BV 1468 .16 16 1924 v.l The Indiana survey of religious education Digitized by the Internet Archive in 2019 with funding from Princeton Theological Seminary Library https://archive.org/details/indianasurveyofr01unse_0 T * ♦ The Indiana Survey of Religious Education MADE UNDER THE piRECTION OF WALTER S. ATHEARN Volume One: THE RELIGIOUS EDUCATION OF PROTESTANTS IN AN AMERICAN COMMONWEALTH The Committee on Social and Religious Surveys was organized in January, 1921. It conducts and publishes studies and surveys and promotes confer¬ ences for their consideration. The Committee's aim is to combine the scientific method with the religious motive. It cooperates with other social and religious agencies ; but is itself an independent organization. The Committee is composed of: John R. Mott , Chairman ; Ernest D. Burton , Secretary ; Ray¬ mond B. Fosdick, Treasurer ; James L. Barton, W. H. P. Faunce and Kenyon L. Butterfield. Galen M. Fisher is Executive Secretary. The offices are at 370 Seventh Avenue, New York City. The Indiana Survey of Religious Education: One THE RELIGIOUS EDUCATION OF PROTESTANTS IN AN AMERICAN COMMONWEALTH WALTER S. ATHEARN E. S. EVENDEN W. L. HANSON WILLIAM E. CHALMERS ILLUSTRATED WITH CHARTS AND PHOTOGRAPHS NEW YORK GEORGE H. DORAN COMPANY COPYRIGHT, 1923, BY GEORGE H. DORAN COMPANY THE RELIGIOUS EDUCATION OF PROTESTANTS IN AN AMERICAN COMMONWEALTH. I PRINTED IN THE UNITED STATES OF AMERICA PREFACE This book is the first of three volumes which will be issued under the general title: “The Indiana Survey of Re¬ ligious Education.” This survey was begun under the auspices of the Interchurch World Movement and was completed by the Committee on Social and Religious Surveys. There has been a continuity of policy and of directing personnel throughout the entire survey. This volume gives an exhaustive analysis of the quantity and quality of the religious education of Protestants in the state of Indiana. The facts herein presented should enable the Protestant Christian citizens of Indiana to inaugurate a program of religious education for that state which will preserve the meritorious features of the present system and eliminate elements of inefficiency and waste. Because of the methods of analysis and interpretation used in this survey and because Indiana may be said to represent in a general way a large section of the United States, it is be¬ lieved that this volume will be of great value to religious leaders of other states and to technical students of education who are projecting similar inquiries in other sections of the country. The introductory chapters recite the history of the survey, and give its objectives, methods and conclusions. Part Two of this volume discusses the church buildings of Indiana. It was prepared by Dr. E. S. Evenden, of Columbia University, who, in collaboration with Dr. N. L. Engelhardt and other members of the survey staff, prepared the Interchurch Standards for Church and Religious Education Plants and M PREFACE the applicarion of these standards to the church buildings of Malden, Massachusetts, published under the title, “The Malden Survey.” Part Four, dealing with child-accounting and records, was written by Prof. W. L. Hanson, the assistant director of the survey. The last chapter of the volume was prepared by Dr. William E. Chalmers, Educational Secretary of the American Baptist Publication Society. It discusses the denominational supervision and promotion of religious educa¬ tion in Indiana. The remainder of this volume was prepared by the director. The director wishes to acknowledge his obligations to all members of the survey staff, and of the survey teams ; to the members of consulting committees; to the hundreds of church and Sunday school officials in Indiana whose cooperation was essential to the success of this survey; to hundreds of religious leaders who have assisted in standardizing score-cards and scales, and in the preparation of question schedules; to his colleagues in the Interchurch World Movement and the leaders whose vision made this survey possible ; to those friends of religious education whose generous help has enabled this work to be finished ; to the several advisory committees which have rendered valuable assistance, and to the members of the Committee on Social and Religious Surveys whose sympathetic cooperation has been responsible for the completion of the Indiana Survey of Religious Education. Special acknowledgments are due to Dr. John W. Withers, Dean of the School of Education of New York University, for his great assistance as consulting director; to Messrs. W. L. Hanson, J. T. Giles, Ivan S. Nowlan and Mrs. Elsie P. Malmberg, for their efficient and faithful cooperation throughout the entire survey; to Dr. John W. Watson, and Messrs. Galen M. Fisher and J. F. Zimmerman for their cordial cooperation as executive agents of the Committee on Social and Religious Surveys, and to Messrs, Stanley Went, [vi] PREFACE R. W. McCulloch and A. H. Richardson for important editorial and technical assistance. It is the hope of the authors of this volume, and of the survey staff who have assisted in its preparation, that both its contents and its methods may be vital contributions to the solution of the problems of American religious education. Walter S. Athearn, Director . [vii] CONTENTS Preface . PART ONE : INTRODUCTION by Walter S. Athearn CHAPTER I Purpose, Scope and Methods of the Indiana Survey of Religious Education .... II General Summary and Recommendations . PART TWO: CHURCH SCHOOL BUILDINGS BY E. S. Evenden III The Church Buildings of Indiana .... IV Suggestions for Future Church Building in Indiana . PART THREE: THE ORGANIZATION AND AD¬ MINISTRATION OF RELIGIOUS EDUCATION IN THE LOCAL CHURCH by Walter S. Athearn V Governing Boards and Officials, Time Sched¬ ules and School Relationships .... VI Organization of Sunday Schools .... VII Devotional and Missionary Organizations for Children and Youth in the Local Church VIII Non-Church Organizations — The Boy Scouts of America . • • • • • PAGE v 35 54 93 129 155 170 196 222 237 IX Church School Finance . [ix] CONTENTS PART FOUR: CHILD ACCOUNTING IN THE SUNDAY SCHOOL by W. L. Hanson CHAPTER PAGE X Child Accounting in the Sunday School . . 275 XI Records and Reports . 333 PARI FIVE: TEACHERS AND SUPERVISION OF TEACHING by Walter S. Athearn XII General Qualifications of Indiana Sunday School Teachers . 357 XIII Education, Professional Preparation for Teaching and Teaching Experience . . . 384 XIV Standards and Methods . 412 XV Classification of Indiana Sunday School Teachers . 428 XVI Supervision of Teaching . 444 PART SIX: SUPERVISION AND PROMOTION OF RELIGIOUS EDUCATION by Walter S. Athearn and William E. Chalmers XVII The Indiana Sunday School Association — Its Organization and Its Administrative and Supervisory Officers . 471 XVIII The Indiana Sunday School Association — Or¬ gans and Agencies of Supervision and Pro¬ motion . : . 508 M CONTENTS CHAPTER XIX The Indiana Sunday School Association Budgets and Statistics . XX The International Sunday School Associa¬ tion — An Evaluation . XXI Bible Study for Credit in the Indiana High Schools . XXII Denominational Supervision and Promotion of Religious Education in Indiana . Index [xi] PAGE 529 540 543 552 563 ILLUSTRATIONS I PART OF THE EXTERIOR OF THE LEONIA METHODIST EPISCOPAL CHURCH, LEONIA, N. J . II THE INNER COURT AND FOUNTAIN OF THE FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL . Ill THE CLOISTER GARTH OF THE CHAPEL OF THE INTER¬ CESSION, TRINITY CHURCH, NEW YORK CITY . IV A CHAPEL OF THE FLATBUSH CONGREGATIONAL CHURCH, BROOKLYN, NEW YORK . V THE CHAPEL OF THE INTERCESSION, TRINITY CHURCH, NEW YORK CITY . VI THE EXTERIOR OF THE FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL . VII THE EXTERIOR OF THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, NEW YORK . VIII THE LAKEWOOD CONGREGATIONAL CHURCH, LAKEWOOD, OHIO . IX EXTERIOR OF THE MANSE OF THE FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL . X THE CORRIDOR AND FOYER ARRANGEMENT OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y . XI CLOISTER OF THE CHAPEL OF THE INTERCESSION, TRINITY CHURCH, NEW YORK CITY . XII THE OLD AUDITORIUM OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y . XIII THE REMODELLED AUDITORIUM OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . XIV THE INTERIOR OF THE FOURTH PRESBYTERIAN CHURCH OF CHICAGO, ILL . XV THE PIPE ORGAN OF THE CHAPEL OF THE INTERCESSION, TRINITY CHURCH, NEW YORK CITY . [Xiii] PAGE 94 94 94 95 95 95 no no no in in 126 126 126 127 ILLUSTRATIONS PAGE xvi st. mary’s chapel, chapel of the intercession, TRINITY CHURCH, NEW YORK CITY . 127 XVII THE CHURCH BOARD ROOM OF THE LAKE AVENUE MEMO¬ RIAL BAPTIST CHURCH, ROCHESTER, N. Y . I42 XVIII THE CHURCH PARLOR AND RECEPTION ROOM FOR THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHES¬ TER, N. Y . 142 XIX THE PARLORS OF THE FIRST BAPTIST CHURCH, MALDEN, MASS . 143 XX A CORNER OF THE PASTOR’S STUDY IN THE THIRD PRES¬ BYTERIAN CHURCH, ROCHESTER, N. Y . I43 XXI SECTION OF THE CHURCH OFFICE FOR THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . . I43 XXII THE RELIGIOUS EDUCATION BUILDING OF THE FIRST BAP¬ TIST CHURCH, MALDEN, MASS . 150 XXIII THE RELIGIOUS SCHOOL ASSEMBLY ROOM FOR THE FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL. . . I50 XXIV THE JUNIOR DEPARTMENT OF THE LAKE AVENUE MEMO¬ RIAL BAPTIST CHURCH, ROCHESTER, N. Y . I50 XXV ONE CORNER OF THE KINDERGARTEN ROOM OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y . 151 XXVI THE PRIMARY ROOM OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y . I5I XXVII THE DOMESTIC SCIENCE LABORATORY OF THE FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL . I5I XXVIII THE OUTER OFFICE OF THE SUPERINTENDENT OF THE RELIGIOUS SCHOOL OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y . 151 XXIX THE DINING ROOM IN THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y . I58 XXX SERVING ROOM FOR THE KITCHEN AND DINING ROOM OF THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y. 1 58 XXXI KITCHEN OF THE FIRST BAPTIST CHURCH OF MALDEN, MASS . I58 XXXII THE KITCHEN EQUIPMENT FOR THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . . 1 58 ILLUSTRATIONS XXXIII THE AMERICAN LEGION CLUB ROOM OF THE THIRD CHRISTIAN CHURCH, INDIANAPOLIS, IND . PAGE 159 XXXIV THE MEN’S CLUB ROOM AND READING ROOM OF THE PRESBYTERIAN BRICK CHURCH INSTITUTE, ROCHES¬ TER, N. Y . 159 XXXV THE WOMEN’S CLUB RECEPTION ROOM OF THE FOURTH PRESBYTERIAN CHURCH OF CHICAGO, ILL . 159 XXXVI GIRLS’ CLUB ROOM OF THE FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL . 159 XXXVII THE CHURCH PARLORS, LOOKING SOUTH, OF THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y. ... 174 XXXVIII THE CHURCH PARLORS, LOOKING NORTH, OF THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y. ... 174 XXXIX THE MEN’S GUILD ROOM OF THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y . 174 XL THE MEN’S CLUB AND RECEPTION ROOM OF THE FOURTH PRESBYTERIAN CHURCH OF CHICAGO, ILL . 174 XLI THE MEN’S CLUB LIBRARY OF THE FOURTH PRESBYTE¬ RIAN CHURCH, CHICAGO, ILL . 174 XLII THE GYMNASIUM AND SOCIAL ROOM FOR LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . 175 XLIII ONE CORNER OF THE GYMNASIUM IN THE LEONIA METHODIST EPISCOPAL CHURCH, LEONIA, N. J. . 175 XLIV THE GYMNASIUM OF THE FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL . 175 XLV SPENCER COUNTY, INDIANA, SUNDAY-SCHOOL EXHIBIT AT COUNTY FAIR, ROCKPORT . 528 XLVI PINE GROVE METHODIST EPISCOPAL CHURCH, WHITE COUNTY, INDIANA . 528 CHARTS AND TABLES CHARTS PAGE I Distribution of religious denominations in the United States and in Indiana . 43 II Map of Indiana . 44 III Score-card for a city church and religious education plant 9 7 IV The time of day at which 238 Sunday schools hold their Sunday sessions . 166 V Distribution of 214 Indiana Sunday schools by enrollment 171 VI Distribution of 214 Indiana Sunday schools by average attendance . 171 VII Plan of organization of 250 Indiana Sunday schools . 177 VIII Types of lesson systems used in Indiana Sunday schools reporting on lesson systems for the years 1911-19 in¬ clusive . 178 IX Percentage of 193 Sunday schools using graded lessons only, ungraded lessons only, or both graded and un¬ graded lessons for the calendar years 1911-19 inclusive 179 X 151 Indiana Sunday schools distributed with reference to present enrollment, designated age-groups and the per¬ centage using graded lessons for the years 1911-19 in¬ clusive . 182 XI Distribution of 2,554 organized and unorganized classes by departmental groups . 189 XII Sex-segregation in 2,554 Sunday school classes distributed by departmental groups . 190 XIII Distribution of 333 church societies for children and youth in 256 Indiana churches . 205 XIV Distribution of 240 church societies for children and youth as to type and age-group . 207 XV Age-sex distribution of membership of 85 senior, 12 intermediate and 21 junior devotional societies . . . 208 XVI Marital state of senior devotional groups . 210 XVII Age-sex distribution of members of 20 senior, 23 inter¬ mediate and 35 junior missionary societies .... 214 [xvii] CHARTS AND TABLES XVIII Age distribution of Boy Scouts in Indiana and in the United States as a whole . XIX Distribution of 522 Indiana Boy Scouts as to Scout rank XX Persistency of membership of 6,843 Boy Scouts from 34 states and the District of Columbia enrolled in the Boy Scouts of America for the first time in 1915 . XXI Distribution of meeting places of Boy Scouts in the United States from 1915 to 1919 . XXII Sources of income of 199 Indiana Sunday schools . . XXIII Percentage of total expenditures of 199 Indiana Sunday schools during a twelve-month period spent for (a) support of local school and (b) for support of other religious work . XXIV Percentage of total amount expended for local school and other religious work during a twelve-month period by 199 Indiana Sunday schools . XXV What 199 churches pay out of church treasuries for the support of their Sunday schools, and the amount received by the same churches from Sunday school treasuries for the support of the churches .... XXVI Relative expenditure for education by twenty-four In¬ diana churches and by the municipalities in which the churches are located . XXVII The percentages of population living in rural and urban communities for two Indiana counties, compared with the percentages which the rural and urban Sunday school enrollments are of the total Sunday school en¬ rollment in these same counties . XXVIII The number and percentage of the rural and urban pop¬ ulations under 25 years of age enrolled in Sunday schools in two Indiana counties . XXIX The percentage, the male enrollment, and the female en¬ rollment respectively are, of the total enrollment in rural and urban Sunday schools . XXX 20,598 persons under 25 years of age enrolled in Indiana Sunday schools distributed by ages, compared with age distribution in East Orange and Washington Surveys and with the 3 per cent, sampling of validated ages . XXXI Age distribution of 20,598 Indiana Sunday school pupils XXXII 16,704 Indiana Sunday school pupils in urban communi¬ ties distributed with reference to age and sex of pupils XXXIII 3,894 Indiana Sunday school pupils in rural communities distributed by age and sex of pupils . [xviii] PAGE 224 226 228 231 241 243 256 26l 267 280 281 282 286 287 292 293 CHARTS AND TABLES XXXIV XXXV XXXVI XXXVII XXXVIII XXXIX XL XLI XLII XLI 1 1 XLIV XLV XL VI XLVII XLVIII XLIX Amount of elimination with respect to age in public schools and in Indiana Sunday schools . Percentage of pupils, under 25 years of age, in urban Sunday schools, who report themselves as members of “no church,” “this church,” or “some other church” . Percentage of pupils, under 25 years of age, in rural Sunday schools, who report themselves as members of “no church,” “this church,” or “some other church” . Percentage of male and female Sunday school pupils under 25 years of age in rural and urban communities who report themselves as members of “no church,” “this church,” or “some other church” . Enrollment of urban Sunday school pupils of each age from 12 to 24 years, distributed with respect to the number of each age who report themselves as members of “no church,” “this church,” or “some other church” Percentage of rural and urban Sunday school pupils in different age-groups who are members of organized classes . . . Percentage of Sunday schools of rural and urban com¬ munities holding sessions on every Sunday in the year, and for varying parts of the year . Number of days for which an attendance record was secured for Sunday school pupils using graded lessons, and for those using ungraded lessons . Percentage of pupils attending Sunday school for the number of Sundays indicated . The per cent, of attentance of pupils using graded lesson material compared with the per cent, of attendance of pupils using ungraded lesson material . Percentage of 2,263 Sunday school pupils attending for various portions of the Sunday school year compared with the percentage of 14,137 public school pupils at¬ tending for similar fractions of the public school year Percentage of the total enrollment in the public schools of Jefferson and Clinton Counties, Indiana, in daily attendance for the school year, compared with the percentage of attendance for the Sunday schools in the same counties . A sample page from a Sunday school record book . Specimen of Sunday school cumulative card for the pupil Specimen of public school cumulative card for the pupil Sex distribution of 2,072 Indiana Sunday school teachers [xix] PAGE 294 301 302 302 303 306 308 311 313 320 323 324 334 337 338 359 2 CHARTS AND TABLES PAGE L Occupations of 1,938 Indiana Sunday school teachers . 361 LI 1,998 Indiana Sunday school teachers distributed with reference to the place where the teacher was reared . 362 LII Comparative ages of Sunday school teachers and public school teachers in Indiana . 364 LIII Ages of 2,073 rural and urban Sunday school teachers . 368 LIV Age of beginning teaching of 1,994 Indiana Sunday school teachers and 16,216 Indiana public school teachers . 369 LV 1,961 Indiana Sunday school teachers distributed with respect to age of beginning teaching in a Sunday school 370 LVI Ages at which 2,302 Indiana Sunday school teachers and officials united with the church . 373 LVII Comparison of ages joining church of 2,303 Indiana Sunday school teachers and officers with the ages of joining church of 272 members of the Rock River, Illinois, Conference . 373 LVIII Ages of joining church of 6,194 persons from five Protestant denominations in 1922 . 376 LIX Composite graph showing Indiana Sunday school en¬ rollment, public school enrollment for United States, and age of joining church of 6,194 persons . . . 377 LX 1,867 Indiana Sunday school teachers distributed with reference to sex of teachers and years of general education . 385 LXI 1,689 Indiana Sunday school teachers distributed with reference to the number of years the teacher has taught in a Sunday school . 408 LXII 1,374 Indiana Sunday school teachers rated on a per¬ centage basis involving general education, pro¬ fessional training and teaching experience (see Table CXXXVIII) . 410 LXIII Percentages of Indiana public school teachers “above,” “below” and “just meeting” the minimum standards for rural public school teachers compared with the percentages of Indiana Sunday school teachers sur¬ veyed “above,” “below,” and “just meeting” equivalent standards . 439 LXIV Executive organization of the Indiana Sunday School Association . 478 LXV Supervisory system of the International Sunday School Association . 504 LXVI Number of registered delegates at Indiana State Sunday School Conventions from 1909 to 1921, inclusive . . 509 1 CHARTS AND TABLES FAGS LXVII A comparison of the number of pupils enrolled, the number of teachers and officers employed in the Protestant Christian Sunday schools of Indiana, with the total population of the state for stated periods from 1878 to 1919, inclusive . 535 LXVIII Number of persons writing examinations for credit under the Board of Control for Bible Study Credit in In¬ diana high schools and the number making passing grades during the five academic years beginning with 1916-17 and ending with 1920-21 . 549 TABLES I Distribution of church members in the United States and Indiana by principal denominations (U. S. Re¬ ligious Census 1916) . 42 II Distribution of churches surveyed by types of com¬ munities . 45 III Distribution of churches surveyed by denominational groups . 46 IV Twenty-five church and religious education plants of Indiana arranged in order of rank for total scores allotted. — Showing distributed scores on the main items of the score-card as compared with the total possible score for each main item . 102 V Twenty-five church and religious education plants of Indiana distributed over percentage ranges of effici¬ ency as measured by the score-card based on scores allotted on six of the major items . 104 VI Sixteen selected church and religious education plants in Indiana arranged in order of rank for total scores allotted. — Showing distributed scores on the main items of the score-card as compared with the total score for each main item . 105 VII Twelve selected church and religious education plants scoring above 750 in several cities, arranged in order of rank for total scores allotted. — Showing distributed scores on the main items of the score-card as compared with the total possible score for each main item . 107 VIII Twenty-five church and religious education plants of Indiana arranged in order of rank for total scores allotted on eight selected items of the score-card. — Showing distributed scores on these selected items as compared with the total possible score for each item 108 [xxi] J CHARTS AND TABLES PAGE IX Twenty-five church and religious education plants of Indiana arranged in order of per cent, of total score allotted on eight selected items of the score- card. — Showing percentages allotted on each of the several selected items . 112 X Detailed scores for twenty-five church and religious education plants of Indiana arranged in order of rank for total scores allotted. — Showing distributed scores on the main items and the principal subdivisions of the score-card . 118 XI The powers and duties of governing bodies and officials in 256 Indiana Sunday schools . 162 XII The type, contents and frequency of reports made to officers or supervising bodies in the local church or Sunday school . 165 XIII Enrollment and average attendance in 214 Indiana Sun¬ day schools . 170 XIV Distribution of 93 Indiana Sunday schools having an enrollment of less than 100 pupils . 172 XV Distribution of 140 Indiana Sunday schools having an average attendance of less than 100 pupils .... 172 XVI The number of regular teachers per school in 249 Indiana Sunday schools distributed with reference to rural and urban location . 173 XVII The number of substitute or supply teachers per school in 218 Indiana Sunday schools distributed with ref¬ erence to rural and urban location . 174 XVIII The number of general school officers per school and total number of general school officers in 252 In¬ diana rural and urban Sunday schools . 175 XIX The departmental organization and number of depart¬ ments in each school (exclusive of Cradle Roll and Home Departments) in 250 Indiana Sunday schools distributed with reference to rural and urban location 176 XX Types of lesson systems used in Indiana Sunday schools reporting on lesson systems for the years 1911 to 1919 inclusive . 178 XXI Types of lesson systems in 193 Sunday schools which report the lesson systems used for the calendar years 1911-1919, inclusive . 179 XXII 193 Indiana Sunday schools distributed with reference to the gradation of the lesson systems used by pupils of various ages during the calendar years 1911-1919 inclusive, and size of the school > . 180 [xxii] CHARTS AND TABLES XXIII XXIV XXV XXVI XXVII XXVIII XXIX XXX XXXI XXXII XXXIII XXXIV XXXV XXXVI XXXVII XXXVIII The number of departmental teachers’ meetings held during one year by 216 Indiana Sunday schools, dis¬ tributed with references to the rural and urban loca¬ tion of the schools . Distribution of departmental social and business meet¬ ings for teachers and officers, and pupils in 250 In¬ diana Sunday schools . The number of departmental officers per school in 224 Indiana Sunday schools distributed with reference to rural and urban location of the schools . The number of organized and unorganized classes per department and sex of pupils in the class, in 251 Indiana Sunday schools distributed with reference to age of pupils entering the department and range of ages in departments . Age-sex distribution and marital state of members of 85 senior devotional societies . Age-sex distribution of 12 intermediate devotional so¬ cieties . Age-sex distribution of 21 junior devotional societies Age-sex distribution of 20 senior missionary societies Age-sex distribution of 23 intermediate missionary societies . Age-sex distribution of 35 junior missionary societies Membership and attendance in devotional and mission¬ ary societies . The religious denomination or organization with which 577 Boy Scouts in Indiana were affiliated .... Ages of 7,480 Boy Scouts in 309 troops studied from the records at National Boy Scouts Headquarters, 28 troops surveyed in Massachusetts, New York and New Jersey, and 30 troops surveyed in Indiana . The age of Scout in years and present grade in school as shown by age-grade distribution of 456 Indiana Boy Scouts and 432 Boy Scouts in 4 cities and 1 county outside of Indiana . The age of Scout in years and present grade in school as shown by age-grade distribution of 888 Boy Scouts in 58 troops active in 1920 . Ranking of 612 Boy Scouts active in 1919 taken from records in National Boy Scout Headquarters; 525 Boy Scouts in 4 cities and 1 county outside of Indiana active in 1920; and 522 Indiana Boy Scouts active in 1920 . PAGE 188 189 191 194 209 21 1 212 213 215 216 2l8 223 224 225 226 [xxiii] 227 CHARTS AND TABLES PAGE XXXIX The age of Scout in years and Scout rank of 522 Indiana Boy Scouts . 227 XL Length of membership of 577 Indiana Boy Scouts . . 229 XLI Persistence of membership of 6,843 Boy Scouts enter¬ ing 309 troops in 34 states and District of Columbia, in 1915 . 230 XLII Meeting places of the Boy Scout troops in the United States by years and percentages . 232 XLIII Education of Scout Masters in the United States (by years and by percentages of totals) . 233 XLIV Groups from which Scout Masters were recruited (by years and percentages of totals) . 234 XLV Occupation of Scout Masters in the United States (by years and percentages of totals) . 234 XLVI Marital state of Scout Masters in the United States . 235 XLVII Church preferences of Scout Masters in the United States (by years and percentages of totals) . . . 235 XLVIII Receipts and expenditures of 199 Indiana Sunday school treasurers for one year . 240 XLIX Total amount expended by 199 Indiana Sunday schools during a twelve-month period distributed with refer¬ ence to the major purposes for which the money was expended . 242 L Per cent of total expenses for various items of the budgets of 103 American cities . 243 LI The amount of money (not including salaries) ex¬ pended per Sunday school for the support of the local school as shown by the distribution of the expenditures of 199 Indiana Sunday schools . . . 245 LII The amount of money expended for salaries of local school workers by 199 Indiana Sunday schools . . 246 LIII The amount of money expended per Sunday school for record books, report cards, stationery, etc., used by local officers and teachers of 198 Indiana Sunday schools . .* . 247 LIV The amount of money expended per Sunday school for services of supervisors, musicians, etc., in 199 Indiana Sunday schools . 247 LV The amount of money expended per Sunday school for textbooks, lesson helps, papers and supplies used in teaching as shown by expenditures of 199 Indiana Sunday schools . . 249 [xxiv] CHARTS AND TABLES LVI LVII LVI II LIX LX LXI LXII LXIII LXIV LXV LXVI LXVII LXVIII LXIX The amount of money expended per pupil in average attendance for textbooks, lesson helps, papers and supplies used in teaching in 160 Indiana Sunday schools distributed with reference to rural or urban location of the Sunday school . Per capita cost of public school textbooks (elementary and high school) based on total enrollment in nine free textbook states . The amount of money expended for the support of the local church by 199 Indiana Sunday schools dis¬ tributed as to rural or urban location of the schools The amount of money contributed to missionary edu¬ cational and other general boards of the denomination by 199 Indiana Sunday schools distributed with refer¬ ence to rural or urban location of the schools . The amount of money contributed to interdenomina¬ tional, educational, or missionary organizations by 199 Indiana Sunday schools . The amount of money contributed for other benevo¬ lent enterprises within foreign lands (not included in Tables LIX and LX) by 197 Indiana Sunday schools . The amount of money expended for the support of other religious work in the community by 199 In¬ diana Sunday schools . The amount of money expended for the support of other religious work in the nation by 199 Indiana Sunday schools . The amount of money received during the last fiscal year, from regular class and individual contribu¬ tions by 199 Indiana Sunday schools . The amount of money received during the last fiscal year from special collections for special purposes by 199 Indiana Sunday schools . The amount of money received during the last fiscal year from the local church treasury by 199 Indiana Sunday schools . The amount of money received during the last fiscal year, from concerts, entertainments, suppers, etc., by 199 Indiana Sunday schools ........ Comparison of total church budgets and church school budgets of twenty-four Indiana churches .... 27,849 Indiana Sunday school pupils distributed with reference to sex of pupil and rural or urban Sunday school in which the pupil is enrolled . [xxv] PAGE 251 252 257 258 259 259 260 262 264 265 265 266 267 282 CHARTS AND TABLES LXX LXXI LXXII LXXIII LXXIV LX XV LXXVI LXX VI I LXXVII LXXIX LXXX LXXXI LXXXII LXXXIII LXXXIV Rural population under 25 years of age in Clinton and Jefferson Counties distributed as to sex and enroll¬ ment in Sunday schools . Urban population under 25 years of age in Clinton and Jefferson counties distributed as to sex and enroll¬ ment in Sunday school . 20,598 Indiana Sunday school pupils distributed with reference to their ages reported on the question blank arranged for comparison with 801 of the same pupils (approximately a 3 per cent sampling) whose ages were checked against the ages given in the public school census and public school records . 187 Sunday school pupils who report their ages incor¬ rectly, distributed with respect to whether or not they are older or younger than the reported age . Age and sex of 20,598 Indiana Sunday school pupils in rural and urban communities (27,849 pupils returned blanks of which 20,598 or 73.96 per cent reported their ages) . Age and sex of 16,704 Indiana Sunday school pupils in urban communities (23,283 pupils returned blanks of which 16,704 or 71.73 per cent reported their ages) . Age and sex of 3,894 Indiana Sunday school pupils in rural communities (4,566 pupils returned blanks of which 3,894 pupils or 85.28 per cent reported their ages) Sex, age and church membership of 14,920 Indiana Sunday school pupils . Age, sex and church membership of 12,145 Indiana Sunday school pupils in urban communities . Age, sex and church membership of 2,775 Indiana Sun day school pupils in rural communities . 12,145 pupils in Indiana urban Sunday schools distrib¬ uted with respect to age (by 5 year age groups) and their relation to the church . 2,777 pupils in Indiana rural Sunday schools distributed with respect to age (by 5 year age groups) and their relation to the church . Ages and relationship to organized classes of 20,437 Indiana Sunday school pupils in both rural and urban communities . Ages and relationship to organized classes of 3,871 Indiana rural Sunday school pupils . Ages and relationship to organized classes of 16,566 Indiana urban Sunday school pupils . PAGE 283 283 285 288 289 290 291 297 298 299 300 300 305 305 305 [xxvi] CHARTS AND TABLES LXXXV LXXXVI LXXXVII LXXXVIII LXXXIX XC XCI XCII XCIII XCIV xcv XCVI XCVII 252 Indiana Sunday schools distributed with reference to the number of Sundays in a year that the Sunday school was in session . 16,918 Indiana Sunday school pupils distributed with reference to the number of days for which an at¬ tendance record was secured for each pupil, and the gradation of the lessons used by the pupil .... 9,998 Indiana Sunday school pupils in both rural and urban communities distributed with reference to the gradation of the lesson systems used by the pupil and the number of days the pupil attended Sunday school out of 13 Sundays . 2,552 Indiana Sunday school pupils in rural and urban communities distributed with reference to the grada¬ tion of lesson systems used by the pupil, and the number of days the pupil attended Sunday school out of 26 Sundays . 2,263 Indiana Sunday school pupils in both rural and urban communities distributed with reference to the gradation of the lesson systems used by the pupil and the number of days the pupil attended Sunday school out of 52 Sundays . 2,111 Indiana Sunday school pupils in rural and urban communities distributed with reference to the grada¬ tion of lesson systems used by the pupil and the per¬ centage of Sundays attended . Comparison of the percentage of sessions attended by 6,423 Indiana Sunday schools using ungraded lessons and 10,501 pupils using graded lessons . Percentage of attendance of pupils using ungraded les¬ son material upon rural and urban Sunday schools . Percentage of attendance of pupils using graded lesson material on rural and urban Sunday schools . 60 rural Sunday schools distributed with reference to the percentage, the number of pupils under 25 years of age is of the total Sunday school enrollment (ex¬ cluding Cradle Roll and Home Department) 50 urban Sunday schools distributed with reference to the percentage the number of pupils under 25 years of age are of the total enrollment (Cradle Roll and Home Department excluded) . 245 Indiana Sunday schools distributed with reference to the number of Sundays the child is required to be present before his name is placed on the roll . 243 Indiana Sunday schools distributed with reference to the number of consecutive Sundays a pupil must be absent before his name must be marked “withdrawn” [xxvii] PAGE 308 310 312 314 316 318 320 321 321 325 326 327 328 I CHARTS AND TABLES XCVIII 46 Indiana Sunday schools distributed with regard to the number of Sundays a child, whose name has been removed from the roll of members for absence, must attend before being re-enrolled . XCIX 245 Indiana Sunday schools distributed with reference to the number of Sundays the pupil is required to be present in order to be classified as an active member or as a regular attendant . C The form of pupil record in use in 254 Indiana Sun¬ day schools . Cl The number of different pupil record forms used in 175 Indiana Sunday schools . CII The use made of statistical data by the supervisory officers of 172 Indiana Sunday schools . CIII What pupil data are made a matter of record in 172 Indiana Sunday schools . CIV Sheet for judging the relative worth of pupil data in Sunday school records . CV 24 items of pupil data arranged in the order of their relative worth as matters of record . CVI Sex and occupation of 1,938 Indiana Sunday school teachers . CVII Present ages of 2,020 Indiana Sunday school teachers and 16,382 Indiana public school teachers .... CVIII Sex and present age of 2,072 teachers in Indiana Sun¬ day schools distributed with reference to rural and urban location . CIX Present ages of teachers and age groups of pupils taught at present based on data from 1,692 Indiana Sunday school teachers . CX Age of beginning teaching of 1,994 Sunday school teachers and 16,216 Indiana public school teachers . CXI Sex and age at which the present teachers began teach¬ ing in a Sunday school, based on data from 1,961 Indiana Sunday school teachers . CXII Age of uniting with the church, based on data from 2,302 Indiana Sunday school teachers and officers . CXIII Age of joining church of 6,194 persons in five Protes¬ tant denominations from forty-three states CXIV Influences which led 1,865 Indian Sunday school teach¬ ers to join church, ranked in order of their importance CXV The motives which prompted 1,969 Indiana Sunday school teachers to take up teaching in Sunday school [xxviii] PAGE) 329 330 336 339 340 342 348 349 361 365 366 367 369 370 372 374 378 382 CHARTS AND TABLES CXVI CXVII CXVIII CXIX cxx CXXI CXXII CXXIII CXXIV cxxv CXXVI CXXVII CXXVIII CXXIX cxxx Sex and years of general education of 1,867 Indiana Sunday school teachers . Present age and years of general education of 1,867 Indiana Sunday school teachers . Lists of religious periodicals read regularly by Sunday school teachers of 256 Indiana churches .... Classified list of magazines read regularly by 1,782 Sunday school teachers in 256 Indiana churches . Number of courses and semester hours offered by four¬ teen Indiana colleges during the academic year of 1920- 1921 in Biblical History and Literature, History and Science of Religion, Religious Education and General Education, with denominational affiliations of the colleges . Certain facts regarding instruction in Bible, religious education and professional training for public school teachers in fourteen institutions of higher learning in Indiana . The number of years a teacher has taught in Sunday schools as shown by the teaching experience of 1,698 Indiana Sunday school teachers . Age-groups of pupils taught in the past and number of years taught in Sunday schools by 1,323 Indiana Sunday school teachers . The standards used by 1,680 Sunday school teachers to determine the success of their teaching .... Age-groups of pupils taught at present by 1,378 Indiana Sunday school teachers and standards used to de¬ termine the success of their teaching . The age groups of pupils taught at present by 1,559 Indiana Sunday school teachers and character of preparation made for teaching the lesson .... The time when preparation is made for the teaching of the next Sunday’s lesson by 1,628 Indiana Sunday school teachers . The age groups of pupils taught at present by 1,283 Indiana Sunday school teachers and the minutes spent weekly in preparation of the Sunday school lesson . The age groups of pupils taught at present by 1,199 Indiana Sunday school teachers and the character of questions asked by teacher during a class recitation of the lesson on the “Golden Rule” . The age groups of pupils taught at present by 675 Indiana Sunday school teachers and time when the lesson assignment is made . PAGE 385 388 389 394 399 400 405 406 413 414 416 419 420 423 424 [xxix] CHARTS AND TABLES PAGE CXXXI The number of minutes spent in making the lesson as¬ signment for the following Sundays by 641 Indiana Sunday school teachers . 425 CXXXII The age groups of pupils taught at present by 1,205 Indiana Sunday school teachers and things done by the teacher in assigning the lesson for the next Sunday . 426 CXXXIII A classification plan for Sunday school teachers on the basis of general education, professional training and teaching experience . 429 CXXXIV The general education, sex, and rural and urban loca¬ tion of 1,374 Indiana Sunday school teachers . . . 432 CXXXV The professional training, sex, and rural or urban loca¬ tion of 1,374 Indiana Sunday school teachers . . . 433 CXXXVI The teaching experience, sex, and rural or urban loca¬ tion of 1,374 Indiana Sunday school teachers . . . 434 CXXXVII A teacher classification chart showing 1,374 Indiana Sunday school teachers distributed with reference to sex and certain designated classification groups based upon years of general education, professional train¬ ing and teaching experience . 436 CXXXVIII General education, professional training and teaching experience of 1,374 Indiana Sunday school teachers rated on a percentage basis . 438 CXXXIX The present age (by five year age groups) and general education (by two year age groups above elemen¬ tary school) of 1,867 Indiana school teachers . . 440 CXL Graded or ungraded lesson systems in use in 249 In¬ diana Sunday schools and the difficulty of obtaining Sunday school teachers . 447 CXLI The gradation of lesson systems in use in 248 Indiana Sunday schools and the person responsible for fur¬ nishing the substitute teacher . 450 CXLII The gradation of lesson systems in use in 231 Indiana Sunday schools and whether or not the substitute teacher is provided with the regular teacher’s outline of the lesson . 450 CXLIII The gradation of lesson systems in use in 242 Indiana Sunday schools and time when the substitute is usually informed he is to teach . 451 CXLIV The methods used by 252 Indiana Sunday school super¬ visors of teachers and officers in the supervision of class teaching . 454 CXLV The average amount of time spent in each class by 183 Indiana general and departmental Sunday school superintendents . 461 [xxx] CHARTS AND TABLES CXLVI CXLVII CXLVIII CXLIX CL CLI CLII CLI 1 1 CLIV CLV CLVI CLVII CLVIII CLIX CLX CLXI CLXII PAGE The method of preparation for a visit to the class reci¬ tation by 184 Indiana Sunday school officials . . . 461 The methods used by 232 Indiana Sunday school officials in the supervision of class teaching . 462 The things that 227 Indiana Sunday school officials do while visiting a class recitation . 463 The methods used by 236 Indiana Sunday school officials to impart advice to teachers after visiting the reci¬ tations . 463 The motives which influenced 327 Indiana Sunday school officials to undertake the work of superintendent . 464 The number of members on the executive committees of 61 Indiana county Sunday school associations . . 473 The number of meetings held by the county Sunday school executive committees in 59 county Sunday school associations . 474 Distributions of townships according to the number of townships in the counties and the number of town¬ ships organized for Sunday school work .... 476 Number of days of service given during 1920 by certain non-salaried county Sunday school association officers 483 Length of service in months of 36 Indiana county Young People’s Division superintendents .... 484 Present age of 36 Indiana county Young People’s Di¬ vision superintendents and age when the individual assumed the present office . 485 Annual income of fathers of twenty-one Indiana county Young People’s Division superintendents .... 487 Occupation of the fathers of thirty-six Indiana county Young People’s Division superintendents .... 487 Years of general education of 32 Indiana county Young People’s Division superintendents . 488 What 25 county Young People’s Division superinten¬ dents and 27 county Children’s Division superinten¬ dents do when they visit Sunday schools .... 490 The length of service in months of 36 Indiana county Children’s Division superintendents . 491 Indiana county Children’s Division superintendents dis¬ tributed with reference to years of general education of 31 fathers and 30 mothers of Indiana county Children’s Division superintendents . 493 [xxxi] CHARTS AND TABLES CLXIII CLXIV CLXV CLXVI CLXVII CLXVI II CLXIX CLXX CLXXI CLXXII CLXXIII CLXXIV CLXXV What 35 township Young People’s Division superinten¬ dents and 53 township Children’s Division superin¬ tendents do when they visit Sunday schools . 90 Indiana township Children’s Division superintendents distributed with reference to number of official visits made to the Sunday schools under their jurisdiction Number of times certain designated topics occur on the program of Indiana State Sunday School Convention 1901-1921, inclusive . The type or “combination of types” of Sunday school conventions held in 70 Indiana counties . The number of community training schools held in 34 Indiana counties, the size of faculty, length of course in weeks, and student enrollment for the year ending December 31, 1920 . Annual budgets approved by the Indiana Sunday School Convention . The approved budgets and actual expenditures of the Indiana Sunday School Association for the years 1919 and 1920 . The amount of money expended to carry on the work of the township Children’s Division in 35 Indiana township Sunday School Associations . Summary of the annual reports of the Indiana Sunday school secretary based on the reports of countj Sun¬ day school secretaries . The annual reports of the Indiana county secretaries to the state secretary . • Number of Sunday schools, number of teachers and officers and total enrollment and total enrollment in Indiana for stated periods from 1878-1920 .... Entrance credits in Biblical History and Literature accepted by certain Indiana colleges during the three academic years preceding June 15th, 1921 . The number of Sunday schools, the number of pupils, and the number of teachers and officers in the Sun¬ day schools of Indiana by denominations .... PAGE 495 502 5io 514 527 530 531 532 534 536 537 548 558 [xxxii] PART ONE: INTRODUCTION BY WALTER S. ATHEARN OUTLINE CHAPTER I: PURPOSE, SCOPE AND METHODS OF THE INDIANA SURVEY OF RELIGIOUS EDUCATION I. Historical Statement II. Objectives III. Nine Steps in an Educational Survey IV. Question Schedules and Survey Teams V. The Method of “Sampling” VI. Indiana as a Representative State VII. “Selective Sampling” in Indiana VIII. Sunday Schools Surveyed in Indiana IX. General Summary of Indiana Data X. Scope of the Indiana Survey of Religious Education XI. Explanation of Terms XII. Organization of the Report CHAPTER II: GENERAL SUMMARY AND RECOMMENDATIONS I. The Church and Religious Education Plants II. Organization and Administration of Religious Education in the Local Church (a) Governing Boards and Officials, Time Schedules and School Relationships (b) Organization (c) Devotional and Missionary Organizations (d) Non-Church Organizations (e) Church-School Finance (f) General Conclusions and Recommendations III. Child Accounting in the Sunday Schools IV. Teachers and Supervision of Teaching (a) General Qualifications of Indiana Sunday School Teachers (b) Education, Professional Preparation for Teaching and Teach¬ ing Experience (c) Standards and Methods [33] (d) Classification of Indiana Sunday School Teachers (e) Supervision of Teaching (f) General Conclusions and Recommendations V. The Supervision and Promotion of Protestant Christian Education in Indiana (a) Organization and Officers (b) Organs and Agencies of Supervision and Promotion (c) Budget and Statistics (d) Bible Study for Credit in the Indiana High Schools (e) Denominational Promotion and Supervision of Religious Edu¬ cation in Indiana (f) Summary and Evaluation of Indiana Sunday School Asso¬ ciation (g) Conclusions and Recommendations VI. Use of Survey Data in Indiana (a) “Better Church Schools” Campaign Committee (b) Seven Focal Points in “Better Church Schools” Program (c) Adoption of “Better Church Schools” Campaign Plans (d) Adoption of the Merger (e) Promotion of “Better Church Schools” Plans VII. Indiana and the Nation VIII. Objectives Realized [34] PART ONE: INTRODUCTION Chapter I PURPOSE, SCOPE AND METHODS OF THE INDIANA SURVEY OF RELIGIOUS EDUCA¬ TION 7. Historical Statement In the early summer of 1919 the cabinet of the Interchurch World Movement organized an American Religious Education Division of its Survey Department, named a Director and appointed an Advisory Committee consisting of Dr. William E. Chalmers, Chairman; Mr. John L. Alexander, Dr. Edgar Blake, Dr. Frank L. Brown, Dr. E. Morris Fergusson, Mr. Harry Wade Hicks, Miss Minnie E. Kennedy, Rev. J. C. Robertson and Dr. Sidney A. Weston. In harmony with the action of the Atlantic City meeting of the General Committee of the Interchurch World Movement held January 7-10, 1920, this Committee was succeeded by a new Advisory Committee, appointed by the Sunday School Council of Evangelical Denominations at its annual meeting in St. Louis, Missouri, in February, 1920. The personnel of the new Committee was: Dr. R. E. Magill, Chairman; Dr. F. M. Braselman, Dr. Arlo A. Brown, Dr William E Chalmers, Rev Robert M. Hopkins, Dr. J. W. Owen and Dr. Frank M. Sheldon. The work of the American Religious Education Survey Division was conducted under the guidance of these two Committees. The directing staff, organized during the summer of 1919, consisted of the following: Director, Walter S. Athearn; Assistant Director, W. L, Hanson; Executive Secretary, Mrs. Elsie P. Malmberg. [35] RELIGIOUS EDUCATION OF PROTESTANTS Consulting Committees, also organized during the summer of 1919, were composed as follows: Church and Church School Buildings: N. L. Engelhardt, chair¬ man; E. S. Evenden, E. Morris Fergusson, cooperating with a larger committee on architecture. Individual Accounting: W. L. Hanson, Charles W. Hunt, Lavinia Tallman, E. Morris Fergusson. • Curriculum: A. Duncan Yocum, chairman; W. C. Bower, Frank N. Freeman, W. W. Charters, Theodore G. Soares, F. C. Eiselen, Mrs. J. W. Barnes, L. A. Weigle. Teachers and Supervisors of Teaching: John A. Stevenson, W. W. Charters, W. C. Bagley. Finance: Harlan Updegraff. Religious Education in the Home: B. S. Winchester. Religious Education in the Community: H. Augustine Smith, Albert E. Bailey, L. A. Warner. Denominational Agencies: William E. Chalmers. Interdenominational Agencies: W. E. Raffety, John L. Alex¬ ander. Statistics: Harold O. Rugg, W. L. Hanson, Cecile Colloton, J. T. Giles. Publicity: Sidney A. Weston. This staff determined its objectives, methods and survey personnel and conducted preliminary surveys for the testing of schedules and the training of surveyors. By the spring of 1920 the preparations were completed for an intensive survey of five typical states, from which, it was believed, fairly accurate generalizations could be made regarding the United States as a whole. These five states were Indiana, Massa¬ chusetts, Alabama, Kansas and Oregon. The first state entered was Indiana. A force of from twenty to thirty surveyors was in this state from April 17, 1920, to June 27, 1920, at which time the Interchurch World Movement suspended active operations. By this time the work of gathering data from Indiana was nearly completed. A vast amount of valuable data had been obtained. This material was, by action of the General Committee of the Inter- [36] PURPOSE, SCOPE AND METHODS OF THE SURVEY church World Movement, placed under the charge of the Com¬ mittee on Social and Religious Surveys, of New York City. Upon the recommendation of ( i ) a committee of educational experts consisting of W. C. Bagley, George D. Strayer, N. L. Engelhardt, Harold O. Rugg, E. S. Evenden, M. R. Trabue, Frank P. Graves, Harlan Updegraff and A. Duncan Yocum ; (2) a committee from the Board of Trustees of the Interna¬ tional Sunday School Association which consisted of Sidney A. Weston, L. A. Weigle, W. S. Bovard, Lansing F. Smith and Percy L. Craig; and (3) a committee representing the Committee on Education of the Sunday School Council of Evangelical Denominations and the Executive Committee of the International Sunday School Association, consisting of W. W. Charters, Chairman, W. L. Hanson and Sidney A. Weston, the Committee on Social and Religious Surveys of New York City appropriated the sum of $25,000, or such por¬ tions thereof as might be needed, to make available for publica¬ tion the material already collected in Indiana by the American Religious Education Survey Department of the Interchurch World Movement. No additional data were to be collected except as might be necessary to verify data already gathered. The work of coding, tabulating and interpreting the Indiana data was begun July 1, 1921, under the general direc¬ tion of an Advisory Committee appointed by the Committee on Social and Religious Surveys. The Advisory Committee consisted of W. W. Charters, Chairman; John W. Withers, George A. Coe, B. S. Winchester, Sidney A. Weston, E. D. Burton, Charles E. Watson and Galen M. Fisher. The directing staff for this work was selected as follows : Walter S. Athearn, Director; John W. Withers, Consulting Director; W. L. Hanson, J. T. Giles, I. S. Nowlan and Mrs. Elsie P. Malmberg. II. Objectives The objectives which have determined the methods and content of this survey are : [37] RELIGIOUS EDUCATION OF PROTESTANTS (a) Facts — Such a body of vital, comparable facts as will guide in building national, state and denominational programs of religious education. (b) Tools — Such a body of standardized technique — norms, tests, standards — as will provide a new and better method of measuring and directing the processes of religious education. (C) Methods — Standardized methods for guiding local churches and communities in surveying conditions, building programs, testing results and determining budgets. 111. Nine Steps in an Educational Survey Before organizing the department the Director created a “blueprint” which would guide each step in the process of conducting the survey. This “blueprint” provided for nine steps in the process of the complete survey as follows: (a) Preparation of general objectives and determination of limitations of the survey. (b) Creation or selection of standards of measurement which will reduce as far as possible the element of per¬ sonal opinion. (c) Creation of schedules to secure the essential and vital facts required to satisfy the objectives of the survey. (d) Testing and revision of all schedules. (e) Organization and training of survey teams. (f) Testing of tentative survey methods in typical situa¬ tions. (g) Gathering of facts over range of time and territory to be covered by the survey. (h) Tabulation of the returns. (i) Evaluation of returns, and writing the report. IV. Question Schedules and Survey Teams Two essential elements in a scientific educational survey are (a) Uniformity of interpretation of schedules, and (b) Accuracy and completeness of data. [38] PURPOSE, SCOPE AND METHODS OF THE SURVEY One of the most important contributions of the American Religious Education Survey Department of the Interchurch World Movement was the preparation of nearly fifty technical survey schedules for the use of trained surveyors. These question schedules are published in Volume III of this report. They represent a method of analysis and organization of edu¬ cational data which is destined to have a profound influence upon methods of conducting the educational work of the Church. If a question schedule is to be sent out by mail or to be used by untrained, voluntary workers the questions must be, first, few in number , and secondly, fool-proof. The purposes of this survey could not be served by schedules of this type. Accordingly it was decided to prepare schedules which would include the information desired, train surveyors and send them out with definite instruction as to what was wanted and how to get it in such manner as to guarantee its statistical reliability. By the use of this method it was possible successfully to use schedules involving many technical questions. The question schedules used in this survey were prepared for the purpose of securing the following types of information : (a) Facts which indicate the quantity and quality of religious education in home, church and community. (b) Facts regarding special movements and programs. (c) Facts desired by denominational and interdenominational boards and agencies, but not essential to the purposes of this survey. (d) Judgments regarding matters which cannot be ob¬ jectively measured. Each question introduced into the schedules used by this Department was so formulated as to meet as nearly as possible the following conditions: (a) Each question must have a problem or purpose. (b) Each term used must have a definite meaning. (c) Each question must be so phrased as to reduce to the minimum the possibility of dual interpretation. [39] RELIGIOUS EDUCATION OF PROTESTANTS These conditions made necessary the preparation of “defini¬ tions” and “interpretations” and the creation of a school for the special training of surveyors who were to use these sched¬ ules. For this school a carefully prepared curriculum was developed including : (a) The origin, purpose, scope and objectives of the Inter¬ church World Movement. (b) The organization and objectives of the American Re¬ ligious Education Survey Department. (c) The science of statistics and survey methodology.1 (d) The history and organization of agencies to be surveyed. (e) The structure and interpretation of all schedules. The problem of securing accuracy and completeness of data was very difficult because of the absence of records in many cases and also because of the necessity of verifying such records as were found. The task was, therefore, one of obtaining first-hand information. This required much time and careful checking of all data obtained. To training it was necessary to add team discipline. Toward this end a complete organization was developed that enabled the Director to secure the desired facts with the greatest accuracy and with the least expenditure of time and money consistent with efficiency. The system pro¬ vided a series of checks so that responsibility must be assumed by every member of the Department. At the close of the sur¬ vey in each city or community the members of the survey team were rated in the order of their efficiency and all team promo¬ tions were made on the basis of these ratings. The order of responsibility was as follows : (a) Each surveyor was responsible to the team clerk for accuracy and completeness of schedules. (b) Each team clerk was responsible to the team leader. (c) Each team leader was responsible to the chief statistician in the Department. 