* MAR ou J'-'-O *' 
 
 BV 1520 ,S48 1893a 
 
 Seven graded Sunday school 
 
SEVEN 
 
 GRADED SUNDAY SCHOOLS 
 
 A SERIES OF 
 
 PRACTICAL PAPERS 
 
 EDITED BY 
 
 JESSE LYMAN HURLBUT 
 
 Secretary of the Sunday School Union of the Methodist 
 Episcopal Church 
 
 NEW YORK: EATON & MAINS 
 CINCINNATI: CURTS & JENNINGS 
 
Copyright, 1893, by 
 
 HUNT & EATON; 
 
 New York. 
 
CONTENTS. 
 
 PAGE 
 
 The Essentials of a Graded Sunday 
 School. By Jesse L. Hurlbut, D.D., 
 Secretary of the Sunday School Union 
 of the Methodist Episcopal Church 5 
 
 The Akron Plan, By Hon. Lewis Miller, 
 
 of Akron, O 11 
 
 The Wilkesbarre Plan. By George S. 
 
 Bennett, Esq., of Wilkesbarre, Pa 33 
 
 The Detroit Plan. By Horace Hitch- 
 cock, Esq., of Detroit, Mich 51 
 
 The Erie Plan. By H. A. Strong, Esq., 
 
 of Erie, Pa 65 
 
 The Chicopee Plan. By Hon. L. E. 
 
 Hitchcock, of Chicopee, Mass 79 
 
 The Lynchburg Plan. By Irvine Garland 
 
 Penn, of Lynchburg, Va go 
 
 The Plainfield Plan. By Jesse L. Hurl- 
 but, D.D 103 
 
 A Model Sunday School Room 113 
 
THE ESSENTIALS 
 
 OF 
 
 A GRADED SUNDAY SCHOOL. 
 
 BY JESSE L. HURLBUT, D.D, 
 
 THE living question in the Sunday school of 
 to-day is that which considers its form of 
 organization. As every good public school at 
 the present time is a graded school, so every 
 first-class Sunday school must be. There can 
 be no efficient, regular, and satisfactory work 
 done in a Sunday school without a system of 
 grade. 
 
 On this subject there is extensive inquiry, yet 
 general lack of information. The majority of 
 superintendents and teachers have either no 
 conception or at best an exceedingly vague idea 
 of what constitutes a graded Sunday school. 
 We propose in a few words to set forth what are 
 the essential features of a graded Sunday school. 
 
6 Sez'cn Graded Sunday Schools. 
 
 The first essential is that the school be divided 
 into certain general departments, which may be 
 three, four, or five in number. In our opinion 
 the best division is into the four departments — 
 Primary, Intermediate, Junior, and Senior. 
 These departments should exist in reality, as 
 well as in name, and each department should be 
 recognized as a separate element in the work- 
 ing of the school, 
 
 A second essential is that of a definite and 
 fixed number of classes in each department. 
 It is not a graded Sunday school where a teacher 
 and her class are advanced together into the 
 Senior Department whenever the pupils reach 
 the specified age. The inevitable result of such 
 a course will be to have in a few years in the 
 Senior Department a large number of " skeleton 
 classes," each with a few members, which is 
 the very evil to be avoided in the graded system. 
 There should be in each department a definite 
 number of classes, proportioned to the size of 
 the school, and this number should be kept 
 uniform, A Sunday school is always *' dying 
 at the top," by the loss of its scholars after the 
 ags of fifteen years. For this fact there are 
 
Essenfials of a Graded Sunday School. 7 
 
 many causes, some necessary, others avoid- 
 able. But. whatever be the cause, it is a fact to 
 be provided for in the management of the school ; 
 and the provision should be, not in adding new 
 classes, but in advancing scholars from the 
 Junior Department and filling up senior classes 
 already organized. The classes in the Senior 
 Department should be kept few in number, but 
 kept full in size. 
 
 A third essential of the graded Sunday school 
 is that of regular promotions from grade to 
 grade, with change of teachers. It is not neces- 
 sary for the pupils to pass from one class to 
 another every year in the Sunday school, though 
 this is done in the public school. While a pupil 
 remains in the same department he may con- 
 tinue in the same class and with the same 
 teacher. But when he passes from one depart- 
 ment to a higher, or from Junior to Senior, there 
 should generally be a change of teachers. At 
 the period of change from Primary to Interme- 
 diate, from Intermediate to Junior, from Junior 
 to Senior, the pupil should come under the care 
 of a new teacher. If teachers are advanced 
 wi+h their .scho!a''s the entire system of rrada- 
 
8 Seven Graded Sn7iday ScJwoh. 
 
 tfon v/ill be broken tip, and the school will be 
 graded in name only. 
 
 A fourth essential element is that of stated 
 and simultaneous transfers. The pupils should 
 not be changed from class to class or from 
 grade to grade whenever the superintendent 
 thinks a change should be made. All the pro- 
 motions should be made at once throughout the 
 school. A "promotion Sunday" should be 
 observed, and provided for long in advance. 
 For three months preparations should be made, 
 the superintendent and teachers should consult, a 
 committee should consider every case, and the 
 changes should be made deliberately and system- 
 atically. On one Sunday in the year pupils 
 should be promoted from department to depart- 
 ment, and classes should be advanced from 
 grade to grade in the several departments. The 
 basis of promotion should be age. knowledge, and 
 general maturity of character, and the authorities 
 of the school should decide just how much 
 weight should be given to each requirement. 
 
 The above are all the elements that we con- 
 sider essential ; but there are also two adjuncts 
 of importance in the graded school. 
 
Essentials of a Graded Simday School. 9 
 
 One is that of a graded supplemental lesson 
 for each department. Some regard this as an 
 essential, and consider no Sunday school prop- 
 erly a graded school without it. We regard it 
 as important, but do not look upon it as one of 
 the necessary features. There is need of a sup- 
 plemental lesson ; it will greatly aid in making 
 the Sunday school efficient, and it should be 
 adapted to the various grades. But the supple- 
 mental lesson, valuable as it is, we do not regard 
 as one of the essential features of the graded 
 system. 
 
 Another is that of the annual examination. 
 There are a few Sunday schools which require 
 the pupil to pass an examination as the condition 
 of promotion. This follows the analogy of the 
 public school ; but in our judgment it is not an es- 
 sential part of the graded system. The exami- 
 nation in the Sunday school must of necessity be 
 a very easy one, since it is upon lessons studied 
 but little at home and given for a few minutes 
 only once a week. It is apt to be a mere form, 
 and sometimes is only a pretense. While we 
 recommend examinations we believe that they 
 should be left optional, and that the require- 
 
10 Seven Gi'aded Sunday Schools. 
 
 ments for promotion should be those of age, 
 general ability, and fitness of character. Some 
 reward might be given in the form of a certif- 
 icate, but it should not be necessary to obtain 
 the certificate in order to receive promotion. 
 
The Akron Plan. 11 
 
 THE AKRON PLAN. 
 
 BY HON. LEWIS MILLER. 
 
 AFTER an experience of more than twenty- 
 five years with the graded system as car- 
 ried on in our Akron Sunday school it can with 
 confidence be recommended to others. It em- 
 braces the entire school for all this time, but 
 more especially a course of sixteen years which 
 I will try to explain. 
 
 Our rooms are a great convenience, and aid 
 much in perfecting the classification ; the sys- 
 tem, however, can be carried on in any of the 
 present Sunday school rooms ; in fact, for a 
 number of years this system was a success in a 
 church at Canton, O.. also in the old Akron 
 Church. In each case there was one larger 
 room and but a few separate small rooms. 
 
 The classification is based on the age of the 
 scholar ; if. however, a scholar seems from some 
 cause to have advanced beyond his age in his 
 
12 Seven Graded Sunday Schools. 
 
 general studies, which in most cases is determined 
 by his standing in the public schools, su6h scholar 
 is put in a class suited to his advancement. 
 
 The following analysis will show more defi- 
 nitely the system. 
 
 THE INFANT DEPARTMENT 
 
 meets in a separate room, fitted for the purpose 
 with elevated seats. Children of about four 
 years of age are received into this department, 
 and remain until they are between eight and 
 nine. Boys and girls are kept together in the 
 same room or class. The class can be of any 
 number ; we sometimes reach one hundred and 
 fifty. The class is put in charge of one teacher, 
 with as many assistants as desired. The regular 
 International Berean Lessons are taught, and 
 much time is given to song. In our Missionary 
 Society this department becomes a separate 
 band, with name and motto, making separate 
 contributions, of which proper records are kept. 
 
 THE INTERMEDIATE DEPARTMENT 
 
 meets in a separate room, fitted similarly to the 
 one described for the Infant Department. Schol- 
 
The Akron Plan. 13 
 
 ars from the Infant Class are promoted into this 
 department when eight years old, or sooner if, 
 in the public schools, they are in the "Second 
 Reader " grade. This class may be of any 
 number ; ours sometimes reaches one hundred. 
 Girls and boys are kept in the same class. 
 This department is also put in charge of one 
 teacher, who has such number of assistants as 
 desired. The regular International Berean 
 Lesson is taught in this room, similar in method 
 to that in the Infant Class. The "No. One" 
 Catechism is taught in this department as a sup- 
 plemental lesson, and it is expected that, before 
 a scholar leaves this room, the Catechism will 
 be thoroughly memorized. A public examina- 
 tion is made before the scholars are promoted 
 out of this department. This, like the Infant 
 Department, becomes a separate missionary 
 band. 
 
 THE youths' department 
 
 meets in the main room, which is provided with 
 a small table for each class ; chairs are used ; 
 books and papers are kept in the class table, the 
 teacher carrying the key, the superintendent 
 and his assistants having master-keys, Schol- 
 
14 Seven Graded Sunday Schools. 
 
 ars are promoted from the Intermediate Class to 
 this department when ten years old, or when, 
 in the public schools, they are in the "Third 
 Reader " grade. As nearly as possible scholars 
 of the same standing in the public schools are 
 put in classes together, and this distinction is 
 made with scholars of the same age. In this 
 department boys and girls are put in separate 
 classes numbering not to exceed eight, six being 
 the standard. Each scholar is expected to have 
 a Bible and read the story of the lesson. Much 
 attention is given to have the scholar understand 
 and comprehend the simple story as told in the 
 Bible. The regular International Berean Lesson 
 is taught ; the lesson book or Berean Leaf is 
 given to each scholar to aid in preparing the 
 lesson. The memorization of the names of the 
 books of the Bible, names of the prominent 
 Bible characters, and sections of the Catechism 
 are required as supplemental lessons. For 
 these supplemental lessons a series of pocket 
 memory lessons is prepared by the school ; it is 
 a neat little book, suited for a boy's vest pocket. 
 An examination is made at the end of each year, 
 and the names of scholars having the proper 
 
The Akron Plan. 15 
 
 standing are placed on the Roll of Honor. 
 Scholars rennain in this department about four 
 years. The younger classes are put nearest the 
 superintendent's stand and, as they are pro- 
 moted, are moved back each year, the teacher 
 remaining with the same class during the four 
 years. Each one of these classes is a separate 
 missionary band and makes its separate re- 
 port of missionary contributions. 
 
