to the fifth year.
The pupils of the fifth year remain in this section one year, and then, if able to pass a satisfactory examination in Bible geography and history, they may be promoted to the Senior Department.
THE RECEPTION CLASS.
Connected with the Junior Department is a Reception Class for pupils between the ages of eleven and sixteen. All new scholars who jointhe school and are entitled to enter the Junior Department become members of this class. The teacher makes it her special duty to learn the scholar's age, attainments, home influence and surroundings, and tests his punctuality and regularity of attendance. After the scholar has passed a satisfactory probation he is assigned to a class in the graded system of the school.
THE SENIOR DEPARTMENT.
In the Senior Department the classes occupy three of the five large rooms in the gallery. The members of these classes remain in this grade three years. They study as supplemental lessons "The Chautauqua Text Book Number 19—'The Book of Books,'" divided into a course of study for three years. Those who pass satisfactory examinations, and who desire it, are promoted to the Normal Class.
There is connected with the Senior Department a Lecture Class, where the lesson is taught entirely by the lecture method. No questions are asked the members. Visitors and strangers are made welcome to seats in this class. There is also a General Bible Class, where the lesson islargely taught by questions and answers. These two classes—the Lecture and General Bible Class—occupy large rooms in the gallery, and are for those graduates of the Senior Department who do not wish to fit themselves for teachers in the Normal Class, and for all others of mature years who wish to study the International Sunday School Lessons without entering the graded system of the school.
THE NORMAL CLASS.
The Normal Class occupies seats on the main floor, at the left of the superintendent, during the opening and closing exercises, and uses for recitation one of the church rooms on the first floor of the building, furnished with blackboard and maps. In the Normal Class the regular International Lessons are studied very briefly. For two years the class is taught the lessons of the Chautauqua Normal Union, and passes yearly written examinations on the studies pursued. At the end of two years the members who have passed satisfactorily the examinations on the printed papers furnished by the Normal Union are graduated, receive theirdiplomas, and are promoted to the Reserve Corps, to be drafted on occasion into the teaching force.
THE RESERVE CORPS.
The Reserve Corps consists of the graduates of the Normal Class and others who are specially fitted for teaching. They occupy seats on the main floor, at the right of the superintendent, during the opening and closing exercises, and use for recitation one of the church rooms on the first floor of the building. The members of this class enter it with the distinct understanding that they will hold themselves in readiness to teach when called upon, and they act, in turn, as substitute teachers for the regular teachers who may be absent. They study the lessons one week in advance of the school, so when asked to teach a class they are prepared by the study of the previous Sabbath. From this class the permanent teachers of the school are generally taken. This fact is a great incentive to diligence and punctuality on the part of the regular teachers, as they know that a number of qualified persons stand ready to take their places if they are irregular or not acceptable.
PROMOTIONS.
Examinations in each department are held during the month of March, by the Executive Committee, and the promotions are all made on one Sunday in April. This promotion or commencement day becomes one of great interest and importance. The members of the Normal Class who have passed their examinations are presented before the entire school by their teacher for graduation. They receive their diplomas from the hands of the pastor, who presents them with words of praise and encouragement. They then take their seats with the Reserve Corps. Promotions from the Senior Department then fill up again the Normal Class. Promotions from the Junior Classes fill up the empty room in the Senior Department. The Junior Classes are all advanced one year, and the Intermediate Department gives a new first year to the Junior Grade. The depletion of the Intermediate Department is then supplied from the Primary Department. The primary room fills up, not by promotions, but by constant accessions made from Sunday to Sunday.
CONCLUSION.
We have tried to give you, as best we could, some idea of our school. We are by no means satisfied with it; there are too many weak places yet to be found. We do not allow, however, our pupils to go on from year to year without learning something, and we afford them the opportunity of gaining much valuable knowledge. We shall continue to labor on in this line and try to make it what its name signifies that it is, a school—a school on the Sabbath for the study of God's word. We have gone into detail in regard to our work that we might help some out of difficulties under which they may labor. If we have dropped a word, or made any suggestions that shall be helpful to Sunday school workers in organizing and conducting their schools, we shall be amply paid for the preparation of this paper.