1 The following textbooks were used : Elderton, W. Palin and Ethel M., “Primer of Statistics”; Secrist, Horace, “An Introduction to Statistical Methods”; Alexander, Carter, “School Statistics and Publicity”; Rugg, Harold O., “Statistical Methods Applied to Education”; Judd, Charles Hubbard, “Measuring the Work of the Public Schools.” [40] PURPOSE, SCOPE AND METHODS OF THE SURVEY (d) The chief statistician was responsible to the Director of the Department. Because of these precautions and of a subsequent series of checkings which has been applied to all data included in this report, the survey staff has reason to believe that the pub¬ lished results represent a very high degree of accuracy. V . The Method of “Sampling” The American Religious Education Survey Department adopted the method of sampling, which made it necessary to secure only enough cases to satisfy statistical criteria of relia¬ bility. This policy is just as reliable as and far more econom¬ ical than the exhaustive survey of all available cases. In answer to a member of a county school board who ob¬ jected to this statistical method, a state inspector gave the effective reply: “You do not need to kill all the^dogs in a county with arsenic in order to prove that arsenic will kill dogs. A few samples are enough.” It is likewise clear that it was not necessary to survey all the Sunday schools and all the Sunday school teachers in Indiana in order to obtain results which would represent accurately the general situation throughout the state. The questions to be decided were how many and which ones to survey. VI. Indiana as a Representative State Indiana was selected to be surveyed because of a number of facts, among which are the following : (a) It is centrally located . It is in the center of population. The streams of immigration from the East and from the South meet in Indiana. (b) It has variety of geographical and occupational condi¬ tions. Its soils range from the poorest clay in the southern part and sand in the northern part to the richest glacial loams in the central belt. Agriculture, [41] RELIGIOUS EDUCATION OF PROTESTANTS mining and quarrying, manufacturing and commerce are well represented. (c) It is a progressive state educationally. While the state stands seventeenth in the Ayres report, it has progres¬ sive leadership, and its educational leaders have tabu¬ lated much educational data as a result of school and social surveys which are of great value as comparative data for the present report.2 (d) It represents the dominant types of denominational and interdenominational organizations of religious education. (e) The Protestant Denominations are well represented, as seen in the following distribution: (See Table I and Chart I.) TABLE I — DISTRIBUTION OF CHURCH MEMBERS IN THE UNITED STATES AND IN INDIANA BY PRINCIPAL DENOMINATIONS (U. S. Religious Census, 1916, page 29 and page 109, Vol. I.) United States Indiana Number Per Number Per Denomination of Cent. of Cent. Church of Church of Members Total Members Total All Denominations . 41,926,854 100 i,i77,34i 100 Roman Catholic Church . 15,721,815 37-5 272,288 23.1 Methodist Episcopal Church . 3,717,785 8.9 261,228 22.2 Methodist Episcopal Church South... 2,114,479 5-0 428 .0^ Methodist Episcopal Church African . 548,355 1-3 4,96i 4; Baptist — Northern Baptist Convention 1,232,135 2.9 75,374 6.4 Southern Baptist Convention 2,708,870 6.5 Baptist — National Baptist Convention. 2,938,579 7.0 10,412 •9 Presbyterian Church in the U. S. A. . . 1,611,251 3-8 59,209 5-0 Protestant Episcopal . 1,092,821 2.6 8,848 •7! Disciples of Christ . 1,226,028 2.9 1 37,727 1 1.7 Congregational . 791,274 1.9 5,768 •5 Lutheran — All Bodies . 2,439,054 5-8 65,935 5.5 United Brethren . 367,934 •9 63,620 5-4 Church of Christ . 3U,937 .8 16,512 1.4 Vll. “Selective Sampling 9 in Indiana The United States Religious Census for 1916 reports 6,402 Protestant Sunday schools in Indiana. Of this number only 3 See Public Education in Indiana, 1923. General Education Board, 61 Broadway, New York. [42] PURPOSE, SCOPE AND METHODS OF THE SURVEY 256, or 4 per cent., were surveyed. It was the opinion of statistical experts that so small a number of schools might be selected in such manner as to represent a very accurate picture of the Sunday schools of the state. Accordingly the state was first divided into types of communities, as follows : Agri¬ culture; Manufacturing industries; Commercial trades; Trans¬ portation; Mining; Quarrying; Oil; Gas, etc.; Fishing; Seafaring; Shipping, etc.; Professional and proprietary; Education and resort. CATHOLIC METHODIST OISCIPIES BAPTIST LUTHERAN PRESBYTERIAN CONGREGATIONAL PROT. EPISCOPAL ALL OTHER Per Cent of Total Membership 5 10 15 20 25 30 INDIANA UNITED STATES VZZZZZZZZk Chart I — Distribution of Religious Denominations in the United States and in Indiana From this distribution of Indiana communities typical communities were selected in such manner as to preserve the relative proportion of vital and determining factors such as de¬ nominational distribution, education, etc. When the communities to be surveyed were finally agreed upon, every Sunday school in the territory selected was sur¬ veyed, except in the city of Indianapolis, where a large sampling was made.3 The communities selected to be surveyed were : Indian¬ apolis; Gary; Muncie; Crawfordsville ; Frankfort; Hunting- ton; Evansville; Terre Haute; Jefferson County; Madison County. 8 A few schools in the territory selected for this survey were not open to the surveyors because of hostility to the Interchurch World Movement. [43] Chart II — Map of Indiana Showing Sections of the State Surveyed In the cases of Terre Haute and Evansville the Survey was not completed. [44] PURPOSE, SCOPE AND METHODS OF THE SURVEY A reference to the accompanying map will show the dis¬ tribution of urban and rural communities through the various types of communities. (See Chart II.) The Interchurch World Movement suspended its activities just as the survey teams were ready to enter Evansville and Terre Haute, their last assignments in the state. An analysis of the returns from the sections of the state which were surveyed seems to justify the belief that the returns were not appreciably modified be¬ cause of the omission of these two cities. The following table shows the distribution of churches sur¬ veyed by types of communities : TABLE II — DISTRIBUTION OF CHURCHES SURVEYED BY TYPES OF COMMUNITIES Types of Communities Surrounding No. of Churches Churches Surveyed Surveyed Total . 256 Agriculture . 95 Manufacturing industries . 72 Commercial trades . 47 Transportation . 14 Mining, Quarrying, Oil, Gas, etc . o Fishing, Seafaring, Shipping, etc . o Professional and proprietary . 25 Education . 3 Resort . o The following table will show the distribution of the churches surveyed by denominational groups : TABLE III — DISTRIBUTION OF CHURCHES SURVEYED BY DENOMINATIONAL GROUPS Name of Denominational Group No. O'f Churches in State 5901 No. of Churches Surveyed 256 Methodist Bodies . 1981 Methodist Episcopal . 1636 Methodist Protestant . 130 African Methodist Episcopal . 52 Wesleyan Methodist Episcopal . 96 African Methodist Episcopal Zion... 19 Free Methodist . 48 Baptist . 760 Presbyterian Bodies . 375 Presbyterian . 351 United Presbyterian . 24 63 8 7 2 2 2 27 [451 84 46 32 RELIGIOUS EDUCATION OF PROTESTANTS TABLE III — DISTRIBUTION OF CHURCHES SURVEYED BY DENOMINATIONAL GROUPS— Continued Name of Denominational Group Disciples . United Brethren . Christian . Congregational . Lutheran Bodies . English Lutheran . Swedish Lutheran . German Lutheran . Evangelical Lutheran . International Holiness . Reformed in the United States . (Hungarian Reformed, i) Protestant Episcopal . Brethren, German Baptist . Brethren . Church of the Brethren . Friends . Salvation Army . Church of God . Unitarian . Universalist . Union Church . Union Mission . Seventh Day Adventist . Evangelical . Evangelical . Evangelical Association . Evangelical, German Synod of N. A.. All Protestant Denominations.... Not reporting in above table . No. of Churches No. of Churches in State Surveyed 766 21 594 12 197 11 39 6 308 10 177 6 2 87 1 44 1 21 6 62 6 70 4 165 5 4i 2 124 3 198 2 28 2 29 1 2 1 24 1 15 1 1 60 1 207 3 2 1 III 1 94 . 6,402 . 501 1 VIII. Sunday Schools Surveyed in Indiana The following are the names and locations of the churches whose religious education work was surveyed : ANTIOCH, Clinton Co. Christian. BEE CAMP, Jefferson Co. United Brethren. BETHANY, Jefferson Co. Baptist. BETHEL, Jefferson Co. United Presbyterian (New Hanover). BETHEL, Clinton Co. New Light Christian. [46] PURPOSE, SCOPE AND METHODS OF THE SURVEY BROOKSBURG, Jefferson Co. Baptist, Home Methodist Episcopal, Morris Chapel, Methodist Episcopal, Macedonia Baptist. CAMBRIA, Clinton Co. Union, Olive Branch, Methodist Episcopal. CANAAN, Jefferson Co. Methodist Episcopal, Jefferson Presbyterian. CARMEL, Jefferson Co. United Presbyterian. CARMEL, Clinton Co. Spencer Chapel, Methodist Episcopal. COLFAX, Clinton Co. Christian, Methodist, Farmer’s Chapel, Methodist Protestant, Farmer’s Chapel, United Brethren. CRAWFORDS VILLE. Baptist Chapel, Bethel African Methodist, Centre Presbyterian, First Baptist, First Christian, First Methodist Episcopal, First Presbyterian, First United Brethren, Grant Ave. Mission — Union, Memorial Presbyterian, Second Baptist (Colored), Seventh Day Adventist, Trinity Methodist Episcopal. DEPUTY, Jefferson Co. Hopewell Baptist, Baptist (’Lick Branch), Methodist Episcopal, Pisgah Methodist Episcopal. DUPONT, Jefferson Co. Baptist, International Holiness, Mt. Zion (near Marble Valley), Methodist Episcopal, Marble Valley Methodist Episcopal. FICKLE, Clinton Co. Methodist Protestant (Clover Leaf). FOREST, Clinton Co. Baptist, Liberty Methodist Protestant, Methodist Episcopal, Salem Methodist Protestant, Forest Holiness. FRANKFORT. African Methodist Episcopal, First Baptist, First Christian (Dis¬ ciples), First Methodist Episcopal, First Presbyterian, First United Brethren, Holiness Sunday School, St. Paul’s Lutheran, Salvation Army, Tabernacle Methodist Protestant, Woodside Christian. FRANKFORT (Near). Morris Chapel Methodist Episcopal. GARY. Ambridge (Com. Methodist Episcopal), Bethel Swedish Lutheran (Millers), Central Christian, Christ Church, Protestant Episcopal, Methodist Episcopal (Colored), East Side United Presbyterian, First African Methodist Episcopal Zion, First Baptist, First Baptist (Colored), First Congregational (Millers), First Methodist Episco¬ pal, First Presbyterian, First Reformed, Friendship House Methodist Episcopal, Gary Congregational, Glen Park Christian (Disciples), Grace English Lutheran, Grace Methodist Episcopal, Hungarian Reformed, Mt. Zion Baptist (Colored), Neighborhood House Pres¬ byterian, Persian Presbyterian, Roumanian Baptist Mission, St. Paul Baptist (Colored), Second Methodist Episcopal (Colored), Swedish Lutheran, Tolleston Christian Disciples, Trinity Baptist (Colored), [4 7] RELIGIOUS EDUCATION OF PROTESTANTS Trinity Lutheran, West Gary Presbyterian Mission, Westminster Presbyterian, Zion African Methodist Episcopal. GREENWOOD, Clinton Co. Wesleyan Methodist. GEETINGSVILLE, Clinton Co. Presbyterian. HANOVER, Jefferson Co. African Methodist Episcopal, Methodist Episcopal, Presbyterian. HICKS. Baptist. HILLISBURG, Clinton Co. Methodist Episcopal, St. Paul’s Methodist Episcopal. HUNTINGTON. Bethel Evangelical, Central Christian (Disciple), Church of the Brethren, Etna Ave. United Brethren, First Baptist, First Brethren, First Christian (Disciples), First Methodist Episcopal, First Pres¬ byterian, First United Brethren, St. John’s English Lutheran, St. Peter’s Reformed. INDIANAPOLIS. All Soul’s Unitarian, Allen Chapel African Methodist Episcopal, Brightwood Congregational, Broadway Baptist, Broadway Methodist Episcopal, Capitol Avenue Methodist Episcopal, Central Disciples, Central Avenue Methodist Episcopal, Central Avenue Reformed, Central Universalist, Church of the Advent Protestant Episcopal, Downey Avenue Disciples, Ebenezer Baptist (Colored), Edwin Ray Methodist Episcopal, Eighth Disciples, First Baptist, First Church Evangelical Association, First Church Society of Friends, First Congregational, First English Lutheran, First United Brethren, Fletcher Place Methodist Episcopal, Garden Baptist, Germania Avenue Baptist, Grace Methodist Episcopal, Irvington Methodist Episcopal, Jones Tabernacle African Methodist Episcopal Zion, King Avenue Methodist Episcopal, Memorial Presbyterian, Meridian Heights Presbyterian, Mt. Paran Baptist (Colored), New Bethel Baptist (Colored), Olive Branch Disciples, 17th Street Baptist (Colored), Seventh Presbyterian, Simpson Methodist Episcopal, Third Church Disciples, Trinity Congregational, Tuxedo Methodist Episcopal, Union Congregational, United Presbyterian, Victory Memorial Methodist Protestant, Wesley Chapel Methodist Episcopal, West Washington Presbyterian, Woodruff Place Baptist, Zion Evan¬ gelical Synod of North America. JEFFERSON, Clinton Co. United Brethren. JEFFERSON COUNTY. New Prospect, Baptist; Elizabeth, Baptist; New Bethel, Methodist Episcopal. KENT, Jefferson Co. Baptist, Christian (Disciples), Methodist Episcopal, Zoar Methodist Episcopal. KILMORE, Clinton Co. Methodist Episcopal. KIRKLIN, Clinton Co. Christian Chapel, Disciples, Methodist Episcopal, Presbyterian, Wesleyan Methodist. [48] PURPOSE, SCOPE AND METHODS OF THE SURVEY LANCASTER. Baptist. LIBERTY, Jefferson Co. Liberty Christian. MADISON, Jefferson Co. Christ Church Protestant Episcopal, Ebenezer Methodist (Colored), First Baptist, First Christian, First Presbyterian, Grace Methodist Episcopal, Hebron Baptist (6 miles north of Madison), Indian Kentuck Baptist, Int. Holiness Mission, Lutheran, Second Baptist (Colored), Second Presbyterian, Trinity Methodist Episcopal, West Madison Methodist Episcopal. MANSON, Clinton Co. Christian. MANVILLE, Jefferson Co. Christian. MICHIGANTOWN, Clinton Co. Hopewell Methodist Protestant, Methodist Episcopal, International Holiness. MIDDLEFORK, Clinton Co. Baptist (United). MIDDLEFORD, Jefferson Co. Disciple. MONROE, Jefferson Co. Presbyterian. MORAN, Clinton Co. Methodist Episcopal. MOUNT PLEASANT, Clinton Co. Baptist, Methodist Episcopal, United Presbyterian. MULBERRY, Clinton Co. Fair Haven Lutheran, Methodist Episcopal, St. Luke’s Reformed, Trinity Reformed, Zion Evangelical Lutheran. MUNCIE. Antioch Baptist (Colored), Avondale Methodist Episcopal, Bethel African Methodist Episcopal, Brethren Mission, Calvary Baptist (Colored), Church of the Brethren, Congerville Christian Disciple, Eighth St. Christian — New Light, First Baptist, First Methodist — Free, First Methodist Protestant, First Presbyterian, Fountain Square United Brethren, Friend’s Bible School, Grace Protestant Episcopal, High Street Methodist Episcopal, International Holiness, Industry United Brethren, Jackson St. Disciples of Christ, Madison St. Methodist Episcopal, Normal City Methodist Episcopal, Normal City United Brethren, Riverside United Brethren, Salvation Army Sunday School, Second Methodist — Free, Union Baptist (Colored), Walnut St. Baptist, West Fifth St. Church of God, Whitely African Methodist Episcopal, Whitely Methodist Episcopal. NORTH MADISON, Jefferson Co. Baptist, Disciples, Methodist Episcopal. PAYNESVILLE, Jefferson Co. Disciples, Mt. Zion Methodist Episcopal. PICKARD, Clinton Co. Hills Baptist. [49] RELIGIOUS EDUCATION OF PROTESTANTS PLEASANT HILL. Presbyterian. PLEASANT RIDGE, Jefferson Co. Pleasant Ridge Methodist Episcopal. ROSSVILLE, Clinton Co. Church of the Brethren, Methodist Episcopal, Presbyterian, New Hope United Brethren. RYKER’S RIDGE, Jefferson Co. Mt. Zion Methodist Episcopal, Ryker’s Ridge Baptist. SCIRCLEVILLE, Clinton Co. Methodist Episcopal. SCOTLAND, Clinton Co. Christian. SEDALIA, Clinton Co. Methodist Episcopal. SHARON HILL, Jefferson Co. Presbyterian. SMYRNA, Jefferson Co. Presbyterian. SUGAR CREEK, Clinton Co. Christian, Presbyterian. WEST POINT, Clinton Co. Disciples. WIRT, Jefferson Co. Baptist. IX. General Summary of Indiana Data (a) Number church schools surveyed . 256 (b) Number teachers surveyed . 2,072 (c) Number pupils surveyed . 27,849 (d) Number boy scout troops surveyed . 30 (e) Number of organized classes surveyed . 89 (f) Number county Sunday school associations sur¬ veyed . 7 1 (g) Number county children’s divisions surveyed. . . 36 (h) Number county young people’s divisions sur¬ veyed . 36 (i) Number township children’s divisions surveyed.. 101 (j) Number township young people’s divisions sur¬ veyed . 65 (k) Number Devotional and Missionary Societies surveyed . 240 [50] PURPOSE, SCOPE AND METHODS OF THE SURVEY X. Scope of the Indiana Survey of Religious Education The scope of the Indiana survey of religious education will be seen from the following list of question schedules which were used in Indiana : (a) Religious Education in the Local Church. (1) General information. (2) Individual accounting. (3) Curriculum. (4) Organization and Administration. (5) Teachers and officers. (6) Supervision of teachers. (7) Finance. (8) Buildings and equipment. (9) Cooperation of the Sunday school with the re¬ ligious education of the community. (10) Educational organizations for children and young people. ( 1 1 ) Organized classes in the Sunday school. (b) Religious Education in the Community. (1) Community organizations for religious education. (2) Week-day religious schools. (3) Boy Scouts. (c) General Supervisory and Promotional Agencies. (1) Denominational Sunday school agencies. (2) Interdenominational Sunday school agencies. (3) Denominational young people’s boards. (4) Interdenominational young people’s boards. XI. Explanation of Terms Throughout this report the term “church school” is used to refer to the entire educational work of a local church whether it is conducted on Sunday or on week-days. “Sunday school” refers to the single one-hour school session held on Sundays. In cases where the Sunday school is the only educational work [51] RELIGIOUS EDUCATION OF PROTESTANTS conducted by the local church the two terms are synonymous. The term “church school” is the more comprehensive term. It is used officially by some denominations as a designation for the unified educational efforts of a local church. The phrases “number reporting,” “number returning blanks,” etc., found in the tables throughout this report must not be interpreted to mean that the mails were used in collecting the information. Except in the case of county and township officers in Part Six, all the material was secured through the personal efforts of surveyors who were on the ground to consult records, and otherwise verify the statistical reliability of all data obtained. A rural community is one with fewer than 2,500 inhabi¬ tants, and an urban community is one with 2,500 or more in¬ habitants. The term “average” is used to denote the quotient secured when the sum of the terms in a series has been divided by the number of items in the series. The term “median” is used for the point midway between the beginning and end of a series. There will always be as many cases below the “median” point as there are above it. All other statistical terms are defined in the body of the report. XII. Organization of the Report The results of the Indiana survey will appear in four volumes,4 as follows: Volume I. “The Religious Education of Protestants in an American Commonwealth.” This volume interprets in popular style the significant re¬ sults of the survey. Volume II. “Measurements and Standards in Religious Education.” This volume interprets the scales and standards which have 4 Published by George H. Doran Company, 244 Madison Avenue, New York. [52] PURPOSE, SCOPE AND METHODS OF THE SURVEY been used in the survey and introduces church school workers to the field of objective measurements. Volume III. “Religious Education Survey Schedules.” This volume contains the question schedules which were de¬ veloped for the purposes of this survey and the codes which accompanied the schedules. Volume IV. “The Curriculum in Religious Education.” This volume is proposed for publication after further tests shall have been made by the use of methods which have been in process of development since the beginning of this survey. The following volumes 4 completed by the American Re¬ ligious Education Survey Department of the Interchurch World Movement before this movement suspended its survey work should be regarded as an integral part of this report: “Score-Card and Standards for City Church and Religious Education Plants,” and “The Malden Survey of Seventeen Church and Religious Education Plants.” [53] Chapter II GENERAL SUMMARY AND RECOMMENDATIONS The succeeding chapters in this volume contain the factual evidence upon which the conclusions and recommendations found in this chapter are based. From the many significant facts revealed by the Indiana Survey of Religious Education only a few can be included in this brief summary. Enough have been included, however, to indicate the character and scope of the survey.1 I. Church and Religious Education Plants . Indiana church and religious education plants fall far be¬ low modern standards. The typical church building scores about 500 on the basis of 1,000 points. The greatest dis¬ crepancy exists in Service Systems, Religious Schoolrooms and Community Service Rooms. Few of the newest and best churches in the state score as high as 600 to 800 on a 1,000- point standard, and these have given little attention to religious schoolrooms and community service rooms. Many of the church buildings are inaedquately heated, the systems being old and inefficient. A majority of the buildings are provided with hot air furnaces, so installed that in most cases they are constant fire -hazards. Practically no fire pro¬ tection is provided. A number of buildings included in the survey submit the congregations and the Sunday school classes to weekly fire dangers which the civil authorities should not permit. 1 This chapter has been printed separately in booklet form under the title “Indiana Survey of Religious Education: Summary and Recommenda¬ tions,” and can be obtained from the Committee on Social and Religious Surveys, 370 Seventh Avenue, New York City; price 25 cents. [54] GENERAL SUMMARY AND RECOMMENDATIONS Most of the church buildings are old. Few have been erected during the past ten years, and these have repeated many of the mistakes of the older buildings. At least half of the churches are so far below accepted standards as to be unworthy of remodelling. Three out of every five church buildings in Indiana should be rebuilt or extensively remodelled within the next ten or fifteen years. In view of the present condition of church and religious education buildings in Indiana and the fact that the next decade will doubtless witness the erection of many new church build¬ ings, the following recommendations are urged : (a) Denominational and interdenominational agencies of supervision and promotion should give the widest possible pub¬ licity: (i) to the present condition of church and religious education plants in Indiana: (2) to sources of information re¬ garding approved standards, and (3) to concrete examples of buildings which exemplify the standards. Church boards contemplating building new structures or remodelling their present ones should be made to realize that detailed standards for all of the items in a complete church or religious education plant are available. (b) The church buildings in Indiana should make pro¬ vision for more forms of activity than are provided for at present. An expanding educational program will be seriously handicapped unless the physical plant is modified to meet new demands. (c) Churches should be encouraged to build church and religious education plants which will from the start meet recog¬ nized standards. These standards should be studied in the light of local needs and the contemplated program of the church. With the aid of approved standards the building com¬ mittee should — (1) List all desirable items to be included in the new building. (2) Give this list to the church architect for his guidance. [55] RELIGIOUS EDUCATION OF PROTESTANTS (3) Check the architect’s plans by the standards, item by item, to make sure that no items have been omitted and that all meet the approved specifica¬ tions. (4) Study at first hand, if possible, a number of the more progressive church and religious education plants. (d) Cities should conduct church-building surveys in order to secure data upon which to base intelligent church-building programs. The Malden Survey is a case in point.2 (e) Provision should be made for the modification of the score-card and standards for city church plants to meet the needs of the church in the open country. The International Sunday School Council of Religious Education might appro¬ priately undertake this important service. //. Organization and Administration of Reli¬ gious Education in the Local Church GOVERNING BOARDS AND OFFICIALS. TIME SCHEDULES AND SCHOOL RELATIONSHIPS (1) Only a small percentage of the churches of Indiana have assumed responsibility for the organization, administra¬ tion and program of the church school. There is evidence, however, that the church is slowly coming to recognize the church school as an integral part of its organization. (2) There is little agreement as to the duties and responsi¬ bilities of teachers and officers. There is great need of a definition of duties upon which a division of labor can be predicated. (3) The “Big Four” in the administration of the Indiana Sunday schools are: (a) the superintendent; (b) the school cabinet; (c) the church school business meeting, and (d) the pastor. 2 The Malden Survey, George H. Doran Co., New York. [56] GENERAL SUMMARY AND RECOMMENDATIONS (4) The weekly school session is held before the Sunday morning preaching service in nine out of every ten cases. (5) The school session lasts one hour, one-half of which is devoted to class recitations. (6) Reports are made with some regularity by the admin¬ istrative officers of the church school, but 80 per cent, of the teachers make no report. (7) There is as yet little recognition of the right of pupils to representation in the membership of councils, cabinets or other governing boards of the school. (8) Young people’s and junior societies under church auspices are independent of both the church and the church school. (9) Non-church organizations operating in local churches, for the most part, look to their own official overhead organiza¬ tions for their programs and for their official appointments. (10) There are widespread, spontaneous efforts to carry the lessons of the church school into the life of the community through interdenominational cooperation. Adequate com¬ munity organization is needed to unify, direct and develop these efforts. ORGANIZATION (1) The majority of the Sunday schools in Indiana are small schools. Forty-three per cent, have an enrollment of less than 100 pupils. Seventy-two and one-half per cent, have an enrollment of less than 200 pupils. Sixty-five per cent, have an average attendance of less than 100 pupils. Eighty-six per cent, have an average attendance of less than 200 pupils. The four-teacher school is most frequently found. The median school has eight teachers and five officers. There is one supply teacher to every ten regular teachers. The typical school has no departmental officers. [57] RELIGIOUS EDUCATION OF PROTESTANTS (2) Seventy per cent, of the Sunday schools are completely ungraded and 2.8 per cent, are completely graded. Seven out of every ten Sunday schools consist of a “main school” with no divisions of departments of any kind except the class groups. Ninety- four and seven-tenths per cent, of the rural schools and 49.3 per cent, of the urban schools are of the “main school” type. (3) There is a direct relationship between the size of the Sunday school and both graded organization and graded instruction. (4) Nineteen different classification groups were revealed in the survey of 256 churches. The standardized depart¬ mental classification has not been widely adopted in Indiana. This fact suggests that this type of departmental organization does not fit the schools generally found in Indiana. It also raises questions regarding the efficiency of denominational and interdenominational supervision and promotion. (5) The small number of departmental meetings of all kinds seems to be another evidence that departmental organiza¬ tion is often a mere conformity to the mechanical requirements of a new organization-scheme, without the essential activities which should characterize the departmental organization. (6) Rural schools have been scarcely touched by the de¬ partmental organization. (7) Three out of every ten Sunday school classes are or¬ ganized. Class organization has had its greatest popularity among classes of females in the Junior and Intermediate de¬ partments of graded schools. DEVOTIONAL AND MISSIONARY ORGANIZATIONS (1) Four different independent church boards are operat¬ ing, or attempting to operate, educational programs in the local church. Overlapping, confusion, waste, misunderstandings are the fruits of this division of the educational responsibility within the church. (2) More than 46 per cent, of the churches surveyed have no organizations for children and youth except the church [58] GENERAL SUMMARY AND RECOMMENDATIONS school. The small church exhausts its leadership in “manning” its church school. Unless a denomination can get its mission¬ ary and devotional program fully expressed through the church school these types of training will be shut out of 46 per cent, of its churches. Not a single church was found which main¬ tained all organizations officially organized and promoted by its denominational boards. (3) In churches operating a number of organizations for children and youth, it was found that a very large percentage of the children do not participate in all of the societies because of the physical impossibility of carrying so complicated a schedule. (4) The unnecessary multiplication of organizations, espe¬ cially in small churches, decreases the efficiency of the educa¬ tional work of the church by calling leadership from an already undermanned organization to inaugurate a new society which will in turn be undermanned. The expedient of having the same person supervise two undermanned organizations divides the energy of the leader and confuses the children. (5) Adolescent boys and young men are practically un¬ touched by the missionary societies promoted in local churches. (6) There is very imperfect grading in practically all non¬ church school societies, due to four causes: (a) the scarcity of leadership; (b) the lack of training for specialized leader¬ ship; (c) the fact that the programs are promoted, in many cases, by boards that do not make education their main task, and (d) the fact that boards that are not charged with the whole educational task are not apt to see the educational task as a whole. NON-CHURCH ORGANIZATIONS - THE BOY SCOUTS OF AMERICA IN INDIANA CHURCHES (1) Nine out of every ten Boy Scouts are from Sunday schools. (2) Nine out of every ten Boy Scouts are in the public schools. (3) Two out of three Boy Scouts are of Tenderfoot rank. [59] RELIGIOUS EDUCATION OF PROTESTANTS (4) One out of four Boy Scouts is a Second Class Scout. (5) Nine out of one hundred Boy Scouts are First Class Scouts.3 (6) One out of five hundred Boy Scouts is a Life Scout. (7) One out of four Boy Scouts is thirteen years old. (8) Seven out of ten Boy Scouts are between twelve and fourteen years of age. (9) The typical Boy Scout is thirteen years of age, and in the eighth grade of the public schools. (10) The life of a typical Indiana Boy Scout is one year and seven months ; the life of a typical Boy Scout in the United States is one year, nine months and eighteen days. (n) Four out of nine church troops practice Sunday scouting. CHURCH SCHOOL FINANCE (1) Fifty-five and eight-tenths per cent, of the annual ex¬ penditures of Indiana Sunday schools is for the support of the local school and 44.1 per cent, is for the support of other religious work. (2) The typical church school expends nothing for salaries. (3) The median expense for each Sunday school for the support of the local school is $100.75 Per annum. Eighty-four per cent, of the Sunday schools hold fifty -two weekly sessions each year. The cost of operation for the typical Indiana Sun¬ day school is, therefore, slightly more than two dollars per Sunday. (4) The following statements show the relative cost of operating rural and urban schools: (a) One-half of the rural schools expend less than $45.75 annually. (b) One-half of the rural schools expend more than $45.75 annually. 3 A normal boy should reach the rank of First Class Scout within one year after his initiation. [60] GENERAL SUMMARY AND RECOMMENDATIONS (c) One-half of the urban schools expend less than $172.22 annually. (d) One-half of the urban schools expend more than $172.22 annually. (5) Seventy-two and five-tenths per cent, of the rural schools and 43.9 per cent of the urban schools do not expend any money out of the school treasuries for the purchase of record and report books, blanks or cards. (6) The expense for textbooks and teaching supplies is 34.5 per cent, of the entire budget; the median cost per school is $73.12. (7) The median annual cost for textbooks, lesson helps, papers, and supplies used in teaching per pupil, in average at¬ tendance, is $.99; for rural schools, $.92; for urban schools, $1.04 (8) For every dollar which the churches expend out of their treasuries for the support of their church schools, the church schools put eleven dollars back into the church treasuries for the support of the churches. (9) Seventy per cent, of the church schools make some contribution annually to the missionary, educational and other general denominational boards. (10) The chief sources of income of church schools are (a) class and individual contribution; (b) special collections. (11) Forty-seven cents out of every municipal dollar go for the support of public schools; but only two and three-tenths cents of every church dollar go for the support of the church schools. GENERAL CONCLUSIONS AND RECOMMENDATIONS ( 1 ) The chief problems of organization and administration in Indiana concern the small school. Systems intended for large schools have not been successfully adapted to small schools. The small school should receive immediate attention as a distinct educational problem. (2) The principles of educational administration and their [61] RELIGIOUS EDUCATION OF PROTESTANTS application to the educational problems of the local church should be made a vital part of the training of the administra¬ tive officers of the church schools of Indiana. (3) The unification of the educational agencies of the local church is an imperative necessity. This will involve the reorganization of overhead national boards as well as the re¬ organization of local church societies. (4) The unity of the educational work of the local church demands a critical analysis of all non-church agencies which offer educational programs to the children and youth of the church. The analysis of the Boy Scouts included in this sur¬ vey should be extended to all other non-church agencies of moral and religious education. (5) A uniform system of church and religious education accounting should be installed in the churches of Indiana. This should include standardized record books, statistical forms, rules governing distribution of funds, etc. 111. C hild A ccounting in the Sunday Schools ENROLLMENT AND ATTENDANCE ( 1 ) In the Sunday schools surveyed only one pupil out of every one hundred enrolled is of foreign birth. (2) In the two counties surveyed, of the total rural popu¬ lation of less than twenty-one years of age, 39.1 per cent, are enrolled in Sunday schools, while of the total urban population of less than twenty-one years of age, 48.6 per cent, are enrolled in Sunday schools. (3) The Indiana Sunday schools surveyed attract boys less than they attract girls, i. e., they enroll a higher percentage of girls than boys. (4) The Sunday schools in rural communities enroll a higher percentage of boys than is the case in the urban Sunday schools. (5) Considering only the Sunday school enrollment of pupils of less than twenty-five years of age, more pupils are [62] GENERAL SUMMARY AND RECOMMENDATIONS enrolled at twelve years than at any other age. This is true for both rural and urban Sunday schools. (6) Using the same group as in (5), the median age — that is the middle pupil if all the pupils were stood up in a row according to age — is 11.4 years; for boys, the median is 11.1 years and for girls, 11.7 years. (7) The median age for the rural pupils is 12.7 years; for the urban pupils it is 11.3 years. (8) During the twelfth year and the fourteenth year occurs the greatest elimination of Sunday school pupils. (9) The period of greatest recruiting of the Sunday school is from the third to the fifth year of age. (10) Of the group of Sunday school pupils of less than twenty-five years of age, eleven out of twenty report them¬ selves as members of churches. In rural communities only nine out of twenty, and in urban communities between eleven and twelve out of twenty report themselves as members of churches. ( 1 1 ) Only one out of every four pupils in the communities surveyed is enrolled in organized Sunday school classes. (12) The pupil attends Sunday school with equal regular¬ ity whether using graded lessons or ungraded lessons. In either event, he attends approximately every other Sunday that the Sunday school is in session. RECORDS AND REPORTS (1) Only one out of every three schools surveyed has any regulation as to the number of days a pupil must have attended before his name is placed on the roll. The modal requirement is three days’ attendance. (2) Only one school in eight has any requirement as to how many consecutive Sundays a pupil may be absent before being dropped from the roll. (3) Two out of three schools use the yearly class-book for recording attendance and other data on pupils. (4) Four out of five schools use only one pupil record form. One out of ten schools uses two record forms. [63] RELIGIOUS EDUCATION OF PROTESTANTS (5) The only data on pupils which the Sunday school au¬ thorities in all schools regard as sufficiently important to record are the full name of the pupil and his absence from class. Nine out of ten of the Sunday schools record these facts. About half of the schools make a record of the residence of the pupil and the date of the pupil’s birth. IV. T eachers and Supervision of T eaching GENERAL QUALIFICATIONS OF INDIANA SUNDAY SCHOOL TEACHERS ( 1 ) The typical Indiana Sunday school teacher is a married woman, thirty-seven years of age, with two children. She has an annual income of $1,474. The Indiana Sunday school teachers were reared in rural homes in which the father’s an¬ nual income was $1,084. (2) Sunday school teachers are recruited from children and adults. Public school teachers are recruited from middle and later adolescents. The church school neglects the young men and women at the verv time that they are making their vocational choices. (3) The Sunday schools of Indiana are taught by church members. The median age of joining church is 14.9 years. The predominant group, however, joined church at twelve, thirteen and fourteen years. The influences which these teachers believe were most affective in leading them to join church were, in the order of their importance, (a) the home, (b) the revival, (c) the church school, (d) the church service, (e) companions, and (f) young people’s meetings. (4) Besides teaching in the Sunday school, each teacher carries two other church responsibilities. The percentage of attendance and punctuality at the church school sessions is very high. (5) The motives that led the Indiana Sunday school teach¬ ers to accept service in the church school are fundamental and worthy of highest praise. (6) The Indiana Sunday school teachers are the mature [64] GENERAL SUMMARY AND RECOMMENDATIONS men and women of the church, who, in addition to the duties of home and business, assume the responsibility for three types of service to the local church because of profound convictions that the work is of supreme importance and worthy of sacri¬ ficial service. EDUCATION, PROFESSIONAL PREPARATION FOR TEACHING AND TEACHING EXPERIENCE (1) Two hundred thousand Sunday school pupils are taught each Sunday by Indiana teachers who have had less than ten years of schooling. There are as many Indiana Sun¬ day school teachers who have had three years of high school training as there are teachers who have not had that amount of schooling. One- fourth of the teachers have had fewer than 8.8 years of schooling. Thirty-eight and nine-tenths per cent, have had fewer than ten years of schooling. Teachers with the smaller number of years of schooling are not limited to the older teachers whose education was received before modern educa¬ tional advantages were so well developed in Indiana. (2) The religious reading of Indiana Sunday school teachers consumes between three and four hours each week. Ten books are read annually and church and Sunday school papers are read with some regularity. The newer type of journals of religious education, such as the Church School, the Sunday School Worker and the Christian Educator, are practically unknown to the rank and file of Indiana Sunday school teachers. The Ladies' Home Journal, the Literary Di¬ gest, the American Magazine and the Saturday Evening Post are the most popular of the general magazines read by the Indiana Sunday school teachers. (3) The professional training of the Indiana Sunday school teachers for religious education is almost negligible. The rank and file of Sunday school teachers have had no courses in the Bible, religion or religious education, in any institution of higher learning. (4) The church colleges of Indiana have made little con- [65] RELIGIOUS EDUCATION OF PROTESTANTS tribution to the Biblical or professional training of the Sunday school teachers of the state. They have established special departments for the training of public school teachers, but they have given little attention to the task of preparing teachers for the church schools of Indiana. The leading denominational colleges of Indiana devote more than thirteen times as much energy to the preparation of teachers for the state as they do to the preparation of teachers for the church. Only about one in six students who attend the leading de¬ nominational colleges of Indiana enters the classes in Bible, religion, or religious education, and only one out of sixty-four students enters the classes in religious education. (5) The Sunday school teachers of Indiana are, as a class, untrained. (6) The typical Indiana Sunday school teacher has taught in Sunday school six and one-half years. The teaching has covered a wide age-range. The teaching has been almost entirely without supervision, and hence has had little value as a means of improving the quality of teaching. Unsupervised teaching experience generally tends to confirm bad teaching habits. STANDARDS AND METHODS (1) Nearly all the teachers recognize the value of applying the Sunday school lesson to life, and about one-sixth have caught the social significance of religion and recognize it in their teaching program. (2) Nearly all teachers read the lesson over carefully be¬ fore attempting to teach it. Only a few make a lesson outline. Seven out of ten make no effort to master the Biblical setting of the lesson. (3) Half of the teachers prepare their lessons early Sunday morning or late Saturday night. (4) The typical male teacher spends 75.6 minutes a week in preparation of his lesson. The typical female teacher spends 66.7 minutes a week on her lesson. [66] GENERAL SUMMARY AND RECOMMENDATIONS (5) Different types of questions are used indiscriminately by a large percentage of teachers of all grades. There is an instinctive tendency to make the lessons plain and helpful rather than a conscious application of the fine art of question¬ ing. (6) Of 1,205 teachers reporting on lesson assignment, 5 50 said that they assumed the pupils would take the next lesson and made no assignment. (7) There are signs of the presence of a definite but not widespread demand for approved standards and methods in the educational work of the teachers who replied to the ques¬ tions on those topics. The upper one-quarter are struggling to better conditions in the Sunday school, and this survey shows the presence of a group of earnest and progressive teachers who will respond gladly to a forward looking educa¬ tional program. The unmistakable marks of pedagogical “quackery” are, however, observable. The great majority are doing the best they can with the light they have. CLASSIFICATION OF INDIANA SUNDAY SCHOOL TEACHERS (1) General Education Class A includes all teachers who have had sixteen or more years of schooling. Eleven and eight-tenths per cent, of the teachers are in this class. Class B includes all teachers who have had fourteen years of schooling and less than sixteen years. Five and seven- tenths per cent, of the teachers are in this class. Class C includes all teachers who have had twelve years of schooling and less than fourteen years. Twenty-eight and eight-tenths per cent, of the teachers are in this class. Class D includes all teachers who have had ten years of schooling and less than twelve years. Seventeen and two- tenths per cent, of the teachers are in this class. Class E includes all teachers who have had eight years of schooling and less than ten years. Twenty-eight and six- tenths per cent, of the teachers are in this class. [67] RELIGIOUS EDUCATION OF PROTESTANTS Class F includes all teachers who have had less than eight years of schooling. Seven and nine-tenths per cent, of the teachers are in this class. The median Indiana Sunday school teacher has had eleven years of schooling . (2) Professional Training Group 1 includes those teachers who have had five courses in religious education in college, or three years in an approved community training school. Six and five-tenths per cent, of the teachers are in this group. Group 2 includes those teachers who have had three re¬ ligious education courses in college or normal school, or two years in a community training school, or one year in a com¬ munity training school and forty weeks in a teacher-training class in the local church. Six and two-tenths per cent, of the teachers are in this group. Group 3 includes those teachers who have had twenty-four weeks in a community training school or sixty weeks in an approved teacher-training course or school of principles and methods. Eight per cent, of the teachers are in this group. Group 4 includes those teachers who have had forty weeks in a teacher-training class in the local church or equivalent lessons in a community training school or school of principles and methods. Sixteen and two-tenths per cent, of the teachers are in this group. Group 5 includes those teachers who have had ten weeks in a teacher-training class in the local church or an equivalent amount of training in schools of principles and methods or summer conferences. Eleven and six-tenths per cent, of the teachers are in this group. Group 6 includes those teachers who have had less than ten weeks of teacher-training. Fifty-one and seven-tenths per cent, of the teachers are in this group. The median Indiana. Sunday school teacher has had fewer than ten weeks of professional training . [681 GENERAL SUMMARY AND RECOMMENDATIONS (3) Teaching Experience Grade A includes those teachers who have had three years of teaching experience. Seventy-one and two-tenths per cent, of the teachers are in this grade. Grade B includes those teachers who have had two years of teaching experience. Nine and five-tenths per cent, of the teachers are in this grade. Grade C includes those teachers who have had one year of training experience. Twelve and four-tenths per cent, of the teachers are in this grade. Grade D includes those teachers who have had less than one year of teaching experience. Six and nine-tenths per cent, of the teachers are in this grade. The median Indiana Sunday school teacher has had six and one -half years of teaching experience. Counting 50 per cent, for general education, 35 per cent, for professional training and 15 per cent, for teaching expe¬ rience, the typical Indiana Sunday school teacher would grade 39.9 per cent., and the largest single group of teachers would grade 23 per cent. Compared with the rural public school teachers of Indiana, it may be said that 87. 7 per cent, of all the Sunday school teachers of Indiana fall below the lowest standards which are accepted by the state for rural public school teachers in Indiana. SUPERVISION OF TEACHING (1) The general superintendent of an Indiana Sunday school is a mature man 41.2 years old, with no training for, or experience in, educational supervision. He accepted his office from worthy motives and gives, from his regular business, a few hours each week to the administrative side of his office. (2) The pastor does not supervise the teaching in the church school. (3) The general superintendent does not supervise the teaching in the church school. [69] RELIGIOUS EDUCATION OF PROTESTANTS (4) The general superintendent provides no means by which his teachers may grow in knowledge and teaching skill while they are in the teaching service. Teacher-training classes and teachers’ meetings are not successfully conducted in more than a small fraction of Indiana churches. (5) The supervisory work of departmental superintendents does not differ materially from that of the general superintend¬ ent. The only marked difference between the two supervisors is in the higher general intelligence of the departmental superintendents. Both are equally without training for supervisory work. Both are mature, consecrated church workers who are impelled to the service because of high and holy motives. GENERAL CONCLUSIONS AND RECOMMENDATIONS (1) The Indiana Sunday school teacher is a sincere, de¬ voted Christian of mature years, who has entered the teaching service through the highest possible motives. (2) The Indiana Sunday school teacher is untrained. (3) The Indiana Sunday school teacher is unsupervised. (4) A systematic campaign should be conducted by the churches of Indiana to enlist high school graduates and college- trained men and women in the teaching service of the local church. (5) The denominational colleges of Indiana should make more liberal provision for the training of the educational leaders of the local churches of the state. Systematic, organ¬ ized effort should be made by denominational and inter¬ denominational boards and associations, (a) to recruit students for Biblical and religious education courses in the colleges of the state, and (b) to connect college students with local church schools as soon as they return to their home communities or settle in other communities of the state. (6) High-grade, standardized, teacher-training courses for present and prospective teachers should be prepared and vigorously promoted. These courses should be adapted to [70] GENERAL SUMMARY AND RECOMMENDATIONS training-classes in the local churches, community training schools, summer assemblies and short-term institutes. (7) The untrained, unsupervised, voluntary teacher and officer is entitled to close, sympathetic and continuous super¬ vision by trained experts. Competent supervision in the local Sunday school, in the community and in larger territorial units should be provided at once. V . The Supervision and Promotion of Protes¬ tant C hristian Education in Indiana ORGANIZATION AND OFFICERS (1) The Indiana Sunday School Association and its affili¬ ated county, district and township associations comprise a series of voluntary associations of Sunday school workers organized on the basis of territorial units for the purpose of promoting interdenominational Sunday school work. (2) About 56 per cent, of the state of Indiana is organized under voluntary leadership for cooperative Sunday school work, and the State Sunday School Association has a history that goes back fifty-seven years. (3) For the direction of a possible 1,092 county and dis¬ trict or township organizations, with nearly 8,000 officers, the state employs one general secretary with no field assistants. Two salaried, full-time educational supervisors are employed. (4) It is self-evident that a large part of the time and energy of the state staff must be given to the maintenance of the thousands of affiliated organizations, most of which are in charge of untrained, voluntary officers. The rapid turn-over in the officiary of the county associations alone presents admin¬ istrative problems which deserve the entire time of a much larger staff than the Indiana Sunday School Association has ever employed, to say nothing of the educational demands on the state staff. (5) The Indiana young people’s division superintendent is selected from the faithful Sunday school teachers of average ability who attend the county conventions and manifest an [71] RELIGIOUS EDUCATION OF PROTESTANTS interest in young people’s work in the local church. Profes¬ sional training and specific preparation for their work is limited to infrequent attendance upon county or state conferences. (6) The Indiana children’s division superintendents come from average country homes. They have had, on an average, from ten to twelve years of schooling; many of them have taught in the public schools and their professional training is limited to that received while preparing for public school work. They are earnest and consecrated workers in the church and Sunday school. They give to their work just such time as they can take from lives already overcrowded with other duties. Their training for supervisory work has been almost entirely neglected; and the actual amount of supervision attempted by them is relatively too small to be considered as a factor in the work of the local Sunday schools. They render their largest service as promoters of conference and convention programs, not as supervisors. (7) Four township or district supervisory officers (chil¬ dren’s, young people’s, adult and administration division super¬ intendents) have direct contact with the local Sunday schools, and for this reason, they are directly responsible both for carrying to the local school the ideas and plans of the Interna¬ tional Sunday School Association and for stimulating local initiative and developing local leadership. (8) The township supervisors are busy Sunday school teachers of average ability whose Sundays are largely pre¬ empted by their own Sunday schools. They are inexperienced, untrained, voluntary workers. In their hands, the work of supervision becomes almost an unknown quantity. (9) There is a complete “turn-over” in the personnel of county and township officers and supervisors every twelve to eighteen months. (10) The supervisory system of the Indiana Sunday School Association breaks down almost completely in the hands of county and township offices, and consequently, very little of the ideals and educational content of the higher levels finds its way into the local school through these channels. It exhausts the energy of the state supervisors to keep lines of communica- [7 2] GENERAL SUMMARY AND RECOMMENDATIONS tion in operation, and this report shows that most of the super¬ visory machinery is inoperative most of the time. (n) The local Sunday schools of Indiana are suffering from the effects of long-distance supervision, and from their failure to recognize that voluntary, local workers need imme¬ diate, constant and personal supervision by highly trained specialists. This means that local budgets should be obtained to provide competent supervisors for local schools and for local associations. (12) The instruments of supervision have been (a) the conventions, (b) the county councils, (c) efficiency institutes, (d) teacher-training schools and classes. An analysis of the data published in this report will show that the present finances and leadership are adequate to carry the convention system, but that they break down when they undertake to operate agencies which require professional training, continuous service and adequate finance. (13) High tribute is due to those who are heroically trying to operate an undermanned supervisory system, and praise is also due to the system. Indiana should man the machine with trained supervisors from the bottom up. It should not do less for the state Sunday school association, but it should do infi¬ nitely more for the teachers and officers in the local schools, especially through community cooperation in training and supervision. ORGANS AND AGENCIES OF SUPERVISION AND PROMOTION (1) Conventions More than 125,000 persons attended Sunday school conven¬ tions in Indiana in 1920. The state convention has grown in popularity and influence. These conventions have been used as agencies to introduce the most modern methods of Sunday school work into the state. (2) Township Conventions These are the ultimate units in the convention system of the International Sunday School Association. From these demo" [73] RELIGIOUS EDUCATION OF PROTESTANTS cratic, local conferences, there