 THE SENIOR DEPARTMENT 
 
 classes meet in separate rooms. Scholars are 
 promoted into this department when they are 
 fourteen years old. or when they can show a 
 standing equal to the public high school grade. 
 Boys and girls are put into separate rooms, in 
 which they remain under the charge of one 
 teacher for three years. The class membership 
 numbers from fifteen to tv/enty-five. The regular 
 International Berean Lessons are taught, more 
 in the analytical form, requiring simple analysis. 
 A blackboard is permanently put on the wall of 
 each room, which affords good opportunity for 
 blackboard explanations. For supplemental 
 lessons the scholars in this department take up 
 
16 Seven Graded Simday Schools. 
 
 the study of Bible history. Bible geography, and 
 sections of the Catechism in suitable form for 
 memory exercises. These classes form them- 
 selves into regular missionary bands, taking a 
 missionary field for a name, with suitable 
 mottoes. It is expected that members of these 
 classes acquaint themselves by reading, and by 
 communication with some missionary, with the 
 country and people which they have selected. 
 The classes are socially entertained at the homes 
 of the teacher or parents as frequently as is 
 deemed proper to keep up a social interest. 
 
 THE NORMAL DEPARTMENT. 
 
 Scholars, when seventeen years old, or sooner 
 if graduates of the public high school, are pro- 
 moted into this department. The class may be 
 of any number ; our classes have averaged 
 about sixty. Ladies and gentlemen are placed 
 in the same class, one teacher having charge. 
 They organize themselves into a regular soci- 
 ety, having a simple constitution, and subject to 
 the regulation and direction of the Sunday 
 school society. To the teacher is given the 
 responsibility of seeing that proper decorum 
 
The Akron Plan. 17 
 
 is always maintained. As nearly as possible 
 the regular Chautauqua course of normal study 
 is pursued. Regular monthly literary and so- 
 cial meetings are held at the homes of the 
 parents, which aid much to keep up the inter- 
 est of the normal study. At the end of two 
 years the scholars that have the proper stand- 
 ing on the several written examinations in the 
 normal studies receive, at the annual gradu- 
 ating exercises, suitable diplomas, prepared by 
 the school. The scholars do not understand 
 that they are expected to leave or are excused 
 from remaining longer in the school, but they 
 are only now prepared for a better and higher 
 work, that of teaching and leading others in the 
 good work. Many of these graduates become 
 volunteer teachers ; they join what, in our school. 
 is known as our 
 
 YOUNG people's DEPARTMENT. 
 
 We have now three large classes in this de- 
 partment, numbering in the aggregate about 
 two hundred. One of these classes calls itself 
 the *' Reserve Corps." They are mostly com- 
 posed of the normal alumni. This class take 
 
18 Seven Graded Sunday Schools. 
 
 up the regular lesson one Sabbath ahead of the 
 school and. in regular order, become supplies 
 for absent teachers. They also study the best 
 methods of impressing scriptural truth. The 
 other two classes in this department include 
 quite a number of our young married people. 
 They aim to bring out the higher and deeper 
 thoughts and teachings of the lesson. 
 
 THE ASSEMBLY DEPARTMENT 
 
 is composed of aduh members of the school, 
 meeting in a separate room, under one teacher; 
 the number in the class is not limited. The 
 lesson is here taught more on the lecture plan. 
 
 A course of reading has been prepared, suited 
 TO each grade, which will give new life and in- 
 terest to our library, and will enable us. without 
 interfering with the regular lesson study of the 
 school, to impress many things of deepest in- 
 terest, such as temperance, church government 
 and history, amusements and proper entertain- 
 ments for young folks, leading them on, step by 
 step, to habits of proper employment of leisure 
 hours. 
 
 Our aim is to interest the entire church by 
 
The Akron Plan. 19 
 
 intrusting the educational interests of the church 
 to the Sunday school society, electing many of 
 our oldest members to offices and selecting them 
 as teachers. One of our officers is over seventy 
 years of age. and no one in the Sabbath school 
 takes greater interest or is more efficient, none 
 more acceptable. 
 
 The school is regularly organized and gov- 
 erned by the constitution, as approved by the 
 General Conference, and placed in the Church 
 Discipline. Teachers arc selected and placed 
 by the superintendent, with the concurrence of 
 the pastor, in the departments to which they are, 
 in the superintendent's judgment, best adapted, 
 and remain with the scholars or class through 
 one department only unless specially changed 
 by the superintendent. Promotions are made 
 only once a year ; exceptional individual pro- 
 motions may occur in some instances. 
 
 This system possibly seems complicated and 
 difficult to carry out ; we find it simple, easy, and 
 natural, solving many problems that constantly 
 arise in an ungraded school. It especially solves 
 the problem of how to retain our young people in 
 the Sunday school. Our system is thus given 
 
20 Seven Graded Sunday Schools. 
 
 in detail in the hope that other schools niay 
 profit thereby. 
 
 I will add some suggestions for practically 
 working the scheme : 
 
 There must be entire unanimity among the 
 officers and teachers in order to successfully 
 start and carry out a graded plan. 
 
 First. It must meet with the approval of the 
 pastor. 
 
 Second. The superintendent must with the 
 whole heart be in the effort. In fact, he should 
 be, and 1 believe must be, the prime mover in 
 every step. The superintendent and assistant 
 superintendents in our school during all these 
 years have every year done all of the work of 
 classifying and arranging of classes, made their 
 own " roll." etc. In this way, and in this way 
 only, can they be properly strengthened for the 
 work. They may, if they so choose, call other 
 officers to their aid ; the pastor should, of course, 
 at all times be consulted. The secretary might, 
 in some cases, be of service. 
 
 Third. The officers other than the superintend- 
 ent, are expected to give their full approval and 
 do all in their power, by encouragement and talk, 
 
The Akron Plan. 21 
 
 to aid the work, and, where this cannot be had, 
 secure at least no direct opposition. 
 
 Fourth. The teachers have much to give up. 
 The scholars in whom they have taken special 
 interest may be taken away from them. They 
 may not be assigned to have charge of such a 
 class of scholars as they desire ; they may be 
 asked to take a place or room which to them 
 for some reason is not agreeable. Fears will 
 be entertained by some that scholars will be 
 lost from the school, etc. All these various 
 objections should be overcome. The aggres- 
 sive members should have much patience until 
 the teachers are, as a body, at least willing to 
 forego their fears and misgivings and will give 
 the scheme a fair trial. Harmony will nearly 
 always produce enthusiastic workers. 
 
 METHOD FOR GETTING A TROrER GRADK. 
 
 1 . Make an enrollment of the school as fol- 
 lows : 
 
 John Brown. Third Reader, age eleven 
 
 years, March 16, 1892. 
 Samuel Findley, Fourth Reader, age twelve 
 years. July 13, 1892. 
 
22 Seven Graded Sunday Schools. 
 
 In this way complete the enrollment of the 
 entire school, commencing either with the older 
 or younger scholars, as may best suit : of course 
 those whose ages are above twenty need not be 
 taken ; all above that age should be enrolled as 
 married and young people. This kind of an 
 enrollment enables a clear understanding into 
 what class to place every member of the 
 school. 
 
 2. Prepare an outline floor plan of the Sun- 
 day school room on a scale large enough so that 
 a space can be marked which each class is to 
 occupy, and in each space write the names of 
 the scholars, their ages, the number of the class, 
 and the name of the teacher who is to have 
 charge. For rooms with galleries or without 
 the outline plan is the same. Arrange your 
 plan so as to have all the different class spaces on 
 the same sheet of paper. The diagram on page 
 
 23 will give an idea of one kind of room. 
 
 A sheet three feet by two and a half will be 
 needed for a school of a thousand members. 
 
 3. Having the age and standing in ability on 
 a sheet of paper, outlined as described and illus- 
 trated, the next step is to make the selection of 
 
The Akron Plan. 
 
 23 
 
 CALLERYROOMS. 
 
 LOWER 
 SIDE ROOMS. 
 
 MAIN 
 
 PLAN OF AKRON SCHOOL. 
 
 N. B. This plan represents two floors on one diagram. 
 The rooms numbered from i to lo are in the gallery ; those 
 from II to 19 are under the gallery on the ground floor. 
 The classes numbered from 20 to 56 are not separated by 
 partitions, but are seated in chairs around tables. 
 
24 St'7'('/i Gnrcfri/ Smtdiiy Sr/iooh. 
 
 the scholars for the different grades and classes 
 they are to occupy. Commencing with the 
 Infant Class, write all the names of the Infant 
 Class scholars into the space outlined for their 
 class. Then place the names of the Intermediate 
 Class in the space outlined for them. These two 
 classes are not difficult to arrange, as all below 
 eight years, boys or girls, are placed in the In- 
 fant Class, and those between eight and ten in 
 the Intermediate. These two grades may be 
 subdivided into as many classes as may be de- 
 sired ; in our school we have each of these two 
 grades under one teacher, with one or two as- 
 sistants. Where rooms are convenient subdivi- 
 sions by age could be made with profit ; we so 
 divide these classes, and sometimes teach them 
 by sections. 
 
 The Youth's Department is separated into 
 classes of six to eight members each, and occu- 
 pies the main room, boys and girls in separate 
 classes, but so arranged that there is a class 
 of girls, then a class of boys, and so on alter- 
 nately : as far as possible for boys we have 
 a lady teacher and for girls a gentleman. 
 We place the older scholars in the ''ear of the 
 
The Akron Plan. 2') 
 
 room, or in the " rear circle," a^ wo say in our 
 school. 
 
 The roll of the school now serves an excellent 
 purpose ; select all the boys that are past thir- 
 teen years old, but not fourteen, and list them 
 with their standing in the public schools. This is 
 probably best understood by grade, say : 
 
 John Brown, seventh Primary Grade, thirteen 
 
 years, March 6, 1892. 
 Sarnuel Jones, seventh Primary Grade, thir- 
 teen years, July 24, 1892. 
 Jacob Smith, seventh Primary Grade, thir- 
 teen years, September 1 6, 1 892. 
 Isaac Miller, seventh Primary Grade, thir- 
 teen years, April 20, 1 892. 
 Joseph Crankshaw, seventh Primary Grade, 
 
 thirteen years. May 19, 1892. 
 Thomas Marshall, seventh Primary Grade, 
 
 thirteen years, February 10, 1892. 
 You will not have much difficulty, in a school 
 of three or four hundred scholars, to find several 
 c!a33 lists all in the same grade and same age. 
 This will also permit the selection of certain 
 scholars somewhat in accordance with their so- 
 cial standing. Probably one or two classes of 
 
26 Seven Graded Sunday Schools. 
 
 each age will not all stand in the same grade 
 as in the public schools, and there will be 
 others who are not in the public or any other 
 school. The judgment of the superintendent or 
 committee must guide ; age probably will be 
 much the best guide, and one, at least, that 
 scholars will recognize and consent to more 
 readily. As fast as classes are formed the 
 names are placed in their locality on the diagram 
 or school room plan. Sometimes, in order to 
 keep the grade by years, the classes may not 
 number six and sometimes may exceed six. All 
 the classes are selected in the same way, a class 
 of boys, then a class of girls, and the names of 
 the scholars placed on the diagram as illustrated. 
 Scholars above fourteen and under seventeen 
 are comprised in another department, and should 
 be grouped in the same way, only into much 
 larger classes. Where separate rooms can be had 
 fifteen or twenty will not be too many — young 
 ladies and gentlemen separate. In small schools, 
 of course, the classes would be less in number. 
 The age will largely govern in this grade ; only 
 such as are advanced ahead of their class will 
 go into higher grades. The names for each 
 
The Akron Plan. 27 
 
 class should be placed in the space they are to 
 occupy on the diagram. 
 