FOR many years, while serving as superintendent of Sunday schools, I saw hundreds of children grow up to young manhood and womanhood, and in a majority of cases go out from the school because they had reached such maturity. Every conceivable effort was made to retain them by securing the best teachers and offering such attractive social influences as could be introduced into a class. Occasionally some magnetic teacher with marked and strong personality would succeed for a time in holding a considerable number of young people in the school, but such teachers were hard to find. The The scholars never seemed willing subjects, but bound in some way to a service that was neither palatable nor in all cases profitable. Why is this so? was the question asked by troubled teacher and superintendent, and too often it wasattributed to the perverseness of the young people, and they were given over to the world with the hope that early instruction might have left some seed in their hearts that would in future years bear fruit for their good and the glory of God.
In the midst of these discouraging conditions, which seemed to be almost universal in the Sunday school (so much so that in every institute program was found this topic: "How can the young people be retained in the Sunday school," and when the paper was read and the discussion ended, the mystery was not solved), the writer began to search for the cause that produced these conditions, and asked the question of himself. Why did you leave the Sunday school at the age of sixteen, just as these people do you are so troubled about? Going back to those days and digging out of memory their thoughts, I found that there existed in my mind the thought which was confirmed by the conduct of all schools, that the Sunday school was for children, and not for young people, and that as I was no longer a child I was out of place. It was not that I did not like to be in the school, but that I had changed conditions and the school had not;therefore was not adapted to me or my wants. This was a revelation which led to the thought that the fault was not in the splendid young men and women who left us, but that of the organization and adaptation of the school to their needs. The conclusion was that if we would retain our young people in the school and church, we must adopt methods and instruction which would be in accord with their age and thought. The public schools at once gave a pattern to be followed. The graded system made some part of the school fit every scholar who came to it, and gave to each one in lower grade a laudable and helpful ambition to reach the higher. This idea, I conceived, might, in a modified form, be introduced into the Sunday school, and as soon as the plan was matured I proceeded to introduce it into the Central Methodist Episcopal Sunday School of Detroit. I will as briefly as possible outline it, trusting it may be helpful to others.
GRADES.
The school was divided into four grades, namely, the Primary, Intermediate, Junior, andSenior, with two other departments, the Normal and the Home, each one of which was under the direction of a special superintendent, all of whom were under the direction of the general superintendent, the object of this being to make some person who was adapted to the place responsible for the department; and it has proved to be an excellent feature of the graded system, as every assistant superintendent, without any friction with others, has been ambitious to make his or her department as successful as possible.
THE PRIMARY DEPARTMENT.
This grade should consist of all children under eight years of age, under the instruction of a single teacher, with such assistants as are needed. Kindergarten methods of instruction may be introduced to give variety, and by the object lessons used to teach through the eye and by the movements of the body lessons from the Word never to be forgotten. Before promotion to a higher grade scholars should be able to repeat from memory the Apostles' Creed, the Ten Commandments, and the Twenty-third Psalm. The ingenious teacherin this grade will invent a hundred methods for instruction, but before all she must comprehend that she is in the most responsible position in the school. She is laying the foundation for the instruction of the other grades, and as she builds so will the superstructure be strong or weak.
THE INTERMEDIATE DEPARTMENT.
This grade should be made up of scholars promoted from the Primary Grade, and all between the ages of eight and twelve years, and should be divided into classes of about seven scholars each. They should study the same lesson as the Junior and Senior Grades, and in addition to that the Catechism of the Church to which the school belongs. This may be taught by the teacher of the class or by the superintendent of the department. Promotion to the Junior Grade should be made when scholars are about twelve years of age, or upon a test of fifty questions in the Catechism, to be answered in writing, the scholars to pass if forty are answered correctly. This is the test we employ in this grade.
It is important that much should be done for these scholars. Special printed programs and reviews should be prepared for them, and they should receive much attention from the officers of the school. This department should also be a training school for teachers, who should be selected from the Seniors for their fitness for such work and after a pledge has been made that they will attend the weekly teachers' meeting for study and help in methods. These teachers should be promoted with their classes when they show they can do more advanced work. Great care should be taken in the selection of a superintendent. One who is apt to teach will find abundant opportunity to assist both teachers and scholars.
THE JUNIOR DEPARTMENT.