are carried up to county, state and nation the problems and the contributions of the workers who come into closest contact with the actual work of the local schools. In like manner, they serve as a means of conveying the ideals of the national and state leaders to the leaders in the local schools. (3) Efficiency Institutes During recent years, the General Secretary has called the county officers into an annual Efficiency Institute. These “In¬ stitutes” have been well attended; the membership in 1920 was 625. (4) County Councils Of the seventy counties returning information, sixty-one reported from one to fifteen meetings annually. The total number of county council meetings of the sixty-one counties was 240. The attendance at 197 of these meetings was 1,596. (5) Divisional Institutes These institutes, lasting from one to three days, are the most effective agencies which divisional superintendents have for the developing of a specialized leadership. Comparatively little use is being made of this agency at present. (6) Standards Denominational Sunday School Association standards have been actively promoted ; a state paper is issued monthly, prizes and awards are used to stimulate efficient work, and reports and personal visits of superintendents are encouraged. (7) Training of Teachers Teacher-training agencies are very inactive, largely on ac¬ count of the small promotional staff in the state office. [74] GENERAL SUMMARY AND RECOMMENDATIONS BUDGET AND STATISTICS ( 1 ) The popularity of the Indiana Sunday School Associa¬ tion is shown by the willingness with which the local Sunday schools finance the overhead organization. Seventy-one coun¬ ties reported budgets for 1920 totalling $17,776. Of this amount, $12,226 were sent to the association to meet overhead expenses. The fact that more than two dollars are sent out of each county for overhead expense for every one dollar ex¬ pended at home shows a cordial relationship between the coun¬ ties and the state association. But the small sum expended in the promotion of local schools is evidence that there is hardly any trained leadership devoting its time to the development of the schools in the local churches of Indiana. (2) Fifty-one per cent, of the Indiana Sunday School As¬ sociation’s annual report for 1920 was based on actual figures and 49 per cent, represented estimates of state, county, and township secretaries. It is impossible, therefore, to estimate the accuracy of the statistical reports of the Indiana Sunday School Association and its affiliated county, township and dis¬ trict associations. (3) The information which reaches the Government Census Bureau passes through denominational and interde¬ nominational secretaries in the same manner in which the same material reaches the International Sunday School Association. A more refined method of treating statistical data in the Gov¬ ernment office cannot correct the defects which attend the gathering and preserving of data within the local Sunday school. Those who would improve the accuracy of Sunday school statistics must begin with their local Sunday school. BIBLE STUDY FOR CREDIT IN THE INDIANA HIGH SCHOOLS During the five school years beginning 1916-17 and ending 1920-21, a total of 6,933 Indiana high school pupils wrote ex¬ aminations for high school credit under the auspices of a Board of Control of Bible Study for credit in the Indiana high schools. Eighty per cent, of the candidates made passing [75] RELIGIOUS EDUCATION OF PROTESTANTS grades. These 5,547 students received a total of 4,454 units of credit in Biblical subjects. Ninety-seven of these successful students presented Biblical subjects for credit at eleven colleges in Indiana during the three years preceding June 15, 1921. The number of pupils seeking high school credit for Bible study in Indiana is increasing from year to year and the plan is growing in favor with public school superintendents and teachers. This report analyzes the facts available regarding Bible study for credit in the Indiana high schools and concludes that valuable as this plan may be for literary and academic purposes, the plan does not provide the solution of the problem of the religious training of the children and youth of Indiana. This problem must be solved under church auspices and not as a by¬ product of secular education. DENOMINATIONAL PROMOTION AND SUPERVISION OF RELIGIOUS EDUCATION IN INDIANA Seventeen denominations gave information regarding their Sunday school work in Indiana. Six of these denominations have no form of organization for the promotion of their Sun¬ day schools in Indiana; one has a Young People’s Union; one, a Home Mission organization; one, a conference secretary, and only four report religious education departments of their state boards. Eight denominational boards spent nothing on their Sunday school work in Indiana during the five years preceding the date of this survey. Seven expended an aggregate of $19,300 a year for this purpose. Repeated efforts failed to obtain from the proper officials satisfactory statements regarding the amounts of money expended annually on their Sunday schools in Indiana and the amounts received from them for various church causes. The denominational boards give varying degrees of service to their church schools in Indiana. Four do nothing more than supply literature ; two provide convention speakers ; one issues literature and arranges conferences; one holds conventions and [76] GENERAL SUMMARY AND RECOMMENDATIONS conferences; four publish promotion literature and organize conferences, and one limits itself to correspondence. In most of the denominations, the leadership in religious education is divided. Several boards within the denominations issue separate and sometimes competing programs and pro¬ mote unrelated and rival organizations within the local church. The lack of coordination within the denomination and of the denomination with the general movement for religions education is the most outstanding weakness revealed by the survey of denominational Sunday school agencies in Indiana. Not a denomination was found which had unified its various boards into a single religious educational leadership, to its own satisfaction. And the survey failed to reveal a denomination which had satisfactorily related itself to the general Sunday school movement. As a result of this failure of coordination, there is overwhelming evidence of friction, wastefulness and inefficiency. SUMMARY AND EVALUATION OF THE INDIANA SUNDAY SCHOOL ASSOCIATION The Indiana Sunday School Association has won the en¬ thusiastic support of the Protestant churches of Indiana. It is now experiencing the most concrete evidences of widespread popular approval. Its conventions are the largest in its history. Its budget is raised by apportionments to local schools. These apportionments are paid more promptly and more cheerfully than in any previous period of the history of the association. The foregoing analysis of a popular organization with more than half a century of helpful service to the state, has revealed many points of strength and laid bare some points of weakness which this section will attempt to summarize. (i) Elements of Strength (a) Democracy of Control: The Indiana Sunday School Association is a democratic organization. Any Protestant Christian citizen of Indiana can join it. Its township, county and state conventions are open forums for the discussion of [77] RELIGIOUS EDUCATION OF PROTEST ANTS any and all problems concerning the religious education of the state. (b) Interdenominational Cooperation : Through this demo¬ cratic organization all Protestant Christian bodies may carry forward their cooperative, community work in religious educa¬ tion. The Protestant Christian bodies need an organ through which their common tasks can be performed. (c) Growth through Participation : This association pro¬ vides a channel through which thousands of local workers may actually participate in forming the policies which are to be ap¬ plied to their own and to other schools. This opportunity for growth through participation is part of the genius of the Indiana Sunday School Association. (d) Executive and Supervisory Systems: In spite of the weakness which has been pointed out in the operation of the executive and supervisory systems of the Indiana Sunday School Association, the principles underlying these systems are fundamentally sound. The tendency to distinguish between administration and supervision is in harmony with approved standards. The system of training through councils, institutes, etc., is in line with the most modern methods. Many of its educational standards are crude and of doubtful value, but the practice of using standards and scales to measure results is most commendable. (2) Elements of Weakness (a) Dependence on Voluntary Leadership : It is true that the greater part of the work in religious education must be done by voluntary workers. It is clear, however, that volun¬ tary workers cannot guarantee the continuity of the program. The rapid turn-over from year to year in the working force due to the system of voluntary workers causes incalculable loss in the efficiency of the system. An organization whose machin¬ ery goes to pieces periodically because of its dependence on voluntary labor, cannot carry week-day schools of religion, community training schools and other modern agencies of re¬ ligious education. Salaried specialists must supplement the [78] GENERAL SUMMARY AND RECOMMENDATIONS voluntary workers if the association is to meet modern de¬ mands. The Young Men’s Christian Association has found it possible to maintain a staff of salaried workers in communi¬ ties of every size. Its strength is due largely to its system of salaried officers. The task of religious education requires a similar organization. The voluntary worker needs the help of a trained specialist. (b) Inadequate Man-Power: This is perhaps the weakest place in the Indiana Sunday School Association. The state office is short-handed. But the most notable shortage is in the county and city centers. It is incomprehensible that a great, rich state like Indiana, after fifty-seven years of organized Sunday school work, should not have a single city or county with professionally trained leadership and an aggressive cooperative community program of religious education. Until cities and counties are willing to pay the price of the super¬ vision of voluntary workers by salaried experts they must expect to pay the penalties imposed by inefficiency. CONCLUSIONS AND RECOMMENDATIONS ( 1 ) Both denominational and interdenominational super¬ vision have been of the general promotion type. (2) Both denominational and interdenominational over¬ head agencies have left the local school with inadequate supervision. (3) The large percentage of denominational Sunday schools in Indiana is dependent entirely upon the interdenomi¬ national agencies for stimulation, encouragement and super¬ vision. The few denominations which have made more or less provision for supervision and promotion of their denomina¬ tional Sunday schools, agree that their present offerings are meagre and in a large measure unsatisfactory. (4) Interdenominational and denominational conventions, institutes and conferences are the chief sources of Sunday school inspiration. Denominational literature and teacher¬ training manuals are the chief sources of Sunday school infor- [79] RELIGIOUS EDUCATION OF PROTESTANTS mation. These agencies reach a very small percentage of the teachers and officers in the state. (5) Denominational agencies are inadequate, poorly organ¬ ized and competitive. Interdenominational agencies are under¬ manned and inadequately financed. (6) Denominational and interdenominational agencies are poorly coordinated. (7) Leaders of the denominational and interdenomina¬ tional Sunday school organizations in Indiana are men and women of the highest Christian character. They are rendering a sacrificial service to the childhood and youth of Indiana. The personal relationships of denominational and interdenomina¬ tional leaders are sympathetic and cordial. (8) The paramount need at the present time is for a reorganization of the present supervisory agencies in such manner as will, (a) unify the interests and activities of de¬ nominational and interdenominational agencies, (b) unify the interests and activities of denominational agencies, and (c) distribute the available resources in such manner as to bring the largest amount and quality of assistance to the teachers and officers in local schools and communities. The great need of help in the local schools makes it imperative that fric¬ tion, overlapping and waste be eliminated in the overhead organizations. VI. Use of Survey Data in Indiana No American Commonwealth has ever before had at its disposal such an array of accurate, vital facts regarding the status of religious education within its borders as those now available for Indiana. These data have been collected and published without expense to Indiana except in so far as its citizens contributed to the support of the Interchurch World Movement, from whose treasury a considerable part of the survey was financed. Indiana, is, therefore, presented with a special opportunity of so using this survey data as to con¬ tribute to the entire nation examples of new and better organization and methods in religious education. [80] GENERAL SUMMARY AND RECOMMENDATIONS If this survey is to be remedial and not merely diagnostic a constructive application of its findings is necessary. The following steps are suggested as a desirable method of procedure : “better church schools'’ campaign committee When Dr. Leonard P. Ayres published his rating of the state public school systems,4 a few of the states that were rated relatively low chafed under the classification, attacked the accuracy of the methods used by Dr. Ayres and made vigorous efforts to defend the educational practices of their states. In all cases, this proved to be an unwise response to the published rating of these states. Indiana school men re¬ sponded in a much wiser manner. The Indiana public school system was rated seventeenth from the top of the list. Immedi¬ ately upon the announcement of this classification the public school leaders of Indiana organized a “Better Public Schools’’ campaign. Literature was issued showing the items upon which Indiana schools were below approved standards, and plans were made to correct the system at each point of defect. The “Better Public Schools’’ campaign was carried to the re¬ motest rural school district with the slogan “Put Indiana Public Schools in First Place.’’ This was wise and construc¬ tive leadership. A similar plan might well be followed now by the church school people of Indiana, based upon the data found in this report. It is suggested that a “Better Church Schools” cam¬ paign committee be appointed at an early date. This might be a committee of fifty, or one hundred as may be thought wise. It should be large enough to represent adequately the various interests involved but not too large to be an efficient working committee. This committee might be assembled by the Executive Committee of the Indiana Sunday School Associa¬ tion and the representative denominational Sunday school leaders of the state. The survey report should be placed in the hands of this 4 Ayres, Leonard P., “An Index Number for State School Systems.” rsi] RELIGIOUS EDUCATION OF PROTESTANTS committee with instructions to prepare suggestions for the best use of its findings. Sub-committees might be assigned to the different sections of the report, such as Buildings, Teachers and Supervision of Teaching, etc. SEVEN FOCAL POINTS IN “BETTER CHURCH SCHOOLS” PROGRAM A study of the survey data with the recommendations of the report might well result in a program which could be organized around the following focal points : (1) Buildings “More and better church buildings” might become one of the slogans of the campaign. Specific methods should be developed to stimulate an interest in the best buildings. Every new church or religious education building erected in the state in the future should approach as nearly as possible the “1,000 point” standard. (2) Extension “More pupils, more schools and more time for religious training” is a second slogan worthy of inclusion in the cam¬ paign. This topic would include the following objectives : (a) Increase the enrollment in schools already established. (b) Organize new schools in neglected districts. (c) Establish week-day and vacation church schools. (d) Increase the regularity of attendance in all church schools. (3) Organization This report suggests standards for the organization of religious education in the local church, in the community and in the state as a whole. It is pointed out that the small schools are in special need of organization which is adapted to their size and resources. Along with plans for improving the organization of religious education in the state should be a vigorous effort to improve the completeness and the accuracy [82] GENERAL SUMMARY AND RECOMMENDATIONS of the records and reports of all agencies of religious educa¬ tion. The unification of agencies should also be considered in the interests of unity, efficiency and economy. (4) Teachers More and better teachers are an imperative need. The educational standards could be appreciably raised by a cam¬ paign to recruit the teaching ranks from high-school graduates and college-trained people. An organized effort to recruit the teaching ranks from young people of eighteen, nineteen and twenty years of age is suggested by the data on the compara¬ tive ages of entering the public school and church school teach¬ ing service. A campaign to give religious education its rightful place in the church colleges in Indiana, to interest college students in courses in religious education and to encourage churches to use the services of college students and graduates would be productive of large results. Improving the quality of teaching by the vigorous pro¬ motion of training classes in the local church, community training classes, community training schools, schools of prin¬ ciples and methods, summer institutes and assemblies, reading circles and other methods of training available for the rank and file of the voluntary workers in the state will form an essential part of the forward-looking program in Indiana. (5) Supervision This is the weakest point in the church schools of Indiana. It is literally true to say that there is no supervision of religious teaching in these schools. The exceptions to this rule are so rare as to be negligible. Voluntary teachers need close and constant supervision by highly trained specialists. Many churches in Indiana could employ competent directors of re¬ ligious education if pastors and people saw the need of their services. An organized effort to secure the placing of, say, one hundred directors of religious education in local churches of Indiana during the next two years would have a profound influence on the religious education work of the state. In a [83] RELIGIOUS EDUCATION OF PROTESTANTS campaign for this purpose, it is important that high-class directors be employed. College graduation and at least two years of professional training beyond college graduation in the field of religious education would be a safe minimum standard. One hundred such directors in a state, who could be mobilized occasionally for special promotion of community schools, teacher-training work, etc., would be an invaluable asset to the state. For churches which cannot be supplied at once with local directors, the system of what may be termed zone supervision is suggested. There are many towns and cities in Indiana which are the centers of a network of inter-connecting trolley and steam railroad lines. A supervisor placed at such a center could organize a system of training and supervision which could have fairly close personal direction. It is suggested that an effort be made to place twenty-five or more zone super¬ visors during the next two years. The following centers are suggested : Indianapolis, Columbus, Bedford, Evansville, New Albany, Terre Haute, Richmond, Anderson, Muncie, Frank¬ fort, Crawfordsville, Lafayette, Kokomo, Marion, Decatur, Fort Wayne, South Bend, Goshen, Laporte, Huntington, Sullivan, Vincennes, Vernon, Rushville, Greensburg, Lebanon, Connersville, Valparaiso and Green Castle. Many towns and cities could be induced to support local directors of religious education. Campaigns in the various communities for the purpose of creating a demand for (a) zone directors of reli¬ gious education, (b) community or city directors of religious education, or (c) local church directors of religious education will justify a liberal expenditure of time and money. There is special need just now to magnify the importance of the office of superintendent of the local school. In most schools, this officer must be both executive and supervisor. An officer -training campaign should be launched in all sec¬ tions. The small schools, especially, are not likely to rise higher than the intelligence, devotion and ideals of the superintendent. The three points to be stressed in the campaign to improve supervision are : [84] GENERAL SUMMARY AND RECOMMENDATIONS (a) A state-wide effort to increase the efficiency of super¬ intendents in local schools. (b) An organized effort to secure the employment of at least one hundred highly trained directors in the local churches of Indiana within a period of two years. (c) The encouragement of the movement to employ full¬ time, trained supervisors for communities and cities in order that supervision may be more continuous and in order that cooperative educational enterprises may have more capable leadership. (6) Standards All effective supervision implies the erection and adminis¬ tration of standards. For the purposes of this survey a number of standards and measuring scales have been developed. In the light of the data now available and with the aid of the standards and scales published in the report of the Indiana Survey of Religious Education, the “Indiana Better Church- Schools Campaign Committee” could profitably undertake to revise and supplement the standards now in use in that state. The following items are proposed for inclusion in an Index Number or composite standard for religious education in a local church : (a) The percentage that average attendance is of total enrollment. (As soon as provision can be made for an accurate community religious census, revised at regular periods, this index number should include the percentage that the total enrollment of the religious schools of the community is of the total population of the community for which the various religious bodies are responsible.) (b) The percentage that the enrollment of pupils between twelve and twenty-five years of age is of the total enrollment. (This item is obviously intended to lessen the dip in the attend¬ ance curve during the adolescent years.) (c) Completeness of educational records. The relative value of items in the records of a church school is set forth in Part Four of this volume. [85] RELIGIOUS EDUCATION OF PROTESTANTS (d) Score of textbooks in use measured by the score-card for measuring religious education textbooks published in Volume II of “The Indiana Survey of Religious Education.” (e) Score in percentage of school achievement, as meas¬ ured by the Interchurch Standardized Sunday School Examina¬ tion, published in Volume II of “The Indiana Survey of Religious Education.” Other tests published in the same volume, when fully standardized, and still others yet to be developed, should eventually be included in the score for school achievement. (f) The rating of teachers expressed in percentages as measured by the Classification Plan published in Part Five of this volume. (g) The score of the church and religious education plant as measured by the Interchurch Score Card for Measuring Church and Religious Education Plants, published in Part Two of this volume, expressed in percentages. (h) Completeness of organization as measured by the Plans for Organization of the Local Church School, published in Part Three of this volume. (i) Percentage that the budget for religious education is of total church budget. (j) Percentage that the budget for supervision is of total religious education budget. (7) Finance Indiana is not spending enough for the religious education of her people. An adequate program of religious education for the state will involve plans for the raising and distribution of funds to carry the enlarged program proposed. This volume suggests some of the problems which must be faced by those who would intelligently approach this important subject. ADOPTION OF “BETTER CHURCH SCHOOLS” CAMPAIGN PLANS When the Better Church Schools Campaign Committee has formulated its plans, its report should be presented to the [86] GENERAL SUMMARY AND RECOMMENDATIONS Indiana Sunday School Convention for adoption. When once adopted by this body, the machinery of the Indiana Sunday School Association and its auxiliaries could properly be turned into promotion agencies for the new program. ADOPTION OF THE “MERGER” By the “merger” is meant the reorganization of the Indiana Sunday School Association in such manner as to pro¬ vide for official, denominational representation on is Execu¬ tive Committee, thus insuring the closest coordination of the educational programs of denominational and interdenomina¬ tional agencies. This form of organization has been approved by the International Sunday School Association and the Sunday School Council of Evangelical Denominations. PROMOTION OF “BETTER CHURCH SCHOOLS” When the plans for the Better Church Schools compaign have been formulated and adopted there should be vigorous and systematic promotion of the campaign throughout the state. The well-known order of information, agitation, legis¬ lation, should be adopted. The largest publicity should be given to the facts of the survey. The volumes of the report should be in the hands of thousands of leaders in all walks of life. Pamphlets, convention addresses, lantern-slide presen¬ tations and newspaper articles should be used as means of promotion. A regular promotion committee should be charged with the execution of this important task. It is the belief of the Survey Staff that Indiana will rally with wonderful enthusiasm to this challenge of “Better Church Schools.” VII. Indiana and the Nation . Indiana was selected as a representative American Commonwealth. Many of the findings in this volume will apply with equal force to other states. Such states should [87] RELIGIOUS EDUCATION OF PROTESTANTS profit greatly by the study of the Indiana data. All states can use with great advantage the standards, score-cards, measur¬ ing-scales, and methods of analysis which have been developed or exemplified in the Indiana survey. For purposes of comparison and in order that generaliza¬ tions for the nation as a whole may be safely made, several other states should be surveyed at an early date. Alabama, representing the southern states; Massachusetts, representing the New England states; Kansas, or Oklahoma, representing the southwestern states; Minnesota, representing the north- central states; Colorado, representing the Rocky Mountain states, and Oregon representing the Pacific northwest, could collectively furnish data which, with material already obtained in Indiana, would paint a fairly accurate picture of the condi¬ tion of religious education in the nation as a whole, and in most Protestant Christian denominations as wholes. The organization and prosecution of religious education surveys, such as the one just completed in Indiana, and many other types of surveys which time and resources would not permit in Indiana, justify the inauguration of a Bureau of Service and Research in connection with the International Sunday School Council of Religious Education. Such a Bureau would place trained surveyors and statistical experts at the service of church boards and interdenominational asso¬ ciations. It would also guarantee the accuracy and uniformity necessary to investigations of this nature. VIII. Objectives Realized There is no more fitting summary of this statement of findings and recommendations than the statement of objectives which were formulated by the director of this survey in 1919 for the guidance of the American Religious Education Survey Division of the Interchurch World Movement. The volumes which comprise the report of this survey will indicate the extent to which these objectives have been realized. The objectives which have determined the methods and content of this survey are : [88] GENERAL SUMMARY AND RECOMMENDATIONS (a) Facts: Such a body of vital, comparable facts as will guide in building national, state and denomina¬ tional programs of religious education. (b) Tools: Such a body of standardized technique — norms, tests, standards — as will provide a new and better method of measuring and directing the proc¬ esses of religious education. (c) Methods: Standardized methods for guiding local churches and communities in surveying conditions, building programs, testing results and determining budgets. [89] PART TWO: CHURCH SCHOOL BUILDINGS BY E. S. EVENDEN CHAPTER I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX. XXI. XXII. XXIII. XXIV. OUTLINE III: THE CHURCH BUILDINGS OF INDIANA. New Conception of Community Church Church Program in Relation to Church Plant Standards and Score-Card Use of Score-Card How Score-Card Is Used A Sampling of the Churches of Indiana Analysis of Scores of Indiana Churches The Better Churches of Indiana Better Church Buildings Outside of Indiana Provision for Selected Items by Indiana Churches Size and Form of Site Internal Structure of Church Buildings Service Systems Fire Protection Church Rooms Religious School Rooms Religious School Assembly Rooms Religious School Classrooms Community Service Rooms Community Service Rooms for General Use Community Rooms for Social Service Rooms for Recreation and Athletics Summary of the Church Building Situation Indiana Behind in Building Program t9i] CHAPTER IV: SUGGESTIONS FOR FUTURE CHURCH BUILDING IN INDIANA I. Traditional Errors II. The Church Site III. Building or Buildings IV. Service Systems V. Church Rooms VI. Religious Education Rooms VII. Community Service Rooms VIII. Summary [92] PART TWO: CHURCH SCHOOL BUILDINGS Chapter III THE CHURCH BUILDINGS OF INDIANA L New Conception of C ommunity Church Christianity is a group of ideals which have stood all tests as to the reality and permanence of their worth. The goal of Christianity remains the same even though the methods of work and other means employed to attain that goal have already undergone marked changes. In the minds of many church workers, a period of even greater change is just be¬ ginning. The present-day community church with its depart¬ mentalized religious education, its motion-pictures, its gymnasium, clubrooms, and other provisions for church and community service, is as different from the old, plain “meet¬ ing house” of our grandfathers as the modern city home is different from the home of two generations ago. Then the home was a social unit so nearly self-sustaining that it natu¬ rally assumed a large share in the education and moral develop¬ ment of the children; now it often leaves the children to the upbringing of the street and unsupervised gang. Many churches, particularly in the larger cities, have realized the need for enlarging their activities and have either cooperated in the support of the Young Men’s Christian Asso¬ ciation and the Young Women’s Christian Association or have developed institutional churches to care for some of these activities. It is clear that religious instruction for one hour a week, even if given, as is not often the case, under the [93] RELIGIOUS EDUCATION OF PROTESTANTS most favorable conditions, cannot compete with all the various interests that claim the time of the boys and girls during the other 167 hours of the week. The church can, however, meet competition of this kind by exerting its whole¬ some influence during the recreation periods of its members, both young and old. Forms of recreation which may be open to severe criticism when practised in commercialized amuse¬ ment halls may be wholesome and even constructive when conducted in the church plant under proper direction. If the modern church is to be more than a traditional or sentimental factor in the lives of many of the boys and girls now growing to manhood or womanhood, it must occupy more of their time and consequently more of their thoughts. To do this requires more power of attraction than hard benches, and harder exhortations to lead lives of sacrifice and service. II. Church Program in Relation to Church Plant When a church congregation decides to make its program of religious education conform to accepted modern practices, it finds that many separate classrooms and several rooms for use as departmental assemblies are needed. Most of the build¬ ings erected before the modern idea of religious education gained general acceptance are wholly inadequate to meet the demand. Attempts are often made, by means of partial par¬ titions and even by curtains on wires, to provide separation of classes, but usually the isolation so obtained is a sorry makeshift. Should the church also desire to render other types of community service which would call for clubrooms for the Boy Scouts, the Campfire Girls, the Young Men’s Bible Class, a local or church chapter of the American Legion, playrooms, nurseries, gymnasiums and similar provisions, it quickly becomes evident that the rooms needed can be ob¬ tained only in one of three ways: (1) by a large amount of remodelling and enlarging which in most cases results in the retention of numerous makeshifts or undesirable elements, (2) by the addition of a separate religious education building [94] Illustration 1 : part of tiie exterior OF THE LEON 1 A METHODIST EPISCOPAL CHURCH, LEONIA, N. J. The effective grouping- of trees and shrub¬ bery is well illustrated. Behind the church is space for the construction of tennis courts, an open-air auditorium, play grounds and a wading pool. Illustration II: the inner court and fountain of the fourth Presbyterian CHURCH, CHICACO, ILL. This illustrates one way of materially adding to the apparent size of a church site in a large city. It safeguards the source of light and provides attractive space for numerous outdoor activities. Illustration III : the cloister gartii of the chapel of the intercession, TRINITY CHURCH, NEW YORK CITY, NEW YORK. Illustration IV: a chapel of the flatbush congregational church, BROOKLYN, NEW YORK. This picture shows the effective use of shrubbery in removing the effect of sharp angles about the building. Illustration V : the chapel of the intercession, trinity church, new york CITY. This is one of the two churches visited by the Building Committee which scores over 900 points. It1 is a beautiful example of pure Gothic architecture. In the back of the main auditorium are the religious school building, the parish house and the vicarage. These are connected by beautiful stone cloisters, part of which is shown in Illustration XI. Illustration VI: the exterior of the fourth Presbyterian church, CHICAGO, ill. Showing the main church building, the inner court, the religious school, the community house and the manse. This church scored higher than any other church visited by the Building Committee. THE CHURCH BUILDINGS OF INDIANA which may also carry the desired institutional factors, or (3) by the building of a complete new church and religious educa¬ tion plant to fit the new program and with provisions for future growth. The desirability of the second or third method will depend upon the present site and adequacy of church auditorium and church rooms. 111. Standards and Score-Card In 1919-1920, under the auspices of the Interchurch World Movement, standards were developed 1 for a modern city church and religious education plant which would provide for departmentalized religious education and for a maximum of community service. These standards represent the best in present-day practice, as scientifically evaluated from the experi¬ ence and judgments of ministers whose churches are carrying on programs of community service, of church and school architects, of students and teachers in several of the largest theological schools, of Y.M.C.A., Y.W.C.A. and other social workers, and of superintendents and teachers of religious education. The diversity of results and experiences which were represented in the establishment of these standards makes it virtually certain that every phase of modern religious educa¬ tional work was considered, and provision made for it. The practical value of these standards and of the score- card in connection with which they are used is immense. Simply as a checking list for church officials planning a build¬ ing they are suggestive, since at least they will serve to bring up for consideration the question of making provision for various kinds of activities. Being written in terms of desirable maximums rather than of acceptable minimums, they consti¬ tute a valuable aid to building committees in making plans so complete that the discovery of various needs will not be post¬ poned until after construction is finished and the building put to the test of use. A church building committee which 1 “Standards for City Church Plants to be used with the Interchurch World Movement Score Card for Rating City Churches and Religious Education Plants,” prepared by N. L. Engelhardt, E. S. Evenden, et al. [95] RELIGIOUS EDUCATION OF PROTESTANTS seriously studies these standards will most probably decide that some of the activities, for which no provision was originally intended, are so obviously desirable that they will either be included in the plans at once or the plans will be made sufficiently flexible to permit of their inclusion at a later date. Thus the standards tend to enlarge not only the building but the church program itself. Presenting, as they do, the best judgments of several hundred competent authori¬ ties, these standards are calculated to save time and prevent confusion in determining what is desirable in matters of con¬ struction and equipment, while at the same time they offer insurance against the repetition of errors in church construc¬ tion due to the dependence of a building committee upon the advice of an architect wTho has possibly been responsible for one type of building and knows no other. Finally the score- card and standards are of the utmost value in determining the adequacy of existing church plants. For this purpose the score-card provides a score of 1,000 points for a church plant which meets all the standards for all of the items. These 1,000 points are distributed among the six major divisions and the 112 subdivisions according to the judgments of large groups of experts in the field of church construction and church and religious educational activities. The actual distribution of points is shown in the reproduction of the score-card, as shown in Chart III. IV. Use of Score-Card In using the score-card at least three trained judges of church and religious education plants go through the entire plant and then independently score the building. The middle one of these three judgments is then taken for all of the 112 principal sub-divisions, and these middle or conservative judg¬ ments are totalled to make the final score for the building. In interpreting the final scores certain groups should be kept in mind to assist in a more accurate realization of the adequacy of the plants being scored. A church plant which scores be¬ tween 800 and 1,000 points on the score-card may be con- [96] THE CHURCH BUILDINGS OF INDIANA I. SITE . 1 2 3 130 A. Location . 55 1 1. Accessibility . 30 T 2. Environment . 25 B. Nature and condition . 30 1 1 1. Drainage and soil . 15 2. Upkeep of site . ,15 C. Size and form . 45 45 II. BUILDING OR BUILDINGS . 150 A. Placement . 20 1 1. Orientation . 10 2. Position on site . 10 B. Gross structure . . . 80 1 1 1. Type and esthetic balance . 20 2. Material . 10 3. Height . 5 4. Roof . . ft 5. Foundation . 10 6. Walls . j,. . 1o 7. Entrances . 5 8. Condition . 15 C. Internal structure . 50 1 1. Stairways . 10 2. Foyer and corridors . 10 3. Basement . 10 4. Decorative attractiveness . 20 III. SERVICE SYSTEMS . 160 A. Heating and ventilation . 40. 1. 1. Kind . 10 2. Installation . 10 3. Air supply . 5 4. Fans and motors. . . 5 5. Distribution . 5 6. Temperature control . 5 B. Fire protection system . in — 1 1. Apparatus . 10 2. Fireproofness . 15 3. Escapes . ft 4. Electrical wiring . 5 5. Fire doors . 3 6. Exit lights- and signs . 2 C. Cleaning system . . . 10 1 1 1. Kind . 2 2. Installation . 3 3. Efficiency . . 5 Chart III — Score-Card for a City Church and Religious Education Plant [97] RELIGIOUS EDUCATION OF PROTESTANTS D. Artificial lighting system . 1. Gas and electricity . 2. Outlets and fixtures . 3. Methods and illumination . . E. Water supply system . 1. Drinking . 2. Washing . 3. Hot and cold water . F. Toilet system . 1. Distribution . 2. Fixtures . 3. Adequacy and arrangement 4. Seclusion . . . 5. Sanitation . G. Other service systems ... _ 1. Clocks and signal systems. . 2. Church bells and chimes . . . 3. Telephone connections . 4. Service lifts . . . H. Service rooms . 1. Workshops . . 2. Service office . . 3. Fuel room . IV. CHURCH ROOMS . A. Convenience of arrangement . . B. Auditorium . . . 1. Size and shape . 2. Seating . 3. Illumination . 4. Walls and ceiling . 6. Floor . . 6. Balcony . 7. Pulpit and platform . 8. Baptismal equipment . 9. Communion equipment _ 10. Organ and piano . 11. Choir gallery . 12. Choir rooms . . 13. Acoustics . 14. Visualization equipment _ 15. Cloak or check room . C. Chapel or small assembly . D. Parlor and church board room. E. Church office . F. Pastor's study . G. Church vault . 1 2 3 15 2 5 8 15 1 [ 5 5 5 25 1 1 5 5 8 2 5 10 1 t 5 2 2 1 1 5 1 2 2 1 170 20 20 100 15 ~T “8" 5 5 T 5 5 2 15 10 5 5 5 ”2" 15 15 5 5 10 10 15 15 5 5 Chart III — Continued [98] THE CHURCH BUILDINGS OF INDIANA 1 2 3 V. RELIGIOUS SCHOOL ROOMS . 200 A. Location and connection . 15 1 15 B. Assembly room . 60 1. Size and shape . 10 2. Seating . 8 3. Illumination . 10 4. Walls, ceiling and/floor . 10 6. Stage . 10 6. Musical equipment . 5 7. Visualization equipment . 5 8. Auxiliaries . 2 C. Class rooms . “90“ ! - 1 1. Adequacy of number . 30 2. Size and shape . 15 3. Seats and desks . 10 4. Illumination . 10 5. Walls and ceilings . 5 6. Floors . 5 7. Blackboards and bulletins . 5 8. Doors and closets . 5 9. Instructional equipment . 5 D. Cloak Tooms and wardrobes . 15 15 E. Superintendent’s office . 10 10 F. Supply rooms . 10 10 VI. COMMUNITY SERVICE ROOMS. . . 190 A. Rooms for general use . 60 1. Recreation and dining . 30 2. Kitchen . 15 3. Library and reading room . 15 B. Rooms for social service . ~w - 1 1. Women and mothers’ room . 15 2. Girls’ club rooms . 10 3. Men’s club room . 15 4. Boys’ club rooms . 10 5. Nurses’ and rest room . 8 6. Day nursery room . 5 7. Civic center . 5 8. Social workers’ office . 2 C. Recreation and athletic rooms . 60 - 1 1. Gymnasium . 20 2. Locker rooms . 10 3. Showers . . 10 4. Swimming pool. . . . § 6. Hand-ball court . 5 €. Game and amusement rooms .... 5 7. Bowling alley . . . 5 Total possible score . 1,000 1,000 1.000 Chart III — Concluded [99] RELIGIOUS EDUCATION OF PROTESTANTS sidered a very high-grade plant. A church plant cannot score above 800 without being exceptionally complete in its equip¬ ment and provisions for special activities. Such a church may fall a little short of the desired standard and hence incur a small loss in score on a number of the items provided, or it may be heavily penalized on one or two of its activities, in which case it must be practically up to standard in all the rest. It is, for example, quite possible to have a splendid church upon a poorly located, inadequate site, and so have its score reduced very materially — fifty or sixty points on that one item alone. A church plant scoring between 600 and 800 points on the basis of 1,000 may be considered as in many ways a desir¬ able plant and in almost all cases capable of being remodelled or of having additions made to it so that its efficiency can be materially raised. It is likely that churches falling in this group were built a number of years ago when standards of construction were lower than at present. These churches possibly had a splendid plant when first built ; but by compari¬ son with the standards of the modern community church, they may not only lose a few points on most of the items, but their score may also be materially reduced by failure to make provision for separate classrooms, special assemblies or any of the community service rooms. Often the auditorium and church rooms are quite adequate, and with the addition of a religious education building, the church plant could be made to serve its congregation acceptably without rebuilding. A church building that scores between 400 and 600 falls so far short of meeting desirable standards in so many items that it becomes a question whether it will prove more econo¬ mical to remodel the building or to replace it by a new plant. A church that scores less than 500 falls so far below the requisite standards in virtually all respects that an entirely new plant will usually prove a good investment for the congregation. When a church and religious education plant scores less than 400 it is quite certain that money spent ort remodelling or adding to it will represent an economic loss, and any build- [I0°] THE CHURCH BUILDINGS OF INDIANA ing with so poor a score cannot but be a definite handicap to a community service program for its congregation. If these rough groupings are kept in mind in studying the scores of the churches of Indiana, it will help to give a clearer picture of the situation. V. A Sampling of the Churches The twenty-five churches selected by the committee on religious education for special study in Indiana were selected from those churches for which data, necessary for an index number, had already been collected. This selection was scien¬ tifically made and can be considered as accurately representa¬ tive of the conditions throughout the state. In making the selection no attention whatsoever was paid to the type of church and religious education plant belonging to the church. It is to be expected, therefore, that chance would so operate in the selection of these twenty-five churches that there would be some very poor church buildings, some very good and that the majority of the number would range between these two extremes with the heaviest grouping around that point which most truly represents the general condition for the state. In any such distribution one may always expect only a few cases at either extreme with a distinct increase in the number of cases around the center or mid-point of the distribution. Reference to Table I. will show the total scores allotted by three trained scorers on the twenty-five churches in this sampling. It will be seen that the best church of the twenty- five scored 769 points out of a possible 1,000, while the poorest church in the twenty-five scored but 186 points out of a possible 1,000. A study of the total scores allotted in Table IV. shows a distinct grouping of the churches around the 500 mark, there being eight churches between the range of 478 and 526. From this table one would be justified in saying that the typical church and religious education plant of Indiana scores about 500 on the basis of 1,000. This does not mean that these plants are only 50 per cent, efficient, but it [101] RELIGIOUS EDUCATION OF PROTESTANTS does mean that on the basis of scores allotted they obtain only one-half of their possible score, and therefore fall far short of reaching the accepted and desirable standards for a modern TABLE IV — TWENTY-FIVE1 CHURCH AND RELIGIOUS EDUCATION PLANTS OF INDIANA ARRANGED IN ORDER OF RANK FOR TOTAL SCORES ALLOTTED SHOWING DISTRIBUTED SCORES ON THE MAIN ITEMS OF THE SCORE-CARD AS COMPARED WITH THE TOTAL POSSIBLE SCORE FOR EACH MAIN ITEM pC> •o o U ►« V ►s: .<2 ^ $ £ CQCo 8 © ►t* 8 53 o i s 53^ Si .53 i o "53 S 53 O : o Go H Q> Sub-Items MAXIMUM POSSIBLE SCORES AND ALLOTTED SCORES p _ _ _ A _ N I II III IV V VI Corn- Service Religious munity Build- Sys- Church School Service Site ing terns Rooms Rooms Rooms 1,000 130 150 160 170 200 190 25 3 1 769 109 137 1 14 131 153 125 24 2 734 95 134 hi 144 152 96 23 3 655 107 119 94 122 136 77 22 4 648 103 116 9i 119 118 101 21 5 613 103 106 76 128 126 74 20 6 608 99 107 85 107 1 16 94 19 7 589 101 105 83 102 105 93 18 8 570 100 97 90 100 IIO 73 1 7 9 560 100 92 80 109 97 82 l6 10 526 108 119 7i 99 57 72 15 11 521 93 86 77 101 87 77 14 12 5i5 95 94 70 103 98 55 13 13 514 103 80 82 95 78 76 12 14 500 101 88 62 100 88 61 II 15 498 97 85 77 89 86 64 10 16 492 9i 79 79 96 100 47 9 1 7 478 107 98 68 80 70 55 8 18 455 85 88 64 84 92 42 7 19 452 106 101 64 78 64 39 6 20 426 86 79 70 87 72 32 5 21 384 95 80 64 69 48 28 4 22 365 93 54 59 6 7 64 28 3 23 309 99 47 28 46 57 32 2 24 281 54 5i 58 5i 57 10 1 25 186 52 36 3i 40 19 8 Maximum possible score. . 1,000 130 150 160 170 200 190 ^Churches selected at random from among churches having available religious education records. 2 Table should be read as follows: 769 points out of a possible 1,000 points have been allotted church No. 25 ; 109 points out of a possible 130 on Site, etc. [102] THE CHURCH BUILDINGS OF INDIANA church and religious education plant. It is interesting to note that only six of the twenty-five churches score above 600 while five of the twenty-five score below 400. The further examination of Table V. will show that the scores are made up from the six main sub-items and that these scores vary greatly. As might be expected, church No. 25, which ranks first among the group, also receives among the highest scores on all of the items, but it is not unusual to find a church building plant scoring around 500 and yet approaching the maximum score on site or building or church rooms. By comparing the scores allotted on the six major sub-items, it will be seen at once that the greatest discrepancy between the scores actually allotted and the possible score exists in Item III. — “Service Systems,” Item V. — “Religious School Rooms,” and particularly Item VI — “Community Ser¬ vice Rooms.” This would indicate that less attention has been paid to these items in the past than is now being given to them in the most modern church and religious education plants. VI. Analysis of Scores Under the item of “Site” half of the churches in Indiana would receive a score of less than 100 on the basis of a possi¬ ble 130. Under the item of “Building or Buildings,” one-half of the churches of the state would receive a score of less than 92 on the basis of a possible 150. Under the item of “Service Systems” half of the churches according to this sampling would receive less than 76 points on the basis of 160 — less than half the possible score. Under the item of “Church Rooms,” the median, or middle, score for the churches of the state is in the neighborhood of 99 or 100 out of a possible 170. In the case of “Religious School Rooms,” the inade¬ quacy of the provision is shown by the fact that the median, or middle, score for the state would probably be in the neigh¬ borhood of 88 out of a possible 200. The greatest evidence of failure is, however, shown in the lack of “Community Service Rooms,” where out of a possible 190, the median, [103] RELIGIOUS EDUCATION OF PROTESTANTS or middle, church for the state would receive 64. This means, of course, that on each of these items as many churches score less than the figure mentioned as score higher than the figure mentioned. Since Table IV. is representative of the church building conditions for the state, it is evident that very few churches have been built in Indiana within the last decade. The majority of churches were built at a time when very little attention was given to departmentalizing religious educa¬ tion work and almost no attention to any provisions for com¬ munity service, other than the installation of a kitchen for the purpose of serving church and community dinners. The situa¬ tion for Indiana is also shown in Table V., which gives the number of churches in the state receiving percentages of the total possible score. This in a measure shows the degree to which the standards for the several major items are met by Indiana’s churches. TABLE V — TWENTY-FIVE CHURCH AND RELIGIOUS EDU¬ CATION PLANTS OF INDIANA DISTRIBUTED OVER PERCENTAGE RANGES OF EFFICIENCY AS MEASURED BY THE SCORE-CARD BASED ON SCORES AL¬ LOTTED ON SIX OF THE MAJOR ITEMS Percentage Ranges and Numbers of Churches Falling Within Each Percentage Group Items Considered in Percentage r - Commutations 0-25% 26-50% 51-75% 76-100% I. Site . 0 2 9 14 II. Building or Buildings . 1 3 16 5 III. Service Systems . 2 IS 8 0 IV. Church Rooms . 1 7 14 3 V. Religious School Rooms . 1 16 6 2 VI. Community Service Rooms. . . . 9 13 3 0 Total Scores . 1 11 12 1 V1L Better Churches in Indiana During the visit of the Church Building Committee to Indiana, an attempt was made to obtain scores from the best churches in the state. It was impossible to visit and score every church, although a conscientious attempt was made to visit those churches that were considered by a number of [104] n o* 3 Mm nHn 3*p 3* o £3 S." 3 S3- S' £*£-3 & Cun fj c r8 P rt> £ *-t rc> - o*£ hj .. rc On q. *o OiO S.'O 3 3 *0 O* 5T o p ►■* • C/5 a. J3 •"** 2 2 «> Cm. rt- O O *“* 2.3 ^ •"* r1‘ n P O'* *~*i c rrH o K g. CA .o 2.o £ o* c« o x* 1/5 3 C3»3 cr“o w ,Oi V)" o o »o p rt) *> 3 So p n. X p ►— » • >— * 3 w e d 3 3 (A •o cr O V- CA r+ (A (T> -V ^ cr 3- p rt 3 gCDdddtdddddg^Cnddsi rf m.m.m.m *-».»-». »-»•*-»• I— H <2 rt* >-*•»-». /T\ »-» >-4 »-4 »-f *-» >-* »-» sr, • m C/3 rt rt> ct cr p 3 -t -t -t £1 -1 *1 m 7i w y m m tddta CA o o ►1 rt rt 3 o •1 M • S ■M rt o 3 2 dd p *-t p . , -t a *rj rt tri r-j rt> rt X w m w CA mi. cr .-t cr cr rt- ^ *3 <-*■ rt rt> >— * rt ct> >-t • rt >-t >-t P 3 Wd P *-t *o rt rt- tA 3* cr rt n> ►i 2 n> 3, ca 3^ rt ° <- CL C/5 p c/5 CO 3 3 m3*. *o 3 ,£,c£ 8 § *3 3 sg rt ct 3T O CL *-^ • C/5 Q-» QJ M» ■ , d2 3 g ri rt> C/5 rt- So rt CL 3 5 o ~ -t td P >0 M— * •— • • g o Jr’ o 2 O cl • -t CA rv 3*g u *1 rt “* i-t- 2- 3* a 3*0 =$ CL 3 3t (A rt w *o M l CA O O *o p a Wv/J • <"*■ . •2.M; CA ^3 . n .— • O tA • *o O • p ® ’ M-*0 P * a p * O 3 f— ' 3 p 2*. I-+1 CD P 3 ^ p 2. ft O a> st ^ CA PSTo rt 5 rt Prr3 O O i-S C!“nniiD.>ii:Op.fCrOr(i 3 3 P 3 CA *0 o clc; O- •-« M. p* 3 3 3 P *o o CA 3 o 3 CL CL g p 3 ’ P *0 o O •“*' 3 CA O . . . . o 3*3*3 tdtd5 m n> OQ 3 3 o P CL Cl 2 - CA 3* P P SC o a o 3 3 CL CA M-. — iD o jT2.° n> — S* r-t f* P 3*^ P 2 < 3- rt p, S*§. *Lm ‘ M • O O 2 3 n> w 3* rt> ^ O* ° § rt- p 3* a rt> o rn3 3*0 • CA P* rt- o JL ON O 00C*> -L O 00 k) ca On VO i-h o P vo On OOvO ►H hH HH rt rt rt 0 rt O vo ►H O ►H O 1-1 0 VO ►H O ►H VO k-H kH ►H k-H *-» 1-1 >-1 rt O La Ov 0 O Ca) O 4L O 00 ko O OnU) O Ov Ov ►H HH rt rt rt 1-1 HH HH rt rt HH k-H HH HH k-H rt •— < Oi HH rt 0 0 to HH to to kO to to to tO Ca) Ca) Ca) 0 00 OnGj 00 00 OOVJ vj ko 00 OOVO La Ca) La La HH ►H rt rt ►H k— < i-h k-H k-H t-i rt Ov OnvO vo vo 0 vo rt 0 O 0 O k-H k-H rt Ca) O 0 rt OCV! u> ji. u> 0 HH Ca) Ca) 0\La 1-1 Ln rt rt hH HH HH hH rt ►H rt rt HH ►H rt ►H k-H rt rt VJ 0 »-* to 10 to Oj kO Ca) kO Ca) 4l Ca) -U O VJ 10 La La VO 0 00 u> Ca) On O Ca) to OOCa) JO rt rt rt m< rti-irt>-irt>-ii- r r o H H 1-B CA o o » w CA S > X h-i g <3 S s > H w £ *0 O CA CA rt a r1 M CA O o w w > o CO a w I I— I H w 2 CA CA a o >-H O o k-H in ►-< w CJ H CA o o w w CA o as H X w S > w g CA o H X w CA n o » w ■ o > a o > CA 8 g id S H X H w w H O H > tr CA 8 » w o w w > o W > & > O w o o D M W O 31 > W 3cj O H o H > r CO n o & w co > f r o H H w d [105] TABLE VI — SIXTEEN SELECTED1 CHURCH AND RELIGIOUS EDUCATION PLANTS IN INDIANA RELIGIOUS EDUCATION OF PROTESTANTS church and religious education officials in the state as among Indiana’s best church building plants. For this purpose the cities of Indianapolis, Frankfort, Crawfordsville, Blooming¬ ton, Anderson, Muncie, Peru, Marion, Logansport Plymouth, Gary, Hammond, South Bend, Mishawaka and Fort Wayne were visited and the most complete and most modern church plants in each of these cities were inspected and scored. The scores for sixteen of these selected church and religious educa¬ tion plants are presented in Table VI. These buildings dis¬ tinctly represent the best in the state. From this it is evident that even when the best buildings are selected there are no church and religious education plants in the State of Indiana that closely approximate the maximum possible score, and that there are relatively few buildings falling in the group between 600 to 800 points on the basis of 1,000. The only value that this table has, so far as helping to understand the church building situation for the state is con¬ cerned, lies in the fact that none of the churches visited in Indiana scored above 800 while only two scored above 750 and only six of the number visited scored above 700. From this table it is again evident that Indiana’s church and religious education plants in a majority of cases fall very far short of modern standards. As in Table IV., we find again, even in these best buildings, convincing evidence that too little atten¬ tion has been given to religious schoolrooms and to community service rooms. It is the neglect of these items and the poor types of service systems installed which reduce the scores for many of these churches to a point often much lower than the external appearance of the building would indicate. As might be expected, better provision has been made for church rooms, especially in respect to the church auditorium, church board room, and pastor’s study, than for any of the other items. VIII. Better Churches Outside of Indiana For the sake of comparison with the better churches in Indiana, shown in Table VI., the total scores and the dis¬ tributed scores on the major sub-items for twelve selected [106] TABLE VII — TWELVE SELECTED1 CHURCH AND RELIGIOUS EDUCATION PLANTS SCORING ABOVE 750 IN SEVERAL CITIES, ARRANGED IN ORDER OF RANK FOR TOTAL SCORES ALLOTTED SHOWING DISTRIBUTED SCORES ON THE MAIN ITEMS OF THE SCORE-CARD AS COMPARED WITH THE TOTAL POSSIBLE SCORE FOR EACH MAIN ITEM Rank on Basis of Total Name and Location of Churches Scored Score Allotted to Entire Plant Items Name Location 1 . Fourth Presbyterian 3 . Chicago, Ill . 