 The Normal Department is next to be selected. 
 All above seventeen and below twenty that desire 
 to take the course should be put into one class. 
 If a room can be secured large enough fifty to 
 seventy will not be too many. Ladies and gen- 
 tlemen are placed in the same class. This class 
 becomes an organized literary society, the 
 teacher ex officio president. They meet fre- 
 quently through the week at some home ; a 
 short literary program is arranged and the even- 
 ing filled up with proper social entertainment. 
 The class may be composed of all the grades, 
 first, second, third, and fourth, on the same plan 
 as the C. L. S. C. readings are arranged, all the 
 grades taking the same studies at the same time, 
 as the studies are so prepared that either may 
 precede the rest. Not all who enter the Normal 
 will probably pursue the studies with such vigor 
 as to undertake the written examinations, of 
 which there should be at least two each year. 
 A good plan is to have all go along with the 
 class, because such as will not do thorough work 
 enough to pass these examinations will, after 
 
28 Seven Graded Sunday Schools. 
 
 all, probably get as much good in this class as 
 they would in any other, and the associations are 
 such as will in nearly all cases retain them in 
 the school ; and many times, before the final 
 graduation comes, they will make up the required 
 work and finally receive their diplomas. Only 
 those who have pursued the studies and have, 
 with credit, passed the written examinations, 
 should receive diplomas ; this gives the proper 
 recognition and is an incentive to study. All 
 who began the Normal work at the same time 
 pass out of the class at one and the same time, 
 unless by special request some one or more 
 remain behind. Those who have not passed 
 the examinations go out without diplomas. In 
 our school we hold to a two years' course, half 
 of the class moving out of the class each year, 
 and new members being promoted into the 
 class. This, it will be perceived, keeps a con- 
 tinuous class, some coming into the class each 
 year and others being removed, either with or 
 without diplomas. With us this plan is working 
 admirably, keeping up a continuous interest. 
 
 The Assembly or Post-Graduate Department : 
 The Department of the Young People is divided 
 
The Akron Plan. 29 
 
 into a Reserve Corps and a Young People's 
 Class. The Reserve Corps is made up of young 
 people who have passed through the Normal De- 
 partment and such others as will obligate them- 
 selves to act as supply teachers in cases where 
 regular teachers fail ; from this class permanent 
 teachers are usually chosen. Other young peo- 
 ple's classes are provided for those who do not 
 thus obligate themselves but are willing attend- 
 ants. 
 
 In addition a Young Married People's Class 
 and an Old Folks' Class belong to the Assembly 
 or Post-Graduate Department. 
 
 Having thus arranged to place in some de- 
 partment and class every member of the school, 
 and having every name placed on the diagram in 
 the place or class where each scholar belongs, you 
 can study the school members and their varied 
 wants and desires, and so adjust teachers, rooms. 
 and locations and provide for a thoroughly har- 
 monious school. All this work should be done 
 at least a week before promotion day, so that 
 changes can be made after a careful looking 
 over of the scheme of classification. Do not 
 
 consult teachers or other officers than those who 
 3 
 
30 Seven Graded Sunday Schools. 
 
 have been aiding in arranging the classification. 
 You must give teachers and scholars \o un- 
 derstand that all has been done that is possible 
 in the judgment of the officers for the interest 
 of all the best possible results. Secure from the 
 school a willingness to submit to the judgment 
 of those whom they have placed at the head. 
 
 All preparations being completed before the 
 day of promotion, it will not need to exceed 
 thirty minutes after the school is opened on pro- 
 motion day to place every scholar in the class 
 and department to which he belongs in a school 
 of six to eight hundred scholars. The superin- 
 tendent, with diagram in hand, remains at his 
 desk, the assistants being his aides. He first 
 calls the names of the Old Folks" Class and asks 
 them to go into whatever room is assigned 
 them ; next the Young Married Folks' Class, the 
 Reserve Corps, and Young People's Class, each 
 in order will be asked to retire into the rooms or 
 apartments assigned them. The teachers as- 
 signed for these classes will at once be asked to 
 take charge of such classes. The Normal Class 
 members will be asked, with their teacher, to 
 remove into the room assigned them. Then the 
 
The Akron Plan. 31 
 
 classes between the ages of sixteen and seven- 
 teen, with their teachers, to the rooms assigned 
 them. The assistant superintendents will see 
 that the rooms are in readiness and that the 
 scholars recognize the rooms that they are to 
 occupy. In the same way classes whose ages 
 are between fifteen and sixteen, with their teach- 
 ers, will be arranged in their rooms or apart- 
 ments. In like manner the classes between 
 fourteen and fifteen. This disposes of the As- 
 sembly or Post-Graduate, the Normal and the 
 Bible or Senior Departments. If in a modern 
 room, with a full suite of apartments, these de- 
 partments can be asked to close their doors and 
 proceed with arranging themselves for work. 
 
 The Youth's Department comes next in order. 
 Every class, section, or desk being numbered to 
 correspond with the diagram numbers, and the 
 assistant superintendents being fully posted as to 
 the order of these numbers, the teachers should 
 be asked to remove to the class place to which 
 they were assigned by the superintendent. 
 The older scholars will be asked first, by reading 
 the names of the scholars who belong to each 
 class separately, requesting them to move to the 
 
32 Seven Graded Sunday Schools. 
 
 class to which they were assigned. Read slowly 
 enough to avoid confusion, waiting after the 
 names of a class are read until all are fairly in 
 their places ; soon all will understand and the 
 work will proceed rapidly. Having thus called 
 every teacher and every scholar and placed 
 them in their proper classes in their order in the 
 Youth's Department (the whole being done much 
 quicker than it can be told how to do it), this de- 
 partment is set to work ; the names of the 
 scholars are carefully ascertained by the teacher 
 of each class, preparatory to making up the 
 class record, then the lesson can be taken up. 
 All children between the ages of eight and 
 eleven are placed in the Intermediate Depart- 
 ment and placed under the care of the teacher 
 selected for this division. Then all children 
 under eight years go into the Infant Depart- 
 ment. In some schools these last two depart- 
 ments might be placed in one room and a suit- 
 able number of teachers provided, so that grad- 
 ing, similar to that of the Youth's Department, 
 might be arranged. 
 
The IVil/cL'sbarre Plan. 
 
 THE WILKESBARRE PLAN. 
 
 BY GEORGE S. BENNETT. 
 
 THE topic assigned me is a large one. Being 
 a business man I shall not attempt anything 
 theoretical, but shall be as practical as possible. 
 The best way I can serve you will be to give 
 you the result of the effort made by our own 
 school in trying to solve some of the problems 
 of to-day, in the organization, management, 
 and grading of Sunday schools. We have been 
 asked to do this, and in speaking, therefore, of 
 our own school, do not accuse us of seeking only 
 to parade our school before you. We shall give 
 you only the plans that have worked well with 
 us, and tell you of the system and methods em- 
 ployed and now in actual operation in the Sun- 
 day school of the First Methodist Episcopal 
 Church of Wilkesbarre, Pa. 
 
 It has taken some time and much labor to 
 get our machinery in working order. We do 
 
34 Seven Graded Sunday Schools. 
 
 not claim to be pioneers or original. We have 
 taken many of our ideas and plans from others ; 
 we have no patent right on our system. What 
 we have is yours, and if we should find any- 
 thing of yours in this line suited to our use we 
 should not hesitate to appropriate and incorpo- 
 rate it in our own. 
 
 CHURCH AND SCHOOL, 
 
 We have a short and simple constitution, the 
 form of which can be found in the Discipline of 
 the Church. 
 
 The school is a part of the church, and is un- 
 der the supervision of the Sunday School Board, 
 consisting of the pastor, the Sunday School 
 Committee appointed by the Quarterly Confer- 
 ence, the officers and teachers of the school. 
 The superintendent is nominated annually by 
 the Sunday School Board, and confirmed by the 
 Quarterly Conference. The other officers of 
 the school, male and female assistant superin- 
 tendents, secretary, treasurer, librarian (who ap- 
 points a suitable number of assistants), chorister, 
 organist, teachers of the Primary and Interme- 
 diate Departments (who appoint their assistants), 
 
The Wilkesbarre Plan. 35 
 
 and the teacher of the Teachers' Class, are 
 elected annually by ballot of the board. The 
 teachers are nominated by the superintendent, 
 with the concurrence of the pastor, and are 
 elected annually by the board. The school is 
 thus brought under the imnnediate care and 
 control of the church, and is not a separate or 
 distinct organization. Being thus one depart- 
 ment of the church the official board of the 
 church annually appropriates a sum of money 
 sufficient to meet the ordinary running ex- 
 penses of the school. Extra expenses are met 
 in various ways. 
 
 EXECUTIVE COMMITTEE. 
 
 We have an Executive Committee of five, 
 elected from among the officers and teachers, 
 with the superintendent as chairman. This 
 committee represents the school in the interim 
 between the stated meetings of the Sunday 
 School Board, conducts all examinations, has 
 charge of all promotions from one class or de- 
 partment to another, the distribution of pupils to 
 classes, and the assignment of teachers to 
 classes. 
 
36 Seven Graded Sunday Schools. 
 
 BUILDING. 
 
 The building occupied by our school is one of 
 the finest ever erected for Sunday school pur- 
 poses. When dedicated, in 1877, Dr. (now 
 Bishop) Vincent declared it to be the most com- 
 plete Sunday school chapel in the United States, 
 and this, he added, meant the world, for the 
 buildings of the United States for Sunday school 
 use were infinitely superior to those of other 
 countries. It is constructed in thp shape of a 
 semicircle and is two stories high. The first, 
 or ground floor, contains a prayer room, church 
 parlors, class rooms, and the library. The sec- 
 ond, or principal floor, is arranged especially 
 for Sunday school uses. This is a vaulted 
 room with a gallery running entirely around it. 
 Beneath the gallery, and facing the superin- 
 tendent, are placed the Primary and Interme- 
 diate Departments ; their seats are on raised plat- 
 forms. Large folding doors with glass panels 
 and illuminated Scripture texts shut off these 
 rooms from the Junior Department. The gal- 
 lery over these rooms contains five large Senior 
 Class rooms. The floors are a series of wide 
 
The Wtlkesbarre Plan. 37 
 
 platforms, and chairs are used for seats. Lifting 
 glazed doors, beautifully ornamented with ap- 
 propriate Scripture texts, shut off these rooms 
 from the auditorium. The main floor is occu- 
 pied by the pupils of the Junior Department, 
 who sit on chairs grouped around their class 
 tables. The Normal Class sits at one side and 
 the Reserve Corps at the other side, behind the 
 Junior Classes. The superintendent, from his 
 platform, commands a view of the entire school. 
 He can see everyone and everyone can see 
 him and the blackboard behind him. The rooms 
 are so arranged that at the opening and closing 
 exercises the schoolrooms can be made one 
 audience room. The visitors' gallery is behind 
 and over the head of the superintendent, facing 
 the school. The woodwork of the interior is of 
 Southern pine, finished in oil. The entire build- 
 ing is beautifully painted and frescoed, but the 
 decorator's hand is shown more prominently on 
 the walls and vaulted ceiling of the Sunday 
 school room, where the passion flower and grape- 
 vine are artistically blended with the Greek and 
 Latin symbols representing Christ. In the arch 
 over the superintendent's desk is a large — 
 
38 Seven Graded Sunday Schools. 
 
 ialmost life-size — oil painting on canvas, and at- 
 tached directly to the wall. It is a copy of Hoff- 
 mann's celebrated picture, "Christ in the 
 Temple," and is pronounced a fine work of art. 
 The floors are all covered with carpets, which 
 are of colors that harmonize with the wall deco- 
 rations, and the rooms are seated with chairs, 
 making this Sunday school building unusually 
 attractive and elegant. 
 