All scholars between the ages of twelve and sixteen should be placed in this grade. In most schools this will be the largest department. The wisest and best teachers should be selected for it, as the scholars are of that age in which we find them restless and difficult to interest. As a rule it will be in the same room with theSeniors, and should be recognized as a grade as frequently as Seniors. It may be done in many ways, but should be especially in the opening and closing exercises of the school. They may be called upon to read responsively with the Seniors, or to sing the solo part of a hymn while all join in the chorus. Special work may be given them in connection with the school, but not jointly with any other department. If you can keep the Junior Grade busy you can both educate and benefit them. They have great pride in being recognized as a separate organization. The members of this grade should be promoted at the age of sixteen to the Senior Grade. It may be on some examination, but I believe it not best, for this is the point where the boy and girl have gone away from school because they thought they were no longer children and a child's school was not the place for them. Recognize the fact that they are young people as soon as they do, and promote them because they are, into an element that is congenial. At once they are bound to the school by personal pride and by social influences that they are not quick to abandon. Use theseelements wisely, and the school has won a victory. The superintendent of this department should be a person whom all the boys and girls like because he is one of them, and while he is "one of them" he should not forget above all things that he is their superintendent, with a responsibility resting upon him to secure their salvation.
THE SENIOR DEPARTMENT.
This most important grade will have in it all persons over sixteen years of age, and all classes should be on an equal footing; that is, that all should be called Senior Classes, whether the members are sixteen or sixty. There should be no "Bible classes."
In the formation of Senior Classes great care should be taken so to adjust them that there shall be no friction. The social idea must be considered, although the scholar should not know that it is being thought of. Scholars who would have no sympathy with each other, and who would never harmonize, should never be placed in the same class; if they are, one or the other will leave the class or school. In the selection of teachers for the Senior Classes greatcare should be taken. These scholars must be taught, not entertained; so men and women must, if possible, be found who are well informed, apt to teach, consecrated to their work, and who will give to their lesson and class such attention as is required to insure successful work. It is far better in this grade to have a few good teachers with large classes than many teachers, some of whom are incompetent to instruct, and smaller classes. Special instruction should be given in the way of courses of consecutive lessons, lectures, and anything that will supply the intellectual wants of these young people. Never allow the methods of instruction to get into ruts. Teachers should be helped by pastor and superintendent, and nothing should be left undone which would interest and attract the young people. The social element should be employed under careful supervision, but always with the Senior Grade alone. Never allow the children of lower grades to have a part in a social gathering with the Seniors unless by special invitation of the young people. This is the point where they are sensitive, and it must be well guarded.
Employ the young people in every possible way. Let the ruling members of the church recognize them and give them all the church work possible, and they will do it, not only well, but with a spirit that will be inspiring to the church.
Many years of experience convince me that from this department must come the best material for teachers for the school, and will help to settle the vexed question as to where we can get teachers. Take them from the Senior Grade and give them such Normal training as will fit them for teachers and officers. The knowledge that the superintendent is looking among the Seniors for competent persons to fill all places of responsibility is a great inspiration to them, and exalts their idea of the character and usefulness of the Sunday school.
The members of this grade are at an age when they are ready to enter upon some business, and the question as to what it shall be and where they shall get a situation is a very serious one to them. There is no way in which officers and teachers can bind the young people more closely to themselves and the school thanby taking a personal interest in their business, and helping them to secure such employment as they need, and securing situations where they will be under good influences.
SUGGESTIONS.
In the Primary Grade a great effort should be made by the teachers to secure a personal acquaintance with the mothers of the children. If possible call at their homes and thereby learn something of their home life, always making a memorandum of such things as impress the teacher as having an influence upon the character of the scholar.
A Saturday afternoon reception for the mothers, who, if possible, are to bring their children, is an excellent method. It should be very informal.
Avoid in this grade, as in all others, the idea of paying scholars by prizes, or in any other way, for efforts made to learn or do what is right, but always keep before them the idea that they are to do well because it is right. This gives the little ones a self-respect which is powerful in its influence.
In making promotions from one grade to another it is not best to have ironclad rules. If a class is to be promoted it is not best to leave one or more out because they have not quite reached the age required. Neither is it wise to insist upon a scholar being promoted because he has reached the proper age, unless he is willing to leave the class he is in.
Promotion may be made once or twice a year. I think once is best, and then it should be at a special service in which all the school should take part.
If a teacher is a misfit in a class the time for promotions is the time to put that teacher where he can work without friction, without giving any publicity to the change. It is also an excellent time to place a scholar not easily controlled with a teacher who is especially fitted to handle him. The scholar should never know why the change was made.
Every Sunday school should have a Normal Class. Courses of study have been prepared which can be handled by any good teacher or pastor who will make an effort. This course will give not only teachers but scholars an exaltedidea of the Bible as a book, and prepare them to expound the lessons as they could not without such a course of study. If there is not a class individuals may take the course alone and pass examinations, which will entitle them to the diploma of some of the Sunday school assemblies.