1 2 . Chapel of the Intercession . New York, N. Y. . 2 3 . Lake Avenue Memorial Baptist. . . Rochester, N. Y.. . 3 4 . Pilgrim Congregational . Cleveland, Ohio . . 4 5 . Brick Church Institute (Presby.) . Rochester, N. Y.. . 5 6 . Lakewood Congregational . Cleveland, Ohio.. 6 7 . Lakewood Methodist Episcopal. .. Cleveland, Ohio .. 7.5 8 . Flatbush Congregational . Brooklyn, N. Y. . . 7.5 9 . Third Presbyterian . Rochester, N. Y.. . 9 10 . Leonia Methodist Episcopal . Leonia, N. J . 10 n . Lakewood Presbyterian . . . Cleveland, Ohio . . n 12 . Dewey Avenue Presbyterian . Rochester, N. Y... 12 Sub-Items Maxi¬ mum Possible MAXIMUM POSSIBLE SCORE AND A allotted scores r - I II III IV V VI Items Score and Allotted Scores Site Build¬ ing Service Systems Church Rooms Religi¬ ous School Rooms Com¬ munity Service Rooms 1,000 130 150 160 170 200 190 1 . . . . . 924 113 144 156 161 179 171 2 . .... 91 1 123 146 150 158 181 153 3 . ... 854 108 136 128 162 176 144 4 . . .. 815 109 120 127 151 142 166 5 . 105 1 14 133 140 159 161 6 . 123 131 122 143 142 149 7 . 109 139 122 152 147 137 8 . , . . . 806 121 121 124 141 161 138 9 . . . . . 803 123 139 H4 133 161 133 10 . ■ . . . 785 126 13b 105 128 148 142 11 . . . . . . 763 no 129 121 146 140 117 12 . . . . . 761 1 22 136 128 133 146 96 13 . _ 1,000 130 150 160 170 200 190 1 Churches were selected on basis of community service programs sup¬ ported and completeness of plant, upon recommendations of workers in religious education. 2 Table should be read: 924 points out of a possible 1,000 points have been allotted to the Fourth Presbyterian Church of Chicago, Ill., 113 points out of a possible 130 on Site, etc. [107] < £ ip H r W Wp OP m Bo H- 1 M Ht-I §SQ OJQ £ ►H w u s PS o p< o < H 55 w £ H I Q P Q W iO P55 P p< w < H ps < p. S o u t/5 < in a (4 H § H U « (A a i s o U Q *« > K O ct; v> ■ (* q -g o u m s o i-4 i-4 < a fc C/1 ^ § td W S . H 5 ' U c/i PQ § >£ O o o o o VO H H^O co m rf O rf toOO N fO N h o tx oi o\‘-< oi vo tJ- CO CO 01 03 CO CO < ^ ° > &; o > t e ^ V V- *> o M — , 5- tO O VO M'O o o o OvVO vo co Tf rf 'sT 03 O CO ^3 i m P in w -t C/5 C/1 O P, S P s X «: a *0 s ^ .2 5? S ^>2 2 '^Pc§ a rtH Tto o fo »n« rx n\o 'O m mvo M <5j ■•2 w 5 o «*» o '.fxrJ-\DVO N C «3> •S "e -+-* P* 2 o s • O ■^f xo tx. 0) VO C\ON N N N w N h u C3> ?S • »s» •£ Hx'e 2 or^ v s ~ CQ <>3 O to \0 N N h OnOnO^L ^-COCOCOOI - • J5 v» ^ v* £ o «s; *T3 oo g-T3 Q ^ C-) -t— s 0 ^^3 o to to •^r tx 01 03 VO VO tx lx to oT txvo To rf CO 01 01 CO03 03 03 03 03 03 03 tu ^ ~ "Q -as ^ 2 <^> ^ ^ „ S a o ^; - ^ SSxCo^ g OO NO H d CO g tovo txCO 00 o, «o ^vt ^3 'S'K ^ g O g O h O t 1 t ^ o °vr ^>>5 O to rf CO 03 O 03 03 03 03 03 oco ^ t-H m 03 [I08] Tf-o rfOoO n fO to fO m in fO N Cl C vo O NcOCI^hhhCI hh hh t-< \Q % VO InNQ 0\H M Tt^C IN CO n\0 NrfO O O H«l-lCjMCSMHHH4H-l 1-1 HH In OHHHM*}O(*)O«00'tfOl,0IO(OO COf*5^C1W^C*5C o o V) CO ^ VO -t-* H-> JO G O'O TT G O O .G _Og GaP cd O n E3(/} o 'H G *2 co ° 5 cd io 2^ ^ <-> cd P *0 *'» church and religious education plants in cities outside of Indiana are given in Table VII. The scores of these churches will indicate that some are engaged in extensive programs of community service and that they are making every effort to provide an adequate plant for carrying on these programs. A study of these total scores and the scores given on the six subdivisions will show that these churches in many respects approximate the maximum possible scores, which would indi¬ cate that they have met in most respects the standards set up for these various items. Some of the scores are lowered because church plants are older and have been remodelled, so that a little is deducted from the score for many items, whereas others of the newer buildings have failed to provide for cer¬ tain types of rooms or certain forms of activities, and so lose a larger number of points on a few items. The churches given in Table VII. should in no sense be considered as an exhaustive list. They represent the better churches in Rochester and Cleveland, two cities where the Building Committee worked, one church in Chicago, a few selected churches in the metropolitan area of New York. An extensive study of church plants around New York or Chicago or any other of our larger cities would undoubtedly give many churches scoring in the group between 800 and 1,000 points. The beauty of structure and completeness of the plant of the Fourth Presbyterian Church of Chicago and the Chapel of the Intercession of Trinity Church, New York, placed these two plants easily in the group scoring over 900. The principal value of Table VII. in this study is to show that the standards by which the churches of Indiana are scored are actually being accepted and in many cases met in more modern church construction. IX. Provision for Selected Items Each one of the major items on the score-card as shown in Tables IV.-VI. is still further divided into other principal sub-items varying in number from three to eight. These principal subdivisions are again divided so that an evaluation [no] Illustration VII: exterior of the third Presbyterian church, Rochester, NEW YORK. Showing how the religious school and community service building can be added to an existing church in a way to give the entire structure an appearance of unity. Illustration VIII: the eakewood congregational church, lakewood, ohio. This is a good example of the Colonial type of architecture applied to a church and relig¬ ious education plant. The Colonial type lends itself readily to a maximum use of space. 0\ ■ i \v>'Vi Illustration IX: exterior of the manse of the fourth Presbyterian church, Chicago, ili & o o CO p CD O P 1 P 3 ore? CD & 3“ P O v- *-s P d W > "0 H M cc H o d ss o d d d m H W ► H M o 3 td O H 2 a a ‘t; d a: o H O d % a 2 3 P d O d d w a > 2! S3 CD p £ & o ►1 CD o o d d d >■ a d &► <3 d a d d Ui M hd d o' p o a orq o 3 3 & O a >■ d Illustration XI: cloister of the chapel of the intercession, trinity CHURCH, NEW YORK CITY, NEW YORK. THE CHURCH BUILDINGS OF INDIANA is made on 112 separate items in obtaining the total score for any building. A detailed building study for the entire state would involve the tabulation and comparison of the twenty- five selected churches on all of these 112 items. Time and space prohibiting such a detailed study, the situation can be shown best by tabulating the scores allotted on those items most commonly neglected in the planning and building of a church and religious education plant. Table VIII. gives the tabulation of these twenty-five churches on the basis of eight selected items. If a church obtained its maximum score on these eight items, it would receive 455 points out of the possi¬ ble 1,000. This shows that the points under consideration amount to almost half of the total score and are therefore correspondingly significant in the church building situation for the state. The twenty-five churches arranged in order of the total score received on these eight items range from church No. 25, which received 327 points out of a possible 455, to church No. 1, which received 56 points out of the same possible number. The median score for this group is 189, or 42 per cent., of the total possible score. This means that there are as many churches in Indiana that receive less than 189 points out of a possible 455 as there are churches that receive more than that number of points. It will be noticed that on the basis of these selected points the order of the churches is not quite the same as in Table IV. Table IX. gives the scores shown in Table VIII. in the form of the percentage which each score is of the maximum possible score for that item. From Table IX. it is obvious that nineteen of the twenty-five churches receive less than 50 per cent, of the total possible score on these eight items. X. Size and Form of Site In the matter of the selection and utilization of the church site more attention is usually given to its location and its nature and condition than to its size and form. For this reason the item of “Size and Form” was among the eight items selected. The column headed I.C. in Table VIII. shows that [in] Ph u co s s Q W H CO w W H to Po § ° W M j H W ^ ►V u w < § w in ^ o Q B H O >J <; CO W O < H fc W u 8 a, U i— i > m »— i > < HH > o > w < u £ £ •*» n* i <3 co V v> Co co Q-S 5 1 ^ - £ £ <2 *n» £ V £® £ *+n * «-) s £ 2 1 Co <-) - ^ £ ^ § £ ^r* r ° i £ _ £ £ £ • ■*«» £ £ £ «-) £ £ 3 * «s* £Hr.*£ S 0.-3 ■h 8 $ «5 U £"£ £ £ *2 S £vK.h» ~ q £ £ I Co ’Co o o woo o o o ID H H ■'t IT) o ■c* £ £ ■S** £ ^ o o O O Tf ro Tt- 0\ VO tx t}- CO r*o M 8nO tx t\ m OO 'O VO VO VO 00 o o 00 On Ot tN *n On 4noo VO vo vo O O rn o ro po in o vo ^ co ^ o o fO O oo vo irjOO VO mvo covo Tt o o £J -cfr Tf CM 00 CO On ts. tNVO io co c-1 ■'t l^VO l-H O tN ■’TVO vo io) VO CO £)*2 5| CO bn £ v£» co £ Co "£ ***«^ CO 'V co £ •— -£ £ <0 £ £ • »S* £ ■u *£> co O 1 k) -C> Q) o Oo o o oo vo c)h h lb On tN.NO rf »■« £ £ ■N* •*-» ~0 «? £ "£ £ £ £ £ §£° £ C+N £ ►£ ^ oft, o Co °0 £ £ "tj £ £ -si £ ^3 -£ ^ £ £ £ £ O £ £ u I 8 £ ^ s •£ Co "Z 3 co o co^ £ “o r> CO UH ^ rt « CO 4 ) [113] RELIGIOUS EDUCATION OF PROTESTANTS only three churches of the twenty-five receive more than thirty points out of a possible forty-five. Assuming that this ratio holds for the remainder of the state only 12 per cent, of the churches of the state would score more than thirty points out of forty-five. The corresponding column in Table IX. shows that 20 per cent, of the churches receive less than half of the maximum possible score. Very few of these churches have much more than enough space for the church building itself and in a great majority of cases there is little or no lawn space. XI. Internal Structure In the scores allotted to major subdivision II., “Building or Buildings,” more attention has been given to the placement of the building and its gross structure, including the archi¬ tectural design, the general aesthetic plans of the building, and other such items than has been given to the structure and arrangement of the interior of the building. The item of “Internal Structure,” involving the placement, construction and arrangement of stairways, foyer and corridors, the base¬ ment, and the general decorative attractiveness of the interior, is the second of the eight selected items. The scores allotted to the twenty-five churches on this item are shown in the column headed II. C in Tables VIII. and IX. Only one of the churches receives a score of more than 40 points out of a possible 50, only seven receive scores between 30 and 40 on this same basis, while fourteen of the twenty-five receive less than half of the maximum possible score for the important items included under the heading of “Internal Structure.” Many stairways are so poorly constructed that they are con¬ stant fire-traps, they are too narrow, are winding or are too wide with no central hand-rail. Little attention has been given in a majority of church buildings to the arrangement and safeguarding of this important element of construction. The controlling motive seems to have been to tuck them into dark corners where they would occupy as little space as possi¬ ble. Very few buildings seem planned so that their foyers and auditoriums permit of convenient and easy use of all parts [ii4] THE CHURCH BUILDINGS OF INDIANA of the building without disturbance to those using the main auditorium. So far as the church basements are concerned, the majority of them give the impression of having been con¬ structed with no thought of any use except for the accommoda¬ tion of the heating plant. The enlargement of church pro¬ grams has necessitated the use of these rooms, many times so far below ground as to be damp and unhealthy, poorly lighted and otherwise unattractive. XII . Service Systems Among the eight principal subdivisions of “Service Sys¬ tems,” heating and ventilation and fire protection are each given 40 points of the 160 allotted to this major item. Other items, such as cleaning systems, artificial lighting, water sup¬ ply, toilet provisions, other service systems and service rooms are all as neglected in the church plants of the state as are heating and ventilation or fire protection. Since these two items are, however, the most important, the very inadequate provisions for the service systems of church plants can be shown by the scores allotted to these items as well as in a more detailed tabulation of the other subdivisions of service systems. The column headed III. A. in Table VIII. gives the scores allotted on “Heating and Ventilation.” Sixteen of the twenty-five churches receive a score of 20 or less each out of the possible 40 points allotted to this item. This would indi¬ cate not only that many of these buildings are inadequately heated, but that the kind of heating system used is old and inefficient. A majority of the buildings are provided with hot-air furnaces, so installed that in most cases they are con¬ stant fire hazards. Less than one-fourth of the churches are provided with modern steam heating plants or with forced ventilation. Most of the twenty-five churches have no means of automatic temperature control, many of them not even having an ordinary thermometer in evidence. A modern heat¬ ing system not only adds to the comfort and healthfulness of those using the church plant, but is considerably cheaper in its operation and much safer from the standpoint of fire pre- [115] RELIGIOUS EDUCATION OF PROTESTANTS vention. This column in Table IX. shows that no church of the twenty-five receives a score of two-thirds of its possible maximum on this item, whereas only nine of the twenty-five receive more than 50 per cent, of their total possible score. XIIJ . Fire Protection The scores allotted the churches in Indiana on the item of “Fire Protection” would show that there is almost no pro¬ vision either in the matter of providing fire escapes or fire protection apparatus. The columns headed III. B. in Tables VIII. and IX. show this situation. On this item only two churches of the twenty-five, or what would correspond to 8 per cent, of the churches in the state, have more than half of the possible maximum score, and these two fall so far short of meeting desired standards that they receive scores of twenty-five and twenty-eight respectively. Virtually none of the churches of the state meets the standards of fireproof construction. Even though the external walls may be of brick or stone, the interior is often of wood construction easily destroyed by fire. No thought has been given to making stairways from balconies or second, or third- floor rooms fireproof or enclosed in such a way that they would be safe as fire wells. Even the easily procured and inexpensive precaution of fire extinguishers is usually lacking. When provided, they are often not to be found at the points of greatest fire danger; for example, the entrance to a furnace room or the stairway to a basement. Since it can be said that virtually half of the churches of Indiana would score less than one-third of the possible maximum score on this item, it is readily seen how little attention has been given to this in past construction. Unfortunately, a number of the more recently constructed plants have repeated many of the mistakes of the past. A number of the buildings included in this study (in¬ flammable, frame structures with exposed furnaces in close proximity to the unprotected, rough lumber under the floor of the auditorium) submit the congregations and the Sunday school classes to weekly fire dangers which civil authorities [u6] THE CHURCH BUILDINGS OF INDIANA would not and should not permit in public school buildings, theatres, and other places where citizens congregate. XIV. C hurch R ooms The distribution of scores allotted on “Church Rooms” for these twenty-five churches is shown in the column for this topic in Table IV. If the scores allotted for this item be com¬ pared with the maximum possible score, it is readily seen that more adequate provision has been made for the church rooms than for almost any other of the major items. This is as was to be expected, since most churches, regardless of the kind or extent of the religious program which they carry on, must provide for a large church auditorium. Such provision varies not only because of differences in size and adequacy of the main church auditorium, but also because many churches fail to make provision for a small assembly room, for a church parlor or church board room, for the church office, the pastor’s study or a church vault. Even in the matter of the auditorium it¬ self, which is allotted 100 points of the 170 given to church rooms, the scores vary from 25 to 89. Seven of the twenty- five churches receive less than 50 per cent, of the maximum score. This is true even on an item so universally provided for as a church auditorium. In some of the other items of this group the provision ranges from very inadequately equipped church offices to a complete lack of church vaults in anv of the twenty-five churches. XV. Religious School Rooms Nothing has been more evident in church work during the last few years than the increased prominence of religious edu¬ cation. The typical Sunday school of a generation ago has undergone a material transformation in many of our present- day churches. It now represents a form of service calling for trained teachers, departmentalized organization, separate cur¬ ricula for the several departments, special departmental assembly rooms and individual classrooms for the various [1173 £ o HH hQ

p E° >< Pd HW XQ WPd £° Pd O P cn P Pd O u in O P P Q P O X < Pd Pd < < < PH Q -H On VO NO Tt- vo 00 O vo vo HI fc d On vo 01 01 o l-H HI vo 01 00 d HI HI HI O On h-i 00 vo tN VO vo O On CO On VO tN hi 00 VO vo hi C/3 *7 H4 O i-i Tf d d o HH h no 01 oo HI HI HI HI o oo o vmo o tN tN O O o CO'O tN ON i-h 00 Tf d i— i C/3 HH M o M ■0" Ol CO ON hi vo co On 01 HI HI HI > tN o O vo vo Cl In On no o Tf CO^D 00 tN VONO l-H Q « t— 1 o l-l VO 01 oi On hi rf Cl oo d hi hi P C/3 vo tH *8 l-l 01 vo o VO 01 CO On l-H HI on o o l-l tN co l-H tN VO ON tN On VO Tf O HI HI HI h-1 <; vo CO 00 01 CO NO 00 VO 01 tN O d OnOO vo VO hi cw hh M On •'t 01 01 00 HI Tf 01 tN d hi HI HI o £ Tf vo vo VO VO Tf 00 vo HI o On Tj-vO 00 no d Tf h 1— 1 « A M On ^ d d On HI VO 01 tN HI HI HI P-I CO co 00 VO O O VO vo On 01 d CO'O On00 00 ^f Cl w w HH O i-i Tf d CO 00 HH Tf HH 00 d HI HI H d M CO VOOO oo vo O 01 01 tN HH vo ON VO o co HH a l-l O l— 1 Tf oi oi 00 |-| vo oi VO HH HI HI £ M tN 00 vo rt vo vo On O tN d Tf VO tN tN VO VO HH < M On -3- oi oi OO HH Tf d tN d HH HH 73 O HH 00 CO o On 00 Cl On On Tf hh vo On tN VO vo hi a w 1— 1 On "3- 01 01 tN HH Tf HH tN d HH HH H M On tN o tN tN co Tf 01 co tN O H H vo CO 00 NO d no NO On VO vo co hh HH HH HH £ >-H < a 00 VO 00 o o in Tf 04 d 00 00 txoo co M TfN 't NM «0 On VO 0^0) VO l-l t-H HH W w H £ o c/3 w PS o u w P> P5 V—1 H C/3 O £ I— 4 £ o M CO tN vo VO vo vo o HH Tf d co NO vo VO00 CO 00 Tf HH d VO vo HH Tf O On vo d d Tf CO O co O On Tf d co co On COVO O On Tf d co d Tf O Tf O vo d hh d HH d O VO tN VO Cl HH HH 5 -Cs § • • -s; HH Vj 3 a -s; w H l—l o On In O 00 Tf vo tx Tf vo VO CO VO O VO HVO M vo co O •-1 Tf d NO 00 vo HH Tf HH ix in o ►H d "H K h O HH d VO fO 01 H M M vovo VO 1 CO VO tN Cl CO hi tN 10 VO CO O CO tN O O tN 8 5 0 5 4 5 Cl O 00 Tf 0 MVO H hi Ov 01 vo 00 CO Cl Cl vo 10 O M O Cl co 0 O tN lOOVO Cl Cl Cl Cl hi tN Tf vo H N hi 10 01 01 tN CO hi Cl Cl VO covo 00 ''TOO 01 0 tN O 1000 VO vo co tN hi vo O hi hi VO hi 00 H Cl CO tN Cl Cl CO Cl vo It vo O COVO to O 00 00 IN.OO VO VO Tf VO CO hi hi vo hi O hi Ov Cl Tf vo Cl Cl hi hi vo IO00 0 ci 0 0 0 00 O Tf Ov CO O Cl VO hi VO 0 Tf hi VO hi hi tN hi 01 CO tN co H co hi to vo O hi 0} coco O 00 vo N H VOVO CO hi co Tf Tf 0 H VO H 00 Cl Tf vo Cl hi Cl 0 10 tH00 Cl to 0 VO vo CO VO VO Tf CO Tf tN Ov 00 00 hi vo hi 00 Cl Tf vo Cl hi hi Ov Tf 00 H Ov CO In00 0 Q CO VO Tf Tf Tf If tN O Tf CO Cl vo O hi Cl vo Tf CO hi Ov Tf Cl ONO Cl O O O On Cl Tf CO Cl Cl to O Cl co 00 hi O' hi tN Cl CO VO CO hi hi tN Tf •OKNfOCI O O 01 O tN vo vo CO Cl 01 Cl tN CO vo hi VO Ov hi Cl Tf Tf Cl hi VO Tf CO O VO O O O O Tf Ov Cl hi O O Cl Ov 00 00 CO Cl hi VO hi vo Cl CO CO hi hi VO Tf CIVONCIOOO 01 Ov Cl Tf Tf O CO Cl Tf CO VO VO hi VO hi On. Cl co CO HH HH * Cl 0 O O Cl lOO 00 VOVO co Cl Cl 0 00 01 Tf Cl Tf hi VO Tf hi Cl Cl HH HH 00 co >n 0 O ci co n 0 Tf O O 00 Cl Cl Cl s N N 10 hi Tf vo hi Cl Cl HH VO co O tN Tf 0 O vo 0 tN VO VO Cl CO O Cl CO'O to Ov hi 01 vo hi CO CO hH HH 0 co O00 O M 0 Cl O tN O O 10 O O Cl 0 OOO hi 00 Cl hi CO VO hi Cl Cl HH HH O vo OOO vo O •1 01 CpqUQ Wfco Item V. . . 19 Cl 00 Ov 0 O O Item VI. . 8 ro O *0 H X | O H 02 H EC p p p K P K O o +J s-. o EC -t-> o P 5? U cd co cd 5 o o u >> o OVlP o c O w a cd w 0 cd o w <4-1 2 -a o 3 O S ® o> a-° p ° ^ _ cd c 'Ss O co d 3 n s 2 « ^ 'H o 3j < I J 2- v m S'? C" ^ CD to P-o rt- 09 CD ►1 (0 p CO 5 3 3 O P So S g p 3 2. CO cd tr. 3S 3 O' 50 v- t) co_ o S (0 g M>50 O >1 Cl 5- o o "» W 09 3u * 09 2 M 3 ® < o P 3.72 3 O'"’ CO -S O CD l_t> CD « CD ^ V 3 J3 t) 2 o to CP 09 1 o o 3-3 H*3" o ® ~1 M 3 3 ■1 72 CD tr P CD CD 0„ » ® 3 2. 2& o 5 3 & 3* P W P 3 O P 1 ® Illustration XX: a CORNER OF THE WELL- EQUIPPED pastor’s STUDY IN THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y. Illustration XXI: section of the church office of the lake avenue MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. This room is adjacent to the pastor’s study and contains adequate office facilities and filing devices for the efficient management of the business of a large congregation. FUTURE CHURCH BUILDING IN INDIANA the Fourth Presbyterian Church of Chicago, Illinois. Parti¬ tions in the balcony, and heavy draperies, under the balcony, provide reasonably adequate isolation for separate classes. This room should certainly be provided with a fireproof moving-picture booth and a permanent screen. It may, in many cases, be combined with a social room ; and, in the smaller plants, with a dining-room. Where it is, movable chairs are necessary. CLASSROOMS Classrooms, to supplement the use of departmental assem¬ bly rooms, should be provided in sufficient number to make it unnecessary for any class to have more than 30 members, ex¬ cept in the adult divisions. A separate classroom ought to be provided for each class of the junior department and the higher departments ; also for each cradle roll and teacher¬ training class, as each will have its own particular needs. Sliding doors used to divide large rooms into classrooms should be substantial and well fitted to prevent one class being dis¬ turbed by another. Working conditions for classes in church schools should be as favorable as in any school. Classrooms should provide for at least 15 square feet of floor space and 200 cubic feet of air space per child. A room 22 feet wide, 28 feet long and 12 feet high, will adequately provide for 30 pupils ; and a room of this shape will be found best as a class¬ room. Illustration XXIV. shows a combination of separate classrooms and a departmental assembly room where space for individual rooms was not available. CLASSROOM EQUIPMENT Classrooms in religious schools ought to be provided with standard seats and desks. In the beginners’ and primary de¬ partments, tables and chairs of different sizes are desirable. Movable and adjustable individual seats make rooms more serviceable for classes of older children. Classrooms should be well lighted, with the light coming from the left of the pupils. Windows ought never to be in the front of a class- [143] RELIGIOUS EDUCATION OF PROTESTANTS room, as they are in many of the church plants studied in Indiana. Rooms used for religious education ought to be as well supplied with blackboards, bulletin boards, picture-rails, bookcases, storage-closets, maps, globes and the like as are public school rooms. Illustration XXV. shows a kindergarten room that is light, roomy, attractive and well equipped. Illustration XXVI. shows the primary room in the same church plant, the Lake Avenue Baptist Church of Rochester, N. Y. Some of the commendable features of this room are the standard, correct- posture primary chairs, the tables around which classes are grouped, the attractive carpets, the large number of blackboards arranged on the lifting doors of the wardrobes and coat-racks. This room is well equipped with pictures and musical instru¬ ments, and can be divided by partitions into smaller rooms. The Fourth Presbyterian Church of Chicago affords instruc¬ tion in special classes for the people of the community, and provides the necessary classrooms. Foreigners may study English and sometimes special foreign-language classes are organized. A well-equipped room for classes in sewing and millinery is used by the women and girls of the neighborhood. Special instruction is also given in nursing and in the care of children ; and there is a well-equipped domestic science labora¬ tory for classes in cooking, in the feeding of invalids and children, and similar courses. The domestic science labora¬ tory is shown in Illustration XXVII. CHURCH SCHOOL SUPERINTENDENT’S OFFICE In the well-equipped church school that is functioning effi¬ ciently, there is a great deal more administrative work than in the old-style school in which each teacher is entirely respon¬ sible for the work of his own class. This makes it necessary that the superintendent be provided with an adequate office, preferably on the first floor near the main school entrance. To be adequate, the office should have a reception room and secretary’s office, and another room in which material can be prepared and work carried on free from interruption. Ulus- [144] FUTURE CHURCH BUILDING IN INDIANA tration XXVIII. shows such an arrangement of a superintend¬ ent’s office. VII. C ommunity Service Rooms Of the main items on the score-card, this was the one in which the Indiana churches received scores that were lowest as compared with the total possible score. This is accounted for by the fact that few of the churches have entered upon a pro¬ gram of community service and by the fact that most of the buildings were erected before such a program was regarded as desirable for a church. Now that more congregations are planning community and recreational activities, the physical limitation of the existing plants are becoming more noticeable. In some cases buildings may be remodeled to meet the new needs ; in other cases it will be necessary to erect new buildings such as the one shown in Illustration XXII., and the Com¬ munity Building for the Pilgrim Congregational Church of Lakewood, Ohio. ROOMS FOR GENERAL USE Suppers and receptions were among the first activities in the way of community service undertaken by churches. These called for large rooms which could be provided with temporary tables and for a certain amount of kitchen equipment. In a modern church plant, the room used as recreation room and dining-room should be large enough to seat at table at least half the people served by the community church. It ought to be equipped with take-down tables, folding-chairs, a tempor¬ ary platform and a piano. The room should be free from supporting columns and should provide space for the younger people for dancing, where dancing is encouraged, and for other social activities. An exceedingly attractive dining-room is shown in Illustration XXIX. A splendid church kitchen, the large, conveniently arranged serving pantry pictured in Illus¬ tration XXX., and the men’s clubroom shown in Illustration XXXIX., help to make the dining and reception room a val- [145] RELIGIOUS EDUCATION OF PROTESTANTS liable asset of the Third Presbyterian Church of Rochester, New York, in the church’s community work. KITCHEN Adequate provision should be made for the church kitchen. Two splendidly equipped kitchens are shown in illustration XXXI. and XXXII. One is the First Baptist Church in Malden, Mass., the other in the Lake Avenue Memorial Baptist Church of Rochester, N. Y. Where every modern conveni¬ ence is provided and the room is light and attractive, there is much more incentive for cooperative community endeavor than where, in some dark hole, there is only a gas range and a storage closet for dishes. The church kitchen, if it is to invite efficient, willing service, must be as clean and cheerful as the kitchens in the homes of the women who are to use it. Where dish-trucks, warming-ovens, electricity operated potato- mashers, cream-whippers, and other devices are provided, meals for large numbers can be prepared and served so ex¬ peditiously and with such general satisfaction as amply to justify the investment for the room. LIBRARY AND READING ROOM Unless a public library is located so conveniently to the church that a library within the church would be an unneces¬ sary duplication, the modern community church can well afford to have a library and reading-room for the benefit of its mem¬ bers and the people of the immediate neighborhood. Illustra¬ tion XXXIII. shows the library of the Third Christian Church of Indianapolis. This comfortable lounging-room for young men is known as “The American Legion Room,” because it is the clubroom of the chapter of that organization. It has a good supply of books and magazines, comfortable chairs, a phonograph, and a fireplace. The room was made by the use of screens at the end of a large room. Nevertheless, it shows a noteworthy attempt to supply an evident need for such a room. The library and reading-room of the Presbyterian Brick Church Institute, Rochester, New York, is shown in D46] FUTURE CHURCH BUILDING IN INDIANA Illustration XXXIV. This suite of two extremely attractive rooms, well furnished with comfortable, leather-upholstered chairs, is an example of the best equipment for this type of service. Every day and evening of the week this room meets the real need of a number of young men. ROOMS FOR SOCIAL SERVICE Rooms for social service should include women’s social- rooms, mothers’ rooms, clubrooms for girls, men’s clubrooms, boys’ clubrooms, nurses’ rooms and restrooms, a day-nursery, a civic center room and a social worker’s office. A church that has provided these is well equipped for community service. Often the room in which the women’s Sunday school class meets is used also as the social-room, the mothers’ room, and for other purposes. An additional room should be provided for women’s small clubs and other organizations, both social and religious, and should be equipped with tables, chairs and couches, and made an attractive meeting place. It should ad¬ join the day-nursery, so that mothers with little children may enjoy the social activities of the church while their children are under the care of a trained nurse or one of the mothers in the next room. For young married women and for older girls, there should be social-club rooms, equipped with chairs, tables, magazines, writing facilities, and whatever else may be needed to make them feel at home. Such rooms are especially well provided for in the Congregational Church of Lakewood, Ohio; in the Third Presbyterian Church of Rochester, New York; and the Fourth Presbyterian Church of Chicago. Three such rooms are shown in Illustrations XXXV., XXXVI., XXXVII. and XXXVIII. Men’s clubrooms should not only be accessible from the street but if possible, should be so placed as to be seen from the street. They should have comfortable chairs, tables, news¬ papers, magazines and chess-tables, and otherwise provide for social and recreational needs. The two rooms of the Presby¬ terian Brick Church Institute, Rochester, N. Y., shown in illustration XXXIV., adjoin a room equipped with well-kept [147] RELIGIOUS EDUCATION OF PROTESTANTS billiard and pool tables, while beyond this is a room in which moving-pictures can be shown during the winter season and which can also be used for dancing. Illustration XXXIX. pictures the extremely attractive room for the Men’s Guild of the Third Presbyterian Church of Rochester. It is on the street side and opens into the Church dining-room, so that it is a convenient and pleasant gathering place when dinners are served. Illustrations XL. and XLI. show the men’s clubroom and reading-room of the Fourth Presbyterian Church of Chicago, which has accommodations for boys and younger men. boys’ club rooms Too frequently, boys are under the necessity of moving the furniture in some room in order to use the room for a meeting of Boy Scout troops, or some other club of boys. These young church members ought by all means to enjoy their church activities and be made to feel that they have a settled home in the church. They ought to have a room in which their equip¬ ment, banner, trophies and the other accoutrements of a boys’ club could be kept on permanent display. This as a rallying point makes possible a more general and more systematic use of the other facilities provided by the church, such as play¬ rooms, gymnasiums and the like. nurse’s room A room for a visiting nurse, when such a form of com¬ munity service is provided, may also serve as a quiet restroom whenever the nurse is not using it. This room should be equipped with first-aid material, chairs, a reclining-couch, a washstand with hot and cold water, and a separate toilet. It should also have the special equipment required in the par¬ ticular kind of service rendered by the visiting nurse, in which case, a visiting nurse’s association may gladly establish a regu¬ lar schedule of community aid, not only for the congregation but for the people generally of that part of the city in which the church is located. [i4b] FUTURE CHURCH BUILDING IN INDIANA SOCIAL WORKER’S OFFICE This room should be equipped with desk, table, chairs for conference and small-group meetings, and with filing cases for records of visits to cases under observation and records of follow-up work. If a paid, full-time social worker is employed by a church, such an office, fully equipped, is almost essential to the proper fulfillment of the social worker’s duties. ROOMS FOR RECREATION AND ATHLETICS In some places, the need for recreation and athletics, in the proper environment and under the right kind of supervision, is met by a community-supported Y. M. C. A. or Y. W. C. A. building. Often, in communities too large to be served ade¬ quately by one such building, church organizations pro¬ vide buildings of their own. A gymnasium, with its necessary locker-rooms and shower-baths, will care for a large number of groups during the week. It encourages the formation of church-teams and class-teams, and helps materially in bringing about among those using the equipment a solidarity which may easily be carried on into the other activities of the church. A number of churches also use the gymnasiums on occasion as dining-rooms. Excellent pro¬ vision for this has been made by the Lake Avenue Baptist Church, as shown in Illustration XLII. ; by the Frankfort Methodist Episcopal Church; in the gymnasium of the Leonia Methodist Church, Illustration XLIII. ; and by the Blooming¬ ton, Ind., Christian Church. A separate gymnasium, small but perfectly equipped, for the Fourth Presbyterian Church, Chicago, Ill., is shown in Illustration XLIV. This gymnasium is provided with all the equipment necessary for making and keeping detailed health-records of the members of the congre¬ gation using it. To be of maximum service a gymnasium must, of course, be provided with lockers. There should be separate lockers for each sex, a minimum of large dressing-lockers and a maximum of small storage lockers. Shower-baths also should be pro- [149] RELIGIOUS EDUCATION OF PROTESTANTS vided, adjacent to the dressing-rooms. There should be enough of these to accommodate all who use the gymnasium. SWIMMING POOL Some churches have swimming pools as part of their equipment for recreation and athletics. This is very desirable if no other pool is conveniently near in a Y.M.C.A. or other club building. It should not be put in, however, unless the church is willing to keep it in perfect condition, provide for its sanitary maintenance, care for the drying of bathing- suits, and provide hair-drying conveniences. It also calls for constant supervision by a swimming teacher or guard attendant while the pool is in use. Because of the temperature main¬ tained in the room containing the pool, the attendant should have a separate room at one side with a wide window, through which he can easily see all parts of the pool. BOWLING ALLEY Another popular community recreation is provided by the bowling alley. Hardly any other equipment lends itself to the rousing of team and tournament enthusiasm as does bowling. It also tends to center community interest in the church activi¬ ties, particularly where intersectional and interchurch contests bring visiting teams and their adherents to the bowling alleys. But the alleys must be properly constructed and be kept in perfect condition: In fact, all recreational equipment for a church must be. The enjoyment of basket ball, indoor base¬ ball, bowling, swimming and the like should not be lessened or marred by inferior and run-down equipment. If a church is to claim its share of the time of its young members increasingly devoted to recreation, if it is to provide them with wholesome recreation under ideal conditions, it must engage more fully than it has engaged in the past in the activities for which com¬ munity service rooms must be provided. It must provide ade¬ quate equipment and keep that equipment in first class condition, if its young members are not to be drawn away by better equipped, better kept commercial amusement places. [150] Illustration XXII: the religious education building of the first baptist CHURCH, MALDEN, MASS. The building houses a number of religious schoolrooms, the school auditorium, moving- picture machines and rooms for other community activities. This is one way of supple¬ menting a church plant where the auditorium and other religious rooms are adequate. This building also houses the community School of Religious Education and the high school department of the Malden system of week-day religious schools. Illustration XXIII : the religious school assembly room for the fourth PRESBYTERIAN CHURCH, CHICAGO, ILL. The room is so arranged that the balcony and the main room under it are separated into a number of smaller classrooms by lifting doors and by heavy draperies reaching from the ceiling to the floor. Numerous other classrooms are provided for special class sessions. This room is equipped with a platform on wheels, with moving-picture appa¬ ratus and a pipe organ is to be installed. Illustration XXIV : the junior department of the lake avenue memorial BAPTIST CHURCH, ROCHESTER, N. Y. This room is so provided with sliding and folding doors that it can be used for depart¬ mental assemblies and then separated into ten or more separate classes. The use of individual desk chairs, with adjustable tablet arms, makes possible regular class work in religious education. Where space is limited, a room of this kind is a desirable substitute, though still a substitute, for separate classrooms. Illustration XXV: one CORNER OF THE KINDERGAR¬ TEN ROOM OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. The room is equipped with modern correct- posture kindergarten chairs, with low-hung pictures and with other kindergarten features. It also has a separate lavatory and toilet for the kindergarten and primary departments. Illustration XXVI: the primary room of the lake avenue memorial baptist CHURCH, ROCHESTER, N. Y. Showing the splendid equipment of primary chairs and tables and the wardrobe cupboards for individual classes arranged with lifting blackboards so that a maximum of blackboard space is provided. The room is equipped with piano and with sliding doors which divide it into two classrooms. Illustration XXVII : the domestic science laboratory of the fourth PRESBYTERIAN CHURCH, CHICAGO, ILL. One of the special instruction rooms where courses are given in domestic science, feeding of invalids, children, and similar courses. Illustration XXVIII: the outer office of the superintendent of the RELIGIOUS SCHOOL OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. Beyond the outer office can be seen the workroom for preparing instructional material. This is equipped with the mimeograph and other office conveniences. The private office of the superintendent is also shown. FUTURE CHURCH BUILDING IN INDIANA V III . Summary Study of what the churches described in this chapter are actually providing in the way of buildings and equipment to carry on enlarged programs of community service, leaves little doubt that in the future church buildings will generally afford facilities for more kinds of activities than they do now. It is also evident that the standards set up in “Standards for a City Church Plant” are not only attainable but represent the actual accomplishment of many of the more modern churches. The churches described in this chapter represent only the few of the better churches of the country that were visited by the Church Building Committee while on its way to Indiana to study the Church and Religious Education Plants of the state. These were used in this study to induce boards that are to build churches in the near future to. do for their congregations what has been shown by the experience of other congregations and other churches to be possible and desirable. The building of church and religious education plants which will conform to the recognized standards from the very start, and which will further and not interfere with the work of the churches using them, ought by all means to be encouraged. The detailed illus¬ trations of churches in this study are given for their suggestive value to those interested in or contemplating the erection of church buildings. What they picture may not be in every case ideal, but they do show features far superior to those found in the average church; and therefore their study cannot but be worth while. The church board that is facing the problem of rebuilding or remodeling its church plant, ought first of all to know that detailed standards for all the items involved in a complete church and religious education plant have been prepared. These standards ought then to be carefully studied in the light of the local needs and the contemplated program of the church; after which a list should be made of all the special features to be incorporated in the new building. This list should include (specially designated) all the forms of activities which it is at [i5i] RELIGIOUS EDUCATION OF PROTESTANTS all likely the church may wish to include in its program in the future. With this information before them, church architects can plan comprehensively. After the plans and specifications have been submitted to the church board, they can be checked by reference, item for item, to the standards. This checking will prevent the omission of necessary items or auxiliaries and will insure that the rooms as planned conform to the standards as to size, arrangement, equipment, and the like. Most of the churches of Indiana ought to be concerned with building problems within the next ten or fifteen years. To avoid repeating the mistakes of the past, members of boards responsible for building operations would do well to study the accepted standards for church buildings and the church and religious education plants of some of the more progressive, far-seeing churches, such as those described in this chapter. [152] PART THREE: ORGANIZATION AND ADMINISTRATION OF RELIGIOUS EDUCATION IN THE LOCAL CHURCH BY WALTER S. ATHEARN OUTLINE CHAPTER V: GOVERNING BOARDS AND OFFICIALS, TIME SCHEDULES AND SCHOOL RELATIONSHIPS II. III. IV. V. Appointment (a) The Church Committee on Religious Education The Director of Religious Education The Church School Cabinet The Superintendent The Secretary The Treasurer The Supervisors The Teachers The School Council Officials of Young People’s Societie Leaders of Junior Societies Officials in Non-Church Societies Powers and Duties Frequency and Content of Reports Time Schedules and School Relationships (a) Time of Sunday School Sessions (b) Recognition of Children at Regular Church Services (c) Forms of Cooperation with Other Churches (d) Types of Community Service (e) Cooperation with Non-Church Organizations Summary (b) (c) (d) (e) (f) (g) 00 (i) (j) CHAPTER VI: ORGANIZATION OF SUNDAY SCHOOLS I. Size of Schools II. Forms of Organization (a) Present Status of Sunday School Organization (b) A “Four-Plan” Organization Scheme (c) Departmental Organization (d) The Organized Class III. Summary. [153] CHAPTER VII: DEVOTIONAL AND MISSIONARY ORGANIZA¬ TIONS FOR CHILDREN AND YOUTH IN THE LOCAL CHURCH I. The “Four-Fold” Development of Children and Youth II. The “Four-Fold” Division of Labor in Religious Training (a) Organizations of the Methodist Episcopal Church (b) Organizations of the Presbyterian Church in U. S. A. (c) Organizations of the Baptist Church (Northern Conven¬ tion) III. The Distribution of Societies for Children and Youth in Indiana Churches IV. The Classification of Societies (a) The Devotional Group (b) The Missionary Group V. Membership in Societies (a) Age-Sex Distribution (1) The wide age-range (2) The large percentage of mature members (3) The relatively large percentage of male member¬ ship (b) Enrollment and Average Attendance VI. The Basis of Promotion VII. Study Courses Offered VIII. Leadership IX. Summary CHAPTER VIII: NON-CHURCH ORGANIZATIONS — THE BOY SCOUTS OF AMERICA I. Scope of Boy Scout Inquiry II. Age, School Grade and Scout Rank III. Persistence of Boy Scout Membership IV. Boy Scout Relationships V. The Scoutmaster VI. Summary CHAPTER IX: CHURCH SCHOOL FINANCE I. The Cost of Education II. The Cost of Religious Education in the Local Churches of Indiana (a) General Expense Budget (b) Expenditures for the Support of Local Schools ( 1 ) For services of teachers (2) For services of supervisors, musicians, etc. (3) For textbooks, lesson-helps and supplies used in teaching (c) Expenditures for the Support of Other Religious Work (d) Sources of Income of Local Church Schools (e) Relation of the Budget for Religious Education to the Total Church Budget III. Some Unsolved Problems (a) What Should Religious Education Cost? (b) The Cost of Instruction and Supervision (c) Textbooks and Teaching Supplies (d) Building and Maintenance (e) A Uniform System of Church and Religious Education Accounting (f) Other Problems IV. Conclusions [154] PART THREE: ORGANIZATION AND ADMINISTRATION OF RELIGIOUS EDUCATION IN THE LOCAL CHURCH Chapter V GOVERNING BOARDS AND OFFICIALS. TIME SCHEDULES AND SCHOOL RELATIONSHIPS I. Appointment What are the various offices and official governing bodies connected with the educational work of the local churches in Indiana? By whom and how are the officers and governing boards chosen? This section will undertake to set forth the common practice in chosing the various officers and will then briefly analyze the tendencies revealed by the data at hand. THE CHURCH COMMITTEE ON RELIGIOUS EDUCATION Thirty-two churches report a committee on religious educa¬ tion as the basic governing board in charge of educational activities. This committee is chosen in the following ways : Church Business Meeting . 6 elect Official Governing Church Board . 14 “ Committee of Official Church Board . 1 Chairman Committee on Religious Education.... 1 appoint Pastor . 7 Church School Business Meeting . 3 elect Quarterly Conference . 1 approve 3 “ 1 1 approve 1 3 “ The general practice seems strongly to favor the selection of this committee by the pastor or the body which officially represents the church. In this way the church recognizes its [155] RELIGIOUS EDUCATION OF PROTESTANTS responsibility for the educational program carried on within the church. Director of Religious Education. There are so few of these officers in the Indiana churches which were surveyed that the record will scarcely indicate the current practice regarding the method of choosing them. The following boards or officers are charged with the selecting of the local church’s director of religious education : Church Business Meeting . 2 elect Official Governing Church Board . 4 “ Chairman Committee on Religious Education. ... 1 appoint Pastor . 3 Superintendent . 1 Women’s Missionary Society . Board of Teachers and Officers . 1 approve 1 approve The most common practice seems to be for the officials of the church to elect the director of religious education just as they elect any other officer who is to direct an important pro¬ gram for the church. The Church-School Cabinet. This body, acting with the superintendent, usually directs the details of the church school and frequently determines school policies. It is created as follows : Church Business Meeting . Committee of Official Church Board . Chairman Committee on Religious Education.... Pastor . Church School Business Meeting . Church School Board or Committee . Superintendent . School Council . Automatically assumes office on Board due to position as teacher or officer . Committee of Official Church Board and Church School Business Meeting . 7 elect 1 “ 1 appoint 4 “ 6 elect 4 “ 5 appoint 1 approve 1 3 ex-officio Superintendent-Secretary-Treasurer. The Committee on Religious Education and the Director of Religious Education represent a relatively new development in the field of religious education, a recent movement which has regarded the school as the responsibility of the church. This fact is reflected in the election of these three officers by the church or its official [156] Secretary Treasurer & © w OO tN *-« f) H 01 © OO 01 n CO ►-< oo oo oo ^t- <-< 01 CO OO © »o IN © fi © V. TT fx 01 IOM Cl H n ^ ^ — 3o.« - n* t/2 -g O «' G w -s G G P O -~ £ •g -g G -g W“o 3 .£ X — . u Son! ,9 W J3 H . u >>C0 G 'u O D -C ■G u X G G g 2 3 OS 33 O aum o in g « COU X3 X 5 c 03 o3 G G o o ■G -G (O CO 03 03 P^CP a> ^3= O u ro <-g g 0 3 X .. 33 rt w rj •g n-1 , rj G G (H 03 | r 1 i I i I 1 Illustration XXXIV : the men's clubroom and reading-room of the PRESBYTERIAN BRICK CHURCH INSTITUTE, ROCHESTER, N. Y. This room is capable of separation into two smaller rooms by means of sliding doors. It is attractively equipped with good pictures, well supplied with books and periodicals and is in almost constant use during the entire year. Adjoining these rooms are the pool- and billiard-room and the smaller auditorium used for motion-pictures and social activities. Illustration XXXV : the women’s club reception room of the fourth PRESBYTERIAN CHURCH OF CHICAGO, ILL. This is one of six or seven conveniently arranged and artistically decorated rooms for the use of the women’s organizations of the church. Illustration XXXVI: girls’ clubroom of the fourth Presbyterian church, CHICAGO, ILL. This is one of a number of club and recreation rooms for the women and girls of the congregation and community. It is equipped with facilities for games, with reading material, piano, victrola and other facilities for recreational and club activities. GOVERNING BOARDS AND OFFICIALS Church Business Meeting . Official Governing Church Board . Committee of Official Church Board... Church Committee on Religious Educa¬ tion . Pastor . Director of Religious Education . Church School Business Meeting . Church School Board or Committee... Superintendent . Departmental Supervisors . Other Teachers . School Council . Church School Class . Church School Cabinet . Board of Teachers and Officers . Pastor and Superintendent . Superintendent and Secretary . Church Board and Pastor . Secretary . 7 appoint ▼ “ 108 4 i appoint H u 2 appoint i I I 3 elect 7 i iC u ii 35 elect 24 “ 8 elect 43 “ 2 “ 3 “ 3 approve ^ ii i approve 9 “ 10 approve 11 “ 6 2 approve School Council. The church school council comprises the teachers, officers, members of committee on religious education, and representatives from all organized classes and all other clubs, societies, etc., connected with the educational life of the local church. With the exception of representatives of classes or societies, the members of this council would automatically assume their places on the council by virtue of their positions as teachers or officers. There are so few of these councils that it is difficult to determine the common practice. The following, however, are the present methods of selection of members of the school council : Church Business Meeting . Church School Business Meeting . Church School Board or Committee . Superintendent . Church Council . Church School Class . Assume Office ex-officio . Church Business Meeting and Church School Board . 4 elect 7 “ 5 “ 2 approve 2 elect i “ i appoint i elect Officials of Young People’s Societies. The young people’s societies of the churches in Indiana, with a very few exceptions, elect their own officers. In a small number of cases the elec¬ tions must be approved by some representatives of the church, and in three instances these officers must be approved by some [159] RELIGIOUS EDUCATION OF PROTESTANTS officials of the church school. It is evident that unity of ad¬ ministration within the local church can hardly be possible until a closer relationship is secured between the church school and other agencies of religious education maintained within the church. The following are the methods of appointing officers for the various young people’s societies which are under church auspices : Church Business Meeting.* . Official Governing Church Board . Church Committee on Religious Educa¬ tion . Pastor . . . Church School Business Meeting . Superintendent . Officers of National Young People’s Societies . Young People’s Society Business Meet¬ ing . Women’s Missionary Society . Quarterly Conference . Church Business Meeting or Young People’s Society Business Meeting. . . 4 appoint i appoint 9 elect 2 K 2 approve 19 “ 1 2 1 « u a 2 elect 100 1 ti ic 2 approve 1 elect Leaders of Junior Societies. The junior societies are, for the most part, under the general direction of senior societies of the same name or of Women’s Missionary societies. In only five of the cases listed below are the leaders of the junior societies appointed by the officers of the local church school : Church Business Meeting . Official Governing Church Board . Church Committee on Religious Educa¬ tion . Pastor . 11 appoint Superintendent . 2 “ Departmental Supervisors . 1 “ Senior Young People’s Society Business Meeting . Officials of Senior Young People’s Society . Women’s Missionary Societies . Junior Society Business Meeting . 1 approve 3 elect 4 1 “ 1 approve 11 elect 5 “ 12 “ 2 approve Officials of Non-Church Societies. The officials of such organizations as the Boy Scouts, Girl Scouts, Camp Fire Girls, etc., are usually appointed by the overhead organizations of [160] GOVERNING BOARDS AND OFFICIALS these societies. In some cases, however, the officers of these societies are appointed by representatives of the local church or church school. The following table will show the practice in the few cases for which information is available : Church Business Meeting . Official Governing Church Board . Committee of Official Church Board... Pastor . 5 appoint Church School Board or Committee... Superintendent . 3 appoint Officials or National Boy Scouts, Girl Scouts, etc . The foregoing tables show : 1 elect 2 approve 2 “ 2 1 “ 2 approve 1 elect 11 elect 4 approve (a) That in most cases the church school is still inde¬ pendent of the church. (b) That the superintendent controls the major appointments in the school. (c) That the young people’s and junior societies under church auspices are independent of both the church and the church school. (d) That non-church organizations, for the most part, look to their own official overhead for their official appoint¬ ments. (e) That there is practically no recognition of the principle of appointment by the chief executive or educational officer and approval by an official church board of education. (f) That there is evidence that the church is slowly coming to recognize the church school as an integral part of its organization. II. Powers and Duties The distribution of the powers and duties of the governing bodies and officials of 256 Indiana Sunday schools is shown in Table XI. This table shows that the “Big Four” in the administration of the Indiana Sunday schools are (a) the superintendent, (b) the school cabinet, (c) the church school business meeting, and (d) the pastor. The relative power of each of these officials, or bodies, varies in different schools; but singly or in combination these four officials, or bodies, [161] TABLE XI — THE POWERS AND DUTIES OF GOVERNING BODIES AND OFFICIALS IN 256 INDIANA SUNDAY SCHOOLS Number of Schools Reporting that the Power or Duty Listed at Left r srv ]j Sjqtg put) SAdtfDVBJL 'tuapuaiutxajns ‘xopvj saipoQ 6utuxa,zof) xaqjQ o a PQ a H m HH kJ m W H U Z U3 O < stuapuajmxaifn^ xo jvcfpuixj }U3UlfXV(f3Q S’jtnayffQ ^taP°S x0 9nU ipunoj jooijjs sxaqovaj^ sxosmxatfns xdxnsvaxjj Gxvpxoas PS o iuapud}uixa4ns m Z o m a Ph w W H > M « S PS o Ph a Ph in famqvj jocnps qaxmjj (sxaqovax puv sjitfnj) 6uif33p\i s S3 ms ng ‘jooi{3^ nbxmjj uopvanpg SnOtSipX f° X0}33X}(J xopvj luvirissy XOfSVJ uopvonpT] snoifitp^I no xfoxnifj pxvog tfoxnifj 4° oopiiuuioj pxvog 1 pxnqj Sutuxa/iof) \vio\Qq 6m}33ffl SS3UISHQ t[3Xm{J patst'j sapnQ xo sxatnoj aqi uo °N„ outfxofax sjooips m bC l—l H P> Q 0 £ •< in a * o Ph M l-l 0 I I I I I I I I HH HH h«hC1hC1hoO O Cl Tj-CO i-h ci r-^ m m m i-H i-h m PO d O l-l 000000000 0 0 HH O Tf- O OnvO h d N Ot 03 0 hh On t-H l-H t-l l-H |-H tH l-H HH CO I-* vo ci o\^o i-h tj- os 0 m "Pf IX l-H HH HflmPlHTj'HH HH Cl PO OtbdwdClMOCl O Cl IT) M cnoo h 0 Cs *—* vo ci h N H HH HH tX ro M 0\0 TfH dH 0 O O O PO C) 00 in X on »n ci 00 X TfOO l-H \0 l-H l-H vo ^ m in t\ 0 fo h ci HH H H Cl vo PO 3" oiciHHOOooxmin mvo in m •<3-vo Tf -vfvo Nf\o m H-> aS O O X cj 05 •C bo pu C h-> d d C -*-> c »h 3 C a> a/ > (a V b/) C rt X u a c u m m •ri L, ’’O QJ 03 £ £ ■ §7 a, q, u & ' Ph< 1 CL» (/) U c5 2 = ^ p> i_ -M O ... a jr 5 ~ goM^ r1 c ft* O 5 It e 3 X >» <-> 3 i-> o *3 C *0 .5 U, •3 C o3 cn X 3 ti (U > o t-H o X -t-> 3 3 0)' (/} • T-H ' O Wi w c o • fH 4-» 03 N • c 03 bo u o O o X (J in m C Qj 03 '-P ”H, H t-H H> P6S Ld W gs l” HH HH X W *-J PQ < H C/5 H Pi O Ph W fc O c/5 H 55 W H 55 O U CO H Ph 2 3 w m O W £ CO Pi o Ph w PS o 55 l-H W < b O tH U 55 w pi a w Pi Ph « S P 55 ^ i A 8 co rf 0\00 m m CJ\ w N N O Tf ? O m ^ co iON « ^ ~ 04 ^ 'O • ^ 1— i * o - A ’S £ m vo « tj-oh oioo H- o> 00 vo _ H\d o 01 h ^ nh o ^ ^ -C H* H H I I "2 ^*5 *0 ^ S g C5.