 GRADING. 
 
 Our school numbers 700, officers, teachers, 
 and pupils, with a large percentage of men and 
 women in the Senior Classes. We have most 
 of the modern appliances for Sunday school 
 work, and a most enterprising and faithful corps 
 of officers and teachers. Until within four or 
 five years our school had been divided into the 
 usual Primary, Intermediate, Junior, and Senior 
 Departments, and the teachers had for many 
 years sustained a successful weekly teachers' 
 meeting for the study of the lesson. There were, 
 however, manifest weak points in the work done. 
 The instruction on the part of the teachers, in 
 many cases, was superficial, and there was lack 
 
The Wilkesbarre Plan. 39 
 
 of study on the part of the pupils. The Sunday 
 school had been considered too much as a place 
 where an hour or two could be pleasantly passed 
 on the Sabbath, where the members could be 
 entertained without much work or study on 
 their part, and consequently was of little profit. 
 Our officers and teachers for some time con- 
 sidered how our school might be improved, 
 made more efficient, and more satisfactory re- 
 sults be obtained. A committee was appointed 
 to consider the whole subject. The public school 
 of to-day is looked upon as a model in method 
 and thoroughness of work. While there are 
 many points of difference between the two, yet 
 progressive Sunday school workers have sought 
 to overcome the apparent difficulties, and incor- 
 porate, as far as possible, the best features of 
 the secular school. 
 
 Some of the members of our committee had 
 been either directors, officers, or teachers of pub- 
 lic schools, and thus gave to the subject the bene- 
 fit of their knowledge and experience. The com- 
 mittee spent considerable time in studying the 
 plans adopted in successful schools — some of 
 the more noted were visited ; prominent Sunday 
 
40 Seven Graded Simday Schools. 
 
 school leaders were consulted, and in every way- 
 light and information were sought. They in due 
 time made their report, which, after being thor- 
 oughly considered and discussed, was unani- 
 mously adopted, and the committee were in- 
 structed to carry out the recommendations of 
 their report. The committee had a delicate task 
 to perform, to take a school of 700 members and 
 arrange them in the different grades sought to be 
 established. The whole plan was carefully ex- 
 plained to the school, and printed circulars, con- 
 taining full information, were placed in the hands 
 of the Senior Department, where the greatest 
 changes were to be made. The teachers 
 for the new classes to be formed were first 
 chosen, then the committee met with the other 
 teachers of the classes in the Senior Grade, 
 and by mutual agreement their scholars were 
 permitted to leave any of the existing classes 
 and join any of the new classes to be formed as 
 they saw fit, without the least hesitation or em- 
 barrassment either on the part of pupil or 
 teacher. The members of the Reserve Corps 
 were secured by special invitation from the 
 superintendent. The classes of the Junior De- 
 
The Wilkesbarre Plan. 41 
 
 partment were, with the general consent of their 
 teachers, divided by the committee into the first, 
 second, third, fourth, and fifth years. The com- 
 mittee used their best judgment and made the 
 assignments without examination, general at- 
 tainments and age being the standards. Trans- 
 fers were also made from the Primary to the 
 Intermediate, and from the Intermediate to the 
 Junior Department of such as should be pro- 
 moted. Most of these changes were made on a 
 review Sunday, though some time was previ- 
 ously taken in the necessary detail work, and the 
 transformation was accomplished with the best 
 of feeling, both on the part of teachers and 
 scholars. 
 
 We have six grades, Primary, Intermediate, 
 Junior, and Senior Departments, Normal Class, 
 and Reserve Corps. 
 
 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 in 
 
42 Seven Graded Sunday Schools. 
 
 each class of the school, with two or three excep- 
 tions. These supplemental lessons occupy the 
 first five minutes of each lesson period, and con- 
 tain 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 princi- 
 pal. She is assisted by several ladies in main- 
 taining order, leading the music, marking the 
 roll, taking the collection, noting birthdays, and 
 caring for the wants of the children. The black- 
 board 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 num- 
 ber of verses of Scripture, and several Psalms. 
 On passing an examination on these supplemen- 
 tal lessons they are promoted to the Intermedi- 
 ate Department. 
 
 THE INTERMEDIATE DEPARTMENT. 
 
 In this room also the instruction is mainly 
 oral. The children are taught the lesson by the 
 
The Wilkesbarre Plan. 43 
 
 principal, 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 Com- 
 mandments and the Apostles' Creed are taught 
 as supplemental lessons. Here the children re- 
 main three years, or until they are eleven years 
 of age. On passing an examination on the sup- 
 plemental lessons they are promoted to the 
 Junior Department. 
 
 THE JUNIOR DEPARTMENT. 
 
 In this department the boys and girls are as- 
 signed 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 six- 
 teen years of age. These classes are divided 
 into five sections, representing the five years of 
 study in this grade. The pupils of the first sec- 
 tion, or year, occupy seats to the right, imme- 
 
44 Seven Graded Sunday Schools. 
 
 diately in front of the superintendent ; the 
 pupils of the second year at the left, immedi- 
 ately 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 con- 
 venience 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 teach- 
 ers to the second year. The supplemental les- 
 sons in this grade are printed on cards and fur- 
 nished to each scholar. The pupils of the second 
 year remain in this section one year, and then, 
 \f able to pass a satisfactory examination in Bible 
 
The Wilkcsbarre Plan. 45 
 
 biography from Adam to the Judges, the Apos- 
 tles' Creed and the Beatitudes, they may be pro- 
 moted to the third year. 
 
 The pupils of the third year remain in this 
 section one year, and then, if able to pass a sat- 
 isfactory 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 sat- 
 isfactory 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 sec- 
 tion one year, and then, if able to pass a satis- 
 factory examination in Bible geography and his- 
 tory, they may be promoted to the Senior Depart- 
 ment, 
 
 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 join 
 
46 Seven Graded Sunday Schools. 
 
 the 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 les- 
 sons "The Chautauqua Text Book Number 19 
 — 'The Book of Books,' " divided into a course 
 of study for three years. Those who pass satis- 
 factory examinations, and who desire it, are 
 promoted to the Normal Class. 
 
 There is connected with the Senior Depart- 
 ment 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 is 
 
The Wilkesbarre Plan. 47 
 
 largely 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 pur- 
 sued. At the end of two years the members 
 who have passed satisfactorily the examina- 
 tions on the printed papers furnished by the 
 Normal Union are graduated, receive their 
 
48 Seven Graded Sunday Schools. 
 
 diplomas, and are promoted to the Reserve 
 Corps, to be drafted on occasion into the teach- 
 ing force. 
 
 thp: reserve corps. 
 
 The Reserve Corps consists of the gradu- 
 ates of the Normal Class and others who are 
 specially fitted for teaching. They occupy seats 
 on the main floor, at the right of the superintend- 
 ent, 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 understand- 
 ing that they will hold themselves in readiness 
 to teach when called upon, and they act, in 
 turn, as substitute teachers for the regular teach- 
 ers 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 gener- 
 ally taken. This fact is a great incentive to 
 diligence and punctuality on the part of the regu- 
 lar teachers, as they know that a number of 
 qualified persons stand ready to take their places 
 if they are irregular or not acceptable. 
 
Thf Wilkesbarre Piatt. 49 
 
 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 com- 
 mencement day becomes one of great interest 
 and importance. The members of the Nor- 
 mal 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 encour- 
 agement. 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. 
 
50 Seven Graded Sunday Schools. 
 
 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 learn- 
 ing something, and we afford them the oppor- 
 tunity 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 sug^ 
 gestions that shall be helpful to Sunday school 
 workers in organizing and conducting their 
 schools, we shall be amply paid for the prepa- 
 ration of this paper. 
 
The Detroit Plan. 51 
 
 THE DETROIT PLAN. 
 
 BY HORACE HITCHCOCK. 
 
 FOR many years, while serving as superin- 
 tendent 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 was 
 
52 Seven Graded Sunday Schools. 
 
 attributed 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 Sun- 
 day 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 six- 
 teen, just as these people do you are so troubled 
 about ? Going back to those days and digging 
 out of memory their thoughts, 1 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 1 had 
 changed conditions and the school had not ; 
 
The Detroit Plan, 53 
 
 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 organ- 
 ization 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 Meth- 
 odist 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, and 
 
54 Seve7i Graded Sunday Schools. 
 
 Senior, with two other departments, the Nor- 
 mal and the Home, each one of which was 
 under the direction of a special superintendent, 
 all of whom were under the direction of the gen- 
 eral 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, with- 
 out 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 teacher 
 
The Detroit Plan. 55 
 
 in this grade will invent a hundred methods 
 for instruction, but before all she must com- 
 prehend that she is in the most responsible posi- 
 tion in the school. She is laying the founda- 
 tion 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 be- 
 tween 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 superin- 
 tendent 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. 
 
56 Seven Graded Sunday Schooh. 
 
 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' meet- 
 ing 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 selec- 
 tion 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 the 
 
The Detroit Plan. 57 
 
 Seniors, 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 organ- 
 ization. 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 chil- 
 dren 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 these 
 
58 Seven Graded Sunday Schools. 
 
 elements wisely, and the school has won a vic- 
 tory. 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 re- 
 sponsibility resting upon him to secure their sal- 
 vation. 
 
 THE SENIOR DEPARTMENT. 
 
 This most important grade will have in it all 
 persons over sixteen years of s^e, 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 
 thcro 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 havG no sympathy with each other, and 
 who would never harmor'ze, 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 tho Senior Classes great 
 
The Detroit Plan. 59 
 
 care should be taken. These scholars must be 
 taught, not entertained ; so men and women 
 must, if possible, be found who are well in- 
 formed, 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 instruc- 
 tion 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 instruc- 
 tion 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 un- 
 less by special invitation of the young people. 
 This is the point where they are sensitive, and 
 it must be well guarded. 
 
60 Seven Graded Sunday Schools. 
 
 Employ the young people in every possible 
 way. Let the ruling members of the church 
 recognize them and give thom 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 mate- 
 rial 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 inspira- 
 tion to them, and exalts their idea of the char- 
 acter and usefulness of the Sunday school. 
 
 The members of this grade are at an age 
 when they are ready to enter upon some busi- 
 ness, and the question as to what it shall be and 
 where they shall get a situation is a very seri- 
 ous one to them. There is no way in which 
 officers and teachers can bind the young people 
 more closely to themselves and the school th^n 
 
The Detroit Plan. 61 
 
 by 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 charac- 
 ter of the scholar. 
 
 A Saturday afternoon reception for the moth- 
 ers, who, if possible, are to bring their children, 
 is an excellent method. It should be very in- 
 formal. 
 
 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 power- 
 ful in its influence. 
 