Many superintendents say they cannot grade their schools because they have not separate rooms for the departments. It is desirable to have separate rooms, but if you do not have them you should grade the school, putting each grade by itself in some part of the room, if you have but the one. An aisle or a curtain may be the dividing line. Most excellent results have been realized where the whole school was in one room.
The Home Department is for the benefit of persons who cannot attend Sunday school. The conditions upon which membership is secured are that they shall study the lesson for the day one half hour on the Sabbath; all members to report quarterly whether they have kept the pledge. Those who join this department are members of the school and entitled to all itsprivileges, such as lesson helps, the use of library, and all other things that other members enjoy. This department should include persons who are distant from the school, the aged, the sick, and may include persons who reside hundreds of miles away, especially those who have been members of the school in other days. This department should have a superintendent who will give it attention and look after all who become members.
THE query often arises whether the modern Sunday school is now at its maximum of efficiency in the line of its development. Wonderful is the progress already attained. The introduction of the International Lesson System marks an epoch. Before that separate schools and even teachers were a law unto themselves. Now schools are in touch one with another; sectarian barriers have been broken down; the unity of the cause is recognized. The Church is one; so are her schools. The culture and the spirituality of the Church catholic everywhere are now the teacher of the teachers. Helps to Bible study are so multiplied and improved that it is difficult to see how an advance step could be taken here. The testimony is well-nigh uncontradicted that the Bible is studied as never before in the light of modern researchand science. Teachers, as a body, are measuring up to these privileges and responsibilities.
The advance movement in Sunday school work may not be in its literature, nor in the efficiency or the enthusiasm of its corps of teachers. Elsewhere must we look for the necessity for improvement.
The Sunday school is a school. The expression sounds trite and tautological; but it needs emphasis. Bishop Vincent in his latest book, "The Modern Sunday School," discusses the proposition that the "Sunday school is and must be a school." Out of the fullness of his knowledge and experience proof is there given that the organization, system of teaching, and methods of the public schools must be appropriated by the Sunday school of the day. The modern Sunday school must stand or fall as it is contrasted with the modern public school. By such a comparison alone can excellencies or deficiencies be revealed.
Wonderful has been the development of the public school system in the present generation. Great teachers have appeared in all ages and schools have gathered about them. But thisage is remarkable in this, that it has adopted a system of instruction for youth and has trained teachers for that system. The combination of these two elements makes the modern common school system. Let the adults of to-day state the case of their day. Such a comparison would show the value of the present. The great boon from the State to the youth of to-day is an educational system based on scientific principles.
In that system two essentials must be emphasized: first, departments; and, second, the place of the pupil. These departments form a series that are mutually related and dependent. They each mark a step in the development of the mind of the pupil. Again, the pupil has his proper place in that system, assigned not by caprice but by a principle. That principle is the attainment of the pupil in the studies of the system. A competent instructor could find by examination the true place of any pupil in any city public school. Such a statement is so self-evident that it excites no surprise. It is as it should be. The method of assignment and promotion is the public school system. Without it that system would not be what it is.
Apply now these essentials as tests to the Sunday schools. How are pupils there assigned and promoted? The answer must be that such assignment and promotions are there unknown. Here we touch a radical defect and weakness. The statement of that weakness hardly needs elaboration.
As we study further the public school system we find there a course of study. That course of study, comprehensive and complete, the work of educators, is the glory of the system. It is this curriculum that makes its pupils students. In these points also compare the Sunday school.
A summary of these conclusions may be made. The modern Sunday school is not the peer of the modern public school. The Sunday school has a defective system of unrelated, independent departments. The modern public school has a perfect system of correlated dependent departments. The Sunday school has no system of promotions, no training school for teachers, and no course of study. Do its pupils study? Why, they are not required, nor examined.
Is there a remedy for such defects? Couldits department be perfected? Yes; but the disease is deeper than that. Could a system of promotions be devised? Undoubtedly. Could a teachers' class be formed? Many schools have that. To treat these symptoms separately is not to reach the source of the disease. It is but to tamper with difficulties.
The solution lies in a "Course of Study." In the public school the system rallied around a common center—its course of study. All the agencies employed were to render that course effective. Out of a supplemental lesson system will arise conditions that will crystallize into correlation of departments, methods of promotion, a Normal Department with its commencement day, and, best of all, by the help of the home and the church, an atmosphere of study for the scholar without which a school cannot be.
It is believed that such a course of study is practicable. Is it not thus that the modern Sunday school as a school must be improved?