^ ^ Vu 2 -S N •*■* QCo C4 Tj- i-H tv* 04 vO Tt-vo M 00 ^ il t-H t-H Tf-00 04 t-H l>* ►-• to I CU 1 § *-* hO g 2 *S q ^ ST *■* «4-* r-* ^Co ^ Us O i • 1 8 I. V M 2 vONNHClcfO^OpOO i-hVOO K h O hh 04 00 O O ic,io O' rf-vO CO co 04 Tf *-h U0 Tt 04 CO co CH O'VOo On 04 NKHOC^O *OVO 04 On Ov O ^ __0 g • 2 „(N H M in M I I s CO O O\uo H *t CO'O co 3f 0>»'O o <2 ~ VO O'- CO 'tT CH i H Pi o Ph w Pi s P3 s p 55 | 1 | ?> noo^coTtooooioo ^ ' Pv V. a^j 04 co co o) 00 "O- CO'O O h coo qj co coo co « • A. -si oOOOOchOOOOOO cq ?o -si CO co CO 0\0 COO On Ov 0nO co O 04 CO cf 04 >-* ch O 55 HH W Z< 6 55 H O0-«00-°0000 O Si ’Bit* o *t Cl On 04 COCO cooo 04 H" O O K pt ^ _ t-H rf co 04 co Cl •“• 1 •ts ^ O co 00 COCO H t-H 04 co *0 Ox O 4* 8 > >« H CO CO On t-H K H 04 ^ ^ ° t-H t-H HH ts O 1 H-» CO -N» OjV 4> Qi s VJ -v t-t oiOHtTj-cocoo JH a«nO oo (O h co co co CO'O co 04 t-H 04 co 0\ 04 04 04 04 ch "O V. W >*, • 4—* a> cn ti ^ 5 0 . 2^ MtSl u pj u CO u » -2 .5 5 « 4h t »3 I-. 23 rt o o S’ o - co CO CO to >h --2 U [165] (Table based on data from 254 of the 256 Indiana Sunday schools surveyed.) RELIGIOUS EDUCATION OF PROTESTANTS This time schedule will be read with interest by church school workers in other sections of the United States. In the New England states, for example, it would be as hard to find a school session before the morning service of worship as it is to find in Indiana one after that service. (See Chart IV.). Chart IV — The Time of Day at Which 238 Sunday Schools Hold Their Sunday Sessions The median length of the session in both rural and urban communities and in all departments is sixty minutes. Likewise the median amount of time given to the “study of the lesson” at every school session, in rural and urban communities and in all departments, is thirty minutes. These statements are based upon reports from 250 schools. RECOGNITION OF CHILDREN AT REGULAR CHURCH SERVICES Six out of 229 churches conduct Junior Congregations during the general service of worship of the church. Sixty- two, or 21. 1 per cent., of 245 churches report the use of children’s sermons; forty-one, or 16.2 per cent., have special music for the children at the regular church service; ten, or 4 per cent., uses a special ritual for children; six, or 2.5 per cent., have organized Go-to-Church Bands, and twelve, or 5 per cent., have other means of recognizing the presence of children at the regular church services. [166] GOVERNING BOARDS AND OFFICIALS FORMS OF COOPERATION WITH OTHER CHURCHES It is being increasingly recognized that the church schools have a joint responsibility for the moral and religious training of the childhood and youth of the community; that the school is a social agency which finds its fullest expression in cooperation with other agencies for individual and social betterment. Sixty-two out of 225 schools fail to report on their cooperative relationships; 193 schools report the following forms of cooperation : Community training class, 17 schools. Community training schools, 3 schools. Week-day religious school for children, 17 schools. Daily Vacation Bible School, 8 schools. Teachers’ Conferences, held at regular times for Professional growth, 13 schools. Activities of the City, Township and County Sunday School Associations, 133 schools. Older Boys’ and Older Girls’ Councils, 8 schools. Schools of Principles and Methods, 18 schools. Annual Sunday School Picnic, 43 schools. Sunday School Athletic League, 12 schools. Community Christmas Tree, 11 schools. Mission Sunday School, 1 school. Young People’s Alliance Union Meetings, 1 school. Union Revival Services, 5 schools. Union Meetings, 1 school. Religious Census, 4 schools. Near East Relief, 2 schools. Community Singing, 1 school. Home Coming Day, 1 school. Children taken to City, 1 school. Community Service, 1 school. Community Chorus, 1 school. Community Bible Class with social feature, 1 school. Unnamed, 1 school. It will be observed at once that the above items of coopera¬ tion make up a very meager showing for 193 churches; but an [167] RELIGIOUS EDUCATION OF PROTESTANTS analysis of the list will disclose the beginnings, along funda¬ mental lines, of cooperation which must mark the life of churches that are to declare a social Gospel. TYPES OF COMMUNITY SERVICE During a single year these 193 church schools rendered the following types of community service: community music; community pageantry; community art; community banquets; sunrise prayer meeting with community breakfast ; social settle¬ ment work; social welfare association; cooperation with city health commissioners; Red Cross. Community music and social service were the predominant types of service. COOPERATION WITH NON-CHURCH ORGANIZATIONS The following is the list of non-church organizations with which 193 church schools cooperated during a single year, with the number of times each was mentioned in the reports from these schools: Boy Scouts, 64 times; Girl Scouts, 8 times; Camp Fire Girls, 15 times; Boys’ Department of the Y.M.C.A., 2 times; Girls’ Department of the Y.W.C.A., 1 time; Y.M.C.A., 48 times; Y.W.C.A., 31 times; Red Cross, 3 times; American Legion, 1 time; Cadets, 1 time; Rescue Mission, 1 time; Community Service Organization, 1 time; Parent-Teachers Association in School, 2 times; Blue Birds, 1 time; Associated Charities, 2 times; Child’s Welfare Association, 1 time; Tuberculosis League, 1 time; Juvenile Court, 1 time; Methodist Hospital, 1 time; Municipal Voter’s League, 1 time; Young Woman’s Business Association, 1 time; Y.M.A., 3 times; Humane Society, 1 time; Audubon Society, 1 time; Father’s Club in Public School, 1 time; Girl Reserves, 1 time; Friendship Club of the Y.W.C.A., 1 time; Free Kindergarten Association, 1 time. V. Summary i. Only a small percentage of the churches have assumed responsibility for the organization, administration and program of the church school. [168] GOVERNING BOARDS AND OFFICIALS 2. There is little agreement as to the duties and responsi¬ bilities of teachers and officers. 3. The weekly school session is held before the Sunday morning preaching service. The session lasts one hour, one- half of which is given to instruction. 4. Reports are made with some regularity by the adminis¬ trative officers of the church school; but 80 per cent, of the teachers make no report; and three-fourths of those who do report, do so orally. 5. There are widespread, spontaneous efforts to carry the lessons of the church school into the life of the community through interdenominational cooperation. Adequate com¬ munity organization will unify, direct and develop these efforts. [169] Chapter VI ORGANIZATION OF SUNDAY SCHOOLS I. Size of Schools The organization and classification of schools depend, in large measure, upon the number of pupils in each school and the number of available teachers and officers for each school. Two hundred fourteen schools reported both their enrollment and their average attendance. From these reports the follow¬ ing table has been compiled : TABLE XIII — ENROLLMENT AND AVERAGE ATTENDANCE IN 214 INDIANA SUNDAY SCHOOLS Enrollment Average Attendance Number of Pupils Number of Schools Reporting Percentage Number of Schools Reporting Percentage Totals 214 100 214 100 o-99 . 93 43-5 140 65-4 100-199 . 62 29.0 44 20.6 200-299 . 23 10.7 12 5-6 300-399 . 11 5-i 8 37 400-499 . 6 2.8 4 1.9 500-599 . 5 2.3 2 •9 600-699 . 3 1.4 1 •5 700-799 . 2 •9 2 •9 800-899 . 0 0 0 0 900-999 . 5 2.3 0 0 1,000-1,099 . 1 •5 1 •5 1,100-1,199 . 0 0 0 0 1,200-1,299 . 3 1.4 0 0 This table is graphically illustrated by Charts V and VI. Those who are charged with the organization and supervision of the Sunday schools of Indiana should recognize the lessons of this table : 43.5 per cent, of the Sunday schools have an enrollment of fewer than 100 pupils each, and 72.5 per cent. [170] ORGANIZATION OF SUNDAY SCHOOLS have an enrollment of fewer than 200 pupils; 65.4 per cent, of the Sunday schools have an average attendance of fewer than 100 pupils each, and 86 per cent, an average attendance 0- 100- 200- 300- 400- 500- 600- 700 & 100 200 300 400 500 600 700 overt Chart V — Distribution of 214 Indiana Sunday Schools by Enrollment of fewer than 200 pupils. The typical Sunday school in Indiana is a small school. (See also Tables XIV and XV.) If the typical Sunday school has fewer than 100 pupils 0- 100- 200- 300- 400- 500- 600- 700 4 100 200 300 400 500 600 700 oven Chart VI — Distribution of 214 Indiana Sunday Schools by Average Attendance enrolled, the typical school will have a small number of teachers and officers. Two hundred forty-nine schools report the following distribution of teachers and officers: Total Number Rural Urban Regular teachers . 549 2,058 Substitute teachers . 74 172 Departmental officers . 34 391 General officers . 506 936 [17U RELIGIOUS EDUCATION OF PROTESTANTS The mode or the group of schools most frequently found is the four-teacher school. The median school has eight teachers. There are, therefore, as many schools having fewer TABLE XIV — DISTRIBUTION OF 93 INDIANA SUNDAY SCHOOLS HAVING AN ENROLLMENT OF LESS THAN 100 PUPILS Number Number of Schools of Pupils Reporting the Enrolled Enrollment Indicated 0- 9 0 10-19 1 20-29 3 30-39 11 40-49 14 50-59 20 60-69 1 7 70-79 10 80-89 10 90-99 7 than eight teachers as there are schools having more than eight each. One-fourth of the schools have five teachers or a smaller number each, and one- fourth have more than thirteen TABLE XV — DISTRIBUTION OF 140 INDIANA SUNDAY SCHOOLS HAVING AN AVERAGE ATTENDANCE OF LESS THAN 100 PUPILS Number of Pupils Number of Schools in Average Reporting the Average Attendance Attendance Indicated 0- 9 0 10-19 0 20-29 18 30-39 38 40-49 25 50-59 13 60-69 10 70-79 16 80-89 14 90-99 6 teachers. The median for rural schools is 5 and for urban schools, 11. Table XVI will show 249 schools distributed as to number of teachers in each school. [172] TABLE XVI — THE NUMBER OF REGULAR TEACHERS PER SCHOOL IN 249 INDIANA SUNDAY SCHOOLS DIS¬ TRIBUTED WITH REFERENCE TO RURAL AND URBAN LOCATION Number of Regular T eachers in the School Schools which have the Number of Teachers Indicated: BOTH RURAL AND URBAN RURAL URBAN Number Percentage Number Percentage Number Percentage Totals . 249 100.0 94 37-8 155 62.3 1 2 0.8 1 1. 1 1 0.6 2 3 1.2 I 1. 1 2 1.3 3 19 7-6 7 74 12 7-7 4 30 12.0 25 26.6 5 3-2 5 27 10.8 20 21.3 7 4-5 6 20 8.0 8 8.5 12 77 7 17 6.8 10 10.6 7 4-5 8 21 8.4 9 9-6 12 7-7 9 20 8.0 7 7-4 13 8.4 10 6 2.4 1 1. 1 5 3.2 11 4 1.6 1 1. 1 3 1.9 12 14 5-6 2 2.1 12 7-7 13 7 2.8 1 1. 1 6 3-9 14 3 1.2 1 1. 1 2 1.3 15 4 1.6 0 0. 4 2.6 16 5 2.0 0 0. 5 3-2 1 7 7 2.8 0 0. 7 4-5 18 3 1.2 0 0. 3 1.9 19 3 1.2 0 0. 3 1.9 20 4 1.6 0 0. 4 2.6 21 0 0. 0 0. 0 0. 22 4 1.6 0 0. 4 2.6 23 3 1.2 0 0. 3 1.9 24 4 1.6 0 0. 4 2.6 25 0 0. 0 0. 0 0. 26 I 0.4 0 0. 1 0.6 27 4 1.6 0 0. 4 2.6 28 2 0.8 0 0. 2 1.3 29 1 0.4 0 0. 1 0.6 30 3 1.2 0 0. 3 1.9 3i 2 0.8 0 0. 2 1.3 32 0 0. 0 0. 0 0. 33 0 0. 0 0. 0 0. 34 0 0. 0 0. 0 0. 35 1 0.4 0 0. I 0.6 36 2 0.8 0 0. 2 13 37 1 0.4 0 0. 1 0.6 38 1 0.4 0 0. 1 0.6 39 1 0.4 0 0. 1 0.6 atistical Measure # • Median. . .... 8.3 .. . 5-6 . . H.5 Qi . . . . . 5.3 . . 4.6 . . 7.0 Qa . ... 135 •• . 7-8 . . 18.5 (Table based on data from 249 of 256 schools surveyed.) [173] RELIGIOUS EDUCATION OF PROTESTANTS There are only 246 supply teachers for 2,607 regular teachers, or approximately one supply teacher for ten regular teachers. The 425 departmental officers include cradle roll and home department officers or substitutes. The average is less than two to each school. Three-fourths of the schools have no departmental officers, and one-fourth have more than three TABLE XVII — THE NUMBER OF SUBSTITUTE OR SUPPLY TEACHERS PER SCHOOL IN 218 INDIANA SUNDAY SCHOOLS DISTRIBUTED WITH REFERENCE TO RURAL AND URBAN LOCATION Schools which have the Number of Substitute Teachers Indicated . Number of both rural and Substitute urban rural urban °T metiers 'Without CR and H 'Without CR and H 'Without CR and H in a School Number Percentage Number Percentage Number Percentage Total. . 173 100 75 43-35 98 56.65 0 . 105 60.7 54 72.0 5i 52.0 1 . 19 11.0 7 93 12 12.2 2 . 12 6.9 1 1.4 11 1 1.2 3 . 8 4-6 3 4.0 5 5.1 4 . 10 5-8 3 4.0 7 7-1 5 . 5 2.9 1 i.3 4 4.1 6 . 4 2.3 3 4.0 1 1.0 7 . 5 2.9 3 4.0 2 2.0 8 . 2 1.2 0 0 2 2.0 9 . 0 0 0 0 0 0 10 . 1 0.6 0 0 1 1.0 11 . 1 0.6 0 0 1 1.0 12 to 17 . . 0 0 0 0 0 0 18 . 1 0.6 0 0 1 1.0 (Table based on data from 218 of the 256 schools surveyed.) 1 CR = Cradle Roll. H = Home Department. such officers. Two hundred forty-nine schools have 1,442 general officers. The median for each school is approximately five general officers. The typical school, therefore, would have eight regular teachers ; no supply teachers, no departmental officers, and five general officers, or a total of thirteen teachers and officers. For a further study of this subject see Tables XVII and XVIII. [174] Illustration XXXVII: the CHURCH PAR¬ LORS OF THE THIRD PRESBY¬ TERIAN CHURCH, ROCHESTER, N.Y. The folding- doors divide this room into two smaller rooms when desirable. These parlors open upon the church office at one end. Illustration XXXVIII: AN¬ OTHER VIEW OF SAME PARLORS A view of the parlors given in Illustration XXXVII from the opposite direction. This picture shows the entrance from the parlors to the reception room of the church office seen in the background. Illustration XXXIX: men’s GUILD ROOM OF THE SAME CHURCH This attractive room is used for a large variety of purposes and adjoins the dining¬ room. Illustration XL: the men’s club and reception room of the fourth PRESBYTERIAN CHURCH OF CHICAGO, ILL. This room, with its piano, library and reading-room, in addition to similar facilities provided for the young men, is in almost constant use during the week, with the excep¬ tion that these rooms are not used during the time of any general religious service either in the assembly room or the main auditorium. Illustration XL1 : the men’s club library of the fourth Presbyterian CHURCH, CHICAGO, ILL. This is a companion room to the clubroom shown in Illustration XL. Illustration XLII: the gymnasium and social room for the lake avenue MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. This gymnasium, with its large fireplace in one end, is used for many of the social activities of the congregation. The rooms adjacent to this are so arranged as shown in the illustration that they may be used for dining-rooms for smaller parties. For large dinners, the gymnasium and these supplementary rooms may all be utilized. Illustration XLIII : one CORNER OF THE GYMNASIUM IN THE LEONIA METHODIST EPISCOPAL CHURCH, LEONIA, N. J. This room is provided with regular gymna¬ sium equipment. It is also equipped for bas¬ ket-ball, volley-ball, in¬ door baseball and other such games. The social room and dining-room open upon one side of this room, enabling each room to supplement the other when necessary. It also provides for the seating of a,n audience in the social room at athletic contests, there¬ by allowing the use of the full gymnasium. Illustration XL1V: the gymnasium of the fourth Presbyterian church, CHICAGO, ill. This is the best equipped church gymnasium of any visited by the Building Committee. It represents a maximum use of available space. For the gymnasium director is provided an office and examination room where accurate physical records are made and kept. ORGANIZATION OF SUNDAY SCHOOLS TABLE XVIII — THE NUMBER OF GENERAL SCHOOL OFFI¬ CERS PER SCHOOL, AND TOTAL NUMBER OF GENERAL SCHOOL OFFICERS IN 252 INDIANA RURAL AND URBAN SUNDAY SCHOOLS Both Rural and No. of General School Officers in a Urban A Rural A Urban A r SCHOOLS REPORTING > Total r SCHOOLS REPORTING 1 Total r SCHOOLS REPORTING Total School No. % Officers No. % Officers No. % Officers Total 252 100. 1,442 94 37-3 506 158 62.7 936 0 0 0. 0 0 0. 0 0 0. 0 1 2 0.8 2 0 0. 0 2 1-3 2 2 10 4.0 20 4 4-3 8 6 3-8 12 3 28 11. 1 84 12 12.8 36 16 IO.I 48 ' 4 60 23.8 240 26 27.7 104 34 21.5 136 5 47 18.7 235 15 16.0 75 32 20.3 160 6 35 13.9 210 13 13.8 78 22 13-9 132 7 23 9.1 161 7 7-4 49 16 IO.I 1 12 8 19 7-5 152 8 8.5 64 11 7.0 88 9 11 4-4 99 5 5-3 45 6 3-8 54 10 1 0.4 10 1 1. 1 10 0 0. 0 11 2 0.8 22 1 1. 1 11 1 0.6 11 12 5 2. 60 1 1. 1 12 4 2.5 48 13 2 0.8 26 0 0. 0 2 1-3 26 14 3 1.2 42 1 1. 1 14 2 i.3 28 15 1 0.4 15 0 0. 0 1 0.6 15 16 1 0.4 16 0 0. 0 1 0.6 16 17 0 0. 0 0 0. 0 0 0. 0 18 0 0. 0 0 0. 0 0 0. 0 19 * * * 1 0.4 19 0 0. 0 1 0.6 19 29 1 0.4 29 0 0. 0 1 0.6 29 (Table based on data from 252 of 256 schools surveyed.) II. Forms of Organization PRESENT STATUS OF SUNDAY-SCHOOL ORGANIZATION There are almost as many different organization plans as there are Sunday schools. It is difficult to devise a system of classification which will adequately account for the varied forms of school organization. Using the categories of “main school” 1 and “departments” we can, however, get a 1 The term “main school” is used in this chapter because it is popularly used to designate that section of the school which has not been broken up into departmental groups. [ r75] RELIGIOUS EDUCATION OF PROTESTANTS very satisfactory basis of comparison, provided we keep in mind that there is but little uniformity of practice regarding the exact age-limits of the various departments. Seven out of every ten Sunday schools included in this survey consist of a “main school” with no divisions or departments of any kind, except the class divisions. 94.7 per cent, of the rural schools and 49.3 per cent, of the urban schools are of this “main school” type. Table XIX, which follows, shows the distribution of 250 schools according to their departmental organizations : TABLE XIX — THE DEPARTMENTAL ORGANIZATION AND NUMBER OF DEPARTMENTS IN EACH SCHOOL (EXCLU¬ SIVE OF CRADLE ROLL AND HOME DEPARTMENTS) IN 250 INDIANA SUNDAY SCHOOLS, DISTRIBUTED WITH REFERENCE TO RURAL AND URBAN LOCATION Schools Organized with the Number of Departments Indicated Number of Departments RURAL AND URBAN Number Per Cent. RURAL Number URBAN Number Totals. . 250 100. 94 156 “Main school” . 176 70.4 89 87 “Main school” and one depart- ment . 39 15-6 4 35 “Main school” and two depart- ments . 14 5-6 0 14 “Main school” and three de- partments . 6 2.4 0 6 Five departments . 3 1.2 0 3 1 Six departments . 9 3-6 1 8 a Seven departments . 3 1.2 0 3 1 Includes four schools which conform to the following classification: Beginners, 4, 5 years; Primary, 6, 7, 8 years; Junior, 9, 10, 1 1, 12 years; Inter¬ mediate, 13, 14, 15, 16 years; Senior, 17, 18, 19, 20 years; Adult, above 20 years. 3 These three schools conform to the following classification: Beginners, 4, 5 years; Primary, 6, 7, 8 years; Junior, 9, 10, 11 years; Intermediate, 12, 13, 14 years; Senior, 15, 16, 17, years; Young People, 18-23 years; Adult, 24 years and above. (Table based on data from 250 of the 256 schools surveyed.) The fact that but seven schools out of 250 fully conform to either the earlier or the present organization standards of the International Sunday School Council of Religious Educa¬ tion, after a decade of promotion by denominational and [176] ORGANIZATION OF SUNDAY SCHOOLS interdenominational agencies, would seem to justify a very careful study of the problems involved in Sunday school organization. Perhaps the majority of the schools are not large enough to carry the standardized organization scheme. (See Chart VII.) A study of the attempt to introduce graded lesson series into the Indiana Sunday schools will throw some light on the "Main "Main "Main "Main School" School" School" School" AND t AND 2 AND 3 Dept Depts Depts Chart VII — Plan of Organization of 250 Indiana Sunday Schools question of graded organization. The following table shows the rate at which graded lessons were introduced into 251 Sunday schools from 1911 to 1919. This Table is graphically illustrated by Chart VIII. For purposes of a more detailed study, 193 schools were se¬ lected for which there were available complete data on both the curricula in use and the size of the schools. Table XXI shows the progress of graded instruction in these 193 schools from 1911 to 1919, and Chart IX portrays the facts graphic¬ ally. While Tables XX and XXI and Charts VIII and IX show a steady increase in the percentage of the schools using [177] RELIGIOUS EDUCATION OF PROTESTANTS TABLE XX — TYPES OF LESSON SYSTEMS USED IN INDIANA SUNDAY SCHOOLS REPORTING ON LESSON SYSTEMS FOR THE YEARS 1911 TO 1919, INCLUSIVE Number of Schools Reporting for the Year Schools Using in the Designated Year the Type of Lesson Systems Indicated GRADED LESSONS UNGRADED LESSONS BOTH GRADED AND UNGRADED LESSONS Years Indicated No. Per Cent. No. Per Cent . No. Per Cent. 1911. . 193 20 10.4 142 73-6 3i 16.1 1912. . 196 20 10.2 142 72.5 34 17.4 1913. . 200 21 10.5 141 70.5 38 19.0 1914. . 209 26 12.4 140 67.0 43 20.6 1915.. 222 33 14.9 141 63.5 48 21.6 1916. . 228 39 17.1 134 58.8 55 24.1 1917. • 236 42 17.8 131 55-5 63 26.7 1918. . 239 47 19.7 125 52.3 67 28.0 1919. . 251 46 18.3 129 51-4 76 30.3 (Table based on data from 251 of the 256 schools surveyed.) graded lessons, with perhaps a slight loss in 1919-20, the gain has been very slow. What accounts for this slow gain ? One answer to this question will be found when we place Table XXI over against a table showing the size of these schools. This correlation is shown in Table XXII. Chart X makes this Chart VIII — Types of Lesson Systems Used in Indiana Sunday Schools Reporting on Lesson Systems for the Years 1911-19 Inclusive . [178] ORGANIZATION OF SUNDAY SCHOOLS TABLE XXI — TYPES OF LESSON SYSTEMS IN 193 SUNDAY SCHOOLS WHICH REPORT THE LESSON SYSTEMS USED FOR THE CALENDAR YEARS 1911-1919, INCLUSIVE Schools Using in the Designated Year the Type of Lesson Systems Indicated Years Number of Schools Reporting for the Year Indicated 1911. . 193 1912. . 193 1913.. 193 1914. . 193 1915- • 193 1916. . 193 1917.. 193 1918. . 193 1919. . 193 GRADED LESSONS No. Per Cent. 20 10.4 20 10.4 21 10.9 23 11. 9 25 130 28 14-5 28 14-5 3i 16.1 28 14-5 UNGRADED LESSONS No. Per Cent. 142 73-i 141 72.5 137 71.0 131 67.9 129 66.8 120 62.2 ii5 59-6 108 56.0 105 544 BOTH GRADED AND UNGRADED LESSONS No. Per Cent. 3i 16. 1 32 1 6.6 35 18.3 39 20.2 39 20.2 45 23-3 50 26.0 54 28.0 60 31. 1 (Table based on data from 193 of the 256 schools surveyed.) table tell an important story, namely: there is a direct rela¬ tionship between the growth of graded instruction and the size of the school. Graded lessons have made slow progress in small schools and in the advanced grades. The foregoing charts and tables make it very clear that the organization 1911 1912 1913 1914 1915 1916 1917 1918 1919 Chart IX — Percentage of 193 Sunday Schools Using Graded Lessons Only, Ungraded Lessons Only, or Both Graded and Ungraded Lessons for the Calendar Years 1911-19 Inclusive [179] RELIGIOUS EDUCATION OF PROTESTANTS necessary to carry graded instruction has not found its way into the small schools, and consequently there is little prospect of a greatly increased use of graded lessons in small schools until both the organization and administration of small TABLE XXII — 193 INDIANA SUNDAY SCHOOLS DISTRIBUTED WITH REFERENCE TO THE GRADATION OF THE LESSON SYSTEMS USED BY PUPILS OF VARIOUS AGES DUR¬ ING THE CALENDAR YEARS 1911-1919, INCLUSIVE, AND SIZE OF THE SCHOOL 1911 Graded Lessons Ungraded Lessons 0-99 100-199 200-299 300+ 0-99 100-199 200-299 300+ Ages Total Pupils Pupils Pupils Pupils Pupils Pupils Pupils Pupils 4 & 5-. 193 8 12 9 22 73 34 17 18 6- 8.. 579 1 24 36 25 63 219 102 53 57 9-1 1. . 579 21 34 19 55 222 104 59 65 12-14. • 579 18 33 15 42 225 105 63 78 15-17- - 579 12 30 T3 3i 231 108 65 89 18-24. . 965 15 42 19 3i 390 198 hi 169 4 & 5- • 193 3 Graded 8 9 1912 22 78 Ungraded 38 17 18 6- 8.. 579 9 24 25 63 234 114 53 57 9-1 1 . . 579 21 32 19 55 222 106 59 65 12-14. . 579 18 36 15 42 225 102 63 78 I5-I7-. 579 12 33 13 3i 231 105 65 89 18-24. • 965 15 43 19 3i 390 187 hi 169 4 & 5-. 193 8 Graded 13 10 1913 25 73 Ungraded 33 16 15 6- 8. . 579 24 39 28 72 219 99 50 48 9-1 1. . 579 21 37 22 64 222 IOI 56 56 12-14. • 579 19 36 18 47 224 102 60 73 I5-I7-. 579 12 33 16 33 231 105 62 87 18-24. . 965 15 43 24 3i 390 187 106 189 1 The distribution of schools by age groups and by types of lesson systems used was first made by one- or two-year periods. In condensing the detailed table the number of schools in the years or periods united have been added together. For example, the distribution of the lesson systems for the sixth year in 193 schools was added to the distributions for the seventh and eighth years of the same 193 schools. This gives a total of 579 schools which should be divided by three to give the actual number of schools. This method preserved the relative percentage and made it un¬ necessary to use fractions in some cases. The following table will show in detail the method used: No. of Graded Lessons Ungraded Lessons Schools Report- o-99 100— 199 200—299 300 4- 0-99 100— 199 200— 299 300 + Ages ing Pupils Pupils Pupils Pupils Pupils Pupils Pupils Pupils 6 .... . 193 8 12 9 21 1 7 34 17 19 7 .... • i93 8 12 9 21 17 34 18 19 8 . . . . • 193 8 12 9 21 17 34 18 19 Totals. . • 579 24 36 27 63 54 102 53 57 [180] ORGANIZATION OF SUNDAY SCHOOLS TABLE XXII— 193 -INDIANA SUNDAY SCHOOLS DISTRIBUTED WITH REFERENCE TO THE GRADATION OF THE LESSON SYSTEMS USED BY PUPILS OF VARIOUS AGES DUR¬ ING THE CALENDAR YEARS 1911-1919, INCLUSIVE, AND SIZE OF THE SCHOOL — Continued 1911 Graded Lessons Ungraded Lessons 0-99 100-199 200-299 300+ 0-99 100-199 200-299 300+ Ages Total Pupils Pupils Pupils Pupils Pupils Pupils Jr'upils Pupils Graded 1914 Ungraded 4* 5-- 193 9 13 12 28 72 33 14 12 6- 8.. 579 27 39 36 82 216 99 42 38 9-1 1. . 579 24 37 3i 7 1 219 101 47 49 12-14. • 579 21 36 26 55 222 102 52 65 15-17.. 579 1 2 33 20 4i 231 105 58 79 18-24. . 965 15 43 29 36 390 187 IOI 164 Graded 1915 Ungraded 4*5-. 193 10 13 13 28 7i 33 13 12 6- 8. . 579 30 39 39 83 213 99 39 37 9-1 1. . 579 2 7 37 34 73 216 IOI 44 47 12-14. . 579 24 36 27 57 219 102 51 63 15-17.. 579 15 33 20 43 228 105 58 77 18-24. . 965 20 43 29 4i 385 187 IOI 159 Graded 1916 Ungraded 4 & 5- • 193 11 1 7 15 30 70 29 11 10 6- 8.. 579 33 5i 45 90 210 87 33 30 9-11 . . 579 30 48 37 73 213 90 4i 47 12-14. . 579 27 44 29 58 216 94 49 62 15-17.. 579 18 42 22 46 225 96 56 74 18-24. . 965 25 53 34 44 380 1 77 96 156 Graded 1917 Ungraded 4 & 5-. 193 11 18 17 3i 70 28 9 9 6- 8.. 579 33 57 48 93 210 81 30 27 9-1 1. . 579 30 54 40 75 213 84 38 45 12-14. • 579 2 7 50 35 61 216 88 43 59 15-17.. 579 18 44 26 49 225 94 52 7 1 18-24. • 965 25 53 33 44 380 177 97 156 Graded 1918 Ungraded 4*5-. 193 11 22 19 32 70 24 7 8 6- 8.. 579 33 69 52 93 210 69 26 27 9-1 1 • . 579 30 56 43 84 213 82 35 36 12-14. . 579 27 48 38 68 216 90 40 52 15-17.. 579 18 40 29 55 225 98 49 65 18-24. . 965 25 53 39 54 380 1 77 9i 146 Graded 1919 Ungraded 4* 5-. 193 11 22 21 33 70 24 5 7 6- 8.. 579 33 66 62 96 210 72 16 24 9-11 . . 579 30 53 46 86 213 85 32 34 12-14. . 579 27 4i 39 67 216 97 39 53 15-17- • 579 15 34 29 52 228 102 49 68 18-24. . 965 20 46 42 49 385 179 88 151 [181] RELIGIOUS EDUCATION OF PROTESTANTS AGE OF PUPILS 4-5 1911 SIZE OF SCHOOL Per Cent 0 20 40 60 0-100 100-200 200-300 300 &. OVER 6-7-8 0-100 100-200 200-300 300 & OVER 9-10-1 1 0-100 100-200 200-300 300 & OVER 12-13-14 0-100 100-200 200-300 300 & pvER 15-16-1 o-ioo|b | 1 00-200 ■■Q 200-300 300 & over pHI 18-24 0-100 100-200 200-300 300 & OVER 0 20 40 60 Per Cent t9l5 1919 Per Cent 0 20 40 60 m M 0 20 40 60 Per Cent Per Cent Chart X — Indiana Sunday Schools Distributed with Reference to Present Enrollment, Designated Age-Groups, and the Per¬ centage Using Graded Lessons for the Years 1911-19, Inclusive. (See Table XXII.) schools are made consistent with the demands of graded in¬ struction. Table XIII, showing the number of small schools ; Chapter XVI, showing that church schools are unsupervised, and Illustration XLV, showing one of many buildings in which graded organization is very difficult, should be care¬ fully studied in this connection. ORGANIZATION OF SUNDAY SCHOOLS a "four-plan” organization scheme To provide a method of adapting the form of the organiza¬ tion to the size of the school and, at the same time, of preserv¬ ing the essential factors necessary to efficient school work, the following organization plans have been developed. These plans were developed as a contribution towards an index number, or composite standard for the church schools of Indiana.1 It is thought that these plans may prove to be useful instruments for measuring the completeness of organization of schools of widely varying sizes. A uniform age-grouping of children is preserved in all four plans. The application of these plans to schools of the sizes indicated will, it is believed, provide a supervisor for every seven to nine teachers from the smallest to the largest schools. The use of these plans would lessen the problem of providing competent super¬ vision. It would also tend to produce a uniform age- distribution within the membership of all classes and thus make it easier to adapt graded lesson material to pupils in the small schools. The committee on education in each plan is understood to be entrusted with the entire educational program of the church and to have power to correlate under a single administrative agent the whole educational task of the church. The Director of Religious Education is the ranking officer under each plan. The General Executive, commonly known as the "Superintendent,” is an executive agent of the educational head of the school. In Plan IV, the Director of Religious Education assumes the executive function, as well as the educational leadership of the school. In each plan the effort has been to differentiate between the supervisory function and the administrative function, even when both functions are performed by the same officer. These "plans” were sent out to several hundred expe¬ rienced Sunday school executives and to many professional educators, who are specializing in religious education, for the purpose of arriving at a ranking for the various items in the 1 See Volume II. RELIGIOUS EDUCATION OF PROTESTANTS proposed plans by the method of median judgments. The rankings which have been adopted are, therefore, the con¬ sensus of expert judgment and not the opinion of any one person. The proposed organization plans are as follows: PLAN I. SCHOOLS WITH 800 OR MORE PUPILS 1. Committee on Education . (20%) 2. General Officers . (20%) (a) Director of Religious Education . (10%) (b) General Superintendent . (5%) (c) Secretary-Treasurer . (5%) 3. Supervisory Staff . (15%) Not fewer than three supervisors with special¬ ized duties. 4. Departmental Principals . (24%) (a) Cradle Roll Principal . (3%) (b) Beginners’ Department Principal . (3%) (c) Primary Department Principal . (3%) (d) Junior Department Principal . (3%) (e) Intermediate Department Principal . (3%) (f) Senior Department Principal . (3%) (g) Young People’s Department Principal... (3%) (h) Adult Department Principal . (3%) 5. Class Teachers . (21%) Selected for groups of pupils within age limits of departments, as follows : (a) Beginners, 4, 5 years . (3%) (b) Primary, 6, 7, 8 years . (3%) (c) Junior, 9, 10, 11 years . (3%) (d) Intermediate, 12, 13, 14 years . (3%) (e) Senior, 15, 16, 17 years . (3%) (f) Young People, 18-23 years . (3%) (g) Adult, 24 years and above . (3%) PLAN II. SCHOOLS FROM 200 TO 800 PUPILS 1. Committee on Education . (20%) 2. General Officers . (28%) (a) Director of Religious Education . (10 %) [184] ORGANIZATION OF SUNDAY SCHOOLS (b) General Superintendent . (6%) (c) Secretary-Treasurer . (6%) (d) One or more Supervisors of Instruction, Expression, etc . (6%) 3. Departmental Principals . (24%) (a) Cradle Roll Principal . (3%) (b) Beginners’ Department Principal . (3%) (c) Primary Department Principal . (3%) (d) Junior Department Principal . (3%) (e) Intermediate Department Principal . (3%) (f) Senior Department Principal . (3%) (g) Young People’s Department Principal.... (3%) (h) Adult Department Principal . ( 3 %) 4. Class Teachers . •. . (28%) Selected for groups of pupils within age limits as follows : (a) Beginners, 4, 5 years . (4%) (b) Primary, 6, 7, 8 years . (4%) (c) Junior, 9, 10, 11 years . (4%) (d) Intermediate, 12, 13, 14 years . (4%) (e) Senior, 15, 16, 17 years . (4%) (f) Young People, 18-23 years. . . (4%) (g) Adult, 24 years and above. .... . . (4%) PLAN HI. SCHOOLS FROM 100 TO 200 PUPILS 1. Committee on Education . (15%) 2. General Officers . (26%) (a) Director of Religious Education . (15%) (b) General Superintendent . (6%) (c) Secretary-Treasurer . (5%) 3. Divisional Superintendents . (27%) (a) Children’s Division Superintendent . (9%) For leaders and teachers of all groups eleven years of age and below. (b) Young People’s Division Superintendent. (9%) For leaders and teachers of all groups from twelve to twenty-three years of age, inclusive. (c) Adult Division Superintendent . (9%) For leaders and teachers of all groups twenty-four years of age and above. RELIGIOUS EDUCATION OF PROTESTANTS 4. Class Teachers . (32%) Selected for pupils within the following age groups : (a) Cradle Roll (Principal) 1-3 years . (4%) (b) Beginners, 4, 5 years . (4%) (c) Primary, 6, 7, 8 years . (4%) (d) Junior, 9, 10, 11 years . (4%) (e) Intermediate, 12, 13, 14 years . (4%) (f) Senior, 15, 16, 17 years . (4%) (g) Young People, 18-23 years . (4%) (h) Adult, 24 years and above . (4%) PLAN IV. SCHOOLS WITH FEWER THAN 100 PUPILS 1. Committee on Education . 08%) 2. General Officers . (25%) (a) Director of Religious Education (Super¬ intendent) . 05%) (b) Secretary-Treasurer . (10%) 3. Class Teachers . (42%) Selected within the limits of the following age groups : (a) Cradle Roll and Beginners, 1-5 years. . . . (6%) (b) Primary, 6, 7, 8 years . (6%) (c) Junior, 9, 10, 11 years . (6%) (d) Intermediate, 12, 13, 14 years . (6%) (e) Senior, 15, 16, 17 years . (6%) (f) Young People, 18-23 years . (6%) (g) Adult, 24 years and above . . (6%) 4. Divisional or Departmental Superintendent. When¬ ever there are two or more classes in a depart¬ ment or division . 05%) DEPARTMENTAL ORGANIZATION In actual practice, in the Indiana Sunday schools discussed in this report, children are grouped into classes of every con¬ ceivable age-combination. In some cases these clases are united into larger departmental organizations. The larger number of schools have no departmental classifications, and only seven of [186] ORGANIZATION OF SUNDAY SCHOOLS the entire 256 schools surveyed conform to either the six- or seven-department plan approved by the Sunday School Coun¬ cil of Evangelical Denominations and the International Sunday School Association. On the basis of the entering ages of pupils the 2,554 classes in 251 Indiana Sunday schools may be roughly classified into nineteen groups as follows : Name of Group Entering Age Nursery . 3 Kindergarten . 3 ♦tBeginners . 4 Beginners . 4 ♦fPrimary . 6 Primary . 6 ♦Junior . 9 fjunior . 9 Junior . . 9 ♦Intermediate . 12 Intermediate . 13 Intermediate . 12 ♦Senior . 15 tSenior . 17 Senior . 15 ♦Young People . 18 tAdult . 21 ♦Adult . 25 Main School . Any age Ages Included No. of Classes 3, only 29 3 and above 146 4 and 5 1 7 4 and above 90 6, 7 and 8 73 6 and above 79 9, 10 and 11 37 9, 10, 11 and 12 90 9 and above 360 12, 13 and 14 30 13, 14, 15 and 16 7 1 12 and above 217 15, 16 and 17 16 17, 18, 19 and 20 4i 15 and above 24 18-24 16 21 and above 4i 25 and above 16 All ages 1,161 The names included in the first column are not usually applied to all the age-groups named. In many cases they are designated by a class number or a class name. These age- groups are used in this classification to show the different methods of classifying children of the different entering ages. The departments marked * conform to the present approved standard age-groupings ; the departments marked f conform to an earlier age-grouping which was promoted for nearly a decade in Indiana and other states. It is again apparent, as one examines this table, that the departmental classification of the Indiana Sunday schools has not been successfully achieved. When 1,161 classes out of 2,554 are open to all ages; when there are 90 classes of beginners that make no age limit for the group, to only 17 with a fixed age limit; when there are 360 classes of juniors with no age limit, to a total of 127 classes with either old or the new age limits, [187] RELIGIOUS EDUCATION OF PROTESTANTS etc., — it is evident that the efforts of the denominational and interdenominational Sunday school secretaries have not been attended by a large measure of success. Departmental organization is, in many cases, merely a new arrangement of classes without the inclusion of the super- TABLE XXIII — THE NUMBER OF DEPARTMENTAL TEACH¬ ERS’ MEETINGS HELD DURING ONE YEAR BY 216 INDIANA SUNDAY SCHOOLS, DISTRIBUTED WITH REFERENCE TO THE RURAL OR URBAN LOCATION OF THE SCHOOLS Number of Schools Holding the Number of Departmental Departmental Teachers’ Meetings Indicated: Teachers’ Meetings rural and urban rural urban Held in One Year Number Per Cent. Number Per Cent. Number Per Cent. Total. . . 216 100.0 92 42.6 124 574 0 . 186 82.3 9i 98.9 95 76.6 1 . 1 •4 0 0 1 .8 2 . 2 •9 0 0 2 1.6 3 . I •4 0 0 1 .8 4 . 2 •9 0 0 2 1.6 5 . I •4 0 0 1 .8 6 . 3 1.4 0 0 3 2.4 7 . 0 0 0 0 0 0 8 . 3 14 0 0 3 2.4 9 . 0 0 0 0 0 0 10 . 3 1.4 0 0 3 2.4 11 . 2 •9 0 0 2 1.6 12 . 6 2.8 1 1. 1 5 4.0 13 . 0 0 0 0 0 0 14 . 0 0 0 0 0 0 15-19 . ' 2 •9 0 0 2 1.6 20-24 . 1 •4 0 0 1 .8 25 and above 3 1.2 0 0 3 2.4 (Table based on data from 216 of 255 schools surveyed.) visory factors for which departmental organization is sup¬ posed to stand. Departmental teachers’ meetings, and other social and business meetings held during the year, would be one method of measuring the activity of departmental or¬ ganizations. Table XXIII shows that in 216 Sunday schools there were 186, or 82.3 per cent., in which there were no departmental teachers’ meetings during the twelve months preceding the date of this survey. Thirty schools report from [188] ORGANIZATION OF SUNDAY SCHOOLS TABLE XXIV — DISTRIBUTION OF DEPARTMENTAL SOCIAL AND BUSINESS MEETINGS FOR TEACHERS AND OFFICERS, AND PUPILS IN 250 INDIANA SUNDAY SCHOOLS DEPARTMENT DEPARTMENTAL SOCIAL DEPARTMENTAL SOCIAL AND BUSINESS MEET- AND BUSINESS MEET¬ INGS FOR TEACHERS, INGS FOR PUPILS OFFICERS AND PARENTS Cradle Roll . Number schools . : 0 Number meetings 0 Number schools 0 Number meetings 2 Nursery . . 5 6 I 8 Beginners . . 4 8 1 1 Primary . . 4 12 I 2 Junior . . 7 3i 11 126 Intermediate . . 6 44 16 493 Senior . 3 5 85 Young People . . 3 9 6 147 Adult . 1 4 40 Home . 0 1 2 3 Main School . . 8 57 40 573 1 Undistributed . . 15 140 26 881 1 Meetings reported but department not designated. 3 .These meetings of the main school are not strictly departmental meetings, but they are included in order to show the comparative activity of the “main school” and the departments. one to sixty meetings each year. There are virtually no departmental teachers’ meetings in the rural schools. The number of social and business meetings held during the same year by 250 Sunday schools is shown in Table XXIV. No. of Departmental Classes Groups Per Cent 0 20 40 60 80 100 282 Beginners 152 Primary 1.161 Main School 487 Junior 318 Intermediate •57 Young People 81 Senior 16 Adult 2.554 Total Unorganized l;-VUl Organized Chart XI — Distribution of 2,554 Organized and Unorganized Classes by Departmental Groups. RELIGIOUS EDUCATION OF PROTESTANTS The departmental meetings of all kinds are limited to a very few schools, and virtually all of these are urban schools. Junior and intermediate departments are most active. Parent-teachers’ meetings, either for the school as a whole or for the departments, are almost unknown. Out of 202 schools reporting on this subject only two had had meetings Wo. or Classes Departmental Groups 487 Junior 318 Intermediate 57 Youno People 152 Pr 1 MARY 16 Adult 81 Senior 1.161 Main School 282 Beginners 2.554 Total Per Cent Male 6883 Female Mixes Chart XII — Sex- Segregation in 2,554 Sunday School Classes Distributed by Departmental Groups. of this sort within a year. One of these schools had held one such meeting and the other had held six. Both were urban schools. One hundred five departmental superintendents reported the following number of assistants : 54 departments had no assistants. 21 ft it 1 assistant. 15 tt it 2 assistants. 5 n ti 3 tt 3 a ft 4 n 2 tt ft 5 tt 3 it ft 6 tt 1 department ft 8 tt 1 it ft 11 tt [190] CO OJ §| p*o ^ H co co[^0 wgm ugu f Kco fe£w OUj ■J^K gffifa z£° a>2 hq2 P^WH X X w PQ < H £:§ §.s •-» **> K Q V. « £ S §*|m= £i So -C> o g'KO ^ O N CJ> w o « t; Q s £ Cu Ms O V. vj ■Cl *0 o g> O u? Vj ^ Co £* P4 w < < s: J a £ d 3 ' C> hI»- £» > v t* o> g <«> M= O e i o y> v CJ Jf* Q -is cj)-*- ^ Ms ^ 1,0 £o jo *+>» 2 s> -si to CO ffi H a< M -~» Jo <3 V. •+-* 5i ^ ®>2 t'g® ^ g,Q £o W Cu -J -o o S't' o ^ ^ -si C5 u X Co l O si, . £>> w W Q - §•2 •£• X g,Q V. Jo s^\S a nooo O O JO 0\ M08rfco>-iTd"',3"08 08 cOi-« ►m 08 08 CO 00 cotO ’'t'O 0\tONNt0^fOH O H w o H CO in W H H co o t\oo i-h tj-o "cf co ■'f C\ o mvo CO H ON 0) COMVO 0) H M M CO 8° OO m K 0\ t^\0 'OtJ-0nC0>h>-|chh<0mh,0 to O M H Tf Oio^cotI-OOOOOOOOOOOOO co M VO MiotNMi-iOOOi-HOOOOOOOO 00 tN. Oco^O"tOVOOOOOOOOOOO VO a\co08Ot-*OHHOOOOOOOOOO OO to O HH g. « t-1 O to to Tf ll NNOtnOOOOOO CO >-i »VO inOlCOHMHHOHHO 08 T*- 08 08 CS HH CO n -4-» P. o Ht 08 CO ^ to VO 0x00 Ov O to VO 00 O Jj JO t-* w w h h C8 08 08 [191] (Table based on data from 224 of 256 schools surveyed.) RELIGIOUS EDUCATION OF PROTESTANTS One hundred forty-eight departmental superintendents re¬ ported on the number of classes in their departments. The median number of classes for the 148 departments is 5.7. There are, therefore, as many departments with 5 or fewer classes as there are with six or more classes. One hundred thirty-seven departmental superintendents report a median of 6.8 teachers with the mode, or most common group, '6. If the six-teacher department is the most common department, it is clear that departmental organization has not found its way into the smaller schools. Table XXV shows the dis¬ tribution of departmental officers in rural and urban schools. THE ORGANIZED CLASS Table XXVI shows the distribution of 2,554 classes in 251 Sunday schools. Of the classes 775, or 30.3 per cent., are organized. Approximately 18 per cent, of the classes in the non-departmentalized “main schools’1 are organized. There are 912 mixed classes, 130 of which are organized. Of this number, 545 are in the “main school'’ or non-departmentalized group. There are 918 classes of females, 404 of which are organized, and there are 724 classes of males, 241 of which are organized. Taken as a whole, three out of every ten classes are organized. Eleven out of every 25 female classes are organized; a little more than three out of every ten male classes are organized; one out of every seven mixed classes is organized. The great majority of the mixed classes are in the “main school” group. The most popular groups for organized classes are the junior and intermediate grades. While class organization is not limited to any age or sex or type of school the facts justify the statement that the organ¬ ized class movement has been more popular among females than among males; more popular in graded than in ungraded schools; more popular with early and middle adolescents than with other groups. The same table, Number XXVI, shows that sex-segregation begins even in the nursery, and extends throughout the entire school. [192] ORGANIZATION OF SUNDAY SCHOOLS The following table shows the tendency towards sex segregation in 251 Sunday schools. Age Group Total Males Females Mixed Total number of classes for all groups . . . 2,554 724 918 912 Beginners . 282 45 44 193 Primary . 162 42 43 77 Junior . 487 205 237 45 Intermediate . 318 122 147 49 Senior . 65 15 43 7 Young People . 56 15 38 3 Adults . 16 4 11 1 “Main School” . 1,161 270 345 546 Charts XI and XII show the distribution of organized and unorganized classes, and the facts of sex-segregation throughout certain-age-groupings, roughly formed from the more detailed groupings in Table XXVI. (Seepp. 304-30 7.) III. Summary a. The majority of the Sunday schools are small schools. b. Seventy per cent, of the Sunday schools are completely ungraded and only 2.8 per cent, are completely graded. (c) There is a direct relationship between the size of the Sunday school and both graded organization and graded instruction. (d) A “Four-Plan” Organization scheme is suggested to meet the demands of schools of widely varying sizes. (e) Nineteen different classification groups were revealed in the survey of 256 churches. The analysis of these groups makes it clear that the standardized departmental classification has not been widely adopted in Indiana and suggests again that this type of departmental organization does not fit the schools generally found in Indiana. It also raises questions regarding the efficacy of denominational and interdenomina¬ tional supervision and promotion. (f) The small number of departmental meetings of all kinds seems to be another evidence that departmental or¬ ganization is often a mere conformity to the mechanical re¬ quirements of a new organization-scheme, without the essen¬ tial activities which should characterize the departmental organization. [193] H £ W few fen < p Wh^ . H CO CO' p W PQ 2 w _ u P t— I (V ps W^3 £ Ho^ I K « XH l-H M 2— l ss? xg w< p CQ < H . **S W S» Q (4 X S; £ 02 fOONTj-NinOtOHONOOHOOHOm 2--00 N O H TtTj-C^ 02 1-1 £ e -• t* ^ & ! t3 o OOOOOOOO-o-X'xOTt'Cii-.OX-i-c 02 02 w . 1 1 ■ CO^P £ C/2 w ►J < s W H C/2 W < 3 m S £ C/2 w C/2 C/2 < >4 < (4 s ° H m0< l« •*-» . *2 O *» CQ t.S ro Os;-' o 02 i “o ^ ^ Tt- coco O - m 02 — 1 i Cl — i ox On — • *-t '“' lo K s lo 02 ^ s, 02 03 I cj- o O O PI O ioh rf(OH h Q o cooO -i m -• Qn W-ii O >-(00 -I coco -• 02 -> OX h oO O 8 ^ a 02 , 'O S' ^ CO CO 00 O O SOVO 00 IO00 1/CM-OhOOoOh O.i2o0 ^ 02 — 1 02 — ' CO 00 02 02 s s 02 ^§, I to -1 0H°^0H00Tt,0'N covo O Tf Tf HH Tt 0\ V. •«* Tt" >-l UO 02 VO HH H4 r}- O si ^ ^ o 02 vL - o •** s -S ° 02 v..| °8 02 ' ? V o3 8 ^ kT " *» 02 8 "2 On X^ to tN. tN Tf* LO IT) 0> to K lO CO COVO VO -> tO 't O O CO o O H O i/2 O'O M Ttoo o 0} u-2 02 rt O VO VOVO >-> f>N -^-VO 00 VO CO H M CO H On vO tx Q co ON ' h On ‘ Cl ■cf a O O i— two — 1 "'tvo >-( vO >-> VO CO Xs* — 1 i-t'^‘02 i-i rf h vo CO 02 t-i *0^ 02 C/2 OJ 4-> o H P' oo O u co^-Tt .SO 02 P-4 Tf VO t^ o 02 On co VO -l _T v/2 ” ON | , , £/ o'M_|_fO’-,+vo*'M7T02+ + ^ 2 o <» ". ;? 2 "22 = -Ti-. 02 u-2 M ~ Os CO tx I CU *§ §» CO CO "Cf Tfvo VO O' H 5? « £• 5 o 05 s H ^CJ & Q a » bfi *-<»-. bx “T) U fl.S« >» u a £ u bop w2 1 • IH U I PL, u O • ^ c •- +-1 -t-> Q1 ri rt +j • *-• • *-• rrt — — V > ? On O 02 cfl U 03 cu V T3 b/) ON On 02 co C2 NO Xx ^?00 >-> vo as T3 C o -o w co > >. 0*2 o 3 Jj U to O g< O, c U. tP rv •5 beca £ jS ca c ti be bo C G is u i- O O MCr'r-'.biUO/C^VJ'-/ 3 CCOC^ S>2>H< — >n «►— C--C JJ n m m G ► ^ aS (O 02 n „ . CO Q.*+H M-l ca o G c rt >-. o o u WJO « cv_ _ ca" “ [i94] ORGANIZATION OF SUNDAY SCHOOLS (g) The rural schools have been scarcely touched by departmental organization. (h) Three out of every ten Sunday school classes are organized. Class organization has had its greatest popularity among classes of females in the Junior and Intermediate de¬ partments of graded schools. [195] Chapter VII DEVOTIONAL AND MISSIONARY ORGANIZA¬ TIONS FOR CHILDREN AND YOUTH IN THE LOCAL CHURCH /. The “Four-Fold” Development of Children and Youth In addition to the church school, there has grown up within the local churches a multitude of societies, guilds, clubs, and fraternities, each offering a program of instruction, expression or recreation for the children and youth of the church. These organizations are usually designed to em¬ phasize some aspect of the religious, social, physical or mental life of the developing human being. The following diagram shows the division of the field into four areas with the church and the state approaching the problem from opposite sides. The state places its special emphasis on the mental de¬ velopment of the child. Until recently the vocational, physical and social aspects of education received little attention in tax supported schools. The schools of yesterday were or¬ ganized around the “intellect” of the pupils. There is a rapid shift in emphasis in public education today, and there is much evidence that the schools of tomorrow will give large place to physical and social training without neglecting in¬ tellectual development. The state is even now giving much attention to columns 2 and 3 of the following diagram. Play¬ ground supervision, athletics, visiting nurses, trade schools, municipal theaters and social centers are evidences that the state is entering new fields of educational endeavor. The social and physical areas have been “no man’s land.” [196] DEVOTIONAL AND MISSIONARY ORGANIZATIONS THE CHURCH, THE STATE, AND THE CHILD T H E C H U R C H Column 1 Religious Church School Devo¬ tional Societies Cradle Roll 0-1-2-3 Begin¬ ners 4-5 Primary 6-7-8 Junior 9-10-11 Inter¬ mediate 12-13-14 Senior 15-16-17 Young People 18-23 Adult Junior, Inter¬ mediate and Senior Devo¬ tional Societies Home Missions Junior, Inter¬ mediate and Young People’s Home Mis¬ sionary Societies Foreign Missions Junior, Inter¬ mediate and Young People’s Foreign Mis¬ sionary Societies Column 2 Social Column 3 Physical “No Man’s Land’’ Column 4 Mental Public School Kinder¬ garten 4-5 Ele¬ mentary School 6-7-8 9-10-11 Junior High 12-13-14 Senior High 15-16-17 College 18-22 or 26 Adult T H E S T A T E [197] RELIGIOUS EDUCATION OF PROTESTANTS Unoccupied by either state or church, this territory invited all sorts of voluntary agencies. There was an acknowledged need; and many worthy efforts were made to fill the need — some independent, some sponsored by the church and some by non-church agencies. At the present time columns 2 and 3 are occupied by a “wild growth” of voluntary organizations of widely varying worth. The church makes its attack upon the problem from the side of religion. Carefully graded church schools have been developed with age-groups corresponding to those of the public schools. A rich curriculum is being developed and organized classes and departments are providing expressional work in religious, social and recreational lines. In other words, the church school is filling all of column i and extend¬ ing its activities over into “no man’s land” where it comes into contact with the indigenous, voluntary organizations that have possession of the field and do not want to give way to “late arrivals.” But the church schools, operating under the general direc¬ tion of denominational Boards of Sunday Schools do not have exclusive control of the religious area designated as column i. Three other agencies demand a share in the religious training of the children of the church and three kinds of boards besides the Boards of Sunday Schools claim the right to create curricula and to formulate programs of training with¬ out consultation with the other boards or with the local leaders who must operate all local programs. These three boards are (i) Young People’s Boards, (2) Women’s Home Missionary Societies, and (3) Women’s Foreign Missionary Societies. It comes about, therefore, that four different, independent agencies are operating, or attempting to operate, at the same time on the children in the local church. Overlapping, con¬ fusion, waste, misunderstanding are the fruits of the division of the educational responsibility within the church; and “no man’s land” still remains without systematic cultivation by either state or church. [198] DEVOTIONAL AND MISSIONARY ORGANIZATIONS The Methodist Episcopal Church Religious Social Physical Mental Board of Sunday Schools Board of Epworth League Woman’s Home Mis¬ sionary Society Woman’s Foreign Mis¬ sionary Society Public School Cradle Roll 0-1-2-3 years Light Bearers (Under 10 years) T H Begin¬ ners 4-5 years Mother’s Jewels (Under) 10 years) Blue Birds (Under 12 years) Cub Scout (Under 12 years) Kinder¬ garten 4-5 years T H E Primary 6-7-8 years Ele- E King’s Heralds (8-12 years) mentary School C Junior 9-10-11 years 6-7-8 9-10-11 S H Junior Epworth League (7-16 years) years T U Home Junior High School 12-13-14 years A R C Inter¬ mediate 12-13-14 years Guards (10-14 years) Standard Bearers (12-16 years) T E H Senior 15-16-17 years Queen Esther Circle (14 years and above) Senior High School 15-16-17 years * Camp Fire Girls * Boy Scouts (12 years and over) Young People 18-23 years Senior Epworth League (16 to 25 or 30 years) Young People’s Mis- (12 years and over) College Young Woman’s Auxiliary sionary Society and Profes- Adult (above 16 years) sional Schools 18-22 or 26 years •Program includes social, physical and recreational features. [199] RELIGIOUS EDUCATION OF PROTESTANTS II. “Four-Fold” Division of Fabor It is the purpose of this section to show the effect of this division of labor in the religious education of the children in the local church. In order to make the general condition definite and concrete, three representative denominations will be studied, namely: Methodist Episcopal, Presbyterian and Baptist. The chart on page 199 shows the organizations there would be in a local Methodist Episcopal church if the church were operating all the societies for education promoted by the General Conference Boards of that denomination. A glance at this diagram will show that a Methodist Epis¬ copal church which maintains all the organizations for the training of children and youth, operated or approved by an overhead church Board, will have an eight-department church school and fourteen other organizations. In theory three Methodist women call on the new-born baby in a Methodist home; one to enroll the baby in the Cradle Roll of the church school, thus assuring it a contact with the general educational work of the church; one to enroll it in Mother’s Jewels in order that from its infancy it may be interested in the great work of the Woman’s Home Missionary Society, and a third to enroll it in the Light Bearers, thus guaranteeing the per¬ petuity of the world-wide program of the Women’s Foreign Missionary Society. An eight-year-old Methodist child, in order to get all of the training which the church boards deem essential for all Methodist children, will be a member of the following organizations: (1) The Primary Department of the Church School; (2) The Junior Ep worth League; (3) Mother’s Jewels; (4) Light Bearers; (5) Blue Birds or Cub Scouts; and (6) The Elementary Public Schools. Six differ¬ ent programs, six different loyalties, six different leaders, present to the simple minds of eight-year-old children con¬ fused and complex situations that they are unable to carry. The fifteen-year-old boy or girl would be a member of an organized class in the senior department of the church school with missionary and correlated expressional work for through- [200] The Presbyterian Church, U. S. A, T H E C H U R C H Religious So¬ cial Phy- sica Mental Board of Publica¬ tions and Sabbath School Work Board of Publica¬ tions and Sabbath School Work Woman’s Board of Home Mis¬ sions* Woman 8 Board of Foreign Mis¬ sions* Public School Cradle Roll (0- 1-2-3 years) Little- Light Bearers (1 day to 16 years) Little Light Bearers (Under 6 years) Kinder¬ garten (4-5 years) Beginners (4-5 years) Primary (6-7-8 years) Ele- mentary School (6-7-8 9-10-11 years) Light Bearers or Mis¬ sion Bands. (6 to 12 years) 2Cub Scouts, 2 Blue Birds and Brownies Junior (9-10-11 years) ‘Junior Christian Endeavor (9-10-11 years) Inter¬ mediate (12-13-14 years) ‘Inter¬ mediate Christian Endea¬ vor (12-13- 14-15-16- 17 years) 2Kappa Sigma Pi 2Knights of King Arthur 2C.C.- T.P. Light Bearers Uses Christian Endea¬ vor Society Junior High (12-13-14 years) Senior (15-16- 17 years) West¬ minster Circle4 (14-18 years) West¬ minster Circle (14-18 years) *Camp Fire Girls *Girl Scouts Senior High (15-16- 17 years) Young People (18-23 years) ‘Senior Christian Endea¬ vor (18-24 years) West¬ minster Guild4 (18 years and over) West¬ minster Guild (18 years and over) Young Women's Mission¬ ary Society (18-30 years) * Boy Scouts College and Profes¬ sional Schools (18-22 and 26 years) Adult T H E S T A T E 1 Approved and promoted but not officially adopted. 