62 Seven Graded Sunday Schools. 
 
 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 thoy 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 ex- 
 
The Detroit Plan. 63 
 
 alted idea 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 its 
 
64 Seven Graded Simday Schools. 
 
 privileges, 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 hun- 
 dreds 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 be- 
 come members. 
 
The Eric Plan. 65 
 
 THE ERIE PLAN. 
 
 BY H. A. STRONG. 
 
 THE query often arises whether the modern 
 Sunday school is now at its maximum of 
 efficiency in the line of its development. Won- 
 derful 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 cul- 
 ture and the spirituality of the Church catholic 
 everywhere are now the teacher of the teachers. 
 Helps to Bible study are so muhiplied and im- 
 proved 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 research 
 
60 Seven Graded Sunday Schools, 
 
 and science. Teachers, as a body, are measur- 
 ing up to these privileges and responsibilities. 
 
 The advance movement in Sunday school 
 work may not be in its literature, nor in the effi- 
 ciency or the enthusiasm of its corps of teachers. 
 Elsewhere must we look for the necessity for 
 improvement. 
 
 The Sunday school is a school. The expres- 
 sion 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 appro- 
 priated 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 de- 
 ficiencies 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 this 
 
The Erie Plan. 67 
 
 age 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 edu- 
 cational system based on scientific principles. 
 
 In that system two essentials must be empha- 
 sized : 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 sys- 
 tem. 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 pro- 
 motion is the public school system. Without it 
 that system would not be what it is. 
 
68 Seven Graded Sunday Schools. 
 
 Apply now these essentials as tests to the Sun- 
 day 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, in- 
 dependent departments. The modern public 
 school has a perfect system of correlated de- 
 pendent 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 ? Could 
 
The Erie Plan. 69 
 
 its department be perfected ? Yes ; but the dis- 
 ease is deeper than that. Could a system of pro- 
 motions 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 cor- 
 relation 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 Sun- 
 day 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 in 
 
70 Seven Graded Sunday Schools, 
 
 view. There, many are the text-books on di- 
 verse themes ; here, one book and one theme. 
 The Bible and its revelation must be the book 
 and the theme of any supplemental lesson sys- 
 tem. 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 super- 
 intendent ; 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, Sen- 
 ior, Normal, Reserve, and Assembly. The Pri- 
 mary Department has a four years' course and 
 classes to correspond. The Normal Depart- 
 ment 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 Depart- 
 
The Eric. Plan. 71 
 
 ment and four for the Senior Department. Thi:, 
 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 : * 
 
 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, sim- 
 ple 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 of 
 
 * These books have been published in pamphlet form by 
 the Methodist Book Concern as." Graded Lessons for the 
 Sunday School." 
 
73 Seven Graded Sunday Schools. 
 
 the 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 Cate- 
 chism 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 out- 
 line of the Old Testament emphasized by the 
 lessons of the international course. The second 
 year book completes that history, and has chap- 
 ters 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 Sen- 
 ior cover the Old Testament. 
 
 This system calls for regular examination in 
 which the classes of the school participate ; it 
 
The Eric Plan. 78 
 
 creates an atmosphere of study for the scholars. 
 They are expected and required to study, and 
 they meet that expectation. This system fur- 
 ther promotes harmony between the different 
 departments of the school and forms a basis for 
 promotion for the scholars and classes. Pro- 
 motions 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 Sun- 
 day 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 De- 
 partment 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 ad- 
 
74 Seven Graded Sunday Schools. 
 
 vance ol 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 organ- 
 ization a perfect grade is not attainable. Out 
 of the material given only an approximation to 
 the ideal can be hoped for. Time will cure de- 
 fects. Each year the entire system moves. 
 With a few annual promotions the actual 
 attains the ideal and the system becomes per- 
 
The Erie Plan. 75 
 
 feet in 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 pub- 
 lic 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 auxil- 
 iary 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 fail- 
 ure. Its importance must be emphasized before 
 the whole school. How to emphasize it is a 
 problem that each school must solve. A de- 
 
76 Seven Graded Sunday Schools. 
 
 scription of the plan adopted in the school where 
 the system originated may throw some light on 
 that question. Some Sunday in June is se- 
 lected as the day for the examination, and of 
 that day the school is forev/arned. Examina- 
 tion questions, twenty in number, and cover- 
 ing 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 exami- 
 nation. 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 per- 
 centage easily understood by all. The mini- 
 mum 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. 
 
The Erie Plan. 77 
 
 These honor names are arranged alphabetically 
 and without ''.le 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 ex- 
 amination. 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 Sun- 
 day 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 superintend- 
 ent 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 ap- 
 6 
 
78 Seven Graded Sunday Schools. 
 
 peals not made in vain to the modern child. 
 What must be the legitimate result of such an 
 appeal to the children ? They work for the ex- 
 amination 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. 
 
The Chicopee Plan. 
 
 THE CHICOPEE PLAN. 
 
 BY HON. L. E. HITCHCOCK. 
 
 CAN the graded system be successfully used 
 in small Sunday schools ? The plan de- 
 scribed in this article has been in successful oper- 
 ation 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 state three principles on which the plan 
 is based : 
 
 1. A school, in order to be such, must be in- 
 structive as well as evangelistic, and if instruc- 
 tion 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 ignored 
 
80 Seven Graded Sunday Schools. 
 
 in 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 prin- 
 ciple of successful teaching is that it should be 
 progressive and adapted in succeeding years to 
 the normal development of the mind of the aver- 
 age child, and this relates to the method of teach- 
 ing 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 Sun- 
 day 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 en- 
 tire care of that part of the work of the church, 
 
The Chicopee Plan. 81 
 
 and that it is perfectly proper lor 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 Pri- 
 mary 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 Depart- 
 ment receives them into the Bible classes. 
 
 The Primary Department, which meets in a 
 room by itself and has its own order of exer- 
 cises, is divided into as many classes with sepa- 
 rate 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 di- 
 
82 Seven Graded Sunday Schools. 
 
 ploma is 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 De- 
 partment into grades. It contains only three 
 classes, namely, the Young Men's Bible Class, 
 the Young Ladies' Bible Class, and the General 
 Class. 
 
 COURSES OF STUDY. 
 
 The principal work of the school is done along 
 the lines of the International Lessons, which 
 are used in all the departments, although the 
 method of teaching them varies in the different 
 grades. 
 
 In addition to the International Lessons Supple- 
 mental Lessons are taught in the Primary and 
 Intermediate Departments. In the Primary De- 
 partment these include the Lord's Prayer, the 
 Ten Commandments, the Twenty-third Psalm, 
 the Beatitudes, and the Apostles' Creed. 
 
 The following schedule will show at a glance 
 
The Chicopee Plan. 
 
 83 
 
 what are the specific studies of each grade in 
 the Intermediate Department : 
 
 Af?e. 
 
 Grade. 
 
 9 
 
 I 
 
 lO 
 
 II 
 
 II 
 
 III 
 
 12 
 
 IV 
 
 13 
 
 V 
 
 14 
 
 VI 
 
 IS 
 
 VII 
 
 16 
 
 VIII 
 
 17 
 
 IX 
 
 18 
 
 X 
 
 International Lesson. 
 
 Learn and recite the 
 
 memory verses. 
 Same as Grade I. 
 
 Learn memory verses 
 and one thought. 
 
 Study persons (if any) 
 and one thought. 
 
 Study places (if any) 
 and two thoughts. 
 
 Study manners and cus- 
 toms and two thoughts. 
 
 Teachings of the lesson 
 having special refer- 
 ence to manhood and 
 womanhood. 
 
 Same as Grade VII. 
 
 Teachings of lesson bear- 
 ing directlyupon prac- 
 tical Christianity. 
 
 Same as Grade IX. 
 
 Supplemental Lesson.* 
 
 First half of Cate- 
 chism No. I. 
 
 Last half of Cate- 
 chism No. I. 
 
 Life of Jesus. 
 
 Studies about the 
 
 Bible. 
 Bible Geography. 
 
 Bible History. 
 
 History of Chris- 
 tian Church. 
 
 History of M. E. 
 
 Church. 
 Doctrine and rules 
 
 of the M. E. 
 
 Church. 
 Government of M. 
 
 E. Church. 
 
 Some explanation of the above is needed : 
 1. The study of the International Lessons. 
 In all the grades the first things to be learned in 
 each lesson are the title, the Golden Text, and 
 the lesson story, and after these are learned the 
 teachers take up the specific grade instruction 
 
 * These Supplemental Lessons have been published by 
 Hunt & Eaton, New York, as " The Ten Minute Series." 
 
84 Seven Graded Sunday Schools. 
 
 as above. The lesson thought, which appears 
 first in Grade III, is carried through all the re- 
 maining grades as the central thought for the 
 session. These thoughts are selected by the 
 superintendent, and by him indicated to the 
 teachers at the beginning of each quarter. To 
 illustrate : Take the lesson for September 1 1 , 
 1 892, the title of which was Philip and the Ethi- 
 opian. After learning the title, Golden Text, 
 and lesson story the different grades will study 
 as follows : 
 
 Grades 1 and II. Learn the memory verses : 
 35-38. 
 
 Grade III. Learn the memory verses and 
 study thought : " Philip preached Jesus." 
 
 Grade IV. Study about the persons : Philip, 
 Candace, the eunuch, and Esaias, and also the 
 same thought as in Grade III. 
 
 Grade V. Study about the places : Jerusalem, 
 Gaza, Ethiopia, Azotus, and Cesarea. and the 
 two thoughts: "Philip preached Jesus," and 
 " Prompt response to call of duty." 
 
 Grade VI. Study customs : going to Jerusa- 
 lem to worship, ceremony of baptism, riding in 
 chariot, and the same two thoughts as in Grade V. 
 
The Chicopee Plan. 85 
 
 Grades VII and VIII. Thoughts— 
 
 " Philip preached Jesus." 
 
 " Prompt response to call of duty." 
 
 " Habit of reading." 
 
 " Understand as you read." 
 
 " Act up to your knowledge." 
 Grades IX and X. Thoughts — 
 
 "Philip preached Jesus, I can do the same." 
 
 " Prompt response to call of duty. How 
 these calls come." 
 
 " Fulfillment of prophecy." 
 
 " Immediate conversion and baptism." 
 
 "The new-found joy." 
 2. The Supplemental Lessons. The aim of 
 these lessons is to furnish systematic instruction 
 upon the subjects indicated, which are matters 
 that every well-informed person ought to know, 
 but which cannot be taught from the Interna- 
 tional Lessons. Each year contains thirty-six 
 lessons which can easily be memorized and re- 
 cited in the twenty minutes usually allowed for 
 this study. The titles readily suggest the nature 
 of the lessons. 
 
 A weekly teachers' meeting is held under the 
 direction of the superintendent for the purpose 
 
86 Seven Graded Sunday Schools. 
 
 of assisting the teachers in the right understand- 
 ing of the things required to be taught on the 
 succeeding Sunday, and instructing them in 
 methods of teaching that particular lesson. It 
 is a sort of teachers' meeting and normal class 
 combined. 
 
 EXAMINATIONS AND MARKS. 
 
 Written examinations upon the International 
 Lessons are held at the end of each quarter, and 
 one upon the Supplemental Lessons is held near 
 the close of the year, upon each of which the 
 scholars are marked. Each scholar is also 
 marked at each session of the school upon a 
 scale of five credits, as follows : one for attend- 
 ance at the opening of the school, one for atten- 
 tion during school time, one for attendance at 
 closing the school, one for attendance upon 
 preaching service, and one for lesson study at 
 home. These marks, taken in connection with 
 the examination marks and the knowledge of 
 the general work of the scholar during the year, 
 determine his promotion at the end of the year. 
 The scholar who completes the course satisfac- 
 torily is awarded the diploma of graduation and 
 admitted to the Senior Department of the school. 
 