It is evident that the course of instruction in the Sunday school will be different from that of the day school. There, mental culture is sought; here, spiritual culture is the end inview. There, many are the text-books on diverse themes; here, one book and one theme. The Bible and its revelation must be the book and the theme of any supplemental lesson system. It may be taken as an axiom that that system will be the most efficient and acceptable which has the most of the Bible in it and whose teachings best mirror the Bible.
The writer has prepared a series of text-books to be used as a supplemental course of study in the Sunday school. These books have been compiled in connection with his work as superintendent; and as they were completed they were tested in the Sunday school at Erie, Pa. The first one was written five years ago, and since then they have been continuously used.
This school, as now graded, consists of the following departments: Primary, Junior, Senior, Normal, Reserve, and Assembly. The Primary Department has a four years' course and classes to correspond. The Normal Department has adopted the two years' course of study of the Chautauqua Normal Union. The course of study to which attention is directed is an eight years' course—four years for the Junior Departmentand four for the Senior Department. This course receives pupils from the Primary room at the age of about ten, and, after it is finished, passes them on to the Normal Department.
THE BOOKS OF THE COURSE:[A]
Junior Department:First Year—Catechism.Second Year—Catechism.Third Year—Life of Christ.Fourth Year—Church History.Senior Department:First Year—Jewish History.Second Year—Jewish History and the Bible.Third Year—Christian Evidences.Fourth Year—Christian Evidences.
All these books are catechetical in form, simple in statement, and seek through the questions to give the theme a natural unfolding. They are printed uniform in series. The Junior books have each about twenty pages the size ofthe Church Catechism, and the Senior books have each about thirty pages.
The Catechism is the first book of the series. Experience teaches that then memory best aids in its mastery. To these text-books on the Catechism is added a supplement on the books of the Bible and its history and geography. The "Life of Christ" undertakes to tell that life in the words of the gospels. "Church History" treats of the apostolic Church and great events in that history, as the Crusades and the Reformation under Luther and Wesley. The first Senior book, "Jewish History," follows mainly the outline of the Old Testament emphasized by the lessons of the international course. The second year book completes that history, and has chapters on the Bible—its translations and geography, etc. The third and fourth years are employed in the study of "Christian Evidences."
A glance shows that the course of study is a study of the Bible, the Junior books being taken from the New Testament, while the Senior cover the Old Testament.
This system calls for regular examination in which the classes of the school participate; itcreates an atmosphere of study for the scholars. They are expected and required to study, and they meet that expectation. This system further promotes harmony between the different departments of the school and forms a basis for promotion for the scholars and classes. Promotions are as regular and as judicious as in the public schools.
For what it is, and what it promises, it is brought to the attention of the Church and Sunday school.
THE GRADING.
In this work the number of departments into which the school is to be divided must be fixed. The following will probably be found requisite: Primary, Junior, Senior, Normal, Assembly, and Reserve Departments. The Primary Department may be graded in unison with the school and a course of four years' study be adopted. The Normal Department takes the Chautauqua Assembly course of study. The Assembly is the adult Bible Class of the school. Graduates of the Normal Department constitute the Reserve Department. This department studies the Sunday school lesson a week in advanceof the rest of the school, and stands ready to fill the places of absentee teachers. The main body of the school constitutes the Junior and the Senior departments. The course of study is for these Departments, and covers a period of eight years. Their grading is a work of tact and difficulty.
The scholars should be formed into classes, averaging seven to a class. These classes, when organized, should be seated in the school, with the view of promotion from year to year. In a school of five hundred pupils the classes would average about five to each grade.
Where these departments occupy the same room the Juniors may be seated on one side, according to rank, and the Seniors on the other side. The position of the class, being won by merit, becomes a place of honor which the superintendent wisely uses. In the first organization a perfect grade is not attainable. Out of the material given only an approximation to the ideal can be hoped for. Time will cure defects. Each year the entire system moves. With a few annual promotions the actual attains the ideal and the system becomes perfectin its grade. In this we make haste slowly.
THE STUDY OF THE BOOKS.
The time of the introduction of the books and the method of their study are for the decision of the school. A suggestion may be offered. The Sunday school year may follow that of the public school. If so, their study would begin in September, and the examination would be the June following. But, whenever introduced, it should be made plain that the books are auxiliary only to the International System of Bible study. Each session should have an allotted period of time, at least five minutes, for their study. Each teacher can divide the given matter into convenient parts so that the whole may be mastered in nine months. This study will be tested by an examination.
THE ANNUAL EXAMINATION.