2 Approved but not officially promoted. 3 The Women’s Board of Home Missions and the Woman’s Board of Foreign Mis¬ sions have joint Presbyterial and Synodical Societies and officers for the cultivation of the Westminster Guild and Light Bearer organizations. The Board of Publications and Sabbath School Work has oversight of all Young People’s and Christian En¬ deavor work in the churches; but this board delegates to the Woman’s Missionary Boards most of the missionary cultivation of these organizations. 4 An organized Sunday school class may also be a chapter or circle. [201] RELIGIOUS EDUCATION OF PROTESTANTS the-week activities; (2) of the Junior Epworth League; (3) of the Queen Esther Circle (if a girl) ; (4) of the Standard Bearers; (5) of the Camp Fire Girls or the Boy Scouts; and (6) of the Senior High School with its social, recreational, athletic, and literary societies, including class activities. Here again is a demand upon the time and interest of the high school boy or girl which can not possibly be met. Neither the child nor the church can carry this complex organization. Which of all these organizations will survive as children chose from among them, and as churches become too small to fur¬ nish adequate leadership for so many organizations? The reader is now ready to go to the Indiana data and see how many of these possible organizations were in active operation in the sixty-three Methodist Episcopal churches surveyed in that state. Before introducing that data it will be profitable to examine two other religious denominations to make it clear that the Methodist Episcopal Church is in no sense an excep¬ tion to the rule. In fact, these three denominations are pre¬ sented because they illustrate the general practice of all Protestant Christian denominations in Indiana. (Pages 201 and 203.) In the Presbyterian church two most commendable ten¬ dencies are in evidence : ( 1 ) The uniting of the church school and the young people’s societies, including the Christian Endeavor societies under the same overhead organization, thus facilitating the coordination of all educational and ex- pressional work; (2) The cooperation of woman’s boards in the promotion of their educational work and a willingness to use church school agencies as the normal avenues for mis¬ sionary education. This second tendency should be encour¬ aged and greatly extended. In the Baptist church the Woman’s Home Mission Society and the Woman’s Foreign Missionary Society unite in their missionary education work through a Department of Mission¬ ary Education in the Baptist Board of Education. This leaves three distinct educational programs, with three distinct over¬ head, promotion agencies, for each Baptist church. [202] DEVOTIONAL AND MISSIONARY ORGANIZATIONS The Baptist Church (Northern Convention) Religious Social Physical Mental Sunday School and Pub¬ lication Society Baptist Young People's Union of America Baptist Board of Education in Coopera¬ tion with Woman's Home and Foreign Mis¬ sion Societies Public School Cradle RoU (0-1-2-3 years) Jewels Beginners (4-5 years) (Under 6) Kinder¬ garten (4-5 years) T Primary (6-7-8 years) rp X H E Heralds Elementa- ry School (6-7-8-9- 10-11 years) 1 H E (6-9 years) c Junior (9-10-11 years) Q V. H U R C H Jr. Young People’s Union (9-12years) Crusaders (9-12 years) Cub Scouts 0 T A nr* Inter- Junior High School (12-13-14 years) i E mediate (12-13-14 years) Junior World Wide Guild (12-15 years) World , Wide Guild (16-24 years) Senior (15-16-17 years) Inter¬ mediate Young People’s Union (13-15 years) Senior Young People’s Union (16-25 years) Boy Scouts Senior High School (15-16-17 years) Young People’s (18-23 years) College and Pro¬ fessional Schools (18-22 or 26 years) Adult [203] RELIGIOUS EDUCATION OF PROTESTANTS III. Distribution of Societies We are now ready to examine the data secured from a survey of the various societies for children and youth in 256 Indiana churches. The first question concerns the number and distribution of such societies. There were at the time the Indiana data were secured, 333 societies in the 256 churches surveyed. This number includes but four organizations that are not definitely known to be “church” societies. Such or¬ ganizations as the Boy Scouts, Camp Fire Girls, etc., are not included in this list which is purposefully limited to organiza¬ tions sponsored by a local church or denominational board, in addition to the organizations connected with the church school. These 333 organizations are distributed as follows : Number of Organisations in Each Church No organizations . One organization . Two organizations . Three organizations . Four organizations . Five organizations . Six organizations . Seven organizations . . Eight organizations . . Nine organizations . Number of Churches Hairing Number of Organisations Indicated on Left 119 46.5% 46 18.0 “ 42 16.4 “ 25 9.8 “ 10 3-9 “ 6 2.3 “ 3 1.2 “ 2 .8 “ 1 •4“ 2 .8 “ This table tells a significant story. More than 46 per cert. (46.5) of the churches surveyed have no organisations for children and youth except the church school. Eighteen per cent, have but one organization in addition to the church school. The explanation is clear — the small church exhausts its leadership in (Cmanning,, its church school. Forty-three per cent, of the church schools have fewer than 100 pupils enrolled, and 46 per cent, of the churches have no organiza¬ tions for children and youth, under church direction, except the church school. (See Chart XIII.) .It is clearly evident that unless a denomination can get its missionary and devo¬ tional program fully expressed through the church school [204] DEVOTIONAL AND MISSIONARY ORGANIZATIONS these types of training will be denied to the children in 46 per cent, of its churches. The one organization that reaches all of the churches is the church school. Forty-six out of each one hundred churches have no other educational organization ; eighteen out of each one hundred have one additional organ¬ ization, usually of the devotional type ; sixteen out of each one hundred have two additional organizations. Not a single Number of Organizations Chart XIII — Distribution of 333 Church Societies for Children and Youth in 256 Indiana Churches. Methodist Episcopal church surveyed had all of the officially approved organizations of that denomination; and it is the same with the other religious bodies. A divided leadership, therefore, deprives large numbers of children of the full educa¬ tional program of the church. This fact is shown by the above statistics; it is reinforced by the fact that in churches with a number of societies under separate leadership many children, unable to carry the work of all organizations, are deprived of the training which has been allocated to the society, or societies, which could not be included in the child’s weekly program. [205] RELIGIOUS EDUCATION OF PROTESTANTS IF. Classification of Societies For purposes of detailed study, the societies surveyed have been classified on the basis of types of programs offered and age-groups served. As to types of programs, all societies were divided into two groups — Devotional , and Missionary. As to age-groups, three general classes were recognized: (a) Senior, including young people 18 years of age and above; (b) Inter¬ mediate, including young people from 12 years to 18 years of age, and (c) Junior, including all children under 12 years of age. Of the 333 societies found in the 256 churches, sixty- seven were not carefully surveyed, and twenty-six of these surveyed were excluded from the classification because they were local organizations, such as athletic clubs; because im¬ portant data were missing; or because of some other valid reason. This leaves 240 societies for which complete informa¬ tion was available. The following is the classification of these societies : THE DEVOTIONAL GROUP (1) Senior (18- + years) (a) Baptist Young People’s Union — 22 societies. (b) Young People’s Society of Christian Endeavor — 45 societies. (c) Epworth League — 28 societies. (d) Other organizations (Luther Leagues, Christian Union, etc.) — 12 societies. Total — 107 societies. (2) Intermediate (12-17 years) (a) Baptist Young People’s Union — 4 societies. (b) Christian Endeavor — 11 societies. (c) Epworth League — 3 societies. (d) Other organizations — o societies. Total — 18 societies. (3) Junior (under 12 years) (a) Baptist Young People’s Union — 2 societies. (b) Christian Endeavor — 11 societies. (c) Epworth League — 6 societies. (d) Other organizations — 3 societies. Total — 22 societies. • [206] DEVOTIONAL AND MISSIONARY ORGANIZATIONS THE MISSIONARY GROUP (1) Senior (18- + years) (a) Young Women’s Missionary Societies — io so¬ cieties. (b) World Wide Guild — 4 societies. (c) Queen Esther Circles — 10 societies. Total — 24 societies. (2) Intermediate (12-17 years) (a) Junior Young Women’s Societies — 8 societies. (b) Standard Bearers — 7 societies. (c) Junior World Wide Guild — 3 societies. (d) Home Guards — 4 societies. (e) Other Mission Bands — 5 societies. Total — 27 societies. (3) Junior (under 12 years) (a) King’s Heralds — 14 societies. (b) Mother’s Jewels — 8 societies. (c) Little Light Bearers and Light Bearers — 12 so¬ cieties. (d) Children’s Missionary Bands — 4 societies. (e) Little Helpers — 1 society. (f) Message Bearers — 1 society. (g) Buds of Promise — 1 society. (h) A. B. C.’s — 1 society. Total — 42 societies. Per Cent TOTAL DEVOTIONAL MISSIONARY Chart XIV — Distribution of 240 Church Societies for Children and Youth as to Type and Age-Group. [207] RELIGIOUS EDUCATION OF PROTESTANTS In making this classification it has been necessary to assign arbitrarily a few societies, whose age-limits did not exactly coincide with the plan adopted. Summarizing these groupings we have the following table : All Classes Devotional Societies Missionary Societies Total PerCent. Total PerCent. Total PerCent . Senior. . . 240 131 100 54-6 Senior. . . 147 107 100 72.8 Senior. . . 93 24 100 25.8 Interme¬ diate . . 46 18.8 Interme¬ diate . . 18 12.2 Interme¬ diate . . 27 29.0 Junior. . . 64 26.7 Junior. . . 22 14.9 Junior. . . 42 45-2 Sixty-one per cent, of all the societies are of the devotional type; and 39 per cent, are of the missionary type. Nearly three-fourths (72.8 per cent.) of the devotional societies are of Senior age; while approximately half (45.2 per cent.) of the missionary societies are of Junior age. (See Chart XIV.) — e • VO CM rs. Th T *V 2 £2 aa I VO 1 1 cm in °o u->> — cmo — 1 1 VO CM 2 ® AGE GROUPS MALE female Chart XV — Age- Sex Distribution of Membership of 85 Senior, 12 Intermediate, and 21 Junior Devotional Societies. [208] 04 O t— i £ w in to 00 o in 04 W « w s o « o % W § O 8 geo < > s ^ « S | B ,3* §8 5 or ^ X X w PQ < H rt tj- m M 01 m Ov 31 01 Ov tv O ot 00 m m o« o ov t-i o 1 rt Tf OVOO Tt Ov rt m Ov O O O Ov yi V4 M r> v tv m co g O ot ot »-i H 3 «0 w CU /-V CO Cl T}- Ot Tt ot 0 Tt Ov H CU <“ CJ « Pu £ O ►H ot m tv 0 Ov ►H t-H Ct O ►H PQ O 55 P 00 W NO Ov O Ov tv 0 m O qo O Jt O ot M P> O >H Q s s ^ °r^ i-t f* m rf ct Per Cent. q 0 m Tf q dv moo cf Ov 0 0 mo m 00 0 00 tv moo CJ 13 m 0 ct ct mo Ov Ov m »-h m 0 tv m ~i H N v> ~ t* - 1*2 -o c <35 rt tfl Ifl (fi !fl tn J_ Vh »_ u. v >v >v >-»_! 0 2-£-?f § i> (t mot m t-v H H Ot " »■* Tt a rvi -- 01 1> ► o X) <4 c o • 4-» 3 •o *C t/5 • h u X w in i> to a v J 3 T3 «t T3 3 o c •H V 1-1 W) <4-4 e T3 3 to • H u 1-1 3 03 oi) 0? [209] RELIGIOUS EDUCATION OF PROTESTANTS V . Membership in Societies AGE-SEX DISTRIBUTION Table XXVII with the aid of Chart XV, reveals among other things, the following facts: (i) The wide range covered by the membership of senior societies. The difficulty of providing satisfactory work for such widely differing groups in one society is apparent. Why do not these societies organize separate societies? Where would they get leaders for more societies? MARRIED MEMBERS BETWEEN 1 8 AND 24 YEARS OF AGE MEMBERS OVER 25 YEARS OF AGE Chart XVI — Marital State of Senior Devotional Groups. (2) The large percentage of mature members. Not only are many members beyond 25 years of age, but 10 per cent, of those between 18 and 24 years of age, and 56.48 per cent, of those over 25 years of age are married. (See Chart XVI.) (3) The relatively large percentage of male membership. The fact that 39.28 per cent, of the membership of these societies are males and 60.7 per cent, are females suggests that carefully organized effort might bring the sexes into equal representation in the work of the church. Table XXVIII with the aid of Chart XV shows again a wide range of membership, and suggests inadequate leadership and small churches. The division of the sexes (38.8 male, and 61.2 female) is substantially the same as in the senior groups. Table XXIX and Chart XV show the same wide [210] m W i— i H P i— < CJ O cn P < X O •— i H O > w Q w H < HH Q P S P P H X HH CM w H w Pi w o £ Hi Wp CO 0 1 o l-l S w gc/) O crt Jx'w fN Hi o w p m *W ►J H Hi in o t- W £P i 1 P O O cosO O VO CM co D o < w Hi o > w g * P £ 5 a < u C O 2 w u I .SP ^ § i P ^ VO O On VO O •"• xf CM m *. VO O CM CM O O *-o o M'noh V> Os N o CM O O *■>» H HVO M" <3 e I Mi o I V H < tt CM U 55 d O >c in 55 o ►H 55 P txOO covO o o co co ^ vo vo o I ►§p^ ° § Q co vo CO ^ w O rf co OO CM CO M CM O VO IN.VO vo CO O ■'t P O 5^ O t— 1 H P tt 1— 1 P H in X p m P O < > X X p p w < H m w ►H w I— I o o ui CM m < H O H Q 55 Pi O 1. tj co ^ ^ ocovd^fod o vo vo vo ^G 4- CM VO v g * PL> %> ~ 'i' Tf CO CM $ o o l-l O vo CO CM >-> Tf co VO "cf £■ « OO CM 00 vO ^ «*» • • • • • Q* O Os CM vp 1 o t-i vo Cm CN) <3 "q"3 s i e S CO CM h 10 CO CM VO K On Os CO *“• m c n • H P O V ■< • iS ,Ti 0 b H o; PI O w »— 1 0 HH < 1 VO U U Vi «■> > O TO G OS l-l l-l CM 1 1 1 ^ CM VOOO VO HH H 1-4 CM [211] in W i — i H W o o co P < X O HH H O > W Q & O HH X P CM p O X o I — I H P PQ HH P H co X W CO I W O < I X t— I X X w -4 PQ < H Tf o B < o g I P 2 Ca <3 O NO H Tf O O lO Tf CM i-i 00 NO w o ioO lO 00 o H too 3 S <3 “~>NO O' ^ * co CM ca i *— co O co o o ^ 3 CO CO p s CO w >— I H W £J o CO CM hT c H O H Q £ < PS O ^ S 2 va « 6 6 3 oo 22 vo oo CM ^ CM IN. is. ca IP C/) • • • • CO CO CO c/> p> 05 t-.V-.l_i-> o -*-> cd cs ctf ctf PS O H ?*1 to rO kO w H TtKlt o l-l H H CM < NO CM COCO i-i _ [212] 00 tx in W i — i H W i— i CJ o CD I* < o t— i CD CD w w a li Wn a H fc < I— I H in in W t-H H W U a o KCD <-> x <& < o ia Q S «*. ia oi O if *n w Tf Ml oi \0 in mi m« o o o o o o o Pi o t— ( £ w CD o 01 o X O M-t H P m i— i Pi H CD X w CD I w o < I X X X w hJ m < H tn •» to s o la •Sts’! « § g O Mvg 5 C/) "o3 O H OO 00 ' 01 t-l > o X> cn in in in m u t- ^ to rt os 03 ci d ™ cn >1 t>> >> u a H T}- N If W H H H 01 >1 \J) C^I lOOO »0 Ml Ml Ml 01 u O 44 • -o a I/) rf .la tn « r oi rt g « in O n>ti ^ 05 <4 > ot LO Cl [213] RELIGIOUS EDUCATION OF PROTESTANTS range of ages in the membership of Junior groups and about the same sex distribution (Males, 40.7; female, 59.3). The first fact which attracts the reader in Table XXX is the absence of young men from senior missionary societies. Tables XXXI and XXXII with Chart XVII show the in- 80% 70% 60%- 50% 40%- 30%- 20%. 10% 0 . = ± £ S » 1 1 1 *5 VO £4 VQ CO — ^ l • l 9 N 10 2 Kid r 2 £: • 7 1 VO CM lT> 80% 70% 60% 50% 40% 30% 20% tc% 0 AGE GROUPS FEMALE Chart XVII — Age-Sex Distribution of Members of 20 Senior, 23 Intermediate, and 35 Junior Missionary Societies. crease of the male sex in the younger grades. The age-sex percentage for the three groups is : Senior group: Males, 0% ; females, 100%. Intermediate group : Males, 9.7% ; females, 90.3%. Junior group: Males, 38.5%; females, 61.5%. These figures suggest the inquiry: Is missionary training only for women, girls and small boys ? The same wide age- range which was noted in the devotional groups is found in the missionary groups. [214] 91VU13J <% ° ° ° m P h-l H P HH u o c/3 Pi <1 X O t— I w m P H < i— i Q P kH P p H X »— i < « < & o C/3 Q z 55 C in rq 1/3 ^ £ hr ^ C/3 Z « to oP2<< W * P S ^ 2 Id ^°oS»G ‘k* t> W ^ o oo >{j^m n oi o o o o DU13J puv io o vo 00 t-i O 3JVIU3J CO Cl co ^/°i¥ j? o o jo o o 3JVU13J O O VO CO w O puv zpjjl P ^ 3JVU13J ° ° nm puv 3}VJ][ M . h o covO t^-C0 3JVU13J m 01 »-i O O O O O o 1/3 w »— I H w H O in CO 0J .4 c H O H Q s o 3TVU13 >J hh O covo rfCO J ^ in -* J2 T O CO Tf •i3d <-i B1VIU3J vo O co o moo puv 3jvy[ c?"1' & £> o Pi o w o < m 05 •M o H u o T3 m C i- oJ m m m U U Wi 01 03 05 03 D t( W U Cfl >i >>>>;>> 5-< 03 H vlNrfU H H H 01 Cl I I I I vo CQ ►— I & H m X W cn i W o < I X X X w •J m < H w dpiuaj puv 3\VJft d\vuid£ 3PM 3JV1U3J puv djvj][ CO Ov Sv CO H H COCO o O o o ^ Cl Cl NNOO vo m 11 m m o © t^vO m fO to Ov tx d O nmU3d 3PN 3lVWd£ pUV 3pj][ n mvo m Ov m CO Cl O Cl oo d CO w M s M CJ o m m to a < H O H Q £ o O m o • • • • d i— i m o U3J MD vo vo vo Kao 3JV1U3J goO^S ’}U3') O m o y 00 oo mo «*^c/ CO to CO wr m Tf m o CO rf Ov vo m ' rj-vo : 4uio l 00 H 3JVIU3J puv divjft MHO KHVO VO Tf d m Oh oJ H-> © o O PS H O 9 w & y* 1-.1-.i2 03 Oj > to ^ H K M M M VO Cl VO M HH DEVOTIONAL AND MISSIONARY ORGANIZATIONS ENROLLMENT AND AVERAGE ATTENDANCE Table XXXIII tells the story of attendance in devotional and missionary societies as accurately as is possible with the present inadequate accounting system of these societies. It seems not to have occurred to the leaders of these societies that records of any kind are a vital part of their work. In many cases there is no accurate record of the names of mem¬ bers. In some societies there is a monthly “roll call” but it is unusual for a society to preserve the records of these roll calls. The surveyors, in securing the data which have gone into Table XXXIII, used the data which were matters of record and then added information which seemed to be reason¬ ably accurate from the testimony of officers and workers who, in conference, agreed on the estimates furnished the surveyor. This entire survey has sought to base its statements on actual facts that are matters of record. This exception gives occa¬ sion to comment on the care which was exercised throughout the survey in securing accurate data, and also to emphasize the deplorable state of the records in most devotional and mis¬ sionary societies. There is a striking uniformity in the percentage of attend¬ ance at the weekly or monthly meetings of all societies. The Senior devotional societies have the largest average member¬ ship, and the Intermediate devotional societies have the largest percentage of membership in attendance at regular meetings. VI. Basis of Promotion Do the societies discussed in this chapter promote their members on the basis of age, school grade, examinations or tests, on the completion of a course of training, or do they have no method or plan of promotion? Of 85 Senior devo¬ tional societies, 20 omitted the question regarding promotions ; 56 had no promotion plans ; 5 promoted on age basis and one on age and school grade. Of 18 Intermediate societies, 3 omitted the question; 5 had no promotion plans, and 10 pro¬ moted on the basis of age. Of 22 Junior societies, 4 omitted [217] RELIGIOUS EDUCATION OF PROTESTANTS TABLE XXXIII — MEMBERSHIP AND ATTENDANCE IN DEVOTIONAL AND MISSIONARY SOCIETIES i. Senior Devotional Societies 40 Senior Young People’s Society of Christian Endeavor.... 21 Baptist Young People’s Union 24 Ep worth League . 10 Other Senior Societies . Average of 95 Societies 2. Intermediate Devotional Societies 10 Intermediate Christian En¬ deavor Societies . 3 Intermediate Baptist Young People’s Unions . 3 Intermediate Epworth Leagues Average of 16 Societies 3. Junior Devotional Societies 11 Junior Christian Endeavor So¬ cieties . 2 Junior Baptist Young People’s Union . 5 Junior Epworth Leagues . 2 Other Junior Societies . Average for 20 Societies 4. Senior Missionary Societies 9 Young Women’s Missionary 3 World Wide Guilds*’/. 9 Queen Esther Societies . Average for 21 Societies 5. Intermediate Missionary Societies 8 Junior Young Women’s Mis¬ sionary Societies . 7 Junior World Wide Guild and Mission Bands . 7 Standard Bearers . 4 Home Guards . Average for 26 Societies 6. Junior Missionary Societies 3 Little Light Bearers . 11 King’s Heralds . 7 Children’s Mission Bands .... 2 Mothers’ Jewels . Average for 23 Societies [218] Average Average Percentage of Membership in Weekly Membership Attendance Attendance 45 28 61.4 53 29 557 63 34 63.1 44 24 53-9 5i 29 56 30 21 70 35 23 70 35 25 71 33 23 70 33 17 51.0 24 11 46.0 33 18 57-6 27 15 55-5 26 15 52.5 24 16 66.6 54 20 37-0 23 15 65.2 34 17 56.2 20 13 65.0 21 14 66.6 26 14 53-9 23 13 59-4 23 14 61.2 44 3i 70.0 26 14 54-0 27 18 66.0 98 58 60.0 49 • 30 62.5 DEVOTIONAL AND MISSIONARY ORGANIZATIONS the question; 5 had no plans, and 13 promoted on the basis of age. The promotion plans of the missionary societies are indi¬ cated by the following statements: Of 13 Senior missionary societies, 5 omit the question of promotions, 4 have no pro¬ motion plans; 3 promote on the basis of age and 1 upon the completion of a training course. Of 31 Intermediate societies, 8 omit the question, 6 have no plans for promotion, 15 pro¬ mote on the basis of age and 2 upon the completion of a train¬ ing course. Of 28 Junior societies, 10 omit the question; 1 has no plans, 16 promote on the basis of age only, and one on the basis of age and school grade. VII. Study Courses Offered Only about one out of eight or ten of the devotional societies conduct study courses for their members. The exact proportion will be seen by the following table : Number Number Report- Offering Number Number ing No One Societies Omitting Courses or More Surveyed Question Offered Courses Senior Devotional Societies . 107 11 82 14 Intermediate Devotional Societies 18 2 13 3 Junior Devotional Societies . 22 2 1 7 3 Senior Missionary Societies . 24 3 6 15 Intermediate Missionary Societies 27 0 7 18 Junior Missionary Societies . 42 12 23 15 This table shows that the missionary societies attempt more study courses than the devotional societies. VIII. Leadership The leadership of senior societies of both the devotional and missionary groups differs in one or two important par¬ ticulars from the leadership of the younger groups and also from the leadership of the church school. The leaders of senior societies are younger than the leaders of church school [219] RELIGIOUS EDUCATION OF PROTESTANTS classes or of younger missionary or devotional groups. The Senior Baptist Young People’s Union is typical. The median age of 41 leaders is 22 with the mode at 18. The median age of leaders of 1 1 Little Light Bearer Societies is 37 years, which is the median age of the church school teachers of Indiana. Homemakers comprise the largest group of church school teachers and leaders of younger missionary and devo¬ tional groups. The percentage of homemakers leading senior societies is very much smaller than either of these groups. It is also true that leaders of senor societies have fewer church responsibilities than do church school teachers or leaders of other church societies. It is not within the scope of a chapter on organization to discuss the content of the curriculum or the qualifications of leaders. It is proper, however, to call attention to two facts which vitally affect the organization of the religious education in a local church ; namely : ( 1 ) An unnecessary multiplication of organizations, especially in small churches, decreases the efficiency of the educational work of the church by calling leadership from an already under-manned organization to inaugurate a new society which in turn will be under-manned. The expedient of having the same person supervise two under¬ manned organizations divides the energy of the leader and confuses the children. (2) The necessity of reporting to overhead leaders of societies which have denominational ap¬ proval often leads local leaders to organize societies in order to secure denominational approval. The overhead competition results in a division of leadership in the local church which is often disastrous to its entire educational program. There is an urgent demand for a “disarmament conference” among the leaders of overhead boards in order that local resources may be better organized to achieve the very ends which each board desires. IX. Summary (a) The allocation of the direction of various aspects of education to independent church and. non-church boards or [220] DEVOTIONAL AND MISSIONARY ORGANIZATIONS societies has resulted in a multiplication of uncoordinated societies in the local church. (b) Neither the child nor the average church can carry the entire program provided by these numerous societies. It comes about, therefore, that all of the program except that provided by the church school is shut out of 46 per cent, of the churches because of lack of leadership; and a very large percentage of the children in all churches do not participate in all of the program because of the physical impossibility of carrying so complicated a schedule. Not one church in any denomination zms found in Indiana which carried the full denominational program . (c) It is therefore fair to conclude that the church school is the basic organization and that the message that any board wishes to carry to all of the children of a denomination must, in some way, be gotten into the program of the church school. (d) The age-sex distribution tables in this chapter show: (1) That adolescent boys and young men are practically un¬ touched by the special missionary societies promoted in local churches. (2) That there is very imperfect grading in prac¬ tically all of these non-church-school societies. This is due to four prime causes : the scarcity of leadership ; the lack of train¬ ing for this specialized leadership ; the fact that the program is* in many cases promoted by a board that does not make edu¬ cation its main task; and the fact that boards that are not charged with the whole educational task are not apt to see the educational task as a whole. (e) Missionary education, devotional training, recreation, are all necessary to a complete educational program for the local church. This chapter presents facts which should call together the advocates of all these and other educational inter¬ ests in a conference on Unity of the Educational Work of the Local Church. [221] Chapter VIII NON-CHURCH ORGANIZATIONS— THE BOY SCOUTS OF AMERICA It was the original purpose of the Survey Staff to make an exhaustive study of the work of all non-church agencies which offer educational or recreational programs to pupils who are enrolled in the educational courses of local churches. Survey schedules were prepared for the Boy Scouts of Amer¬ ica, the Girl Scouts, the Camp Fire Girls, and the Woodcraft Girls. At the close of the survey of 256 churches it was found that the Boy Scouts of America was the only one of these organizations for which sufficient data had been found to justify the tabulation and evaluation of the facts secured. This chapter will attempt to set forth certain facts about the Boy Scouts of America but it will not attempt an analysis of the program and policies of this organization. I. Scope of Boy Scout Inquiry In the 256 churches of Indiana included in this Survey there were 30 Boy Scout troops with a total membership of 577- Twenty-eight per cent, of the boys were in troops whose major affiliations were with the Young Men’s Christian Asso¬ ciation. With minor exceptions, the remainder were in troops which were under the auspices of local churches. Table XXXIV. Table XXXIV shows the denominational distribution. For purposes of comparison, data have been secured from 28 troops, including 556 boys, in Boston and Malden, Massa¬ chusetts; Brooklyn, New York; East Orange, New Jersey; and Somerset County, New Jersey. A study has also been [222] NON-CHURCH ORGANIZATIONS made of certain data which were made available through the courtesy of the officials of the National Boy Scouts of Amer¬ ica. From the admirably kept records at the National Head¬ quarters, 309 troops, distributed among 34 states and the District of Columbia, were selected for special study. These troops had a total membership of 6,790 boys and 726 Scout Masters. The data from these two sources will be used in connection with the material secured in the Indiana Survey. TABLE XXXIV — THE RELIGIOUS DENOMINATION OR ORGANIZATION WITH WHICH 5 77 BOY SCOUTS IN INDIANA WERE AFFILIATED Denominations with Which the Boys Are Connected : None . Northern Baptist Convention . Christian Church . Disciples of Christ . Evangelical Synod of North America . Methodist Episcopal . Wesleyan Methodist Connection of America Presbyterian Church in U. S. A . Presbyterian Church in the U. S . Protestant Episcopal Church . w. Y. M. C. A . Number Percentage 573 100 11 1.9 16 2.7 25 4-3 62 10.8 13 2.2 216 37-6 8 13 38 6.6 9 i.5 12 2.0 163 28.4 (Table based on data from 573 of 577 scouts surveyed.) II. Age, School Grade and Scout Rank The following composite tables will show the age distribu¬ tion of 7480 Boy Scouts in 667 troops in thirty-four states and the District of Columbia. The mode or largest age-group in the country as a whole, as revealed by the records in Scout headquarters, is twelve years; but a study of 1,021 boys in 58 troops shows the largest age-group to be thirteen with a median of 14. 1 years. The median age from the Scout headquarters data is 13 years, 1 month and 1 day. The median age for the Indiana troops is 14 years, 1 month and 11 days, and the median for the 28 troops outside of Indiana is fourteen years and fifteen days. Chart XVIII compares the ages of Indiana Boy Scouts with the ages of the Boy Scouts of the country as a whole. RELIGIOUS EDUCATION OF PROTESTANTS TABLE XXXV — AGES OF 7,480 BOY SCOUTS IN 309 TROOPS STUDIED FROM THE RECORDS AT NATIONAL BOY SCOUTS HEADQUARTERS, 28 TROOPS SURVEYED IN MASSACHUSETTS, NEW YORK AND NEW JERSEY, AND 30 TROOPS SURVEYED IN INDIANA Totals from All Sources From 309 Troops in 34 States and District of Columbia From 28 Troops in Massachusetts, From New York 30 Troops and IN New Jersey Indiana Totals . 7,811 6,790 444 577 • • • • Not reporting age 170 132 19 19 • • • • Reporting age ... 7,641 100% 6,658 100% 425 100% 558 100% Age Twelve . 2,i59 28.25 1,960 29-43 84 19.78 115 20.8 Thirteen . L949 25-5 1,681 25-24 123 28.93 145 25-9 Fourteen . 1,692 22.14 1,465 22.00 95 22.35 132 23-7 Fifteen . 1,044 13-66 897 13-47 60 14.11 87 15-4 Sixteen . 537 7.02 433 6.50 52 12.23 52 9-4 Seventeen . 188 2.46 160 2.40 7 1.64 21 3-8 Eighteen . 44 -57 38 -57 1 .23 5 .8 Nineteen . 22 .28 18 .27 3 -7 1 .2 Twenty . 6 .07 6 .09 0 .0 0 .0 UNITED STATES V7777\ INDIANA 15 16 17 Years of Age .m. 18 19 30% — 25% 20 % 15% 10% 5% 0 20 Chart XVIII — Age Distribution of Boy Scouts in Indiana and in the United States as a Whole. [2241 NON-CHURCH ORGANIZATIONS In the troops studied in Indiana, therefore, there are as many Scouts above 14 years, 1 month and 11 days as there are below that age, and the thirteen-year-old Scouts are by far the largest age-group. The school grade of 456 Indiana Boy Scouts, and of 432 Boy Scouts from four cities and one county outside of Indiana representing a distribution of 58 Boy Scout troops, is shown in Table XXXVI following. It is clear from this table that the Boy Scout program in these centers appeals to the normal TABLE XXXVI — THE AGE OF SCOUT IN YEARS AND PRES¬ ENT GRADE IN SCHOOL AS SHOWN BY AGE-GRADE DISTRIBUTION OF 456 INDIANA BOY SCOUTS AND 432 BOY SCOUTS IN 4 CITIES AND ONE COUNTY OUTSIDE OF INDIANA Indiana Number Reporting, Age, and Age of Scout IN Years School Grade Age 12 13 14 15 16 17 18 19 Totals 456 93 128 116 67 37 12 3 0 Grade 3rd . 2 2 0 0 0 0 0 0 0 4th . 4 2 2 0 0 0 0 0 0 5th . 6 5 1 0 0 0 0 0 0 6th . 45 21 17 7 0 0 0 0 0 7th . 88 43 29 13 2 1 0 0 0 8th . 132 19 62 41 8 2 0 0 0 9th . 89 1 16 37 27 8 0 0 0 10th . 60 0 0 18 24 15 3 0 0 nth . 20 0 1 0 6 8 4 1 0 1 2th . 9 0 0 0 0 3 5 1 0 13th . 1 0 Outside of 0 0 Indiana 0 0 0 1 0 Number Reporting, Age, and School Grade Totals 432 84 130 95 60 5i 8 1 3 Grade 3rd . 0 0 0 0 0 0 0 0 0 4th . 0 0 0 0 0 0 0 0 0 5th . 9 7 2 0 0 0 0 0 0 6th . 5i 27 20 4 0 0 0 0 0 7th . 106 43 36 23 2 2 0 0 0 8th . 120 7 60 34 14 5 0 0 0 9th . 64 0 n 25 19 9 0 0 0 10th . 54 0 1 9 19 22 1 0 2 nth . 15 0 0 0 4 7 2 1 1 1 2th . 13 0 0 0 2 6 5 0 0 13th . 0 0 0 0 0 0 0 0 [225] 0 RELIGIOUS EDUCATION OF PROTESTANTS school-boys from the sixth to the tenth grade, the peak of interest being reached with the eighth grade boys at thirteen years of age, and a rapid decline of interest following that age. (See also Table XXXVII.) TABLE XXXVII — THE AGE OF SCOUT IN YEARS AND PRES¬ ENT GRADE IN SCHOOL AS SHOWN BY AGE- GRADE DISTRIBUTION OF 888 BOY SCOUTS IN 58 TROOPS ACTIVE IN 1920 Age of Scout in Years Grade in School Age 12 13 14 15 16 1 7 18 19 Totals 888 177 258 211 127 88 20 4 3 3rd . 3 2 0 0 0 0 0 0 0 4th . 4 2 2 0 0 0 0 0 0 5th . 15 12 3 0 0 0 0 0 0 6th . 96 48 37 11 0 0 0 0 0 7th . 194 86 65 36 4 3 0 0 0 8th . 252 26 122 75 22 7 0 0 0 9th . 153 1 27 62 46 17 0 0 0 10th . 114 0 1 27 43 37 4 0 2 nth . 35 0 1 0 10 15 6 2 1 12th . 22 0 0 0 2 9 10 1 0 13th . 1 0 0 0 0 0 0 1 0 Chart XIX — Distribution of 522 Indiana Boy Scouts as to Scout Rank. The Boy Scouts of America recognize six degrees or grades in the development of a Scout, as follows: Tenderfoot; Second class; First class; Life; Star; Eagle. A study of typical cases from the records at the Boy Scout Headquarters shows the predominant group to be the Second Class Scouts; while a study of 58 actual Scout troops in the field shows the predominant group to be. the Tenderfoot Scouts. [226] NON-CHURCH ORGANIZATIONS The following- table will tell its own story : TABLE XXXVIII — RANKING OF 612 BOY SCOUTS ACTIVE IN 1919 TAKEN FROM RECORDS IN NATIONAL BOY SCOUTS HEADQUARTERS; 525 BOY SCOUTS IN 4 CITIES AND ONE COUNTY OUTSIDE OF INDIANA ACTIVE IN 1920; AND 522 INDIANA BOY SCOUTS ACTIVE IN 1920 Rank Totals . . . No ranking Tenderfoot . Second class First class . Life . Star . Eagle . 612 Scouts Active in 1919. Data from National Headquarters 612 100% 0 0 122 18.4 3i4 47-4 167 25.2 4 .6 4 .6 1 .1 525 Scouts in 4 Cities and One County Outside of Indiana 525 100% 0 0 235 52.8 148 33-2 35 7-7 1 .2 4 .8 2 •4 522 Scouts in 30 Indiana Troops 522 100% 5 .1 33i 64.02 137 26.5 46 8.9 1 .2 2 •4 0 .0 The age-rank correlation of 522 Indiana Scouts is shown in Table XXXIX given below. Chart XIX shows the ranking of 522 scouts in 30 Indiana troops. TABLE XXXIX — THE AGE OF SCOUT IN YEARS AND SCOUT RANK OF 522 INDIANA BOY SCOUTS Number Reporting Both Age and Scout Rank Age of Scout in Years Scout Rank 12 13 14 i5 16 17 18 19 Total 522 102 137 124 83 49 21 5 1 No rank . 5 1 1 2 0 0 1 0 0 Tenderfoot . 33 1 93 103 67 4i 23 4 0 0 Second class . . . 137 5 27 45 30 16 10 3 1 First class . 46 3 6 9 11 10 6 I 0 Life . I 0 0 0 1 0 0 0 0 Star . 2 0 0 1 0 0 0 1 0 Eagle . 0 0 0 0 0 0 0 0 0 The greatest number of the boys in the thirty Boy Scout troops surveyed in Indiana are thirteen years of age, in the eighth school grade, and of Tenderfoot rank. The median age is 14. 1 years and the median Scout is of Tenderfoot rank. The tables in this section show that the Boy Scouts lose their membership at about the same time that the public school and the Sunday school suffer such marked decline in [227] RELIGIOUS EDUCATION OF PROTESTANTS enrollment. In other words, the Boy Scouts are organized within the “peak” or mode and they decline with it. (See Chart LIX.) 1915 1916 1917 1918 1919 Chart XX — Persistency of Membership of 6,843 Boy Scouts from 34 States and the District of Columbia Enrolled in the Boy Scouts of America for the First Time in 1915. III. Persistence of Membership Records of length of membership were secured from 480 Indiana Boy Scouts. These records show a persistence of membership greater than that revealed by a study of 445 Boy Scouts in four cities and one county outside of Indiana. , The following parallel columns will show the relative length of membership of the two groups. No. No. OF Per 445 Boys OF Per 480 Boys in Indiana Boys Cent. Outside of Indiana Boys Cent. 480 100 445 100 Under one year . 171 35-6 Under one year . 220 494 From one to two years. 168 35-0 From one to two years 131 29.4 From two to three From two to three years . 82 17.0 years . 58 130 From three to four From three to four years . 42 8.7 years . 25 5-6 From four to five From four to five years . 12 2.5 years . 11 2.5 From five to six years 3 .6 From six to seven years . 2 4 [228] NON-CHURCH ORGANIZATIONS For every ten boys who join the Roy Scouts at a given time, only two or three will retain their membership more than two years. Table XL shows the mode or largest group to be from 12 to 17 months. It also shows that the life of the typi¬ cal Indiana Boy Scout is one year and seven months. An effort has been made to compare this record with the country as a whole. For purposes of this comparison, a 5 per cent, distribution was made from the records in National Boy Scout Headquarters of the Scout troops of 34 states and the District of Columbia. This gave 309 troops, from which there were selected all the boys who joined for the first time in 1915. A list of 6,843 entering Scouts in 1915 was thus secured. The record of each of these Scouts was followed until he dropped from membership. Of the 6,843 who entered in 1915, only 3,847 remained in 1916; 2,367 in 1917; 1,282 in 1918, and only 663, or 6.7 per cent., of the original 6,843 remained in 1919. From these records it would appear that the period of membership of the median or typical Boy Scout in the United States is one year nine months and eighteen days. Chart XX shows this fact graphically. See also Table XLI. TABLE XL — LENGTH OF MEMBERSHIP OF 577 INDIANA BOY SCOUTS Number of Months Percentage (Figured on Total Number Number Reporting Length of Boys of Membership) Less than 6 . 94 6-1 1 . 77 12-17 . 102 18-23 . 66 24-29 . 60 30-35 . 22 36-41 . 3i 42-47 . 11 48-53 . 12 54-72 . 5 No information . 97 19.5 15.8 21.0 137 12.5 4.6 6.5 2.2 2.5 1.0 [229] RELIGIOUS EDUCATION OF PROTESTANTS TABLE XLI — PERSISTENCE OF MEMBERSHIP OF 6,843 BOY SCOUTS ENTERING 309 TROOPS IN 34 STATES AND DISTRICT OF COLUMBIA, IN 1915 Number of Scouts Initially Enrolled States in 1915 Totals 6,843 Percentage of total 100 New York . 1,004 Pennsylvania . 814 New Jersey . 470 Massachusetts . 429 Ohio . 402 Illinois . 391 Michigan . 298 Missouri . 233 Connecticut . 207 Texas . 206 Indiana . 203 Iowa . 165 Virginia . 154 Maryland . 144 Wisconsin . 136 Kansas . 117 California . 116 Utah . 108 Maine . 102 West Virginia . 100 Oklahoma . 97 Georgia . 91 Minnesota . 90 Tennessee . 83 Nebraska . 81 North Carolina . 79 New Hampshire . 77 Colorado . 67 Alabama . 59 District of Columbia.... 55 Vermont . 56 South Carolina . 54 Kentucky . 54 Oregon . 51 Florida . 50 Number of Same Re-Registered in 1916 1917 1918 1919 3,847 2,367 1,283 663 56.2 34-6 18.7 6. 456 312 181 109 266 163 97 54 300 183 86 47 297 202 112 59 244 147 88 35 220 104 53 28 204 1 14 50 24 144 73 25 9 141 114 74 29 86 44 18 9 no 66 29 15 99 77 45 31 84 42 21 13 102 77 56 38 107 75 47 22 77 3i 14 6 68 60 15 8 75 34 22 14 74 35 26 15 68 43 28 13 60 37 20 8 52 32 13 7 67 45 23 8 46 24 13 0 39 12 18 4 59 45 30 1 7 39 24 14 7 50 25 1 7 7 3i 21 9 4 36 18 4 4 16 15 9 8 41 26 11 9 40 22 6 0 24 7 2 0 25 18 7 2 [230] NON-CHURCH ORGANIZATIONS IV. Boy Scout Relationships The Scout troops studied in Indiana have been recruited largely from boys already identified with some Sunday school. Out of 488 boys giving information on this subject, 438 or 89 per cent., were Sunday school members when they joined the Boy Scouts. Three out of 29 troops studied make member¬ ship in the troop dependent upon membership in Sunday school; 25 do not, and 2 give no information on this point. 16000 14000 12000 10000 ? co O in & -si <0 4 r-i VO O O HH VO Tf OvOO OO CO tx Ov vo co tx tx vo co O OV Cl VO Cl vo tx Cl w -c: tx HH HH Cl co tx VO 1- 00 Ov Cl OV Tf ov Tf O VO tX tX Tf Tf co M Lr -8 tx HH Cl Cl Cl CO Cl Cl Cl M co § L> 01 PJ w J < a -si Ci Ov O Cl O vo Tf hH O Cl vo 10 CO co Tf Ov Tf vo Tf VO Cl 00 Cl VO CO tx tx > s VO Cl tx VO tx Cl 10 tx OvOO 00 O vo Ov tx vo CO Cl Cl HH -si O HH HH Cl Cl co Cl Cl Cl Cl Cl H L> CO 1 • •—» Tf O Cl Cl O O Ov 01 O Tf tX Tf 0 Cl CO txvo O O Tf Cl O t-H LO <3 O Cl 00 tx Ov Tf OV O VO CO Ov Cl VO 00 vo Ov Cl VO O 1— t O txvo Hx* O Ex 0 w •Cv, vo HH HH Cl Cl Tf Tf vo VOVO VO Tf CO Cl Cl • 1— 1 HH HH m w X u m w H O PQ Pi o in Pi w K s w a tx Ov O U - VO Ov -Si v »si £.1 O O H H 01 O O VO Tf OV IT 01 M tx CO00 VO M Cl vo O vo tx COVO vo VO00 00 01 it co 00 CO Ov txvo NKH00 Ov O0 Ov 00 Ov vo Tf 01 VO Qvv o Tf VO vo VO tx ov COOO o 00 tx txOO 00 Tf CO 01 vo co Tf Tf tx vo vo vo vo vo Tf co Cl Cl 0 6 4 1 Tf co tx co vo h CO Cl 00 vo tx O -1 VOVO OV tx VO tx CO OV O Tf Tf CO vo Cl covo vo 00 00 Tf tx VO 00 vo" H-t CO CO vo VOVO vo VO vo VO Tf co Cl HH HH Ov H 10 Ov Tf Tf CO co Cl 01 vo 10 vO VO it CO tx Cl O 00 Cl H H H vo o 00 CO CO hi VO Cl <3> ^ .8 "Si t V- O 2 H O Cl 00 O vo Cl CO tx vo hH Ov i-i co Cl voVO CO O ►T co Tf Cl Cl O 00 vo vo co co Cl it hi HH 8 ^ Tf HH HH H-t 1— « HH HH hX Pi o w o a. < Pn ■+■* O H o H 01 corf VOVO txOO Ov O H Cl cot vovO txOO Ov O h oi co Tf Cl Cl Cl Cl 01 [297] (14,920 pupils out of 27,849 give both age and church relationship.) o o HJ U m > < P X P in < X < hH P X hH m «W •-« •— i H [x, ►— i °§ coO PO W pX sg E* P~ pm Up Pg X^ < X! W m W o < c/) w »4 < to p 6h o co ft5 w pa S 60 S «■* <«> ^ cj v o O O £ •« s fO VO ^Ob hh O O *-i vO 1-1 vO oa t}- Tf £3 "Cf CO ts 0 ov co oa tj* W «£ S VO hH hh oa co ts 10 0 vo vo owo h N t co co co co oa P5 co hH oa oa oa oa oa oa hh hH in S O oa w 651 h4 < S *£ to ^ CO 0 0 tJ- O ts vo 00 oa co hh ts oa 10 ov Tf co hh co OWO VO Ov Ov rt 10 3 hH H IT) H oa vo 00 vo oa CO hh 04 co hh VO CO CO HH hh H4 ^ -£ co hH hh m h oa oa ca oa oa hh >-t oa' P g1 oa 0 0 covO Ov co ts ts 10 oa covo 00 vo ^r vo ov oa ts 0 tsOO O N't co co hh oa 0 ts CO co Tf T}- 00 hh 10 oa Tt Ov hh Tj- OV 00 hh ts O ts 0 0 Ov hH hh hh oa CO CO T}- T}- LO Tf Tf oa oa hH hH V -« *■* V. 3 -to~ Oq O cn w X 60 m w H o PQ U-i o c/a pa 60 pa 2 60 U -s; •2 vi ^ 3 -to Vj O *h ^ J CO CO Ov 01 Ov 00 CO O O H H hh tS 0a 00 H-. ca 04 Ov co OvOO Tf co vo vo O tsOO ts OWO hh VO co tsVO 04 lOOvctO M CO h N N N o o co ca oa ov oa o oa op vo co Ov oa oa T}- IO00 ts O hh tsOO oa vo H (O T}- co COO VO 0 ^ t HH COv HH ts 0 r ts co 0 vo oa co t t co oa oa HH hH b) 10 O O hh OWO ca vo O hh h vo CO Ov O covo oa 0 oa co hh vo O Ov HH hH W oa Ov oa vo co Q <0 0 CQ hH in oa co co co co CO rf CO CO 04 oa hh m ts, CO O’ vo 04 oa oo vo Ov ts co co O O »H hH hH > X X p w p « < H ■Cv, s _ p CiJ p to) 2 N> v ^ O 3 i £ to _ to p.-Sr ¥ O HH CO OvOO VO Ov co hh vo 00 tsoo to oa h ION tsVO 00 hH OvOO ts •o- oa 00 CO Tt O w ts 0 CO H VO 0 H 01 O O •V •*» ^ HH HH hH hH HH CO Tfvo 00 oa vo oa 0 00 S 7. vj ^ oa « ca fOvtiO tsOO * On 00 O O co h h OiOO -t inci i*5H h © V -si si ^ vj £ -a v O *» 8 NO NO O 0 0 0 O O O H 0 05 05 co 05 CO VO NO vo co VO co NO N It »0 H-t u* u 0 in PS •S? 05 O 0 0 0 it O O it CO VO rf rj- h ro CO Hi ONVO NO to to CO 05 tooo w -s: ^ HH hi 05 CO co co it it 05 CO HH 05 CO H HH C/3 w n a w U "t hJ a -si £ ■ct O 05 NO NO tN. to 05 O 05 rj- VO hh ON O O co co hh co 05 VO tx -t CO 05 £ 05 CO rf to tN to to 10 k in 10 it co 05 05 h H £ I5 05 05 NO NO O HH lO 05 to to 05 05 00 05 VO On t-n On OnOO tx O 00 O to O NNO fOH 05 N 05 it vfiON tOVO 00 K in in fo CO t 05 05 h HH S-R , -si S' v-> *> V tn w X w in w H o m b O C/5 PS W PS a w a ~ •i i ^5 Tt- o o o o o a vo O O hh O CO OnOO O Oi« (1 rt 0) OnVO Tt- 05 .Hi On to On O O to H-t ci NO H fONHOO -si © v M . 05 to to O tmoioN nst^oiTfio w ION OO h co c*5 h C1NO ONKfO CO to VO tN. O O COOO CO hh CO 05 Hi o O coco to Tj- CO O 05 00 On to NO On to OnVO On. rf tJ- 05 hh On to it CO to NO to CO 05 Cl O 00 to to 05 *35 *3* ^ fVv • ~ ^2 Vj ^ to O to VO NK OOOO to VO H NN OnVO W'** w ION OO Pt tNffO r^CO 0\00 hh 5 ■©. S SI »j» hhi-hi-hhhhhhh>-hhh05 ■Ck^rR 'Vi ^ of . O ri 2. fj (k CNJ @ » z ^ e Under • 36 ^ W77Z7A Urban Rural Chart XL — Percentage of Sunday Schools of Rural and Urban Communities Holding Sessions on Every Sunday in the Year, and for Varying Parts of the Year. TABLE LXXXV — 252 INDIANA SUNDAY SCHOOLS DIS¬ TRIBUTED WITH REFERENCE TO THE NUMBER OF SUNDAYS IN A YEAR THAT THE SUNDAY SCHOOL WAS IN SESSION Both Rural and Urban Rural Urban Sundays in Session f Schools Schools Schools Totals. . . 252 112 140 53 1 . 1 0 1 52 . 214 87 1 27 5i . 4 1 3 50 . 1 1 0 49 . 0 0 0 48 . 4 1 3 47 . 4 3 1 46 . 3 2 1 45 . 0 0 0 44 . 1 1 0 43 . 2 1 1 42..... . 3 1 2 4i . 0 0 0 40 . 2 2 0 39 . . 2 2 0 36 . 3 3 0 32 . 3 3 0 30 . . 2 1 1 26 . 2 2 0 25 . 1 In one instance the year included 53 1 Sundays. I 0 [308] CHILD ACCOUNTING IN THE SUNDAY SCHOOL found a tendency to combine the classes which were depleted during the summer months, and to maintain an ungraded school ; but so far as a “vacation” for the entire Sunday school was concerned, very few of the Sunday school officials con¬ sidered a cessation of the school’s activities advisable. As will be noted in a study of these tables, only about one school in twenty maintains a school year shorter than three- quarters, or 39 weeks. The majority of these schools are found in the rural communities, where the roads are bad and the schools are difficult of access. Regularity of Attendance and Effect of Graded Lessons As stated in several places in this report, accurate and de¬ tailed pupil-records were seldom found in the Sunday schools covered by this survey. The record of the pupil most fre¬ quently kept by the teacher was that of the pupil’s attendance upon the sessions of the Sunday school. But, even here, great difficulty was experienced in finding accurately kept records for so long a period as a half year. Again and again class records of attendance had to be discarded by the surveyor because the teacher had omitted, for one or more Sundays, in a quarter, the record of attendance of the pupils of her class. The records were usually well kept for the first few Sundays at the beginning of the year; but as the year went on more and more teachers seemed to tire of the labor involved in keeping these records up to date. This accurate record of attendance of a large number of pupils covering a large area was sought in order to discover the degree of regularity of attendance of Sunday school pupils. Because of the difficulty of tabulating the attendance when the attendance record varied in length anywhere from one to fifty- two Sundays, only those attendance records were taken which fell into one of the following groups : Group I : Those records which were complete for only 13 Sundays, or one-quarter of a year. Group II : Those records which were complete for 26 Sundays, or a half year. Group III : Those records which [309] RELIGIOUS EDUCATION OF PROTESTANTS were complete for the entire year, or 52 Sundays. Group IV contained only records of pupils whose names had not been on the class roll during the entire period covered by any one of the other three groups. This was done to make it unneces¬ sary to count a pupil absent when his name was not on the class roll. Consequently the attendance records are for pupils whose names are actually on the class rolls during the period for which the attendance record was secured. Every pupil who had entered the class late, who had moved from the city, entered another Sunday school, or whose name had been stricken from the rolls by the teacher or secretary, had his attendance or absence counted only during the period in which his name was actually on the rolls of the school. TABLE LXXXVI — 16,918 INDIANA SUNDAY SCHOOL PUPILS DISTRIBUTED WITH REFERENCE TO THE NUMBER OF DAYS FOR WHICH AN ATTENDANCE RECORD WAS SECURED FOR EACH PUPIL, AND THE GRADATION OF THE LESSONS USED BY THE PUPIL Total Pupils Pupils Pupils Using Both Using Using Graded and Ungraded Graded Ungraded Lessons Lessons Only Lessons Only Total Pupils. . 16,918 6,423 10,495 Attendance record for 1 year — 52 Sundays . Attendance record for half- 2,257 805 L452 year — 26 Sundays . Attendance record for quar- 2,552 934 1,618 ter-year — 13 Sundays _ Irregular Periods, Per 9,998 3,907 6,091 Cent, of Attendance used 2,111 777 1,334 Table LXXXVI shows the distribution of pupils whose attendance records were secured. This distribution is given here on two bases; length of time for which an attendance record was secured, and the type of Sunday school lessons being studied by the pupil. It will be seen at once that more than half of all the pupil- records secured — 59 per cent. — were for the shortest period or 13 weeks. Fifteen per cent, of the pupil-records were secured for a half-year, and only 13 per cent, of the records of these [310] CHILD ACCOUNTING IN THE SUNDAY SCHOOL 17,000 pupils were of sufficient accuracy for a period of one year to justify the surveyor’s having these records copied. As it was found that only 13 per cent, of the attendance records had been accurately kept for a year, it is evident that not much value had been placed upon pupils’ records by the teachers and officials of the Sunday schools surveyed. It is generally held that a higher type of teacher is required to handle graded lessons successfully. Furthermore, it is gen- Thousands of PUPILS 2 3 4 a One Quarter 0£ O 8 Half Year ul o 1 Entire Year 2 $ Irregular Periods Graded Ungraded VSSSA Chart XLI — Number of Days for Which an Attendance Record was Secured for Sunday School Pupils Using Graded Lessons, and for Those Using Ungraded Lessons. erally assumed that the higher the type of teacher, the greater value she places upon properly kept pupil-records. Inspection of the above chart will show that there was very little relation between the use of graded lessons and the length of the period for which these records were kept or the quality of the records themselves. It must be remembered that the sur¬ veyor copied the attendance records of the pupils or had them transcribed. This was not done unless the records measured up to a certain standard determined by an inspection of the teacher’s class-book. In Table LXXXVII is presented the distribution of the 9,998 pupils in Group I by the number of Sunday sessions attended. The number of pupils attending only one Sunday is given, the number attending two Sundays, the number attending three Sundays, and so on. This distribution is shown for the pupils who used ungraded lessons, and for those [311] RELIGIOUS EDUCATION OF PROTESTANTS who used graded lessons. Through these comparative tables the effect of graded lessons upon regularity of attendance can be studied. Similar information for Groups II, III, and IV are found in Tables LXXXVIII, LXXXIX and XC. TABLE LXXXVII — 9,998 INDIANA SUNDAY SCHOOL PUPILS IN BOTH RURAL AND URBAN COMMUNITIES DIS¬ TRIBUTED WITH REFERENCE TO THE GRADATION OF THE LESSON SYSTEMS USED BY THE PUPIL AND THE NUMBER OF DAYS THE PUPIL ATTENDED SUNDAY SCHOOL OUT OF 13 SUNDAYS Number of Sundays Pupils Using Ungraded Lessons Pupils Using Graded Lessons 0. Attended Totals. . . . Number 3,907 10 Per Cent. Number 100 6,091 0.3 9 Per Cent. 100 0.2 I . 248 6.3 355 5-8 2. 270 6.9 372 6.1 3- 256 6.6 383 6.3 4* 251 6.4 393 6-5 5- 257 6.6 415 6.8 6. 255 6-5 485 8.0 7. 300 7-7 486 8.0 8. 301 7-7 508 8.3 9- 317 8.1 502 8.2 10. 359 9.2 630 10.3 11. 3i7 8.1 507 8.3 12. 352 9.0 528 8.7 13. 414 10.6 520 8.6 Statistical Measures : Qi . 4+ Sundays attended 5+ Sundays attended Median . . 8+ H 7+ a u Q* . . 11+ u “ 11 + a u This table should be read as follows : There were 3,907 pupils using ungraded lessons for whom an attendance record for 13 Sundays was obtained. Of these, 10, or 3 per cent., were on the roll but did not attend at all ; 248, or 6.3 per cent., attended only 1 Sunday ; 270, or 6.9 per cent., attended only 2 Sundays, etc. The other half of the table concerning pupils using graded lessons is to be read in the similar manner. An inspection of these tables and of Chart XLII reveals some very interesting facts. In the case of the 3,907 pupils using ungraded lessons, in Group 1, Table LXXXVII, one- half of the pupils attended on eight or more Sundays out of the thirteen ; and the other half on fewer than eight Sundays. [312] Per Cent of Pupils Per Cent of Pup»ls Per cent of Pupils 10% 8% 6% 4% 2% 0 10% 8% 6% 4% 2% 0 Number of Sundays gzaUsiNG Graded Lesions Attended i Us i ng^ Ungraded Lessons 79i Using this method throughout Groups I, II and III, we have the following table : [319] RELIGIOUS EDUCATION OF PROTESTANTS TABLE XCI — COMPARISON OF THE PERCENTAGE OF SES¬ SIONS ATTENDED BY 6423 INDIANA SUNDAY SCHOOL PUPILS USING UNGRADED LESSONS AND 10,501 PUPILS USING GRADED LESSONS Number of Pupils Using Ungraded Pupils Using Graded Sundays Lessons Lessons Included Per- Per- IN THE aggregate cent. aggregate cent. Attend- Number attendance of Number attendance of ANCE of Pos- Attend- ■ of Pos- Attend- Record Pupils sible Actual ance Pupils sible Actual ance 13 . • 3,907 50,791 29,419 57-9 6,091 79,i83 45,76o 57-7 26 . . 934 24,284 14,014 61.8 1,618 42,068 23,436 55-7 52 . 805 41,860 21,144 50.5 1,458 75,8i6 39,776 524 Irregular No No No No periods.. • 777 record record 58.7 L334 record record 59-4 o 0£ o a O' Ul o z < o z LJ t- 20% Per Cent Att ending 40% 60% Half Year Entire Year Irregular Periods W7/Z^777X ■ow/ss/rs/ss/SA^^^ 80% 100% Graded EZ2 Ungraded Chart XLIII — The Percent, of Attendance of Pupils Using Graded Lesson Material Compared with the Percent, of Attend¬ ance of Pupils Using Ungraded Lesson Material. The above consolidated table together with Chart No. XLIII shows clearly and convincingly the conclusion stated on page 318 as to the effect of graded lesson material on attend¬ ance. It is true that other factors may enter here to conceal the real effect of the use of graded lessons on attendance, but no attempt has been made to eliminate them. With the data at hand such an effort would be impossible. ATTENDANCE UPON RURAL AND URBAN SUNDAY SCHOOLS It was originally the intention to compare the attendance of pupils upon the rural Sunday schools with the attendance [32°] CHILD ACCOUNTING IN THE SUNDAY SCHOOL upon urban schools; but while figures are given here, the number of pupils in the rural group is not large enough to permit of reliable conclusions being drawn from their attend¬ ance. Again the lack of adequate records in the Sunday schools is responsible for the failure to arrive at reliable conclusions. TABLE XCII — PERCENTAGE OF ATTENDANCE OF PUPILS USING UNGRADED LESSON MATERIAL, UPON RURAL AND URBAN SUNDAY SCHOOLS Rural Sunday Urban Sunday Schools Schools Number of Sundays Number Percentage Number Percentage Included in the of of of of Attendance Record Pupils Attendance Pupils Attendance 13 Sundays . 660 54-3 3,297 58.7 26 “ . 83 49.6 851 58.5 52 “ . 137 56.5 668 496 TABLE XCIII — PERCENTAGE OF ATTENDANCE OF PUPILS USING GRADED LESSON MATERIAL, ON RURAL AND URBAN SUNDAY SCHOOLS Rural Sunday Urban Sunday Schools Schools Number of Sundays Number Percentage Nmnber Percentage Included IN THE of of of of Attendance Record Pupils Attendance Pupits Attendance 13 Sundays . . 