The Chicopee Plan. 87 
 
 No special work other than that usually taken 
 up in Bible classes has been attempted in any of 
 the classes of the Senior Department. 
 
 SPIRITUAL WORK. 
 
 Although great stress is laid upon the work of 
 instruction in the school, it must not be con- 
 cluded that the spiritual work is overlooked. 
 This is attended to in two ways : first, in the 
 lesson thoughts in connection with the Interna- 
 tional Lessons, which are selected, as far as pos- 
 sible, to enable the teachers to illustrate and en- 
 force spiritual truths; and, secondly, each teacher 
 is expected to do all she can in the way of per- 
 sonal example and influence to bring the mem- 
 bers of her class to Christ. Of course, if any 
 special religious interest at any time in the 
 church seems to call for it, the work of the 
 school is suspended and all the energy is brought 
 to bear upon the evangelistic part of the work. 
 
 RESULTS. 
 
 The actual working of this plan has demon- 
 strated that many things which might seem to 
 be objections have been only imaginary. At 
 
88 Seven Graded Sunday Schools. 
 
 the start the scholars were classified according 
 to their ages, with occasional modifications with 
 reference to their places in the public schools, 
 and the teachers were placed in the different 
 grades with reference to their relative abili- 
 ties, and they were asked to teach certain spe- 
 cific things, which of course they cheerfully did. 
 The scholars, who are accustomed to this method 
 in the public schools, at once caught the idea, 
 and their parents became interested to see that 
 their lessons were learned before coming to the 
 school. The attendance of teachers became 
 more regular, for each teacher, having his own 
 specific work to do, very soon realized that if 
 he were absent his work could not be fully done 
 by a substitute, and the attendance of the scholars 
 was much improved, for they could see actual 
 advancement from Sunday to Sunday. 
 
 The attendance of scholars in the Interme- 
 diate Department averages fully twenty per cent 
 more than in any other department. Of course, 
 the adoption of any system of graded work 
 means considerable work for a superintendent 
 at the start, and this to a busy man is a serious 
 matter ; but after the system is fairly started it 
 
The Chtcopee Plan. 89 
 
 works easier and with less friction to annoy than 
 any other plan, and the cause is worthy of the 
 effort required. 
 
 Two reasons why schools should be graded 
 may be given : 1 . Children will be interested 
 in what they can understand, and if the instruc- 
 tion both as to form and substance is adapted to 
 their growing intellectual abilities it will easily 
 be received and taken care of, while, on the 
 other hand, if it is not comprehended it excites 
 no interest in the mind of the child, and he is 
 glad to get out of the school as soon as he can. 
 
 2. The teachers do not go on with their classes 
 from year to year indefinitely, and by this means 
 it is possible to bring ten succeeding classes 
 under the teaching of the ablest teacher you can 
 get in a particular grade, instead of confining 
 that able teacher to only one class for ten years. 
 There can surely be no question as to which is 
 the better course. 
 
90 Seven Graded Sunday Schools. 
 
 THE LYNCHBURG PLAN. 
 
 BY IRVINE GARLAND PENN. 
 
 IT was early in the year of 1890 when it be- 
 came a positive fact, to the superintendent 
 who is now leading our Sunday school, that 
 we had accomplished practically nothing as a 
 school during the twenty years of our existence. 
 In this school our superintendent was entered 
 when but a lad of five years. He had shifted 
 from class to class, not by reason of any pro- 
 motion by the superintendent, teacher, or any 
 other officer of the school, but as he advanced 
 in age from five to eight, eight to ten, and ten 
 to fifteen years he correspondingly grew in size, 
 and of his own free will and accord he moved 
 from class to class, with no other recommenda- 
 tion for promotion but age and size. At the age 
 of fifteen he was made secretary, and in that of- 
 ficial capacity he took account of the pennies col- 
 lected, disbursing them as the board might order. 
 
The Lynchburg Plan. 91 
 
 Our future superintendent was then promoted 
 to be the teacher of Bible Class No. 3. It was 
 not Class " Three " because its members knew 
 more or less than Class 1 and 2, but because its 
 members were a class of misses, while Classes 
 1 and 2 were masters and young men. In fact, 
 Class 3 was as much entitled to be Class 1 as 
 Class 1 was to be Class 1. He was then pro- 
 moted to his present position. His career is 
 related in order that it may be shown that the 
 conclusion which he had reached was founded 
 upon personal experience and observation, 
 which he took no account of then, but which 
 served to demonstrate more forcibly to him that 
 the Sunday school was accomplishing nothing 
 save the one fact that it met on Sunday morn- 
 ings ostensibly for religious instruction. It 
 must be said, however, in justice to other super- 
 intendents, that, whatever inclination he had to 
 seek and ascertain the defects and best needs 
 of the school, he was led slightly in that direc- 
 tion by those who had shown that something 
 was needed, and who knew that a change must 
 take place if our Sunday school would maintain 
 her standing as a lari-e and grov/ing one in tha 
 
92 Seven Graded Sunday Schools. 
 
 community. We numbered four hundred, in 
 round figures, and while during the boyhood of 
 our superintendent the corps of teachers were 
 not efficient, by reason of the lack of advantages 
 necessary to proper qualification, yet when he 
 came into office he found himself surrounded 
 by a corps of teachers nearly all of whom were 
 prepared by intellectual and divine strength to 
 teach anything that could possibly be put into 
 a Sunday school course with propriety. 
 
 No longer were there "blind leaders of the 
 blind" in the school, but intelligent leaders in 
 mind and heart. It was a proposition that 
 needed no demonstration to our superintendent 
 that he now had the opportunity to present the 
 one thing needful in the school, namely, method 
 and system in instruction and the adaptiveness 
 of work to the susceptibility of the pupil, which 
 is the essence of the grade idea. As soon, then, 
 as this idea was clear, our superintendent at 
 once began inquiry and to hunt literature bear- 
 ing on this subject. 
 
 "The Modern Sunday School," by Bishop 
 J. H. Vincent, was the first book consulted, and 
 the first sentence of Chapter XII, on Gradation, 
 
The Lynchburg Plan. 93 
 
 gave the idea which settled the conviction. 
 The sentence reads: "The Sunday school is a 
 school." Nothing is truer than this one sen- 
 tence, and the sooner our superintendents and 
 teachers get this one idea ineradicably fixed in 
 their minds the better it will be for our Sunday 
 school interests. Most assuredly the "Sunday 
 school is a school " to teach the things of God, 
 to instill his truths and impress his good deeds 
 and loving favors to the children of men upon 
 the mind and hearts of those who must grow 
 up in the admonition of the Lord, if they would 
 make valiant soldiers and good citizens. It was 
 evident that our Sunday school was a school, 
 though poor in order, poor in work, and poor in 
 everything but singing and the giving of pic- 
 nics. Dr. Vincent's book was further consulted, 
 with others, and our superintendent reserved 
 several months to mature his plans and present 
 them. 
 
 In the meantime several articles in the " Sun- 
 day School Journal " of May and September, 
 1 890, greatly helped him. A plan of action was 
 finally decided upon ; first a new registration, 
 
 giving name, age, educational fitness, and some 
 
 7 
 
94 Seven Graded Sunday Schools. 
 
 minor matters, was gotten of each pupil as accu- 
 rately as possible. In the meantime our plan had 
 by this time been told the school, and the taking 
 of a new registration, preparatory to the grada- 
 tion, created a genuine revival of interest in the 
 work. And, too, when the fact was known that 
 the school was undergoing a change which 
 would give larger and better opportunities to 
 the children, fathers and mothers who could 
 not themselves read, but who knew what it was 
 to have John and Mary to go from Catechism 
 to Catechism, from class to class, every time 
 higher and higher, gave vent to their feelings in 
 many " Amens " and " God-bless-yous." To 
 these expressions of approval and the prayers 
 of this class the success of our system may be 
 greatly attributed. 
 
 The registration having been taken, our su- 
 perintendent was intrusted with the gradation 
 of the school. On the one hand the burden 
 was light ; on the other heavy. The labor was 
 light, for no amount of it could seem a burden, 
 so great was the interest in the four hundred 
 souls who were now for once to be put into the 
 shape of an ideal Sunday school. 
 
The Lynchburg Plan. 95 
 
 On the other hand, it was for once a burden 
 to do duty as he saw it, because there were large 
 boys and girls who had been hitherto neglected 
 in this ghost of a school, and now had to suf- 
 fer the worry of doing a thing over when it 
 might have been done well at first. But our 
 superintendent had no time now to indulge in 
 sentimentality ; the work was to be done, it was 
 given him to do, and he knew it was for the best 
 good of the school ; hence he went at the work 
 in the fear of the Lord. During three weeks of 
 incessant prayer and labor the work was done, 
 submitted to and approved by our board. What 
 a change to be made during the next Sunday ! 
 John, who could not read, used to be in Bible 
 Class No. 1; now he is to study the Catechism. 
 
 During the next Sunday the grading was done, 
 classes rearranged, teachers replaced to suit the 
 departments ; and after all was done we looked 
 calmly upon the scene, and never in all the his- 
 tory of our Sunday school did it look so well, and 
 never have we seen children with such bright 
 and happy faces as were in that school on that 
 morning. It will never be forgotten even by the 
 smallest pupil. As I have said, they were always 
 
96 Se7)en Graded Sunday Schools. 
 
 good singers, but with new life in them they sang 
 the praises of God on that morning until it seemed 
 we were all tasting of the riches of God as never 
 before. The three departments arranged were 
 Primary, Intermediate, and Normal, with provi- 
 sion for a Normal Training Class. It may be 
 said here that we have seen the necessity very 
 clearly for the introduction of a Junior Depart- 
 ment or Course on account of the length of our 
 now existing departments. This will be done on 
 " Promotion Sunday " after our January exami- 
 nation, 
 
 A course of study was carefully arranged to 
 cover the three departments, consisting of seven 
 years : Primary Course (provided child entered 
 at the age of three), ages from three to ten years ; 
 five years' Intermediate Course, ages from ten to 
 fifteen years ; five years in the Senior Course, 
 ages from fifteen to twenty years. These depart- 
 ments, and the years in each, will be slightly 
 modified by the introduction of the Junior 
 Course. 
 
 The course embraces in our Primary Depart- 
 ment the International Lessons in the form of 
 the " Picture Lesson Paper." The Lesson Paper 
 
The Lynchburg Plan. 97 
 
 is, however, not taken up until the pupil has 
 been in this department for four years, presum- 
 ing that he enters at three years of age. The 
 lessons during the first four years are orally 
 taught, and consist of selected verses of the 
 Bible, Lord's Prayer. Beatitudes, and selected 
 portions of Catechism No. 1. Since the day 
 school system only admits pupils at six and 
 seven years, it is presumed that they are not 
 prepared to be classified in any way as students 
 of the International System on account of their 
 inability to read. 
 
 Thus all of the pupils from three to six years 
 are put into one class and taught orally, as ex- 
 plained above. There are sometimes excep- 
 tions to this general rule in the case of children 
 who may have had early training around the 
 fireside. 
 