This examination is the keystone of the whole system. Without it the course of study is a failure. Its importance must be emphasized before the whole school. How to emphasize it is a problem that each school must solve. A descriptionof the plan adopted in the school where the system originated may throw some light on that question. Some Sunday in June is selected as the day for the examination, and of that day the school is forewarned. Examination questions, twenty in number, and covering the work of the year, are furnished each scholar. These questions are so printed as to leave blank spaces under each question for the answer to be written by the scholar. The whole session of the school is given up to the examination. The papers are gathered and careful work is put thereon in marking the same. Each answer is marked on a scale of 5, and, if the answers are correct, the paper is marked 100. The marks thus make a system of percentage easily understood by all. The minimum percentage to pass the examination is 75. Those who get 75 and upward are known as honor students.
The Sunday following the examination a full report of the work of the school is read. An honor roll of students who pass the examination is placed upon the blackboard or printed in fine form and placed upon the walls of the room.These honor names are arranged alphabetically and without the percentage of standing, so that it is an equal honor to all students.
The Commencement Day of the graduates of the Normal Class occurs shortly after the examination. These exercises are given on some suitable evening of the week, and are made the event of the school year. After the exercises comes the banquet. For this occasion the Sunday school room is made by the graduates a veritable bower of floral beauty. The Normal graduates and the honor students are received as the honored guests at these festivities.
Such a description may make plain how to emphasize the examination. At least two months before the examination the superintendent should make short, pointed appeals to the scholars and try to fill them with the spirit of study. These examination honors, open to every one, should be made plain to all. Adults work with an object in view. It is the same with the children.
The written examination, its report read to the school, the roll of honor, the promotions, the Commencement and its banquet, are appealsnot made in vain to the modern child. What must be the legitimate result of such an appeal to the children? They work for the examination as they do for the examination in the public schools. These last weeks are busy ones. They meet evenings at the homes of the teachers, and on Sunday they gather at the church in special session for class study.
Under such inspiration whole classes have handed in perfect papers. And yet some may and will fail. For them a second examination is given.
Then on the day of promotion the whole school moves forward and occupies the rank won. A course of study can thus revolutionize a school and create an atmosphere of genuine study.
CAN the graded system be successfully used in small Sunday schools? The plan described in this article has been in successful operation for several years in the Central Methodist Episcopal Sunday school in Chicopee, Mass., in which the membership during that time has averaged 200 and the average attendance has been about 150.
Before describing in detail the plan it may be well to stale three principles on which the plan is based:
1. A school, in order to be such, must be instructive as well as evangelistic, and if instruction is to be given there are many principles of instruction which have been worked out in our system of public schools and which have come to be accepted as right principles of teaching anything, and these principles cannot be ignoredin teaching in the Sunday schools any more than they can in the day schools without impairment of the results desired.
2. In general terms, the most important principle of successful teaching is that it should be progressive and adapted in succeeding years to the normal development of the mind of the average child, and this relates to the method of teaching a given subject as well as to the selection of the subjects which shall be taught.
3. Another principle of successful teaching which is of almost as much importance as the one just alluded to is that there shall be one person at the head with a definite plan of work.
Applying these principles to Sunday school work, this school supposes that there is certain instruction which properly belongs to the Sunday school to give; that there is no reason why the Sunday school should not make use of the best methods of instruction which are known to educators so far as applicable; and that when the superintendent is elected to his place the church in effect commits to him or her the entire care of that part of the work of the church,and that it is perfectly proper for him to direct his teachers in the work which he will have done in his school during his term of office.
PLAN OF ORGANIZATION
The school is divided into three departments, Primary, Intermediate, and Senior. The Primary Department keeps the children until the New Year after they are eight years old; the Intermediate takes them through a ten years' course of study, and then the Senior Department receives them into the Bible classes.
The Primary Department, which meets in a room by itself and has its own order of exercises, is divided into as many classes with separate teachers as may be necessary for the proper care of its little folks, and all under the care of a superintendent of that department. The usual exercises of this department are of the general character customary in such grades.
In July the class which will graduate at the end of the year is formed and placed in the care of a certain teacher, whose special duty is to see that the class is prepared to graduate. The graduating exercises are public, and a neat diplomais presented to each scholar who thus graduates.
The Intermediate Department is divided into ten grades, each representing a year of study and each containing two classes, one of boys and one of girls, although there is no reason why boys and girls should not be together in the same class. There is no division of the Senior Department into grades. It contains only three classes, namely, the Young Men's Bible Class, the Young Ladies' Bible Class, and the General Class.