418 49-5 5,673 58.4 26 119 55-8 i,499 55-7 52 7 60.9 i,45i 52.4 If we take the above figures at their face value, it would appear that urban Sunday school pupils attend somewhat more regularly than do rural pupils. As these groups are not comparable in size, it is an open question as to what the real situation is. With respect to the pupils attending the rural schools, there is clearly a lack of conclusive data, for the attendance records of the major portion of these pupils cover that period of the year when the roads in the country are at their worst — the winter and spring months. For the urban Sunday school pupils, however, the per cent, of attendance is quite reliable, in each instance being based on a large num¬ ber of cases. [321] RELIGIOUS EDUCATION OF PROTESTANTS By consolidating the attendance records for all of the pupils attending rural schools, we find that 1,424 rural pupils attended 14,398 Sundays out of a possible 26,754, or 53.8 per cent. In like manner, the 13,439 urban pupils attended 159,151 Sundays out of a possible 287,248, or 55.4 per cent. Such a slight difference in the per cent, of attendance in favor of the urban Sunday school pupils is not very significant in view of the statement of conditions given above. Taking into consideration the fact that it is easier for a pupil to have perfect attendance for a short period of time than for a long period, and that the longer period more nearly represents the actual conditions as regards attendance, the conclusion is entirely justified that the average Sunday-school pupil attends a little more than half of the Sundays during the period his name is on the roll. Considerable time and not a little effort were expended in attempting to secure from the public schools in the same com¬ munities covered by this religious survey the distribution of public school pupils by the number of days attended. While these facts are collected by the majority of the city schools and some of the rural schools, they were not assembled in such form as to make the data comparable with the religious survey data. It is very desirable, however, to compare the distributions, by the fraction of school term attended, for pub¬ lic school children and for Sunday school children. The fol¬ lowing chart shows graphically the distribution of 14,137 public school children with the distribution of 2,263 Sunday school children for a period of 52 weeks. While the group of public school children is a different group from the one repre¬ sented in the distribution of Sunday school children, yet it is from a community in which the compulsory education laws are similar to those of Indiana, and where the enforcement may be assumed to be as effective as in the Indiana region surveyed. From this curve we see the effect of the enforcement of the compulsory education laws upon the attendance of public school pupils. The peak of the curve comes at a point on the base line representing nine-tenths of the school term attended. [322] CHILD ACCOUNTING IN THE SUNDAY SCHOOL In fact fully three-fourths of the public school pupils in the communities from which these data were taken attended four- fifths or more of the time. On the other hand, the line for the Sunday school pupils is nearly parallel to the base line at a height equivalent to one-tenth of the total number of pupils included in the group. About one-tenth of the Sunday school pupils then attended for one-tenth of the year, or approxi¬ mately five Sundays, or less ; another one-tenth attended from 70% 60% 50% 40% 30% 20% 10% 0 3 CL £ o o: U CL Chart XLIV — Percentage of 2,263 Sunday School Pupils Attending for Various Portions of the Sunday School Year Compared with the Percentage of 14,137 Public School Pupils Attend¬ ing for Similar Fractions of the Public School Year. one-tenth of the year to one-fifth of the year (6, 7, 8, 9, or 10 Sundays) ; another one-tenth attended from one-fifth of the year to three-tenths of the year (11, 12, 13, 14 or 15 Sundays) ; and so on. It is evident that there is no one com¬ pelling factor to cause attendance in the case of the Sunday school pupils. Indeed, many factors enter in to cause pupils to attend regularly upon the public schools, chief of which is an enlightened public sentiment favoring the public schools. With such a sentiment, compulsory education can be enforced ; without it, the laws are of little avail. Undoubtedly, the chief factor in regularity of attendance upon the Sunday schools is the religious sentiment of the various homes which make up the community. [323] RELIGIOUS EDUCATION OF PROTESTANTS An attempt has been made to show the relative attendance of the children in Jefferson and Clinton counties upon the public schools and upon the Sunday schools. In securing the Sunday school percentage of attendance the aggregate days attendance for all periods has been taken. The above percentage of attendance for the public schools does not do them justice. In computing the percentage of SUNDAY SCHOOLS PUBLIC SCHOOLS 49% Present Daily 72% Absent Daily Chart XLV — Percentage of the Total Enrollment in the Public Schools of Jefferson and Clinton Counties, Indiana, in Daily Attendance for the School Year Compared with the Percentage of Attendance for the Sunday Schools in the Same Counties. attendance, all of the public school pupils are considered to be “on the roll” for the entire school year. Such is not the case, because families move from the county, children enter private or parochial schools and other children are removed by death. Yet the absences of these pupils have been counted against them, because no records are available for determining the number of pupils off the roll during the year and the num¬ ber of days each pupil was off the roll. This results in a lower percentage of attendance than we should get. With this reser¬ vation kept in mind, one may conclude that public school pupils attend at least three- fourths of the time the public schools are in session, while the Sunday school pupils attend only half the time the Sunday schools are in session. [324] CHILD ACCOUNTING IN THE SUNDAY SCHOOL VIII. Distribution of Enrollment Out of a total of 256 Sunday schools, statistics were re¬ turned by the surveyors from 94 rural and 159 urban schools. Only 60 of the 94 rural schools reported the ages in such a way as to make it possible to determine the percentage of the enrollment under 25 years of age. In Table XCIV v/ill be found the distribution of these schools. TABLE XCIV — 60 RURAL SUNDAY SCHOOLS DISTRIBUTED WITH REFERENCE TO THE PERCENTAGE THE NUM¬ BER OF PUPILS UNDER 25 YEARS OF AGE IS OF THE TOTAL SUNDAY SCHOOL ENROLLMENT. Percentage Number of Percentage Number of Groups Schools Groups Schools Total number of 50-54.9. •• • 6 schools . . . 60 55-59-9- - • • 7 60-64.9. . . . 5 20-24.9 . 1 65-69-9- •• • 10 25-29-9 . 1 70-74.9... . 8 30-34-9 . 1 75-79.9. .. . 6 35-39-9 . 1 80-84.9. . . . 5 40-44-9 . 2 85-89.9. ... 3 45-49-9 . 4 Statistical Measures : Mode . 65-69.9% of pupils enrolled are under 25 years of age. Median . 66. 1 % ii u ii u a a ii ii ii 25 percentile... 45% ii a ii ii a a ii a a 75 percentile... 74-3% a a ii ii a a a a a (Total Sunday school enrollment does not include Cradle Roll or Home Department.) In these 60 schools the range in enrollment is from 25 pupils to 214, so that they represent adequately the conditions found in the 94 rural schools surveyed. For every enrolled pupil 25 years of age and over in the median Sunday school in these communities, we find two pupils under 25 years of age. In one-fourth of these Sunday schools only 45 per cent, of the total enrollment are persons under 25 years of age, while in the upper fourth of these 60 schools 74 per cent, of the total enrollment are persons under 25 years of age. Of the 194 urban Sunday schools surveyed, in only 50 were the surveyors able to find pupil statistics in such form as [325] RELIGIOUS EDUCATION OF PROTESTANTS to enable the percentage of pupils under 25 years of age to be calculated. This sampling is too small to justify any ade¬ quate conclusions being drawn from them for the state as a whole; but the percentage distribution is given here to show what was found in these 50 schools, and also for comparison in future studies of this character. TABLE XCV — 50 URBAN SUNDAY SCHOOLS DISTRIBUTED WITH REFERENCE TO THE PERCENTAGE THE NUM- BER OF PUPILS UNDER 25 YEARS OF AGE IS OF THE TOTAL ENROLLMENT Percentage Number of Percentage Number of Groups Schools Groups Schools Total number of 60-64.9 . 3 schools . 50 65-69-9 . 8 70-74-9 . 5 30-34.9 . 1 75-79-9 . 5 35-39-9 . 0 80-84.9 . 7 40-44-9 . 5 85-89-9 . 4 45-49-9 . 3 90-94-9 . 3 50-54.9 . 3 95-99-9 . 55-59-9 . 3 Statistical Measures: Median . 70% of total enrollment are under 25 years of age. 25 percentile... 54-5% u u n H n a n u a 75 percentile... 81.4% u u u n a a u a a Department.) In these 50 schools, the range of enrollment is from 33 pupils to 1,345 pupils. In the median school in these urban communities we find 7 out of every 10 pupils enrolled are under 25 years of age. In one-fourth of these 50 Sunday schools, the enrollment under 25 years of age is 55 per cent, of the total enrollment. In the upper one-fourth, 81 per cent, of the total enrollment are under 25 years of age. In the two groups of schools studied, the 60 rural and the 50 urban, we find the percentages of persons enrolled who are under 25 years of age to be quite similar. In general it can be stated, regarding the urban schools studied, that the larger schools, with organized adult classes conducted on the lecture plan, have a larger percentage of persons enrolled who are 25 years of age or over than we find in the smaller schools. [326] CHILD ACCOUNTING IN THE SUNDAY SCHOOL IX. Regulations regarding Membership in the Sunday School The investigation of the regulations regarding enrollment and attendance of pupils was made in order to find out what agreement, if any, existed among the schools as to the regula¬ tions to be observed. The study shows that the “common practice” is to have no regulations whatever! With regard to the number of Sundays the child is required to be present before his name is placed on the roll, the surveyors returned 245 replies. Of these 245 schools, 160 or 65 per cent, have no regulations whatever. The child is considered as being a member of the Sunday school the first day of his appearance. He is not required to make any promise or state¬ ment whatever as to his attendance in the future, so that he does not feel any obligation to return. The distribution of the number of Sundays the child is required to be present before he is enrolled in the remaining 85 Sunday schools is found in Table XCVI. TABLE XCVI — 245 INDIANA SUNDAY SCHOOLS DISTRIBUTED WITH REFERENCE TO THE NUMBER OF SUNDAYS THE CHILD IS REQUIRED TO BE PRESENT BEFORE HIS NAME IS PLACED ON THE ROLL Number of schools reporting . 245 Number schools having “no regulations”.... 160 Number schools having regulations . 85 Number of Sundays Attendance Required Number of Schools 1 . 24 2 . 3 3 . 55 4 . 3 An even smaller percentage — 16.3 per cent. — of schools have any regulations as to the number of Sundays a pupil may be absent before his name is marked “withdrawn from the school.” This means that two-thirds of the Sunday schools surveyed carry a child on the roll indefinitely, when in many instances the child is a member of another Sunday school. [327] RELIGIOUS EDUCATION OF PROTESTANTS This “padding of the rolls” is partly responsible for the low percentage of attendance in the Sunday schools. In Table XCVII will be found the facts concerning this item. TABLE XCVII — 243 INDIANA SUNDAY SCHOOLS DISTRIB¬ UTED WITH REFERENCE TO THE NUMBER OF CON¬ SECUTIVE SUNDAYS A PUPIL MUST BE ABSENT BEFORE HIS NAME MUST BE MARKED “WITHDRAWN” Number of schools reporting . 243 Number of schools having “no regulation”.. 209 Number of schools having a regulation . 34 Number of Sundays Absence Permitted Number of Schools 1 . 0 2 . o 3 . 12 4 . 5 5 . 2 6 . 3 7 . o 8 . o 9 . 11 10 . 1 Median . Approximately 5 Sundays’ absence Of the 34 schools having a definite regulation as to when a pupil may be dropped from the roll, 12 schools — 35.2 per cent — remove a child’s name from the roll after three consecutive absences and 11 schools drop the child after 9 consecutive absences. Of course, if there is good reason for the child to be absent, such as sickness or the like, the name is kept on the roll. But in the course of the survey, it was found again and again that the same child would be on the roll of two schools without having attended one of them for a period varying from one to three months. Or the family might have left the city without any intention of returning and still the mem¬ bers of this family would be on the Sunday school roll. Frequently a pupil whose name has been withdrawn from the roll returns to school. The question arises immediately : Is this withdrawn pupil to be re-enrolled at once; or must he give evidence of his desire to be a member of the Sunday school by more than one Sunday’s attendance? As has just been [328] CHILD ACCOUNTING IN THE SUNDAY SCHOOL shown, only 34 schools have a definite regulation for dropping pupils from the roll. Twelve other schools transfer the child’s name from the list of enrolled pupils to that of “visitors” ; thus permitting the school to have some claim upon the child’s interests but not to regard him as a full member. In Table XCVIII will be found the practice of those 46 Indiana Sunday schools with regard to the return of children to a school of which they have once been members. The other 199 schools have no regulations whatever on this point. TABLE XCVIII — 46 INDIANA SUNDAY SCHOOLS DISTRIB¬ UTED WITH REGARD TO THE NUMBER OF SUNDAYS A CHILD WHOSE NAME HAS BEEN REMOVED FROM THE ROLL OF MEMBERS FOR ABSENCE MUST ATTEND BEFORE BEING RE-ENROLLED Total number of schools having a definite regulation . 46 Number of Sundays Attendance Required 1 . 2 . 3 . 4 . 5 . 6 . 7 . 8 . 9 . 10 . Number of Schools 14 1 26 3 0 0 0 0 0 2 Median (and Mode).... 3 days’ attendance required From this table it is evident that the large majority of the Sunday schools — approximately four out of five schools — do not feel any necessity for the use of such terms as re-enroll¬ ment. In other words, the pupil’s name is not removed from the roll except in case of death or removal from the city. Of the 46 schools which do have regulations, 30 per cent, restore the pupil to his original status the first day he returns to school ; 56 per cent, require the pupil to manifest his good intentions to be a member of the school by attending three Sundays. Approximately 7 per cent, require four Sundays, and 5 per cent, require ten or more Sundays attendance. [329] RELIGIOUS EDUCATION OF PROTESTANTS Three other questions regarding the enrollment and attend¬ ance regulations were asked of the Sunday school officials. In each case the idea was to find out whether or not the Sunday school classified its members into groups depending upon the regularity of attendance; and if so, the degree of regularity which governed the classification. These three terms are, Active Member, Regular Attendant, and Visitor. The replies are summarized for the first two of these terms in Table XCIX. TABLE XCIX — 245 INDIANA SUNDAY SCHOOLS DISTRIB¬ UTED WITH REFERENCE TO THE NUMBER OF SUN¬ DAYS THE PUPIL IS REQUIRED TO BE PRESENT IN ORDER TO BE CLASSIFIED AS AN ACTIVE MEMBER OR AS A REGULAR ATTENDANT Number of schools reporting. . . . Number having “no regulation”. Number having a definite regu- 245 245 234 226 lation . 11 19 Number of Sundays Active Regular Attendance Required Member Attendant 1 . 1 0 2 . 0 0 3 . 9 15 4 . 1 1 5 •• . 0 2 6 . 0 0 7 . 0 0 8 . 0 1 As the questions were worded in the printed schedule, the figures in the table should be read as follows: “Nine schools reported that for a regularly enrolled pupil to be classified as an active member he must attend during the year three out of five Sundays. Fifteen schools reported that for a regularly enrolled pupil to be classified as a regular attendant, he should attend during the year an average of three out of five Sundays.” Undoubtedly one reason why such classifications are not in greater favor is that a great amount of clerical work is required to keep the attendance records in good shape. As the situation now stands, it is the exceptional school that knows the condition within its own membership as regards attendance. A much larger percentage of the schools attempt to make a distinction between the enrolled membership and the visitors. [330] CHILD ACCOUNTING IN THE SUNDAY SCHOOL Of the 243 schools answering this question, 19 1 or 79 per cent’ are reported by the surveyors as having no regulations, from the standpoint of attendance, as to what constitutes a “visitor.” Of the 52, or 21 per cent, of the schools which do have a definite regulation, approximately 10 per cent, classify a person as a visitor if he attends only one Sunday out of five. Fifteen per cent, classify a person as a visitor if he attends only one or two Sundays out of five. Two-thirds of the 52 schools classify the person as a visitor if he attends fewer than four Sundays out of five. It would appear that with those schools which have regulations regarding attendance, the common practice is to count a person as a visitor until he has attended three Sundays out of five. On his fourth appearance his name is transferred to the record of enrolled members. All of the above goes to show that there is no general agreement as to what is desirable in the way of regulations as to attendance. Nor does there exist any closer agreement as to the terms used to classify the groups into which the membership may be divided by these attendance regulations. This situation should be made a matter of careful study to determine what is the effect of attendance regulations upon attendance; and, furthermore, to recommend — as has been done for the public schools of the nation — a uniform system of terminology carrying with each enrollment and attendance term a precise definition capable of uniform interpretation. X. A Brief Summary of Significant Facts. In the Sunday schools surveyed, only one pupil out of every hundred enrolled is of foreign birth. In the two counties surveyed, 32.9 per cent, of the total rural population under 25 years of age is enrolled in Sunday schools, while 41.2 per cent, of the total urban population under 25 years of age is enrolled. The Indiana Sunday schools surveyed attract boys less than they attract girls : i.e., they enroll a higher percentage of girls than boys. [331] RELIGIOUS EDUCATION OF PROTESTANTS The Sunday schools in rural communities enroll a higher percentage of boys than do the urban Sunday schools. Considering only the Sunday school enrollment of pupils under twenty-five years of age, more pupils are enrolled at twelve years than at any other age. This is true for both rural and urban Sunday schools. Using the same group as in the above statement, the median age — that is, the age of the middle pupil, if all the pupils were stood up in a row according to age — is 11.4 years : for boys, the median age is 11.1 years; and for girls, 11.7 years. The median age for the rural pupils is 12.7 years; for the urban pupils, 11.3 years. During the twelfth year and the fourteenth year occur the periods of greatest elimination of Sunday school pupils. The period of greatest recruiting is from the third to the fifth year of age. Of the group of Sunday school pupils under 25 years of age, 11 out of 20 report themselves as members of church. In rural communities only 9 out of 20, and in urban com¬ munities between 11 and 12 out of 20, report themselves as church members. Only 1 out of every 4 pupils in the communities surveyed is enrolled in an organized Sunday school class. The pupils attend Sunday school with equal regularity, whether using graded lessons or ungraded lessons. In either case, a pupil attends approximately half of the Sundays on which the Sunday school is in session. [332] Chapter XI RECORDS AND REPORTS I. Form of Record Used Of the 254 Sunday schools surveyed, 175, or 69 per cent., reported on the type of pupil-record being used in the school. Seventy-nine schools failed to report, or in any way to check the sheet dealing with records and reports. In view of the fact that the questions called for checking only in case at least one of the record-forms listed was being used, and that other pages of the schedule were carefully filled out by the secretary of the school under the direct supervision of the surveyor, it may be assumed that a school which did not check any of the record-forms listed was not using any of these. Yet since the surveyors were not asked to indicate definitely that the school had no record system, the seventy-nine schools not checking the form of record used are omitted in this study. It is highly probable that the situation is worse than represented in this report. Of the 175 Sunday schools using one or more of the five forms listed in this schedule, two-thirds use the Teacher’s Year Class-book. Such a record book is familiar to the majority of those engaged in Sunday school work. It provides for a minimum of data concerning the pupil, generally his name, date of birth or his age, residence, and a space for the weekly record of the pupil’s attendance and possibly his financial contribution. One-sixth of the schools use the Individual Card Index record covering a period of one year. In general, such a card includes the same facts concerning the pupil as are recorded in the Teacher’s Year Class-book. One-seventh of the schools use the Teacher’s Quarterly Class-book — a record book similar [333] RELIGIOUS EDUCATION OF PROTESTANTS Phone No or Birthday _ Months Class No. Dates TEACHER SCHOLARS V Total Credits Earned Enrollment, Including Teacher Class Mark— Credits Divided by Enrollment Number Visitors Present Total Number Present Offering Chart XLVI — A Sample Page from a Sunday School Record Book. [334] RECORDS AND REPORTS Total Av'ce H.R.? - Chart XLVI — A Sample Page from a Sunday School Record Book * — Continued. [335] RELIGIOUS EDUCATION OF PROTESTANTS in make-up and content to the yearly class-book, but intended for use during one quarter only. Approximately one school in twenty uses the Cumulative Card Index record system cov¬ ering a series of years. In this record-form the facts concern¬ ing the pupil are added from year to year so that at any time the Sunday school authorities have at their command a rather complete life history of the pupil. (On pages 337 and 338 is reproduced a sample cumulative record card of this type for Sunday schools, together with the standardized record card in use in approximately 75 per cent, of the public schools in cities of 8,000 or over in the United States.) Below is given the table which shows the distribution of schools according to the type of record-form used. TABLE C — THE FORM OF PUPIL-RECORD IN USE IN 175 INDIANA SUNDAY SCHOOLS Schools Using the Form of Record Used Record Form Indicated in the Sunday School Number Per Cent. Teacher’s Quarterly Class-Book . . 25 14-3 Teacher’s Year Class-Book . . 116 66.2 Individual Card Index System . . 30 17.1 Class Card Index System . . 9 5.1 Cumulative Card Index System covering a series of years . 57 (Table based on data from 175 of 254 schools surveyed.) Of the above record-forms, the first four are placed in the hands of the teacher or class secretary. These record-forms are primarily for an attendance record; and possibly a record of the pupil’s financial contributions to the school. The last named record-card — the cumulative record card, covering a series of years — is always in the keeping of the secretary of the school. It is a permanent record-card to be kept in a central file ready for reference. Additions to this card are made by the school secretary or his assistants from the records obtained, in part, from the teacher’s class book or pupil-record cards. This form of record can not be used with advantage by itself, as so many facts recorded on this card are summaries or transcriptions from the teacher’s yearly record. [336] RECORDS AND REPORTS CHURCH SCHOOL CLASSIFICATION RECORD " DEP'T. DATE ENROLLED CLASS NO. GRADE NO. DEP’T DATE ENROLLED CLASS NO. GRADE NO. DEP'T DATE ENROLLED CLASS NO. GRADE NO. C. R. SENIOR cn z IU 5 0 $ BEGIN* NERS PRIMARY YOUNG PEOPLE’S JUNIOR / MEN’S INTER¬ MEDIATE LAST NAME FIRST OCCUPATION ADDRESS BUSINESS ADDRESS )REflL_ BUS. JOINED CHURCH BY DATE MO. DAY YEAR AGE BIRTHDAY PUBLIC SCHOOL GRADE PARENTS MO. DAY YEAR CHURCH MEMBER? PREF¬ ERENCE ASSIGNED TO DEP T. CLASS NO. GRADE LOSS TO CHURCH BECAUSE REMARKS _ _ _ _ CHURCH ENROLLMENT CARD ~ ACTIVE Chart XLVII — Specimen of Sunday School Cumulative Card for the Pupil. NUMBER OF PUPIL-RECORD FORMS USED IN A SCHOOL In Table Cl are shown the 175 Sunday schools distributed by the number of record-forms used in the school. It was found that where more than two forms were being used, the [337] b OATE OF AOMISSION C Age Sept. 1 Year. Month. d Grade © Room 1 Daya prc.tnt ' 8 Health h Conduct i Scholar* ship In tho spice below may be recorded : (I) cases of truancy ; (? peases of corporal punishment; (I) reasons for non-promotion ; (4) other matters worthy of recdrd, such aa serious illness or pronounced characteristics liWely to affect success. (oven) -o g 1. Last name i, Fin* name and initial ELEMERTART SCHOOL REGORO SYSTEM. OFFICE RECORD THIS CARO IS NOT TO At TAKEN FROM THE PRINCIPAL'S OFFICE. 3. Place of birth A. Certified date of birth S. Vaccinated THE UTMOST CARE SHOULD BE USED IN RECOROINO NAMES AND OATES. AVOID ABBREVIATIONS. WRITE ALL. DATES IN THE FOLLOW¬ ING manner: t»i2-»*a3. 6. Name of parent or guardian 7. Occupation of parent or guardian 8'. Former place of residence 1 8. Latest place trict when p of residence, including residence outside of (he die- up il is transferred. l/ School last attended d'. Grade I last attended 1 8. Date of discharge 10, Age when discharged Years Months 11. Graduated in the class of In the .pace above should be recorded any (act. necessary to show tho Final destination o< the pupil on leaving the school, as, (or eaample: "To work" (occupation and salary if desired); “To remain at home"; "Oeath"; "Permanent illness"; "Transfer to (name of school)"; "Commitment to (name of institution)." (OVER) LftrtrrBervnu Cat. No, JO-5036^* Chart XLVIII — Specimen of Public School Cumulative Card for the Pupil. [338] RECORDS AND REPORTS school usually had a large enrollment and was highly organized. Both of these conditions made rather complete pupil-records necessary, in order that the officials might keep in touch with the situation in all departments of the school. • TABLE Cl — THE NUMBER OF DIFFERENT PUPIL-RECORD FORMS USED IN 175 INDIANA SUNDAY SCHOOLS Schools Using Number of Pupil-Record the Number Forms Used Indicated at Left Number Per Cent. One . 139 79.5 Two . 20 11.4 Three . 3 2.86 Four . 1 .95 Five . o 0.0 Six . 12 6.85 (Table based on data from 175 of 254 schools surveyed.) From the above table it is seen that more than three- fourths of all the schools for which information was secured on this point, used only one pupil-record form. Coupling this fact with what was learned from Table CII, that four-fifths of the schools used either the quarterly or the yearly form of the teacher’s class-book, it is evident that the great majority of schools were satisfied with the recording of very few facts concerning the pupil. Furthermore, they were satisfied to discard these records as soon as the period for which the record-books were made had ended. This fact was learned by the surveyors, through their inability to locate the teacher’s class-books, except an occasional one, for the previous quarter or year. About one school in ten used two record-forms. These forms were generally the teacher’s class-book and an individual record-card containing the more permanent facts concerning a child. Schools using more than two forms were of the highly organized type. In such schools, in addition to the cumulative record-card for the individual pupil, and some form of a teacher’s record of attendance, there were found the pupil- enrollment-card or blank, report to parent on the child’s work, and the like. [339] RELIGIOUS EDUCATION OF PROTESTANTS II. Use Made by Schools of Statistical Data It is a well established principle of educational administra¬ tion that all statistics should be gathered for definite purposes. Some purposes may be immediate; for instance, the finding out in what public school grade a child is in order to assist in classifying him in his Sunday school work. Or the purpose may be remote; attendance and enrollment data for a series of years may be gathered to determine the rate of growth of the school. For the purpose of this survey, six different pos¬ sible uses were listed; and the surveyors personally asked the secretary and the superintendent to state the uses to which the statistical data gathered by the school had been put. Table CII gives the replies of these school officials in such form as to allow comparison. TABLE CII — THE USE MADE OF STATISTICAL DATA BY THE SUPERVISORY OFFICERS OF 172 INDIANA SUNDAY SCHOOLS Schools Reporting That They DO not make DO MAKE USE OF DATA FOR USE OF DATA FOR Use Made of Data PURPOSE INDICATED PURPOSE INDICATED Number Per Cent. Number Per Cent. Revising the curriculum . 168 97-6 4 2.4 Increasing school attendance . 1 15 66.8 57 33-2 Bettering home conditions of pupils 167 97.2 5 2.8 Vocational assistance to pupils . Increasing cooperation with other 169 98.O 3 2.0 organizations . Improving the relation of the Sun- 165 95-9 7 4-1 day school to the church . 140 81.4 32 18.6 (Table based on data from 172 of 254 schools surveyed.) Of the 172 Sunday schools from which the surveyors secured definite answers, 57 schools, or 33 per cent., use the statistical data for increasing school attendance. It is hard to believe that the supervisory officers in two out of every three schools fail to see the relation between greater regularity of attendance on the part of the pupils and the proper use of attendance statistics ; yet such must be the case, for if attendance [340] RECORDS AND REPORTS statistics were intelligently used by a larger number of school officials, surely the average Sunday school pupil would attend much more than half of the Sundays — something he fails to do under present conditions. Lack of a clear-cut conception of the necessity and the possibilities resulting from the use of at¬ tendance data, together with a definite lack of knowledge of how these data can be used with advantage, are probably re¬ sponsible for the situation revealed by this survey. Thirty-two schools, or 19 per cent., use the statistical data for improving the relationship of the Sunday school to the church. Such schools use such facts as '‘church membership of the pupil,’’ “church membership of the father or mother of the pupil,” “church or non-church organizations of which the pupil is a member,” and the like for uniting the school more closely to the church. Apparently, in the minds of the super¬ visory officers of five-sixths of the schools, these facts given above do not improve the relation of the Sunday school to the church to such a degree as to warrant the expenditure of effort necessary to collect and arrange these data for use. Of the other four uses listed, such a small percentage of the Sunday schools reported to the surveyors as having made use of the statistical data in any one of these forms, that we can say it is the exceptional school which has supervisory officers with vision and knowledge of the purposes and methods of using statistical data. Ill. What Pupil Data Are Recorded In order to find out what pupil-data are made a matter of record by the Sunday schools of the communities surveyed in Indiana, twenty-four different facts concerning the pupil were listed and the superintendent and secretary of the school was asked to tell the surveyor what facts were recorded by the school, and by whom the facts were recorded. It should be stated that these twenty-four questions on pupil-data were selected by a consensus of opinion of experts engaged in religious education in the following manner : A large number of experts were asked to list those pupil-data which were, in [341] TABLE CIII — WHAT PUPIL DATA ARE MADE A MATTER OF RECORD IN 172 INDIANA SUNDAY SCHOOLS Q W o § si < < H < A £ o [342] Q W a 1 * g *5 5 5 § B c/3 £ B o §.£ - & 5 q « « ^ Wo H W o c/3 « w P‘5 o OS O O w 05 o o a o C/3 >< « ;* 05 < H O W c/3 o w Q 05 O U W 05 Q 0) § 8 w 05 H W w o a g CO < 8 s a w £ a““ Ph C/3 o o o a ® § o £ ►H o 05 o o < w H C/3 H £ W < S 05 05 W I o S £ 5 a u >< 8 » a os u W 05 < H W C/3 Q D W c/3 W H p < O H C/3 05 W Ck 4> -H Os CO IX Tfr Tf CO Tf ►H Tf to Os Os VO CO VO co M 0 Ti¬ Tf h K11 vd rf In 00 ed ds In CO CO CO .vo HH SO Tf Tf 1 £ CO cm ►H to HH CM rf CM* td tj- 03 to >-H HH Cl ►h CM O ci Os ►H CO Os CM Os CO O In q 00 to ds oi VO to CO rf t-I to co VO In Tf CM td »d IN CM Os to VO to O TJ-CI ►H VO Tf CM 1-1 Os O HH HH to 00 CM Os VO VO 00 00 Os O CM ►H so 00' vd <000 H H cm vd W ►H CO CM In CM CO ds o' Tf ►H O CM m ~ 1 1 1 CO CM Tt Os VO 00 to CM VO d Os cd i-s cd 00 to CO In. td CM CM cd i-I CM CM dsoo ft ft VO to CM CO VO toco vo 00 Tf Tf Tf M IN Tf CO CO CM co CO *0 co vd co cm a. Oh 3 o a Oh o 03 6 a c 03 u c 03 CO X3 HH CM Oh * « a :-g ■M c3 o t! c o _ c E V! *-• CO ■n c •£ O'+h £ • T"i • O 4-> O u *+* B 0 2 E £ SQ * • r f * * Oh * ‘ O 1 *rt • • £ : d Oh : 8 2 • 43 C/3 CtS O - o.ts in in t-ft • S3 > co C3 03 E o J2 o o cO r I 03 43 — ccS as o w 03 03 SC/3 VS rt' £0 rfio co N 00 Os O h 12 Church relationship of parents . . 27 157 1 3 7 10 37.0 6 22.3 4 14.8 2 7.4 1 3.7 3 9.1 13 Date of uniting with church . 26 15.1 I 3.8 8 30.8 10 38.5 0 - 2 7.7 2 7.7 3 1 1.5 H4 tO dv m’ ►X • II. I 32.2 H4 • H 1 vO d HX 1 1 « C4 Cl M M O HX 0 0 •-c C9 d\X 1-4 • In 1 1 J H 1 VO d HX 1 1 Cl HI HI O 0 0 H O HX 0 0 Cl w eld'd HI Cl tf HI HI HI HI HI • HI " fO O HI HX Cl Cl HX 1 1 1 1 1 1 1 1 1 1 i I 1 1 1 1 1 1 1 1 1 1 00 fO ci dt HI HI 00 Cl to Cl to HI "tt HI to CO to to Os ci tN HX Cl VO Cl HI H4 Ov Ov tN tN VO VO to to JO 3 a, X -*-» u • m X) o Zj o •g-s O . to I t-. , 41 ■ X , 4X o u X m Hx t-> o 41 -H> l C/5 e • crj • n £ • • box w • : & * E : : vj< * : ■ .3 O 1/1 * • U ” • |_ • • c 2 c g* . o «G o G . ’J3 V *-M ^ • <1 C « W .2 §.2£x J O Ctf 4> u O (A V to cs 4-» c V u u W u ti ■jj 03 X ~ W > O & > o -. o X ^ ■5 WOO to in 03 VO t- to O 3 »-t O •*4 flj co X 41 ‘ S' CO *3 > • «■* Q, U 41 ? X CO C9 41 tl c CO O O X o CO X 41 O X (1 m u 41 X g 3 C 41 X +■> c o "O 41 In 3 be X E 41 O 41 CO 41 O ej= 03 o 3 CO ^ 41 E £3-5 41 43 MJ - C 41^ 41 5 *G Jg(/) 4-> *0 ° n C >7-1 O ~ 01 | « O t-. V 41 41 * E rt cs boc C 01 £X o ^ Cl <4J 20 V) • • O 5 c « O ?'"X x ♦- g 41 "oE> ro O co C3 u 41 T3 X c3 „ 6 41 u co 3 • ' C « O X o C _, X o 3 CO CX -M 4i a aj w x 41 *o 41 & > lx 3 co CO O O X u CO U-> C4 01 t>s E o lx 03 41 03 X 3 O X 41 CO 03 X 41 X o3 H x O r/-s 3* 41 O Cl o u <» a’0 ^ 3 Os c3 oo' ^ OX u, »- 2x^0^ X - • -G - g x 2 o oi C 03 O O njLi UX 01 fV C 41 OX 3x lx CO 4-* vw rr >» o *-• x [343] RELIGIOUS EDUCATION OF PROTESTANTS their judgment, most necessary for the school to have on record. From the large list submitted the 24 items found in Table CIII were selected, because they were suggested more frequently than the other items. The only pupil-data which are made a matter of record by the great majority of the schools are (1) the full name of the pupil, and (2) the attendance of the pupil at class. Virtually nine-tenths of the schools attempt to record these facts. This agrees quite closely with Table C, which shows that fully 80 per cent, use the Teacher’s Year Class-book or the Quarterly Class-book. These record books make slight provision for other pupil data. Approximately one-half of the schools surveyed make a record of the residence of the pupil; two-fifths of the schools record the date of birth of the pupil; two-sevenths, the fact as to whether or not the pupil is promoted; one-fourth the fact as to whether or not the pupil is a member of church; one-fourth, the date of a pupil’s with¬ drawal from class; about one-fifth, the names of the pupil’s father and mother; one-fifth, a pupil’s tardiness; one-sixth, the cause of a pupil’s withdrawal from class. The other facts are recorded by the schools much less frequently. Table CIII lists these pupil-data to show with what frequency they are made matters of record by the 172 schools. Unfortunately, the tabulations were not made in such a way as to show how frequently each fact is made a matter of record by urban Sunday schools as distinguished from rural schools. The order of the list for schools in urban communities would undoubtedly be different from that of the list for rural com¬ munities. For example, the residence of a child is a matter of much concern in a city; but of little importance in rural com¬ munities where the majority of the people not only know one another, but one another’s residences as well. For the same reasons, the names of the father and mother of the child are much less necessary in the small rural school. It is very probable that the recording of other items would be affected in much the same way. Despite the fact that the table is for rural and urban Sunday [344] RECORDS AND REPORTS schools combined, it is surprising that though the Sunday school has been regarded by religious workers as one of the foremost recruiting agencies of the church, yet so small a per¬ centage of the schools attempt to make a record of those pupil- data which bear directly upon this recruiting of members. For example, only 15 per cent, of the schools record the church relationship of the parents of the pupils. Again, only 15 per cent, record the date when the pupil unites with the church. Only 4 per cent, attempt any record of whether or not the pupil attends the services of the church; and only 4 per cent, of the schools make a record of the church organizations of which the pupil is a member. IV. How the Pupil Data Are Recorded Both the superintendent and school secretary were asked by the surveyor as to the method of recording each of the twenty-four items of pupil-data. Was a fact concerning a pupil recorded by the teacher or by the secretary of the school? And was this made a matter of permanent record to be revised at stated periods? Obviously certain facts need no revision, — the name of the pupil, date and place of birth, and the like. But other facts may change frequently as : residence of the pupil, grade in public school, occupation and similar data. Such information concerning the pupil, if it is to be valuable, must not be allowed to become “out of date.” In Table CIII will be found the distribution of schools according to the method of recording the different items of pupil-data. An inspection of the table shows that the bulk of the recording is done by the teacher, or in some instances by the class secretary. In case the class secretary is attached to the staff of the school secretary, then the school secretary is considered as making the record. Taking the first item, the “full name of the pupil,” we find that in 92 schools, or 58.9 per cent., the teacher is the only one who makes this a matter of record. But in 22 schools, or 14 per cent., both the secretary and the teacher record this fact; in 7 schools, or 4.5 per cent., it is made a part of the permanent record and of the teacher’s [34s] RELIGIOUS EDUCATION OF PROTESTANTS record as well; while in 17 schools, or n per cent., it is made a matter of record by the teacher and by the secretary, and is made a part of the permanent record. Summing these up, we find that the teacher makes this record in practically nine-tenths of the schools. Following the same procedure with respect to those items in the list which do not have such permanent value, we find that the burden of recording them falls primarily upon the teacher. When one considers that the average length of the recitation period is only thirty minutes, and that most of the recording of pupil-data by the teacher is done at the begin¬ ning or at the end of the recitation period, one can readily understand why Sunday school records are not more inclusive of details and more accurate than they are at present. The teacher considers teaching as her main function in the Sunday school, and is unwilling to take much time for the recording of pupil data from the precious thirty minutes at her disposal. If these pupil-records are of value, then definite steps must be taken so to organize the work of recording them as to relieve the class teacher of much of the detail connected with it. This does not mean that the teacher has no need for such data in her work as a teacher. On the contrary, she needs this detailed information concerning her pupils in order to help make her teaching more effective, more applicable to the par¬ ticular needs of the pupils; but she ought not to be burdened with both the task of teaching and the task of gathering and recording these pupil-data. This latter is properly a prob¬ lem for the secretarial force of the school. V. Evaluation of Pupil-Data Earlier in this chapter it was stated that these 24 items of pupil-information were selected through an inquiry, directed to religious education experts, as to what pupil-data were most important, and what ought to be made a matter of record. No attempt was made to determine the relative importance of each item. In writing this report, it was felt desirable to attempt to determine the relative worth of each item. The procedure [346] RECORDS AND REPORTS followed is fully explained in the following instruction sheet and blank for recording judgments which were sent to 197 religious education directors, secretaries of denominational Sunday school boards, secretaries of state Sunday school asso¬ ciations, professors of religious education in universities and colleges, and similar officials and workers in the religious education field. The following instructions were given to those who were asked to give judgments on the relative value of items in Sunday School records. You are asked to do two things : First: Rank the items (on the attached sheet) in the order of their importance. Examples: (a) If you think the items are of equal value, place the figure 1 opposite each item in the column headed “Rank/’ (b) If, however, you do not think these items are of equal value, place the figure 1 opposite the item you con¬ sider the most important ; the figure 2 opposite the item of second importance ; the figure 3 opposite the item next in importance, etc., etc., until you have ranked the entire 24 items. Second: Assign to each of the items a score, such that when the scores for each of the 24 items are added the total will be 100. Examples: (a) If you have decided that each item is of equal rank, then the score set opposite each item will be 4%. r , , (b) If you decide these items are not of equal value, then set opposite the item ranked / (of first importance) a score, say, 10 ; opposite the item ranked 2, a score which will indicate your idea of the relative difference in the value of these two items, say, 8 ; opposite the item ranked 3, a score similarly found, etc., etc. Keep in mind that the total of the scores assigned must equal 100. When completed the score sheet will appear somewhat as follows : [347] RELIGIOUS EDUCATION OF PROTESTANTS Item i << - Etc. Etc. Etc. Item Rank Given 3 5 1 2 Score Assigned 7- 5 7.0 10.0 8.o Sum of Scores ioo. Table CIV is the form submitted for the use of the judges. TABLE CIV — SHEET FOR JUDGING THE RELATIVE WORTH OF PUPIL DATA IN SUNDAY SCHOOL RECORDS Item Rank Assigned Score Assigned (1) Full name of pupil . . . (2) Date of birth . . . (3) Place of birth . . . (4) If foreign born, year came to U. S... . . (5) Name of father . . . (6) Name of mother . . . (7) Number of brothers and sisters . . . (8) Residence of pupil . . . (9) Whether employed or in public school . . . (10) Occupation, if employed . . (11) Grade, if in school . . . (12) Member of church? . . . (13) Church relationship of parents . . . (14) Church organizations of which pupil is a member . . . (15) Date of joining each organization... . . (16) Non-church organizations of which pupil is a member . . . (17) Date of joining non-church organiza¬ tions . . . (18) Absence of pupil from class . . . (19) Tardiness of pupil to class...-, . . . (20) Date of withdrawal from class . . . (21) Cause of withdrawal from class . . . (22) Promotion and non-promotion of pupil . . . (23) Attendance upon church services.... . . (24) Date of uniting with church, . . . Sum of scores. . . . 100. Signed . Position . Write on the back of this sheet any suggestions you may care to make, after you have ranked and judged the items given, [348] RECORDS AND REPORTS Of the 197 letters sent out, 88 replies were received. Eleven replies were received too late for tabulation, and twelve had to be discarded because the judge had not followed instruc¬ tions. The tabulation of the scores assigned by the other 63 judges is given in Table CV. TABLE CV — 24 ITEMS OF PUPIL DATA ARRANGED IN THE ORDER OF THEIR RELATIVE WORTH AS MATTERS OF RECORD Item Full name of pupil . Residence of pupil . Grade, if in public school . Member of church . Date of birth . Absence of pupil from class.... Name of father . Cause of withdrawal from class Date of uniting with church.... Promotion and non-promotion of pupil . Church relationship of parents.. Attendance upon church services Employed or in public school. . Name of mother . Church organizations of which pupil is a member . Tardiness of pupil to class . Occupation, if employed . Date of withdrawal to class.... Number of brothers and sisters Non - church organizations of which the pupil is a member.. Place of birth . If foreign born, year came to the U. S.... . Date of joining each church organization . Date of joining each non-church organization . Range of Middle 50 Median Scores Per Cent. Rank Score Low High Qi Qa 1.0 6.08 3-0 20.0 5-0 8.0 2.0 5-19 .0 20.0 5-0 7.0 3-5 5-i 1.0 10.0 4.0 6.0 3-5 5-1 .0 1 0.0 4-3 6.1 5-0 5-07 1-5 130 4.2 6.1 6.0 5-0 .0 20.0 4.2 6.0 7.0 4-6 1.0 8.6 4.0 6.0 8.0 4-5 .0 15.0 4.0 5-o 9.0 4-38 .0 10.0 3-6 5-o 1 0.0 4.46 .0 8.1 3.0 5-0 II.O 4-35 1.0 10.0 4.0 5-o 12.5 4.2 .0 8.0 3-6 5-0 12.5 4.2 .0 93 3-0 5-0 14-5 4.05 .0 8.0 2.25 5-0 14-5 4.05 1.0 10.0 3-0 4-7 17.0 4.0 .0 15-0 3-0 5-o 17.0 4.0 1.0 8.0 3-0 4-8 17.0 4.0 .0 6.1 2.0 5-0 19.0 3-57 .0 10.0 2.4 4.2 21.0 301 .0 7.0 2.0 4.0 21.0 301 .0 7.4 1.0 4.0 21.0 301 .0 5.2 1-3 4.0 23.0 2-3 .0 5.7 1.0 3-3 24.0 1.9 .0 7.0 1.0 3-0 (Since there are 24 items, the item with the lowest median score is given a rank of 24. Where two or more items have the same median score, all are given the same rank. For example, the third and fourth items in the list are both ranked 3.5 — the average of the sum of two ranks. = 3.5) In the first column of the table are shown the ranks of the various items as determined by the magnitude of the median [349] RELIGIOUS EDUCATION OF PROTESTANTS scores given in the second column. For example, the item, “Full name of the pupil” receives the highest median score — 6.08 — and is therefore given the rank of 1. In the second column are found the medians of the score of the 63 judges on each of the twenty-four items. Again taking the first item as an example, all of the scores of the 63 judges on the relative importance of the full name of the pupil as a matter of record were arranged in the order of their magnitude. Then, counting in from either end, the middle score, that is the thirty-second score, is taken as rep¬ resenting most fairly the judgment of the 63 persons. In columns three and four are found the lowest and highest scores assigned by any of the judges to each of the items. The range indicates the lack of agreement between the judges as to the relative worth of an item. An inspection of these columns will show that there was the least disagreement in the case of those items coming at the end of the list; i.e. those items which have the least importance as matters of record. There is much wider disagreement in the scores assigned to the items receiving the highest median scores. If one takes the first five items, the average range is 13.5 points; the last five items have an average range of 6.5 points. It is probable that the low scores in the case of the first two items can be explained by the comments of one judge who had assigned low scores to these items — “I have assumed the recording of these items; hence my scores on these items have been reduced as much as possible.” In columns five and six are found the two scores on each item which include the middle 50 per cent, of all the judgments. In column five are found the 25-percentile scores. (Commonly called the first quartile and abbreviated as It is found by arranging the scores of all the judges on one item in the order of magnitude, and then taking that score below which will be found 25 per cent, of all the scores. Similarly, the 75-percentile or third quartile — Q3 — is that score below which will be found 75 per cent, of all the scores.) Between these two percentile scores, Qx and Q3, will be found the “middle 50 per cent.” [350] RECORDS AND REPORTS which enables one to judge how closely the scores group them¬ selves around the median score. In the case of the first item, the range is from a low score of 3.0 up to a high score of 20.0; yet half of all the scores are grouped between 5.0 and 8.0, or only 3 points. In the case of the second item, while the range of scores is from o to 20.0, yet one-half of all the scores are found between 4.0 and 5.0, or within one point. In general, the more closely the scores group themselves around the middle score, the greater the reliability of the median score. It appears, then, from an inspection of these columns that in the majority of items, the scores are grouped closely about the median. Several of the judges objected to ranking all of these items in one group. Their chief reason for objecting was that this list contained pupil-data of two types : those data which should be made a matter of permanent record, and those of a nature justifying a temporary record only. This objection was fully recognized before the list was submitted to the judges; but it was decided that in a school which had a thoroughly organized secretarial force, these items of a temporary nature would be the bases for permanent records and should, therefore, be included in this study. For example, no one would think of recording each Sunday’s attendance upon the permanent record- card of the pupil; but the summary of the year’s attendance, as obtained from the teacher’s class-record, would certainly be recorded in the permanent record. Without doubt, the wide variation in the judgments of judges on some of the items of pupil-data was due, in large measure, to this ranking of all the items in one group. When one compares the ranking of the relative worth of these pupil-data by these 63 judges with present practice in the Sunday schools of Indiana, there is evidence of considerable agreement. In Table CIV of the six items accorded the first six ranks, by the 63 judges of the relative worth of the items as matters of record, five items are found by Table CV to have been the most frequently recorded data in the 172 Indiana Sunday schools surveyed. Also, of the six items at the bottom [351] RELIGIOUS EDUCATION OF PROTESTANTS of the list according to the 63 judges, five are found to be the items least frequently recorded by the 172 Indiana Sunday schools.1 That there is this close agreement between the frequency with which the Indiana Sunday schools record certain pupil- data, and the judgment of these 63 judges as to the wisdom for recording these data, is not strange when one considers that six-sevenths of the judges are in administrative or execu¬ tive positions, are familiar with the record systems in the Sunday schools and more or less determine what pupil-facts are made matters of record. In this study it was hoped that it would be possible to separate the judges into three or four groups so as to determine whether or not the groups differed as to the facts to be recorded. Unfortunately, the number of persons in each group of judges was not sufficient to justify a separate tabulation. It would appear, however, from an inspection of the judgments of the group of seven professors in religious education in colleges and universities, that these tend to place more value upon those pupil-data which are generally thought to be more social in their bearing. For example, the occupation of the pupil, his relation to the public school, the organizations to which the pupil belongs, and the like. It is quite evident that the 24 items of pupil-data are not of equal value as matters of record. It is also evident that the valuation placed on these items is a reflection of present prac¬ tice. This is merely another way of saying that the above ranking indicates the degree to which uses for each of these pupil data are evident to the minds of the judges. It is highly probable, furthermore, since the great majority of the judges are officials and executives in the field of religious education and familiar with the average Sunday school and its untrained workers in all lines, teachers, supervisors, secretarial force, etc., that this knowledge would lead the judges to place a higher estimate upon those items which the judges felt confident the Sunday school worker could use. With highly trained Sunday 1 The coefficient of correlation between the ranks occupied by each item in the two tables, according to Spearman’s Rank Formula, is + .78. [352] RECORDS AND REPORTS school workers, and with a sufficient number of them, pupil- data might be utilized with a degree of effectiveness impossible under ordinary conditions. VI. A Brief Summary of Significant Facts Only one out of every three schools surveyed has any regu¬ lation as to the number of days a pupil must attend before his name is placed on the roll. The modal requirement is three days attendance. Only one school in eight has any requirement that a pupil be dropped from the roll after a prescribed number of con¬ secutive absences. Two out of three schools use the yearly class-book for recording attendance and other pupil-data. Only one school in twenty maintains a modern pupil’s- record system of the cumlative type; i.e., a record of the pupil for a series of years. Four out of five schools use only one pupil-record form. One out of ten schools uses two record-forms. The only pupil-data which the Sunday school authorities regard as sufficiently important to record are : the full name of the pupil, and his absence from the class. Nine out of ten of the Sunday schools record these facts. About half of the schools make a record of the residence of the pupil and the date of the pupil’s birth. [353] PART FIVE: TEACHERS AND SUPER¬ VISION OF TEACHING BY WALTER S. ATHEARN OUTLINE CHAPTER XII: GENERAL QUALIFICATIONS OF INDIANA SUNDAY SCHOOL TEACHERS I. Sources of Data II. Number of Sunday School Teachers in Indiana III. Sex, Marital State, Race and Nativity IV. Occupation, Salary, and Income V. Social and Economic Background (a) Where Reared (b) Occupation, Income, and Nativity of Father (c) Education of Parents VI. Age (a) Present Age (b) Age of Beginning Sunday School Teaching VII. Church Relationships and Loyalty (a) Age of Joining Church (b) Influences Leading to Church Membership (c) Church Activities (d) Faithfulness to Church School (e) Motives for Teaching in the Church School VIII. Summary CHAPTER XIII: EDUCATION, PROFESSIONAL PREPARATION FOR TEACHING, AND TEACHING EXPERIENCE I. General Schooling (a) Amount of Schooling (b) Grouping of Teachers on the Basis of Years of Schooling (c) General and Religious Reading II. Professional Training (a) Courses in Professional Subjects (b) Practice Teaching (c) Available Professional Courses in Indiana Church Col¬ leges (d) Professional Reading (e) Schools and Agencies for Training Sunday School Teachers (f) Conventions and Teachers’ Meetings III. Teaching Experience [355] CHAPTER XIV: STANDARDS AND METHODS I. Standards Used by Teachers in Measuring the Success of Their Teaching II. Lesson Preparation III. Methods of Questioning IV. The Assignment of Lessons CHAPTER XV: CLASSIFICATION OF INDIANA SUNDAY SCHOOL TEACHERS I. The Need of a Classification Plan II. The Plan Described III. The Plan Applied to Indiana Sunday School Teachers IV. A Correlation of General Education, Professional Training, and Teaching Experience V. A Comparison of Indiana Sunday School Teachers and Indiana Rural Public School Teachers VI. Summary CHAPTER XVI: SUPERVISION OF TEACHING A. By the General Superintendents I. The Superintendent as Administrator and Supervisor II. General Qualifications of Indiana Sunday School Superintendents III. Motives for Accepting Superintendency IV. Supply, Placement and Retention of Teachers (a) The Supply of Teachers (b) The Placement of Teachers (c) The Transfer of Teachers (d) The Dismissal of Teachers (e) The Resignation of Teachers (f) Substitute Teachers (g) Public Recognition of Teachers V. Agencies for Training Teachers While in Service (a) The Teacher-Training Class (b) Teachers’ Meetings (c) Demonstration or Model Lessons (d) Regular and Helpful Supervision (e) A Study of Classroom Methods (f) Visiting Other Teachers (g) Correspondence Study VI. Methods of Classroom Supervision VII. Methods Used to Judge Successful Teaching B. By Departmental Superintendents I. Present Status of Departmental Supervision II. Qualifications of Departmental Superintendents III. Authority Vested in Departmental Superintendents IV. The Departmental Superintendent or Supervisor V. Comparison of Methods of Supervision of General and Depart¬ mental Superintendents VI. Summary [356] PART FIVE: TEACHERS AND SUPER¬ VISION OF TEACHING Chapter XII GENERAL QUALIFICATIONS OF INDIANA SUNDAY SCHOOL TEACHERS /. Sources of Data There are approximately 5,644 Protestant Sunday schools in Indiana. For the purpose of this study, 256 of these Sunday schools were selected for special investigation by methods fully explained in the section of this report entitled “The Purpose, Scope and Methods of the Indiana Survey of Religious Education.” Carefully prepared question-schedules were for¬ mulated and surveyors were trained in uniform methods of presenting the schedules to the teachers in individual or group conferences. It was made clear to each teacher that the inquiry was impersonal in the sense that no names were to be revealed, but personal and intimate in the sense that accurate information was requested concerning many private personal matters which were of great importance to those who were trying to help all teachers and all Sunday schools. Before filling out the question-schedules, the teachers were asked to read carefully a statement from which the following extract has been taken : The first step in improving training courses, lesson-helps, and lesson-systems is to secure the exact facts about the teachers for whose use the material is prepared. It is not necessary that the age, sex, education, nationality, parentage, experience, etc., of [357] RELIGIOUS EDUCATION OF PROTESTANTS any particular teachers be known, but it is absolutely necessary that lesson writers know these facts about teachers in general. This general information can only be learned by securing the exact facts, in an impersonal statement, from each teacher. For this purpose, thousands of teachers will be asked to answer the following questions. They are requested not to sign their names. The information is not intended for the use of the local church or Sunday school ; it will go to those who are preparing the material for the use of Sunday school teachers and pupils. The questions are numerous, and some of them are of an intimate character. You will understand from the foregoing statement that this ex¬ haustive, but impersonal statement is requested in order that those who plan material for you to use may do so more intelligently. There is a reason for every question. Please take time to do this work thoroughly and expect as a reward textbooks and lesson- helps more suited to your needs than you have ever had before. “Sunday school teachers will be interested to know that a similar survey has been made of thousands of public school teachers and that training courses and textbooks are already be¬ ing improved because of the facts secured. “It is expected that the Sunday school teachers will cooperate in a similar survey with as much professional enthusiasm as did the public school teachers. “In the interest of all teachers, we urge each teacher to care¬ fully answer the following questions.” After this statement had been read, the surveyor usually discussed with the teacher the purpose of the inquiry and answered any questions which might be raised by the teacher. Because of this method a very large percentage of the teachers answered the questions and a very high percentage of com¬ pleteness and accuracy of statement was secured. Of the 2,670 teachers in the 256 schools surveyed, 2,072 or 77.6 per cent, returned schedules. II. Number of T eachers In the 256 churches surveyed there were 2,670 teachers for the 2,604 classes and 253 supply teachers. If this ratio is typical of the entire state, as we have reason to believe it is, there were in Indiana, in 1920, a total of 47,240 regular [358] GENERAL QUALIFICATIONS OF TEACHERS teachers and 4,430 supply teachers, or a grand total of 51,670 Sunday school teachers. III. Sex, Marital State, Race and Nativity Female Sunday school teachers outnumber the male teachers in Indiana about three to one, there being 1,509 female teachers and 563 male teachers among the 2,072 teachers surveyed. This is approximately the same ratio that exists between female and male teachers in the Indiana public schools, there being 15,650 female teachers and 5,411 male teachers in the State. In urban communities 25.4 per cent, of the Sunday school teachers are males; in the rural communities, 34.2 per cent, are males. (See Chart XLIX.) Chart XLIX — Sex Distribution of 2,072 Indiana Sunday School Teachers. Of the 2,061 teachers answering as to their marital state, 466 men and 967 women, a total of 1,433, were married, and 91 men and 537 women, a total of 628, were single. It would seem that young men are not being recruited into the teaching service as generally as the young women are. Twelve hundred forty married teachers report the number of children in their families as varying from o to 9 with the median 2. That is, there are as many of the married Sunday school teachers who have fewer than two children as there are who have more than that number. Comparing these statements with similar facts from the public school teachers of Indiana we get the following percentages : 69.6 per cent, of the Sunday school teachers are [359] RELIGIOUS EDUCATION OF PROTESTANTS married and 30.4 per cent, are single ; 22.44 Per cent. of the public school teachers are married and 77.56 per cent, are single. Sixty per cent, of the public school teachers are without dependents. All except 90 teachers reported as to their color; 523 men and 1,351 women, a total of 1,874, are white, and 26 men and 82 women belong to the Negro race. Among the 20,066 public school teachers of Indiana there were only 261 Negro teachers in 1919. A sampling of approximately 5 per cent, of the Sunday school teachers of the state gave 108 Negro Sunday school teachers. At this rate there would be over 2,000 Negro Sunday school teachers in Indiana, with only 261 Negro public school teachers. The 1920 census gives the Negro population of Indiana as 80,810, or 2.8 per cent, of the total population. Negroes are received into the public schools, where they are under white teachers almost exclusively; Negroes are not received into the Sunday schools of the white people in the same democratic manner. In other words, the fact of race segregation is evidently more pronounced in religious schools than in the secular schools. With reference to their nativity, 2,007 teachers are dis¬ tributed as follows: 526 males and 1,463 females, a total of 1,989, are native born; and only 18 males and 26 females, a total of 44, are foreign born. IV. Occupation, Salary and Income Only six Sunday school teachers, three male and three female, out of the 1,938 reporting on this subject, receive compensation for their teaching services. Sunday school teachers as a class are voluntary workers drawn from the com¬ munity surrounding the school. To them Sunday school teaching is an avocation. What are their vocations and what their financial incomes from all sources? This section will attempt to answer both of these questions. Housewives, professional men and women, clerks and farmers, in the order named, furnish the major part of the Sunday school teachers for Indiana. The following table [360] GENERAL QUALIFICATIONS OF TEACHERS shows the distribution of 1,938 Indiana Sunday school teachers according to their occupation : TABLE CVI— SEX AND OCCUPATION OF 1,938 INDIANA SUNDAY SCHOOL TEACHERS Both Sexes Males Females Occupation Number Per Cent. Number Per Cent. Number Per Cent. Totals. . L938 100.0 548 28.3 L390 71.7 Agriculture . . . 