 The pupils in the Primary Department, having 
 received the Lesson Paper at seven or eight years, 
 have only from two to three years to remain there 
 before the proper age is reached, all other things 
 being equal, for their transfer to the next depart- 
 ment. During the last two or three years of the 
 Primary Course the pupils have for supplemental 
 
98 Seven Graded Sunday Schools. 
 
 lessons selected Psalms and verses, Catechism 
 No. 1 to Question 25, inclusive. It has been 
 demonstrated to our board in our promotions 
 that this Primary Course is well conceived and 
 serves admirably well the purpose intended, 
 which is to lay a foundation upon which a struc- 
 ture might be reared without fear of tottering. 
 
 In our Intermediate Course the International 
 study begins the first year with the " Beginner's 
 Leaf" and is used during three years of the five 
 years' course. In the remaining two years the 
 " Berean Lesson Leaf " is used. In the use of the 
 Beginner's and Berean Leaves the course of 
 teaching is laid down by the Examining Board, 
 and the teacher directs her talk and instruction 
 in that direction. This is to avoid what may be 
 termed ' ' splatterdash ' ' teaching — the teaching of 
 everything with special reference to no one par- 
 ticular thing, the teaching of what is understood 
 and not understood. The supplemental lessons 
 for the Intermediate Course include the Ten 
 Commandments, Catechisms Nos. 1 , 2, and 3, 
 and the Old Testament read and thoroughly con- 
 sidered from Genesis to Numbers, inclusive. In 
 this department special effort is made to impress 
 
The Lynchburg Plan. 99 
 
 the Baptismal Covenant, the Ten Doctrines of 
 Grace, Ten Points of Church Economy, etc. 
 
 The pupil is now fifteen years of age, and, all 
 things being equal, he is ready for the Senior 
 Course. 
 
 In this department the " Senior Lesson Quar- 
 terly " is used. The supplemental work consists 
 of a completion of the Old and New Testaments 
 thoroughly read and considered during the five 
 years. In addition to this, McGee's "Outlines 
 of the Methodist Episcopal Church " is studied 
 the first year; " The Teacher Before His Class," 
 by James L. Hughes, in the second year ; " Nor- 
 mal Outlines for Primary Teachers" in the 
 third year ; " History of the Sunday School," by 
 Chandler, in the fourth year ; Discipline of the 
 Methodist Episcopal Church, and "Christian 
 Baptism," by Bishop S. M. Merrill, in the fifth 
 year. 
 
 Our pupils are then entered in the Normal 
 Training Class, where they read such books as 
 " Open Letters to Primary Teachers," by Mrs. 
 W. F. Crafts; " Hand Book for Teachers," by 
 Dr. Joseph Alden. They also consider more fully 
 the doctrines of our Methodism and the history 
 
100 Seven Graded Sunday Schools. 
 
 of "that great religious movement." as one 
 has termed it. The pupils of this class subject 
 themselves to much training for Sunday school 
 teachers. They are permitted and are expected 
 to meet the teachers in their weekly meetings 
 in order that they may go over the lessons with 
 the teachers and be prepared in case of an emer- 
 gency. Our examinations are held semiannu- 
 ally. In the supplemental work the examina- 
 tions are conducted in written form. As to the 
 International studies, the recommendation of a 
 pupil by a teacher is sufficient to determine his 
 work and his ability to pass to a higher grade. 
 The teachers conduct their own examination 
 and make tabulated results, the whole of which 
 is submitted to our Examining Board, consisting 
 of eight members, who carefully pass upon it 
 and order the promotion. The promotion is then 
 made by the superintendent according to the 
 tabulated results. 
 
 As an encouragement to pupils we have 
 found it wise to issue certificates to everyone as 
 they complete the course of study of each de- 
 partment, and finally, when the Senior Course 
 is completed, to issue a diploma. The assem- 
 
The Lynchburg Plan. 101 
 
 bly idea also obtains in our school as a part of 
 our system. This has been found indispensable 
 as an incentive to devotion, because it makes 
 our higher Intermediate and Senior classes feel 
 their importance in a measure when they are 
 called together every fortnight to hear some 
 talk or paper upon some religious topic, apart 
 from the Primary and lower Intermediate 
 classes. In order that the teachers might be 
 more thoroughly interested in the success of 
 the system, and thus influence their children, 
 our superintendent has very wisely introduced 
 the social feature into our work, and very often 
 in our consideration of Sunday school matters 
 we find ourselves in the midst of a pleasant and 
 agreeable reception. This has worked well, for we 
 are all creatures of humanity with the same in- 
 nate social tendencies. The day of days, yes, the 
 red-letter day. is "Promotion Sunday." These 
 Sundays will never be forgotten." The enthusi- 
 asm is equal to that of Children's Day in every 
 respect. Boys and girls with eager hearts pass 
 from class to class. As a means necessary to 
 the success of our system our superintendent 
 very carefully presented the necessity of a larger 
 
102 Seven Graded Sunday Schools, 
 
 library than we had. The plans for raising the 
 money were arranged, and, to use the popular 
 expression, " they worked like a charm." Hun- 
 dreds of dollars were raised, with which we now 
 have over oneAthousand volumes and a neatly 
 built library case of twenty feet in length. It 
 would be a pleasure to tell how that money was 
 raised. 
 
 As to the results accomplished in our school by 
 the system, suffice it to say they are manifold. 
 Order, system, interest, care, study, regular and 
 punctual attendance by officers and teachers, 
 have been some of the results. In conclusion, 
 let us pray that our superintendents and boards 
 will see the necessity for this system in their 
 schools, and that before long the schools of our 
 Methodism may be one of continuous gradation. 
 
The Plamfield Plan, 103 
 
 THE PLAINFIELD PLAN. 
 
 BY JESSE L. HURLBUT, D.D. 
 
 TWO years have passed since our Sunday 
 school was graded, and the results of the 
 system are now so apparent that we can safely 
 recommend our plan, for it has met and en- 
 dured the test of time. Our Sunday school, 
 before the grading was accomplished, embraced 
 about four hundred scholars of all ages, with 
 an average attendance of two hundred and sev- 
 enty-five. Its officers and teachers were fifty 
 in number. It was by no means an ideal 
 school, though above the average in the ef- 
 ficiency of its work and the interest of its exer- 
 cises. Its building, however, is a model of 
 convenience and adaptation to the work of the 
 Sunday school, having around the main hall 
 eighteen class rooms, all capable of being 
 either secluded or opened together at a mo- 
 ment's notice. 
 
104 Seven Graded Sunday Schools. 
 
 We found in our Sunday school certain evils 
 and defects, all of which may be seen else- 
 where. Some of these were: 1. "Skeleton 
 classes " in the Senior Department, consisting 
 of four or five scholars, being the remains of 
 what had once been large classes of boys and 
 girls. 2. A constant tendency among the 
 young people to fall away from the school after 
 reaching the age of sixteen or eighteen years. 
 3. Great discrepancies of numbers in the classes ; 
 large and small classes side by side in the 
 same grade. 4. In almost any given class 
 a lack of unity in the age and the intellec- 
 tual acquirements of its members. 5. Great 
 difficulty in obtaining suitable teachers for new 
 classes, or to take the places of teachers leav- 
 ing the school. 
 
 After many conversations a conclusion was 
 reached that most of these evils might be re- 
 moved, and others of them might be lessened, 
 if the school were reorganized according to a 
 good system, and then maintained as a thor- 
 oughly graded school. A committee was 
 chosen to prepare a plan. Correspondence was 
 held with graded schools, all printed informa- 
 
The PI a infield Plan. 105 
 
 tion was carefully studied, a plan was prepared, 
 printed, submitted to the Sunday School Board, 
 discussed, modified, and finally adopted unani- 
 mously. The following are the principal fea- 
 tures of the plan, for which we make no claim 
 of originality, as each of its elements was al- 
 ready in successful operation in one or more 
 graded Sunday schools : 
 
 1. That the school should be arranged in four 
 general departments : The Senior, for all over 
 sixteen years old ; the Junior, from ten to six- 
 teen years ; the Intermediate, from eight to ten ; 
 and the Primary, for the children younger than 
 eight years. These divisions are not arbitrary, 
 but represent the average standard of age, to 
 which exceptions might be made in special 
 cases. 
 
 2. In each department the number of classes 
 to be fixed and invariable, except that in the 
 Junior Department there might be some nec- 
 essary elasticity in the number of classes, owing 
 to the varying number of scholars promoted 
 into the department in different years. 
 
 3. Promotions to be made annually, and all 
 at the same time, on the last Sunday of March. 
 
106 Seven Graded Sunday Schools. 
 
 Except in special emergencies no changes in 
 classes to be made during the year, either by 
 teachers or scholars. If a teacher accepts a 
 class on "Promotion Day" it is generally to 
 be considered an engagement for the entire 
 year, unless a necessity arise. 
 
 4. While in the same department a teacher 
 and his class to be advanced together ; that is, 
 from the first year of the Intermediate Grade to 
 the second, from the first year of the Junior 
 Grade to the second, etc. But the promotion 
 from one department to another to be attended 
 with a change of teachers, in order to keep the 
 same number of classes in each department, 
 especially the Senior Department, from year to 
 year. 
 
 5. While special supplemental lessons may 
 be provided for each department, the promo- 
 tions to be made upon general fitness, age, and 
 intelligence, and not upon the result of an ex- 
 amination. No examination upon the plan of 
 the public schools is practicable in the Sunday 
 school, where all the classes are studying the 
 same lesson. All attempt at making an ex- 
 amination the prerequisite of promotion is apt 
 
The Platnfield Plan, 107 
 
 to become a pretense in the actual working of 
 the scheme. 
 
 6. It was also decided that the entire school 
 should be reorganized on a certain day, in 
 accordance with the above plan. A careful 
 committee of seven members, including the 
 pastor and superintendent, made a canvass of 
 the school, ascertained the age of each scholar 
 under seventeen, conferred with the teachers, 
 and then prepared a new list of teachers and 
 scholars for all classes in the school, making 
 many changes, both in the teaching staff and 
 the assignment of scholars. 
 
 Sunday, March 30. 1890, was a memorable 
 day, being our first " Promotion Sunday." We 
 approached it with some anxiety, for on that day 
 our committee held in its hands the fate of every 
 teacher and every scholar. Old ties were to be 
 broken, new relations were to be entered upon. 
 Ten teachers were to be returned to the ranks as 
 Senior scholars, and the complexion of every 
 class was to be changed. No one could tell 
 what heart-burnings would be engendered and 
 what disappointments would come. The super- 
 intendent made a statement of the new plan, and 
 
108 Seven Graded Sunday Schools, 
 
 proceeded to read the new roll, beginning with 
 Class No. 1 of the Senior Department. As 
 the names were called the members left their 
 former classes and took their new places in the 
 class room. Eight classes were assigned to the 
 Senior Grade, each having a separate room. 
 These classes were a young men's class, three 
 young ladies' classes, a class of elderly ladies, 
 a lecture class of ladies and gentlemen, a class 
 of reserve teachers, and a normal class to be 
 trained for teachers in the course of the Chau- 
 tauqua Normal Union, 
 
 In the Junior Department sixteen classes were 
 formed. Those of the lowest rank, the first year, 
 took the front row of seats ; the second year the 
 second row, etc. Those of the fifth year Junior 
 were in two classes, one for boys and another 
 for girls, each having a room. The teachers of 
 these two classes remain constant, and change 
 their scholars every year ; but during the first 
 four years of the grade the teachers advance 
 with their scholars, changing their seats every 
 year, but retaining their classes. 
 
 The Intermediate Department consists of two 
 large classes, each in a separate room. One 
 
The Plainfield Plan. 109 
 
 class is of little children just promoted from the 
 Primary Department ; the other, of those who 
 have been in the Intermediate Grade a year. 
 The teacher remains with each class for two 
 years, the term of this grade. We are inclined 
 to favor a three-year term in this grade, with a 
 class for each year, thus making the age at ad- 
 mission to the Senior Department seventeen in- 
 stead of sixteen years. 
 
 Our Primary Department formerly consisted 
 of nine or ten small classes under one Primary 
 superintendent. In the reorganization we con- 
 stituted it as one class, with a teacher and an 
 assistant. This change released a number of 
 teachers for service in the school, and was on 
 the whole an improvement. Whether it would 
 be desirable everywhere depends on circum- 
 stances. In many places it might be easier to 
 find ten teachers, each of whom can teach ten 
 scholars, than one who can teach one hundred. 
 
 When the roll of the school had been fully 
 
 called every teacher and every scholar had been 
 
 assigned, except one boy, who had joined the 
 
 school that day, and was left standing in the 
 
 middle of the room in a bewildered state of 
 8 
 
110 Seven Graded Sunday Schools. 
 
 mind over the revolution which was going on 
 around him. A view of the newly arranged 
 classes from the platform showed the school 
 looking more orderly than ever before, and gave 
 it the appearance of having twice as many adult 
 scholars as formerly. 
 
 One item must not be forgotten. The super- 
 intendent announced that each department would 
 hold a "reception" adapted to the age of its 
 members. The Senior reception was appointed 
 for Monday evening of the next week, and was 
 to include upon its program music, addresses, 
 readings, cake, and cream. All the young people 
 were eager to be counted in, and hence willing 
 to leave their old classes for the new ones. A 
 fortnight later the Junior Department held its 
 reception, with a stereopticon entertainment and 
 the refreshments. Even if a boy can obtain 
 a superabundance of cake at home he will be 
 drawn by the prospect of another slice to the 
 Sunday school sociable. Each department held 
 its own reception, all were happy, and the young 
 ladies and gentlemen were not made to feel that 
 they were simply on the fringe of an institution 
 adapted mainly to little children. 
 
The Plainfield Plan. Ill 
 
 The system thus inaugurated has been in oper- 
 ation two years. What have been its results ? 
 
 There were at first sonne complaints by teach- 
 ers, scholars, and parents. But only one teacher 
 left the school ; the classes settled down to work 
 and soon became acquainted ; a few changes, 
 but only a very few, were made in tho assign- 
 ments of the scholars, as, for example, where a 
 mistake had been made in the age of a pupil ; 
 and soon everybody was satisfied with the new 
 arrangement. Among its manifest benefits we 
 may note the following : 
 
 1 . The Senior Department is maintained with 
 large classes and growing numbers. There is 
 a social feeling, an " esprit de corps," in a large 
 class which is not found in a small one ; hence 
 the shrinkage is less. And whatever loss is met 
 is more than supplied from the new blood infused 
 each year on " Promotion Sunday." 
 
 2. The scholars in the Junior Department have 
 an aim and a hope before them. They look for- 
 ward to their promotion with earnest expectation, 
 and are on this account the more loyal to the 
 school. 
 
 3. Inasmuch as all changes are made at a 
 
112 Seve?t Graded Stmday Schools. 
 
 given time they are prepared for. For three 
 months the superintendent is planning for " Pro- 
 motion Sunday." If a teacher can be better fitted 
 with a class, a change is made at that time ; 
 and where many changes are made at once the 
 friction of each is reduced to a minimum. 
 Classes are made more nearly uniform in their 
 constituency, and the school is kept up to an 
 evenness of organization which greatly increases 
 its efficiency. 
 
 4. There has been a marked increase in the 
 membership of the school. Notwithstanding the 
 organization of a mission school by the church, 
 taking away several workers and some scholars, 
 the school has an attendance from seventy-five 
 to one hundred larger than that of two years 
 ago. 
 
 After a trial of two years we are sure that the 
 establishment of a graded system and a faithful 
 adherence to its plans have greatly benefited our 
 Sunday school. 
 
A Model Sunday School Room. 113 
 
 A MODEL SUNDAY SCHOOL 
 ROOM. 
 
 THE Sunday school is the door to the Church 
 through which enters the great majority of 
 its members. This fact alone would account for 
 the increasing interest that the Church now mani- 
 fests toward the school. As the institution which 
 trains the young for the Church, and leads both 
 young and old into the Church, the Sunday 
 school is entitled to the Church's support and 
 care. 
 
 The housing of the Sunday school is one of 
 the most important subjects that can come be- 
 fore the Church as the guardian of the school. 
 Too often the work of the school is impeded by 
 unsuitable and inconvenient quarters. Just as 
 the public school building now claims the atten- 
 tion of architects and sanitary engineers, the 
 Sunday school hall is also attracting notice. 
 
 It is only twenty-two years since the first 
 
114 Seven Graded Sunday Schools. 
 
 building thoroughly adapted for the uses of 
 the Sunday school was erected at Akron, O. 
 This building, the joint conception of the Hon. 
 Lewis Miller, superintendent, and Mr. Jacob 
 Snyder, architect, has furnished most of the 
 ideas peculiar to Sunday school construction, 
 and is therefore entitled to preeminence in the 
 record. Others have improved upon the details 
 of the Akron plan, but its fundamental principles 
 have never been superseded, and can never be. 
 Those principles are only two. and they seem 
 almost incompatible with each other. They have 
 been called " aloneness " and "togetherness;" 
 that is, that each class in certain departments 
 shall be isolated in a separate room, and yet 
 that all the classes may be brought together into 
 one room for general exercises without delay, 
 without confusion, and without the change of 
 seats by the classes. 
 
 Among the dozen or more Sunday school 
 buildings on the Akron plan one of the most 
 convenient and most complete, yet not one of 
 the most expensive, is that connected with the 
 Methodist Episcopal Church in Plainfield, N. J. 
 As this was for twenty years the church home 
 
A Model Sunday School Room. 115 
 
 of the Rev, Bishop John H. Vincent, the Sun- 
 day school bears the appropriate name of "Vin- 
 cent Chapel." The plans were drawn by Mr. 
 Oscar S. Teale, architect. Mr. Teale was at 
 
 ViticE»4T Chapel 
 
 that time the efficient secretary of the school, 
 and added to an architect's knowledge a worker's 
 practical acquaintance with the needs of the Sun- 
 day school. The chapel, as may be seen by the 
 
116 Seven Graded Sunday Schools, 
 
 diagrams, embraces a large room, with eighteen 
 smaller class rooms around it, nine upon each 
 floor. The partitions of the class rooms are so 
 arranged as to offer no obstruction to the line of 
 vision from any seat in the building to the super- 
 intendent's desk and the blackboard fastened to 
 the wall back of it. Thus the superintendent 
 can see and be seen by every pupil and teacher 
 in the building. He can also be heard with per- 
 fect ease in every class room, as the acoustic 
 properties of the building are excellent. 
 
 The main room is used by the Junior Depart- 
 ment, in which the scholars are from eleven to 
 sixteen years of age. The classes are seated 
 according to grade, the " first year Juniors " on 
 the front row of classes ; the " second year Jun- 
 iors " on the second row, etc., for four rows, the 
 boys on the superintendent's right, the girls on 
 his left. Each year, on " Promotion Sunday," 
 the classes move one row farther from the desk, 
 and the new classes formed from the Interme- 
 diate Department take the front row of seats. 
 
 The nine class rooms on the ground floor are 
 used as follows : In the left-hand corner, just 
 v/here the most of the scholars pass in entering 
 
A Model Sunday School Room. 117 
 
 and leaving, is the secretary's room. Next is 
 the " fifth year Junior," into which all the girls 
 enter after four years in the Junior Grade, leav- 
 ing their former teachers for a new one. In this 
 class they stay either one or two years, according 
 to age and acquirements, and from it are pro- 
 moted to the Senior Department. The third 
 room is that of the " Ladies' Bible Class ; " the 
 fourth, the " Reserve Class." Next comes the 
 church parlor, seating a hundred people, and 
 used by a large Senior Class. The next room 
 is for the "first year Intermediate," that is, 
 those just advanced from the Primary Depart- 
 ment ; the seventh, the "second year Interme- 
 diate;" the eighth, a "young men's Senior 
 Class;" the ninth, and last, the boys' section 
 of the "fifth year Junior," the largest class of 
 boys in the Junior Department. 
 
 On the ground floor are four entrances, one 
 at each corner. As the chapel stands at the 
 rear of the church it was necessary to have the 
 principal entrance on each side of the room fac- 
 ing the school. This is a slight drawback, as a 
 rear entrance would be preferable, in order not 
 to distract attention to the late comers. 
 
118 Seven Graded Sunday Schools. 
 
 The partitions between the class rooms are 
 windows of ground glass of amber color. They 
 are movable, so that classes can be united when- 
 ever desirable. Those between class rooms and 
 the main room are double doors of ground glass, 
 so hung that they may be swung aside easily, 
 and arranged when open not to interfere with the 
 line of vision. All the rooms are well lighted 
 and well ventilated ; and the main room, when 
 all the rooms are closed, has abundant light and 
 air from a clear story above, with movable win- 
 dows. 
 
 To the gallery and its classes there are three 
 entrances. The one from without the building 
 leads exclusively to the Primary Class, which, 
 by having its own exit, can adjourn earlier than 
 the rest of the school. The two other stairs are 
 interior and lead to the gallery corridor, on 
 which all the class rooms of the upper floor 
 open. These are separated from each other and 
 from the main room by sliding doors of amber 
 glass, so that they may be united or isolated at 
 will, and in a moment. The seats in these 
 classes rise in tiers so that those in the rear as 
 well as in the front can see the platform and the 
 
A Model Simday School Room. 119 
 
 blackboard. There are nine class rooms, of 
 which the central one is for the Prinaary De- 
 partment, and all the others are for the Senior 
 classes. All the Senior classes are large, and 
 
 Oau-ery Plam 
 
 Vincent Chapeu 
 
 are kept full by promotion every year from the 
 Junior Grade. 
 
 The library room is at the main entrance, so 
 that books may be delivered by the pupils while 
 passing into the school, and might be given to 
 them while passing out, though in fact they are 
 
120 Seven Graded Sunday Schools. 
 
 brought by the librarian to the classes. On the 
 opposite side of the building, in the rear of the 
 entrance, is a kitchen, which is used at enter- 
 tainments and social gatherings. For these two 
 or three of the class rooms are thrown together 
 as a refreshment room adjoining the kitchen. 
 
 One advantage of such a chapel is its expand- 
 able character. When all the rooms are closed 
 there is seating capacity for two hundred and 
 fifty chairs in the main room, which generally 
 suffices for the prayer meeting, while room 
 after room may be opened as the congregation 
 increases. This form of building is equally 
 adapted for the Sunday school, the prayer 
 meeting, and the social gatherings of the 
 Church. 
 
 THE END. 
 
Theologic.il Seminaty-Spe 
 
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