159 8.3 149 27.1 10 •7 Manufacturing. 146 7.6 96 17-5 50 3-7 Trade . 112 5-8 85 15-5 27 1.9 Transportation. 23 1.2 16 2.9 7 .6 Public Service. 16 •9 10 1.8 6 •5 Professional. . . 260 134 126 22.9 134 97 Domestic Serv¬ ice . 48 2-5 18 3-3 30 2.2 Clerical . 159 8.2 22 4.0 137 9-9 Student . 126 6-5 26 4-7 100 7.2 Home-maker . . 889 45-8 0 .0 889 64.0 (This table is based on data from 548 of 563 males and 1,390 0 f 1,509 females, or 1,938 of the 2,072 teachers included in this survey.) This table is shown graphically in Chart L. Per Cent 0 10 20 30 40 Home-Maker Professional Agriculture Clerical Manufacturing Stuoent Trade Oomestic Service Transportation Public Service Chart L — Occupations of 1,938 Indiana Sunday School Teachers. Slightly more than half of the teachers reported the amounts of their incomes, which varied from a few hundred dollars to $15,000 and above. The number reporting was 1,065. One-fourth of this number received less than $858.87; one-fourth received more than $2,109.71. The median income for males was $1,746.56; for females, $1,235.99; for both [361] RELIGIOUS EDUCATION OF PROTESTANTS sexes, $1,474.40. In other words, there are as many of the 1,065 teachers who receive an annual income of less than $1,474.40 as there are who receive more than that amount. V. Social and Economic Background WHERE REARED Nearly half of the Sunday school teachers in the schools surveyed came from the open country, as the accompanying chart and table will show : Where Reared Number T eachers Reporting Males Females Totals. ... 1,998 542 1,456 Village . 915 33i 584 City . 100 520 Country . 34i 85 256 Village and City . 1 2 48 City and Country . 32 6 26 Village, city and country . 30 8 22 Chart LI presents these figures in graphic form. Chart LI — 1,998 Indiana Sunday School Teachers Distributed with Reference to the Place where the Teacher was Reared. OCCUPATION, INCOME AND NATIVITY OF FATHER The data in the foregoing paragraph are supported by the following figures showing the occupation of the fathers of 1,847 teachers reporting on this subject: [362] GENERAL QUALIFICATIONS OF TEACHERS Number Occupation of Father Answering Males Females Totals. ... 1,847 5i7 i,330 Agriculture . ... 897 306 59i Manufacturing industries . . . . 368 82 286 Trade, including salesmen . 48 173 Professional, including teachers.... 159 44 115 Transportation . 74 11 63 Domestic and manual service . 73 13 60 Public service . 28 3 25 Clerical occupations . 6 14 Mining, quarries, oil, etc . 7 4 3 One-fourth of the fathers of 282 male teachers received less than $848 a year, one-fourth received more than $2,019 a year; and the median annual income was $1,084. One-fourth of the fathers of 518 female teachers received less than $1,028 a year, one-fourth received more than $2,222 a year; and the median annual income was $1,552. For both sexes the median annual income of the fathers was $1,422; and one-fourth received less than $957 a year and one-fourth received more than $2,074 a year. It will be noted that the female teachers came from homes somewhat more thrifty than those of male teachers. It is also apparent that the present generation of male Sunday school teachers has a marked increase in income over that of their fathers. The median annual income of the fathers of male teachers was $1,084. The median annual income of the present male teachers is $1,746.56. There were only 63 men and 171 women among the 1,994 teachers reporting whose fathers were of foreign birth. EDUCATION OF PARENTS Nearly three-fourths of the teachers gave information regarding the education of their parents. The parents of female teachers had educational advantages slightly superior to the advantages of parents of male teachers; the median number of years of schooling for both father and mother of female teachers was 8.6, while the median number of years of schooling for the fathers and mothers of the male teachers was 8.3 each. Taking the group as a whole, 1,415 teachers reported as to the education of their fathers, and 1,409 reported the [363] RELIGIOUS EDUCATION OF PROTESTANTS same facts regarding their mothers. One-fourth of both the fathers and mothers had less than 8 years of schooling; one- fourth of the fathers had more than io.i years of schooling, and one-fourth of the mothers had more than 9.4 years of schooling. Half of the fathers and half of the mothers had less than 8.5 years of schooling and half had more than that number. The median number of years of schooling of the fathers and mothers of these Sunday school teachers was, therefore, 8.5. VI. Age PRESENT AGE The typical Indiana Sunday school teacher, judged from a study of the present ages of 2,020 teachers, is 37 years old. One-fourth of the teachers are under 27.2 years, and one-fourth are above 47.3 years. Women teachers are approximately seven years younger than men teachers. The median age of female teachers is 35.1 years, and the median age of male teachers is 42.1 years. One-fourth of the men are under 32.8 years, Years of Age ■■I Sunday School Teachers EZa Public School Teachers Chart LII — Comparative Ages of Sunday School Teachers and Public School Teachers in Indiana. [364] GENERAL QUALIFICATIONS OF TEACHERS and one-fourth of the women are under 25.5 years. One- fourth of the men are over 52.6 years, and one-fourth of the women are over 45.3 years. Of 2,072 Sunday school teachers reporting 2,020 gave their ages; out of 18,583 Indiana public school teachers report¬ ing 16,382 gave their ages. From Table CVII, given below, it will be seen that Sunday school teachers are a more mature group than are public school teachers. There are twice as many (41.94 per cent.) public school teachers under 25 years as there are Sunday school teachers (20.4 per cent) ; and there are twice as many (41.9 per cent.) Sunday school teachers over 40 years as there are public school teachers (19.59 per cent.). The comparative ages of .Sunday school teachers and public school teachers are shown in Chart LII. TABLE CVII — PRESENT AGES OF 2,020 INDIANA SUNDAY SCHOOL TEACHERS AND 16,382 INDIANA PUBLIC SCHOOL TEACHERS Sunday School Public School Teachers Teachers MALES FEMALES PERCENTAGES OF Per Per Per Present Age Total Cent. No. Cent. No. Cent. Total Males Females 2,020 551 1,469 16,382 4,135 12,247 10-19 years . 196 9.7 25 4.6 171 11.7 12.72 13.98 11.46 20-24 “ 216 11.0 33 6.0 183 12.5 27.22 24.35 34-19 25-29 “ 213 10.5 38 7.0 175 1 1.9 18.27 16.87 19.68 30-34 “ 258 12.8 65 1 1.8 193 13. 1 11.68 11.97 Ir-40 35-39 “ 291 14.4 83 15. 1 208 14.2 8.39 8.48 8.31 40-44 “ 249 12.3 71 12.9 178 12. 1 6.37 9.27 5.47 45-49 “ 217 10.6 73 13.2 142 9.7 5.12 6.24 4.00 50-54 “ 148 7-3 58 10.5 90 6.1 4.08 5.34 2.82 55-59 “ 101 5.0 38 7.0 63 4-3 2.15 2.63 1.68 60 and above . 133 6.9 67 12.3 66 4.6 1.87 3.00 .74 Statistical Measurements of Present Ages of Sunday School Teachers : Both Sexes Male Female Median . 37.0 years 42.1 35-1 First Quartile . 27.2 “ 32.8 25.5 Third “ . 47-3 “ 52.6 45.3 Table CVIII shows the comparative ages of rural and urban and male and female teachers. Table CIX shows the correlation between ages of teachers and age-groups of pupils taught. Chart LIII shows that city teachers are more mature [365] m in -» O O ffi u CO as PH P< COO Sjj 0m ~P Wj K< Utf

U w hJ & < H C/t V- g * 5 3^ s « Vi f*i w fc d 5 s 6 S5 < § m a fc d © *• g ^ o* w^O Hi < S © P Vi w V g X*> © W^lj Vi w 1 I v ■** y> S « s e £ a H o tt © Vi W Vi r w o U *7 ^ z w *< j §5 p s a * § Ps(o v. a * § &H<0 © s & p Vi W X W Vi a H O « * [366] VO 0 0 Kcoa VO t\ CM CM 0\ O NNOnh CM O Tfr tX 6 oi CNi Hi Hi ci oi rt Hi C\ Hi H w Hi vo CO CM 0 O d CM O HI O O 00 vo CM ro rf HI M 00 0 Ncoa CO vo CM O HI HI HI HI HI VO hi 0 O HI O VfCOH CM O Hi Tf O O COOO 0\ rf vo vo -rd-vO CO co CM vovo HI CO vO CM O ■vt vo N 10 Tt Hi H H Hi 00 P co cd hi hi d VO tx CO O O HO0 CM CM OO N WOO vo CM -vj-vo vo vo COVO CM COVO CO H H H Tf HI O O VO Tj- H CM txOO CM hi In. On CO vO vo Tf HI 100. ' d d h Hi H4 M oi H Hi Hi Hi Hi Hi vo cd CM hi 6 d d 00 tx Tf O O On CO Tf vovo HI HI VO N O' w r}1 VO 00 hi 00 vo HI H CM H W On In. CM CO In. ON vo i- CM VO HI Hi 00 O O CO VO Tj- Tfco vo CO VO On vo vo vo On CO O 10 VO O NO ►H d Tf co cdoo Hi Hi Hi Hi VO tx CM CM O d 00 HI co O O H T)TO CM fO CM rJ-OOOO CO CM CM HI O CM O O OVO co h Ov Ov Ov co Onh K t\VO Tj-VO Tf to co K. vo 6 0 no Hi Hi Hi cd cm* vd vd d IH HI CM 0 vo VO M 0 0 OVO 0* Hi OOOOO CO K hi Hi Hi Hi Hi co 0 H H H CM CM M ^ i- 1-1 O O CM CM CO On voVO 00 m CO hi On OnOO O CM 001 ovd o\ 00 co csi Hi' On Hi Hi Hi On on cd cd O HI 0 co 00 Tf O O HI O VO CO ^ co VO HI ts. Tf Tf-VO NO VO T vo i- On On rf T}" Tf H HI 10 Hi Tf O OVO CM CO O CM hi 00 vo CM vo tx CM co CM O cm* In. d Hi oi Hi Hi (vi fd 4 w d Hi Hi Hi Hi VO M-CM h O d O CM Tf 0 0 Ov Ov VO VO t'N Hi Hi H N O fN.VO t^CO 0 vo CO HI HI CM HI HI CO 1000 CO rf O0 VO co HI CO 0 Hi vo O O CM Tf- CO O O 00 HI CO CO tx CO -Tf CO VO Tf tx CM d ^vo Vh 3 (S3 CO u rt T3 C o cu 3 *o at co C3 X5 »o aJ H TABLE CIX — PRESENT AGES OF TEACHERS AND AGE-GROUPS OF PUPILS TAUGHT AT PRESENT BASED ON DATA FROM 1,692 INDIANA SUNDAY SCHOOL TEACHERS Age Groups Present Ages of Teachers CO ■'t 00 x o 00 On I 10 I o tN. On d NO co 1 W) NO Tf CO NO NO nS On In. VO Xn I VO VO Tf O vo hi 6 M vo On no "'t »N. I M VO H On vo CO rf ' d vo CO Tt- V£> CO HI 6 « CO On vo d 00 VO ~ d Tj* Tf d OO I HI o d Ov 00 h VO 1 hi vo Tt" O 11 Cl 1 O V. -» h 0 d HI O O 0 Cl t-t O CO O d Cl CO H O H Cl O CO H CO t-t CO CO NO vo Cl OKO d Tt- VO — 3 0 4 I I 9 CO Cl O 1-1 On VO M d 00 0 d TfOO M vo O co mNO Cl hi tNNO t-t tN Tfr 00 t-t CO co 0 co VO 0 Cl t— < H VO d HI CnOO hi hi NO Cl l-l l-t Cl vo t-l M 00 NO l-l d Cl 0 O *H M HI HH CO Cl Tf WH dOO Tt CO hi vo VO co d - On Cl 1— 1 CO w 1-1 -a? - NOh N 00 vo d Cl — 28 II 2 On vo d t-t M fN Tj* t-l HI OO T)- 1-1 H N H CO CO ON Cl 1— t OO W Nt HI hi On On hi HI t-t t-t NO CO t-t ►H O On t— 1 co CO d d -vt t-t d VO tN CO M l-H VO HI Cl NO T(- ft d ^ Tf tN d d CnNO t-i 1-1 vo t-t 1-1 OOO l-l CO O O HI HI Cl CO Tf d HI On vo ih co f w O CO t-l d 00 0 1— 1 'T O 0 d 0 WOO w CO hi ON HI T}" Cl NfCI H CO t-t O Cl Cl O d co O O OOO Cl CO O M t-( O HI CO 1 1 1 1 1 1 ! 1 1 1 i 1 On 00 co O 0\M HI w rfO VONO CO HI 10 CO VO t-l 0 t-t d t-t t-l On vo 0*00 t-i t— i On NO >s On co O HI d IH d hi co HI l>* d • > • > • • • • > > • > • > W > > *— 1 (/} • r-W CO • * — CO • • . to V/> • V) c 0 r tfl w ^ GG G G G (D . G O . * - - « If) f-i u j3 co 7j Tj TJ > U U Jo L> a t-t U t- G G »- G CO :.S s 00 .S c C G r>> vwH • »-l Jo--1 G *0 '7 '7 Tf C/3 CO Cn vj ci a a, tn l-H 1- HH U, G G G G wn u t_ £ i-i u cS v- t- JO >N •v ^ • fH ^3 ^ ^ Jo >» 2 ^ Tt h d to Cn rt* vo ^ hH CO Tt U CO CO to w ^ •» ►H 1 1 d •v 1 1 Jo >. fv 1 1 •t*’ ’’fr 1 -K 1 1 d d Cl VO vo 00 00 H- 1 vo < NO NO NO On On On ►H ►H ►H HH »H ►H Cl d [367] RELIGIOUS EDUCATION OF PROTESTANTS than rural teachers, except between 30 and 35 years and beyond 50 years. AGE OF BEGINNING SUNDAY SCHOOL TEACHING Slightly more than one-fourth (27.58 per cent.) of the 1,994 Sunday school teachers who gave information on this subject began teaching before they were 18 years old; half of them began between the ages of 25 and 45 ; almost as many began after 50 years as before 25 years of age. 15 20 25 30 35 40 45 50 55 60 65 70 OVER Years or Age wm Rural W77X Urban Chart LIII — Ages of 2,072 Rural and Urban Sunday School Teachers. Table CXII shows the comparative ages at which Sunday school teachers and public school teachers began to teach. It will be noted that the public school recruits 61.3 per cent, of its teachers during the eighteenth, nineteenth and twentieth years, while the Sunday school secures but 25 per cent, during these years. It is also significent that the Sunday school secures 36.1 per cent, of its teachers after the twenty-fourth year, while the public school secures only 5.5 per cent of its teachers after that age. In general the maturity of teachers increases with (a) the maturity of the pupils and (b) the age-range in the group taught. In other words, the rule is to have young teachers for [368] GENERAL QUALIFICATIONS OF TEACHERS young pupils ; older teachers for older pupils, and older teachers for classes in which the age-range presents more complicated problems of instruction and discipline. (See Table CIX.) A study of Table CX and Chart LIV will show the TABLE CX — AGE OF BEGINNING TEACHING OF 1,994 SUN¬ DAY SCHOOL TEACHERS AND 16,216 INDIANA PUBLIC SCHOOL TEACHERS Sunday School Teachers Public School Teachers BOTH BOTH SEXES MALES FEMALES SEXES MALES FEMALES L994 550 1,444 l6,2l6 4,344 11,872 Beginning Age Per Per Per Per Per Per No. Cent. No. Cent. No. Cent. Cent. Cent. Cent. Less than 18 yrs . 550 27.6 75 13-7 475 32.8 11.3 1 1.9 10.7 i8yrs . 219 11.0 47 8.6 172 1 1.9 22.6 19.2 26.9 19 “ . 102 5-1 29 5-3 73 5-1 21.0 18.6 23.3 20 “ . 178 8.9 55 1 0.0 123 8-5 17.7 17-5 17.9 21 “ . 69 3-5 23 4-2 46 3-2 9.8 IO.I 95 22 “ . 65 3-3 23 4-2 42 2.9 5-7 5-9 5-5 23 “ . 45 2.3 18 3-3 27 1.9 3-4 3-6 3-1 24 “ . 46 2.3 18 3-3 28 1-9 3-0 3-6 2.4 25 yrs. and above . 720 36.1 262 47.4 458 31.8 5-5 9-4 1.6 Under 18 19 20 21 22 23 24 25 & 18 over Years of Age ■■I Sunday School Teachers E2Z2Public School Teachers Chart LIV — Age of Beginning Teaching of 1,994 Indiana Sunday School Teachers and 16,216 Indiana Public School Teachers. [369] RELIGIOUS EDUCATION OF PROTESTANTS importance of recruiting the teaching service of the Sunday school during the period from 1 8 to 24 years. Table CXI and Chart LV show the distribution of 1,961 Indiana Sunday school teachers with respect to the age at which they began to teach. Years of Age Chart LV — 1,961 Indiana Sunday School Teachers Distributed with Respect to Age of Beginning Teaching in a Sunday School. TABLE CXI — SEX AND AGE AT WHICH THE PRESENT TEACHERS BEGAN TEACHING IN A SUNDAY SCHOOL, BASED ON DATA FROM 1,961 INDIANA SUNDAY SCHOOL TEACHERS Age at Which Persons Began Totals Males Females Teaching in a Sunday School Number Per¬ centage Number Per¬ centage Number Per¬ centage Totals. . . . 1,961 100.0 54i 27.6 1,420 72.4 10-14 . . . 102 5-2 7 1-3 95 6.7 15-19 . 748 38.1 143 26.5 605 42.6 20-24 . 397 20.2 133 24.6 264 18.6 25-29 . 241 12.3 81 15.0 160 n.3 30-34 . 215 10.9 72 133 143 IO.I 35-39 . 114 5-8 42 7.8 72 5-i 40-44 . 67 34 30 5-6 37 2.6 45-49 . 39 2.0 11 2.0 28 2.0 50-54 . 24 1.2 12 2.2 12 •9 55-59 . 9 •5 5 •9 4 3 60-64 . 3 .2 3 .6 0 .0 65-69 . 1 .1 1 .2 0 .0 70-74 . 1 .1 1 .2 0 .0 [370] GENERAL QUALIFICATIONS OF TEACHERS VII . Church Relationships AGE OF JOINING THE CHURCH All but 47 of the 2,072 Indiana teachers returning question- schedules are church members. Each teacher was asked to state the age at which he or she joined the Church. In reply, 1,693 gave the answers from which the following age-groups have been compiled : Ages of Joining Total Number Joining at Number of Number of the Church Given Age Males Females O— 4 . 0 2 5-9 . 18 9i 10-14 . 743 138 605 15-19 . 505 163 342 20-24 . 78 84 25-29 . 77 34 43 30-34 . 44 23 21 35-39 . 11 9 40-44 . 16 11 5 45-49 . 7 5 2 50-54 . 5 3 2 55-59 . 0 0 60-64 . 3 2 1 The median age for both sexes is 14.9 years; for males, 17.2 years; for females, 14.4 years. One-fourth of both sexes joined the Church under 12.6 years of age, and one-fourth joined after the age of 17.6 years. The mode or predominant group is 12, 13 and 14 years. The females joined the Church at a slightly younger age than the males. One- fourth of the females joined before they were 12.4 years old; one-fourth joined after they were 17, and one-half joined before they were 14.4 years old. The median age for the males was 17.2 years. One-fourth of the males joined before they were 13.3 and one-fourth joined after they were 22.3. To this group of Sunday school teachers was added the data from the county and township young people’s and chil¬ dren’s division superintendents and the general and departmen¬ tal superintendents in local churches, making a total of 2,302 Indiana Sunday school teachers and officials. From this list [371] RELIGIOUS EDUCATION OF PROTESTANTS the following Table CXII has been prepared. Chart LVI shows the distribution graphically. TABLE CXII — AGE OF UNITING WITH THE CHURCH, BASED ON DATA FROM 2,302 INDIANA SUNDAY SCHOOL TEACHERS AND OFFICERS Age of Uniting with the Church Number Total Reporting. . . . 2,302 Less than 1 year (Birth¬ right Quakers) . 9 2.0- 2.99 years . 1 3-0- 3-99 “ o 4.0- 4.99 “ 3 5.0- 5-99 “ 3 6.0- 6.99 “ n 7.0- 7.99 “ 16 8.0- 8.99 “ 46 9.0- 9.99 “ 57 10.0-10.99 “ . 1 19 11.0-n.99 “ 106 12.0-12.99 “ 283 I3-0-I3-99 “ 172 14.0-14.99 “ 291 15.0-15.99 “ 181 16.0-16.99 “ 198 17.0-17.99 “ 103 18.0-18.99 “ 139 19.0-19.99 “ 64 20.0-20.99 “ 89 2 1. 0-21. 99 “ 45 22.0-22.99 “ 40 23.0-23.99 “ 34 24.0-24.99 “ 35 25.0-25.99 “ 42 26.0-26.99 “ 18 27.0-27.99 “ 14 28.0-28.99 “ 24 29.0-29.99 “ 15 30.0-30.99 “ 29 3 1. 0-3 1. 99 “ 8 32.0-32.99 “ 13 33-0-33-99 “ 13 34.0-34.99 “ 12 Age of Uniting with the Church Number 35 0-35.99 years . 7 36.0-36.99 “ 7 37.o-37.99 “ 5 38.0-38.99 “ 5 39.o-39.99 “ 4 40.0-40.99 “ 11 4 1. 0-4 1. 99 “ 5 42.0-42.99 “ . 43.o-43.99 “ 2 44.0-44.99 “ 3 45.0-45.99 “ 3 46.0-46.99 “ 1 47.0-47.99 “ 3 48.0-48.99 “ 4 49.o-49.99 “ . 50.0-50.99 “ 4 51.0-51.99 “ . 52.0-52.99 “ . 53.o-53.99 “ 1 54.a-54.99 “ 1 55-0-55-99 . 56.0-56.99 “ . 57-0-57-99 “ . 58.0-58.99 “ . 59.o-59.99 “ . 60.0-60.99 “ 1 6 1. 0-6 1. 99 “ . 62.0-62.99 “ . 63.0-63.99 “ 1 64.0-64.99 “ 1 For purposes of comparison, a chart has been prepared (Chart LVII) showing the curve of the age of joining the Church of 2,302 Indiana Sunday school teachers and officers, with a curve representing the age of religious awakening of 272 [372] GENERAL QUALIFICATIONS OF TEACHERS 300 250 rt z (ft fJtL 200- u Q* O 15a s 0 100- 50- Chart LVI 10 15 20 25 30 35 40 45 50 55 Age at which person united with church Ages at Which 2,302 Indiana Sunday School Teachers and Officials United with the Church. members of the Rock River Conference. This latter curve was prepared by Professor George Albert Coe and published on page 44 of The Spiritual Life, 1900. Two decades elapsed between the gathering of the Rock River Conference data and the Indiana data. The lack of more definite correlation be¬ tween the ages of religious awakening of members of the Rock River (Illinois) Conference and the ages of joining the Years of Age Chart LVII — Comparison of Ages of Joining Church of 2,303 Indiana Sunday School Teachers and Officers with the Periods of Religious Awakening of 272 Members of the Rock River, Illinois, Conference. [373] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXIII — AGE OF JOINING CHURCH OF 6,194 PERSONS IN FIVE PROTESTANT DENOMINATIONS FROM FORTY-THREE STATES A ge of Join- Per Per Per ing Church Total No. Cent. Males Cent. Females Cent. Totals. . . .6,194 100. 2,742 44.2 3,452 55.8 5.00- 5-99 . 14 .226 5 .182 9 .26 6.00- 6.99 . 27 .436 10 .365 1 7 •49 7.00- 7.99 . 7i 1. 145 26 •949 45 1.31 8.00- 8.99 . 159 2.570 74 2.70 85 2.47 9.00- 9.99 . 339 5-48 132 4.82 207 6.093 10.00-10.99 . 458 7.40 200 7.30 258 748 1 1. 00-11.99 . 536 8.66 248 8.935 288 8-533 12.00-12.99 . . 585 9-454 276 10.09 309 8-957 13.00-13.99 . 597 9.647 281 10.02 316 9.16 14.00-14.99 . 500 8.08 231 8.43 269 7.802 15.00-15.99 . 389 6.287 142 5.18 247 7.16 16.00-16.99 . 312 5.043 132 4.82 180 5-22 17.00-17.99 . 227 3.667 107 3.905 120 348 18.00-18.99 . 160 2.585 5i 1.86 109 316 19.00-19.99 . ii5 1.858 43 1-57 72 2.087 20.00-20.99 . 113 1.827 37 1-354 76 2.20 21.00-21.99 . no 1.778 42 1-53 68 1.97 22.00-22.99 . 122 1.972 52 1.90 70 2.03 23.00-23.99 . 69 1.115 36 I.3I7 33 .956 24.00-24.99 . 68 1. 10 32 1.17 36 1.044 25.00-29.99 . 302 4.875 126 4-595 176 5.098 30.00-34.99 . 232 3.788 95 3-099 137 3.678 35-00-39.99 . 212 3.099 104 3.782 108 3.128 40.00-44.99 . 159 2.565 75 2.735 84 2.I46 45.00-49.99 . 96 1.58 47 1.714 49 I.42 50.00-54.99 . 76 1.24 34 1.23 42 1. 21 55.00-59.99 . 70 1.146 30 1.094 40 1.158 60.00-64.99 . 38 .613 14 .51 24 .694 65.00-69.99 . 13 .209 8 .291 5 .144 70.00-74.99 . 12 •195 7 .219 5 .144 75.00-79.99 . 6 .096 5 .182 1 .028 80.00-84.99 . 3 .048 3 .109 0 .00 85.00-89.99. ... . 3 .048 1 .036 2 .057 90.00-94.99 . 1 Statistical Measures: .016 0 .0 1 .028 Median . 14 yrs., 7 mo., 14 days Modal points, between . 10-14 yrs. Qi . 11 yrs., 10 mo., 22 days Qa . 21 yrs., 4 mo., 21 days [374] GENERAL QUALIFICATIONS OF TEACHERS church of the Indiana Sunday school workers, together with the wide application of the Rock River Conference curve to curricula building by the leading Protestant denominations suggested the advisability of a new study of the ages at which people are now joining the Church, following methods that would guarantee more exact data than had been secured in previous surveys. Accordingly, question-blanks were sent to 300 churches in each of five religious denominations, namely, Methodist Episcopal, Baptist, Presbyterian, Disciples and Con¬ gregational. Each church was asked to return the list of names of all persons who had joined the church during the twelve months from December 1, 1920, to and including November 30, 1921, together with the exact date of birth, verified by birth certificate; the record of the name in the family Bible, etc. ; and the exact date of joining the Church, verified by the church records. By this method 6,194 names were secured with verified dates of birth and accession to the Church. These names were from 43 States in the Union. The denominational distribution is as follows : No. Additions Reported No. Churches Reporting Total Males Females Methodist Episcopal . 2,234 1,006 1,228 Congregational . . 81 i,490 641 849 Presbyterian . . . 66 1,186 52i 662 Baptist . . . 47 742 344 398 Disciples . 545 230 315 With respect to these 6,194 persons, 44.2 per cent of whom are male and 55.8 per cent, are female, the age of joining the Church varies from 5 years to 94 years and three months. The median or middle point in the entire range of ages falls at 14 years, 7 months and 14 days. The mode for the entire range falls in the thirteenth year. That denominational prac¬ tices do not vary materially, especially regarding adult evange¬ lism, would seem to be indicated by the fact that the median for each of the religious bodies that was studied falls at ap¬ proximately the same point. The following table will show the denominational variation in median, and mode : [375] RELIGIOUS EDUCATION OF PROTESTANTS Median Age Church Mode Church Accession Accession Methodist Episcopal . nyrs., 9 mo., 4 days Between 9andi4yrs. Congregational . *5 yrs., 10 mo., 14 days “ 12 “ 15 “ Presbyterian . I4yrs., 8 mo., 18 days “ 12 “ 14 “ Baptist . 14 yrs., 1 mo., 28 days “ 10 “ 13 “ Disciples . 14 yrs., 0 mo., 6 days “ 9 “ 13 “ It will be noted from Table CXIII that one-fourth of the persons joining the Church were under the age of 1 1 years, 10 months, and 22 days. One-fourth joined the Church after os u CL z u o OS u Q. Years of Age tA 'Z o o H m Pi W K U < w H hJ ow g ug go m-3 Ui X i— i 1 > ►—i x cj W •-} PQ < H w u ►H O B U H H W H O « u u HH o x u Q X O w (/) w u HH o x U H (A 05 >-( Cfl « G < a w u< C/5 w hJ < a to w X w C/3 W S g X PQ W w C/3 ^ ^ MO H (O CL N <0 Mi vo* ^ O Mi Cl Hi O fc ft. S 4> ft. s 43 O d v Li 43 ? 45 tf) •-.i W ^3 43 45 4> R ci oo vo tx M OO >0 -t COh 01 to W d H oo o-vq o vooo vo M Nd CO H Tf On VO Oh tsO ci d\ d\ co Hi CM 01 rf vo r>s On TtVO Hi OO Hi ro Hi VO hi 01 01 00 01 d\ tx ci VO Hi ON 00 o vd VO >o Hi OO CO VO 01 ■"J- C/3 w L ii R On vocq co CO vp L CL IO M M 4 Hi vd c Tt- co 01 hi hi s • Id O 89 359 339 200 CO hi pc, * •3- ON CO PJ 1-1 v O Mi VO 00 C1 Cl tu S fti£ cd m* <00 d Hi Hi H- od < s a C5 vo VO Tf Cl "to TN Hi 1—4 VO 00 hi CO Pel X v l: 43 s OnVO CO Hi vo On X H Cl ^ “"to 00 cd vd cd VO Tf co vd hi In c 03 ^ E 3 J3 v - a o- leg G to G O > »-i G rt Gi 0) <33 25 co co G O rt -*-> <13 *o G £ O 25 co i-i O G -M G 25 -5 O V C3 •H O J3 C3 TJ ii to T3 C rs "T3 C ci Hi G *J C u C3 u 13 a 13 A to a • *-, u, 3 60 «G 43 *o 43 T3 J3 *a G • r, G 43 43 ^3 43 > OJ g: CO 43 43 • P, o g: 43 -C 4-> VO -o G CCS s: i_> vo ^T i-> H- 43 H as cl U3 co cl T3 13 (0 3 13 C3 e 13 3 C3 3 • H 3 cl 60 3 • H J4 3 cl U <» li 13 JS 43 cl 13 13 X3 a 3 3 73 13 J3 H [379] RELIGIOUS EDUCATION OF PROTESTANTS special needs of children and youth; the fact that the revival outranks the church school as a source of religious recruits; and the relatively minor influence of young people’s societies as evangelistic agencies, are important revelations of this in¬ vestigation. It should be kept in mind that this is a record of the influences which those of the present teaching body be¬ lieve were most effective in leading them to join the Church. The median age of the persons making these judgments is 37 years. The median age of joining the Church was 14.9 years. The record reveals conditions as they existed twenty-five years ago. To what extent are these influences operating today? To what extent do they influence the attitude of the present teachers in the church school towards new methods of evangelism ? CHURCH ACTIVITIES The Sunday school teachers are called upon to perform many other duties besides those pertaining to the educational work of the church. Replies from 1,974 teachers show that the typical Sunday school teacher regularly supports two church activities in addition to the church school. Ninety- six per cent, attend church services regularly; 49.3 per cent, are regular attendants at prayer meeting; 27.8 per cent, are responsible for the young people’s meetings; 21.6 per cent, sing in the church choir and attend choir practice; and 52.6 per cent, attend missionary, social and other meetings held under church auspices. It seems clear that the efficiency of the teacher’s service will be impaired by the multiplicity of demands which are made upon both time and energy. (See Chapter VII.) FAITHFULNESS TO CHURCH SCHOOL That Sunday school teachers faithfully attend the services of the school is shown by the report of 1,478 teachers as to the number of Sundays each was absent during a period of one year. The median number of absences for both males and females was four Sundays. One-fourth of both sexes [380] GENERAL QUALIFICATIONS OF TEACHERS were absent fewer than two Sundays during the year; and one-fourth were absent more than six Sundays. The record of punctuality is even better than that of attendance. Six hundred seventy out of 1,150 teachers re¬ porting were not tardy a single time during the year. One- fourth were tardy more than twice during the year. These statements indicate a very high degree of punc¬ tuality and attendance on the part of the Indiana Sunday school teachers. MOTIVES FOR TEACHING Church loyalty, love of children, the joy of teaching, and service to society through the moral and religious training of children — these are the four high motives which have re¬ cruited the teaching service of the churches of Indiana. The accompanying table, CXV, shows that 78.2 per cent, of the 1,969 teachers reporting on this subject entered the service because of a desire to serve the church in this manner; 63.8 per cent, began teaching because of their love for children; and 53.9 per cent, because of a kindred emotion — the joy of teaching children. The social interest is expressed in the fact that 41. 1 per cent, were influenced by a desire to serve society through the teaching of morality and religion to the rising generation. The motives listed in the table are not mutually exclusive. Under the heading of “other motives,” there were listed such interesting statements as : “The salvation of their soles” (sic) ; “as an infidel to refute God and the Bible”; “to make up for negligence in other ways”; “rather teach than listen to someone else” ; “desire to destroy denominationalism” ; the loss of a child.” Running through the 145 special influ¬ ences, there were the same three or four great fundamental motives — (1) desire to serve the church; (2) desire to serve the child; (3) desire to serve the higher ideals of society; and (4) the desire to secure the largest and most satisfactory self- expression. The types of pressure mentioned in the table by 176 teachers included such statements as: “Pressure from the com- [381] RELIGIOUS EDUCATION OF PROTESTANTS munity”; “Everybody expects the minister’s wife to do any¬ thing”; “Pastor urged”; “Teacher insisted”; “Persistent pres¬ sure of pupils” ; and also a group of reasons that reveal a deep religious motive behind the teaching service. Among these reasons were the following typical statements of them : “Led by divine power”; “Call of God”; “Convicted of the spirit”; “Greatly impressed by God that I must teach”; “Con¬ science impelled” ; “An impelling ‘must/ ” etc. This study shows that the rank and file of the Sunday TABLE CXV — THE MOTIVES WHICH PROMPTED 1,969 INDIANA SUNDAY SCHOOL TEACHERS TO TAKE UP TEACHING IN SUNDAY SCHOOL Influenced by Method Indicated BOTH SEXES MALES FEMALES Motives for Teaching in Sunday School No. Per Cent. No. Per Cent. No. Per Cent. Total Reporting. . . . 1,969 100. 523 100. 1,446 100. (a) Desire to render service to the church in this manner L540 78.2 407 77-8 i,i33 78.4 (b) Love for children . 1,256 63.8 214 40.9 1,042 72.1 (c) The enjoyment coming from teaching . 1,062 53-9 251 48.0 811 56.1 (d) Gives a better social stand¬ ing in the community . 337 17.1 76 14-5 261 18.0 (e) No one else available . 547 27.8 147 28.1 400 277 (f) Took the class to please the Superintendent . 386 19.6 81 15-5 305 21. 1 (g) Could offer no valid ex¬ cuse for not taking the class . 508 25.8 134 25.6 374 257 (h) Interest in the moral and religious education of chil¬ dren . 810 41. 1 206 394 604 41.8 (i) Was pressure of any sort brought to bear upon you to take up this work? Yes. 176 8.9 29 5.5 147 10.2 (j) Other motives . 145 74 25 4.8 120 8.3 (Table based on data from 1,969 of the 2,072 teachers surveyed; 523 out of 560 males, and 1,446 out of 1,509 females.) school teachers of Indiana have been recruited by worthy motives and suggests that those who would build the teaching body for the church of the future should appeal to church loyalty, love of children, love of society and the desire for growth through the highest self-expression. [382] GENERAL QUALIFICATIONS OF TEACHERS VIII. Summary The typical Indiana Sunday school teacher is a married woman, thirty-seven years of age, with two children. She has an annual income of $1,474.40. The Indiana Sunday school teachers were reared in rural homes in which the father’s annual income was only $1,084. Sunday school teachers are recruited from children and adults. Public school teachers are recruited from middle and later adolescents. The church school neglects the young men and women at the very time that they are making their voca¬ tional choices. The Sunday schools of Indiana are taught by church mem¬ bers. The median age of joining the Church was 14.9 years. The predominant groups, however, joined the Church at 12, 13, and 14 years. The influences which these teachers be¬ lieve were most effective in leading them to join the Church were, in the order of their importance, those of: (1) the home; (2) the revival; (3) the church school; (4) the church service; (5) companions; (6) young people’s meetings. Besides teaching in the Sunday school, each teacher carries two other church responsibilities. The percentage of attend¬ ance and punctuality at the church school sessions is very high. The motives that led the Indiana Sunday school teachers to accept service in the church school are fundamental and worthy of highest praise. Finally, the Indiana Sunday school teachers are the mature men and women of the church, who assume, in addition to the duties of home and business, the responsibility for three types of service to the local church because of profound con¬ victions that the work is of supreme importance and worthy of sacrificial service. [383] Chapter XIII EDUCATION, PROFESSIONAL PREPARATION FOR TEACHING AND TEACHING EXPERIENCE /. General Education AMOUNT OF SCHOOLING The Sunday school teachers of Indiana represent all grades of educational progress and many and varied types of educa¬ tional institutions. In determining the amount of schooling the Indiana Sunday school teachers had received, it was neces¬ sary to take into account the present academic standing of the different institutions of learning and also the differences in quantity and quality of all schools due to the lapse of years since many of the present teachers were students. By care¬ fully weighing all the school credits which the teachers re¬ porting on their educational advantages were able to supply, it was possible to prepare Table CXVI, showing the distribu¬ tion of the 1,867 teachers on the basis of their years of school¬ ing. This table is graphically illustrated in Chart LX. It will be noted from a study of this table that the mode, or most numerous group, comprises those who have had from 12 to 12.9 years of schooling. One-fourth of the teachers have had less than 8.8 years of schooling; one-fourth have had more than 13.5 years; and the median period of schooling is 11.02 years. A curve of the years of schooling of these teachers would show three peaks, one at 8.00 to 8.90; one from 12.00 to 12.90 and one from 16.00 to 16.90 years. (See Chart LX.) A correlation table has been prepared showing the rela¬ tion of the age of the teacher to the amount of schooling. A [384] EDUCATION, TRAINING AND EXPERIENCE 20% 15% 10% 5% 0 Chart LX — 1,867 Indiana Sunday School Teachers Distributed with Reference to Sex of Teachers and Years of General Education. TABLE CXVI — SEX AND YEARS OF GENERAL EDUCATION OF 1,867 INDIANA SUNDAY SCHOOL TEACHERS Rural and Urban Communities BOTH SEXES MALES FEMALES Years of General Education Number Per¬ centage Number Per¬ centage Number Per¬ centage Total number re¬ porting educa¬ tion . 1,867 100. 492 26.4 i,375 73-7 0.0-0.9 . 0 .0 0 .0 0 .0 1. 0-1.9 . 4 0.2 2 0.4 2 O.I 2.0-2.9 . 4 0.2 2 0.4 2 O.I 30-3.9 . 4 0.2 3 0.6 1 O.I 40-4.9 . 5 0.3 4 0.8 1 O.I 50-5.9 . 20 1. 1 4 0.8 16 1.2 6.0-6.9 . 4i 2.2 16 3-3 25 1.8 70-7.9 . 72 39 18 3-7 54 3.9 8.0-8.9 . 384 20.6 86 17-5 298 21 .7 90-9.9 . 195 10.4 60 12.2 135 9.8 10.0-10.9 . 192 10.3 46 9-3 146 10.6 11.0-11.9 . 160 8.6 42 8-5 118 8.6 12.0-12.9 . 431 23.1 61 12.4 370 26.9 13.0-13-9 . 76 4.1 14 2.8 62 4-5 14.0-14.9 . 62 33 21 43 4i 3.o 15.0-15.9 . 32 1-7 10 2.0 22 1.6 16.0-16.9 . 135 7.2 58 11.8 77 5-6 17.0-17.9 . 14 0.7 12 2.4 2 O.I 18.0-18.9 . 36 1.9 33 6.7 3 0.2 [385] RELIGIOUS EDUCATION OF PROTESTANTS study of Table CXVII will show that the older teachers, whose education was received before modern educational advantages were so well developed in Indiana, are not the only ones with but a few years of schooling. GROUPING OF TEACHERS For the purposes of a general rating of teachers on the basis of their general education, the following six classes have been used : Sixteen years or more of schooling. Fourteen years and less than sixteen years of Class A. Class B. schooling. Class C. schooling. Class D. schooling. Class E. Class F. Twelve years and less than fourteen years of Ten years and less than twelve years of Eight years and less than ten years of schooling. Less than eight years of schooling. On the basis of these classes the 1,914 teachers reporting on their schooling would be grouped as follows : Rural Rural Urban Urban Class Amount of Schooling Total Male Female Male Female Class A Class B Class C Class D Class E Class F Sixteen years or more of schooling. (College graduation and above) . Fourteen years and less than sixteen years of schooling. (Two years of college and less than four years) . Twelve years and less than fourteen years of schooling. (High school graduate and less than two years in col¬ lege) . Ten years and less than twelve years of schooling. (Two years of high school and less than four years).... Eight years and less than ten years of schooling. (Elemen¬ tary school and less than two years of high school) . Less than eight years of schooling . 1,914 165 316 340 1,093 193 16 12 92 73 105 9 9 25 62 514 21 73 53 367 356 32 4i 59 224 594 74 156 77 287 152 13 25 34 80 [386] EDUCATION, TRAINING AND EXPERIENCE The largest single group, the mode, is Class E, with from eight to ten years of schooling. Adding Class F to Class E, we will see that 746, or 38.9 per cent, of the 1,914 teachers reporting, have had fever than ten years of schooling. If this rate extends throughout the state, as it undoubtedly does, there are each week over 200,000 Sunday school pupils en¬ rolled in classes taught by persons who have had less than half of a high school education. GENERAL AND RELIGIOUS READING Thirteen hundred five of the 2,072 teachers reported on the number of books read by them during one year. One- fourth of this number read fewer than five books during the year and one-fourth read more than twenty. The median number was ten. In other words, there were as many teachers who read fewer than ten books during the year as there were who read more than that number. The women teachers read more books than the men. The median number read by men is 6; by women, 10. The lower quartile for men is 4; for women, 5. The upper quartile for men is 15; for women, 25. That is to say, one-fourth of the men read fewer than four books annually and one-fourth of the women read fewer than five. One-fourth of the men read more than 15 and one- fourth of the women read more than 25 books annually. Be¬ tween these two quarters there are one-half of the teachers. The median or middle point of the whole series is 10. Fourteen hundred seventy-two teachers give the number of volumes in their private libraries. The median number of books in each teacher’s library is 46. One-fourth of the libraries have fewer than 24 books and one-fourth have more than 57 volumes. As to the use of the public libraries of the state, 828 teachers, out of 2,072, report that they make fre¬ quent use of public libraries, 937 that they do not use public libraries frequently, and 307 ignore the question altogether. Regarding the number of hours devoted each week to religious reading, 1,456 teachers report a median of 3.8 hours. [387] TABLE CXVII - PRESENT AGE AND YEARS OF GENERAL EDUCATION OF 1,867 INDIANA SUNDAY SCHOOL TEACHERS Years of Number Present Ages, in Years, of Sunday School Teachers rf 00 1 o 00 Ov tx 10 tx •'t tx 1 o tx Ov vo vo VO rf vo 1 o VO o\ 10 vo 10 rf- 10 I o vo Ov rT I 10 rf Tf rf 1 O rf Ov co 1 VO co rf co 1 O CO C\ CM vo CM cT o CM O' I— I I VO 1 o COOOOOO O O O »-v OOOOO OOOM 00 OOOOO ft O O OM CO O c-i h-i o o 0000 O OOOOO O ft O co f h to h o o 0000 o O ft ft t-t CO rf- O O ft ft o VO Ov O i~i o o o 00 CO o o O O M CO VO O ft o CM O OV ft O o O O 1-1 CM CM 00 O ft o O CM vo CM CO O t-i O O O rf CM tx o o o o o o CM O O O ft o o I— I CM t-t O O t-t o o 00 O h CM 00 00 Tt CO CM O H t-i ft O O O O O tx tx vo CM t-1 co CM O t-t ft CO CO vf to O cf vo O Ov CM ft CM f ft ft CM lOTj-iON VO CM CO CO CM CO f ft ft ft co -ct cm vo vo Tt h vo 00 ft rf CM CM ft CM (MVO h rfoo COOO OOOOO ft VO CM CM ft Ti¬ ro f ft O CO VO Ov f IX 00 ft ft tx CM co m rf CO CO O 'T O ft txVO 10 CO t-t vo CM CM ft vo ft O CM VO O CO 0 co ''t OV O co f ft t-t vo t-t CO CO Cl rf CM Ov CM 00 CM Ov CM ft 1-1 Ov ft O O CO CO co O VO CO ft iO CM f CM co VO ft ft co O co CM tx O rf ft ft CO rvf CO ^ 0 CM O f vO CM CM -rf txOO Ov OWO <0 txVO CO ft ft t-t rf CM vo rfVO co co ft CO Ov Ov Ov Ov Ov O ft’ CM CO t}- iiiii O ft CM CO rf Ov Ov Ov Ov Ov Ov Ov Ov Ov Ov Ov Ov Ov Ov ^2 tovd lx od Ov O H ci to 4 vovo txOO 03 M H H H M ft I f| f| L_| iiiii iiiii iiii £ vovd txoo dv o ft’ cm co rf vovd tx od [388] 1 Urban female from Germany. EDUCATION, TRAINING AND EXPERIENCE One-fourth read fewer than 2.5 hours, and one-fourth read more than 5.8 hours a week. The following lists of religious periodicals regularly read by the Sunday school teachers of six religious denominations will reward very careful study. (See Table CXVIII.) TABLE CXVIII — LISTS OF RELIGIOUS PERIODICALS REGU¬ LARLY READ BY THE TEACHERS IN 256 INDIANA SUNDAY SCHOOLS Baptist, Including Colored Baptist Baptist Advocate . 1 American Baptist . 2 National Baptist . 2 Crisis . 3 Girls’ Companion . Christian Work . Church Work . Christian Evangel . 2 Examiner-Watchman . 3 Woman’s Friend . Mission Herald . Herald of Light . Institute . Sunday School Journal . 4 Herald of Lights . 1 New Era Movement . Baptist Lookout . World Outlook . Missionary Review of World Missionary Seer . 1 Missionary Serial . I Young People’s Service . 12 I 14 1 Star of Zion Sunday School Literature1 *.. System Number Number Teachers Teachers Indi- Baptist, Including Indi - eating Colored Baptist eating ( Continued ) Union Signal . . . . . 2 . . . 10 New Century Teacher... .. . 6 Wonderful Word . . . . . 1 Biblical World . . . . . 1 92 Girls’ World . . . . . 2 • • • 136 Baptist Standard . . .. • 3 State Paper . . . . . 1 20 Union Review . . . . . 1 . . . 22 Continent . Boys’ Work . Expositor . Denom. Paper Unnamed3... Missionary Magazine Un¬ named 3 . American Issue . Journal and Messenger . Baptist Survey . Christian Alliance . Awakener . Youths’ World . Methodist Recorder . Western Christian Advocate Class Teacher . Western Recorder . Tidings . Christian Endeavor World... Hope . Worker . Voice . Word and Way . Gospel Trumpet . Keystone . I 1 3 9 I 5 1 1 2 1 1 2 1 3 1 1 3 3 I 1 3 1 Total . 447 (Data from 279 Baptist teachers, including 45 colored Baptist teachers.) 1 Includes “Sunday School Papers,” “Sunday School Helps,” etc. * Denominational papers, church papers, etc. 3 Missionary papers, etc. [389] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXVIII— LISTS OF RELIGIOUS PERIODICALS — Continued Number Teachers Indi~ Congregational eating Advance ...... . 2 American Missionary . 4 Boys’ Companion . 2 Christian Endeavor World. .. 2 Congregationalist . 7 Girls’ Companion . 4 Girls’ World . 1 Union Signal . 1 Well Spring . 6 Forward . 1 Presbyter . I World Herald . 1 Forward . 1 Missionary Journal . 2 What-To-Do . 2 Firelight . 2 Church School . 1 Mission Studies . 1 Everyland . 1 Total . 41 (27 Congregational teachers re¬ porting.) Number Teachers Indi- Disciples of Christ eating World Call . 93 Christian Evangelist . 28 Front Rank . 22 Christian Herald . 12 Lookout . 55 World Outlook . 8 Christian Standard . 34 Sunday School Times . 16 Christian Endeavor World... 15 World’s Work . 3 Asia . . . 1 Christian Century . 3 Girls’ Circle . 4 Boys’ Comrade . 1 National Enquirer . 1 Expositor . 2 Girlhood Days . 7 Mission Herald . 1 Illustrator . 2 Sunday School Literature1.. 12 Christian Reporter . 2 1 Includes “Church Papers,” etc. 3 Includes “Missionary Magazine. ” * Includes “Sunday School Papers,” etc. [390] Number Teachers Disciples of Christ Indi- ( Continued ) eating Statesman . 1 Boys’ World . 1 Indiana Worker . 5 Denom. Papers Unnamed.... 5 Association Monthly . 2 Girls’ Companion . 1 Burning Bush . 1 Boy Life . 5 Boyhood Days . 1 Congregationalist . I Advance . 1 Biblical World . . . 1 Religious Education . 1 King’s Builders . I Christian Vim . 1 Westminster . 1 Union Signal . 2 What-To-Do . 1 Missionary Magazine Un¬ named 2 . 1 Our Hope . 2 Total . 357 (213 Disciples’ teachers report¬ ing.) Number Teachers Indi- Methodist Episcopal eating Christian Advocate f Central j S. Western [Western Christian Herald . Classmate . Epworth Herald . Heathen Woman’s Friend Sunday School Literature Sunday School Times.... Woman’s Home Missions. Wonderful Word . World Outlook . Biblical World .!!..* . . .* . Christian Work . . Christian Observer . Christian Witness . . Church School . Dynamo . . . . . 225 52 57 73 49 62 28 35 3 4i 1 1 4 1 6 11 2 EDUCATION, TRAINING AND EXPERIENCE TABLE CXVIII— LISTS OF RELIGIOUS PERIODICALS — Continued Number Teachers Methodist Episcopal Indi- ( Continued ) eating Gideon Magazine . i God’s Revivalist . 12 King’s Business . 1 Lesson Illustrator . 2 Methodist Review . 6 Pentecostal Herald . 9 Simpson Review . 3 Sunday School Advocate.... 7 Superintendent Standard .... 1 Denom. Papers Unnamed 1 2 . . 8 Pilgrim Elementary Teacher 1 Missionary Magazine Un¬ named 3 . 7 Christian Statesman . 2 Expositor . 2 Bible Champion . 1 World Call . 1 Christian Evangelist . 1 Religious Education . 1 Young People’s Weekly . 5 Girls’ Companion . 1 “Baptist Papers” . 1 American Friend . 2 Watchword . 1 Message . 1 New Era . 1 Christian Science Journal... 1 Living Church . 1 American Church Monthly. . 1 Churchman . 1 Spirit of Missions . 1 Missionary Visitor . 1 Zion Watchman . 1 Gospel Trumpet . 1 Missionary News . 1 International Christ-Messen- ger . 1 Epworth League Quarterly.. 1 Forward . 2 Herald and Presbyter . 2 Christian Endeavor World.. . 3 War Cry . 1 Christian Worker . 1 Methodist Recorder . 1 Christian Standard . 1 Korea Mission . 1 Way of Faith . 1 Number Teachers Methodist Episcopal Indi- ( Continued ) eating Christian Holiness . 1 Holiness Herald . 1 Homiletic Review . 1 United Presbyterian . 1 What-To-Do . 2 Lookout . 2 Anti-Saloon League Paper. . 1 Assembly Herald . 1 The Guide . 1 Total . 764 (500 Methodist Episcopal teachers reporting.) Number Teachers Indi- Presbyterian, LJ.S.A. eating Continent . 24 New Era . 55 Forward . 35 Foreign Missionary . 8 Over Land and Sea . 3 Sunday School Papers 3 . 11 Sunday School Times . 16 Christian Vim . 4 Christian Work . 4 C. E. World . 1 7 Herald . 15 Lesson Illustrator . 1 Silver Cross . 1 Woman’s Work . 5 Missionary Magazine Un¬ named 4 . 8 Association Men . 1 Sunday School Literature... 4 Boys’ World . 2 Herald and Presbyter . 20 Home Missions . 5 Queen’s Garden . 1 Awakener . 1 Homiletic Review . 2 Signs of the Times . 2 Young People’s Weekly . 3 World Outlook . 5 Presbyterian Assembly . 1 Christian Herald . 6 United Presbyterian . 4 Westminster Guild . 4 1 Includes “Church Papers,” etc. 2 Includes “Woman’s Missionary Papers,” “Missionary Magazine,” “Mission Papers.” 3 Includes “Sunday School Quarterlies, Journals and Helps.” * Includes “Women’s Missionary Papers, Magazine,” etc. [391] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXVIII— LISTS OF RELIGIOUS PERIODICALS — Continued Presbyterian ( Continued ) Classmate . Denom. Papers Unnamed 1 Expositor . Bible Champion . Girls’ Companion Number Teachers Indi¬ cating i 2 I I I Family Altar . I Missionary Friend . I Missionary Review of World 2 Statesman . 1 Everyland . 1 Spirit of Missions . 1 Totals . 272 (178 Presbyterian teachers re¬ porting.) Number Teachers Indi- United Presbyterian eating C. E. World . 3 Christian Union Herald . 6 Christian Herald . 7 Missionary Magazine . 6 Missionary Review of World 1 New World Movement . 6 Sunday School Literature... 4 Sunday School Times . 2 Evangelist . 2 United Presbyterian . 18 Denom. Papers Unnamed... 5 What-To-Do . 1 Young People’s Weekly . 2 Total . 63 (37 United Presbyterian teachers reporting.) Number Teachers Indi- Reformed Church eating Denom. Papers Unnamed 2 . . 2 Messenger . 2 Outlook of Missions . 25 Sunday School Literature 3 . . 7 Heidelburg Teacher . 6 Way . 2 Christian Work . 1 Christian World . 21 Christian Endeavor World. . 12 Christian Herald . 8 Number Teachers Reformed Church Indi- ( Continued ) eating Sunday School Times . 3 Wonderful Word . 1 Reformed Church World.... 1 Burning Bush . 1 Forward . I Herald and Presbyter . 1 Pentecostal Herald . 1 Girls’ Companion . 3 Christian Vim . 1 Total . 99 (59 Reformed Church teachers reporting.) Number Teachers Indi- tC nit ed Brethren eating Evangel . 31 Woman Evangel . 7 Christian Herald . 3 Oriental Missionary Standard 2 Sunday School Times . 6 Religious Telescope . 70 C. E. World . 13 Watchword . 40 World Outlook . 3 Missionary Review . 9 Witness . 1 Bible Teacher . 1 Christian Conservation . 5 Christian Cynosure . 5 Intercollegiate Statesman ... 1 Gems of Cheer . 1 Girls of Today . 1 Western Christian Advocate. 1 Girls’ Friend . 5 Expositor . 1 Sunday School Literature 4 . . 1 Boys’ Friend . 1 United Presbyterian . 1 Young People’s Weekly . 1 Union Signal . 2 Message . 2 Everyland . 1 Homiletic Review . 1 Total . 212 (104 United Brethren teachers reporting.) 1 Includes “Our Church Papers and Denominational Magazine. 2 Includes “Our Church Papers, Magazines,” etc. 3 Includes “Sunday School Helps,” etc. 4 Includes “Sunday School Papers and Helps.” [392] EDUCATION, TRAINING AND EXPERIENCE TABLE CX VIII— LISTS OF RELIGIOUS PERIODICALS — Continued Grand Total Baptist . 447 Church of Brethren . 87 Christian Church . 71 Congregational . 41 Evangelical . 102 Disciples of Christ . 357 Society of Friends . 26 Lutheran . 103 Methodist Episcopal . 764 Methodist Protestant . 64 Wesleyan Methodist . 6 Free Methodist . 12 African Methodist . 29 Zion African Methodist . 7 Colored Methodist Episcopal . 6 Presbyterian . 272 United Presbyterian . 63 Protestant Episcopal . 37 Reformed Church . 99 Salvation Army . 20 United Brethren . 212 Universalist . 8 International Holiness . 32 Seventh Day Adventist . 14 Church of God . 6 Grand Total Religious Periodicals Read by 1782 Teachers. 2,885 Outstanding facts to be observed from a study of these lists are the absence of a journal of universal denominational appeal through which a common message can be carried to the entire constituency of the denomination ; and the absence of an interdenominational journal through which a common mes¬ sage may be carried to large numbers of people in all de¬ nominations. Another fact of great significance in the small circulation of such journals as The Church School, The Chris¬ tian Educator and The Sunday School Worker. Over against the religious reading of the Indiana Sunday school teachers, it is interesting to note the type of general reading which is done by the same teachers. The following table shows the distribution of the 179 titles of magazines regularly read by the Sunday school teachers in the 256 churches surveyed, with the total number of persons naming each magazine. These titles indicate the reading taste, domi- [393] RELIGIOUS EDUCATION OF PROTESTANTS nant interest, and vocation of the persons who are charged with the teaching of religion to the childhood of Indiana. Of the general magazines, the Ladies' Home Journal , the Literary Digest , the American , and the Saturday Evening Post are the most generally read. (See Table CXIX.) TABLE CXIX — CLASSIFIED LIST OF MAGAZINES READ REGULARLY BY 1782 SUNDAY SCHOOL TEACHERS IN 256 INDIANA CHURCHES General, Literary, etc . Argosy . 1 American . 319 Atlantic Monthly . 28 Bookman . 1 Century . 18 Collier’s Weekly . 54 Cosmopolitan . 25 Current Literature . 5 Democracy . 2 Designer . 7 Dial . 1 Everybody’s . 13 Forum . 1 General magazines unnamed 36 Good Housekeeping . 48 Happy Hours . 1 Harper’s Monthly . 18 Hearst’s . 1 Hearth and Home . 2 Holland’s Magazine . 1 Home Life . 2 Ladies’ Home Journal . 419 Leslie’s Weekly . 17 Life . 4 Literary Digest . 371 Living Age . I McCall’s . 72 McClure’s . 13 Metropolitan . 6 Munsey’s . 3 Pathfinder . 26 People’s Home Journal.... 26 People’s Popular Monthly.. 2 Pictorial Review . 120 Red Book . 8 Saturday Evening Post . 203 Scribner’s . 16 Smith’s . 1 To-day’s . 3 Toledo Blade1 . 1 True Story . 1 1 A daily paper with weekly supplement [394] General, Literary, etc. — Continued Woman’s Home Companion 171 Woman’s Home Journal.... 4 Yale Review . 1 Public Affairs, Current Events, etc. Child Welfare . 1 Commoner . 2 Current Events . 8 Current History . 1 Current Opinion . 6 Current Topics . 2 Independent . 27 Nation . 2 New Republic . 5 North American Review.... 5 Outlook . 50 Public Opinion . 2 Review of Reviews . 52 Survey . 5 World’s Work . 30 Educational American Historical Maga¬ zine . 1 Educator Journal . 9 Helps for Teaching . 2 Indiana Educator . 1 Kindergarten Review . 1 Mentor . 7 Modern Language Journal.. 1 National Geographic . 115 Normal Instructor . n Penmanship . 1 Popular Educator . 1 Primary Education . 5 Primary Plans . 6 School Journal . 3 School News . 2 Science and Mathematics.. 1 Teachers’ Journal . 1 Thursdays. EDUCATION, TRAINING AND EXPERIENCE TABLE CXIX — CLASSIFIED LIST OF MAGAZINES — Continued Women's Magazines American Motherhood .... 2 American Woman . 7 Boston Cooking School.... 1 Comfort . 19 Delineator . 42 Forecast . 1 Gentlewoman . 4 Home Magazine . 1 Household . 1 Household Journal . 1 Housekeeper . 2 Housewife . 18 Illustrated Companion . 2 Journal of Home Eco¬ nomics . 2 Modern Priscilla . 9 Mothers’ Home Life . 1 Mothers’ Magazine . 21 Needlecraft . 4 Woman Citizen . 3 Woman’s Home Magazine.. 2 Women’s Weekly . 5 Women’s Work . 1 Woman’s World . 46 Women’s magazines un¬ named . 11 Agricultural Breeders’ Gazette . 5 Country Gentleman . 26 Dairy Producer . 2 Drovers’ Journal . 1 Farm and Fireside . 6 Farm and Home . 5 Farm Journal . 8 Farm Life . 7 Farm papers unnamed . 21 Farmer Mechanic . 1 Farmer’s Guide . 44 Farmer’s Wife . 3 Indiana Farmers’ Guide.... 11 Iowa Homestead . 1 Poultry Keeper . 1 Prairie Farmer . 2 Successful Farming . 10 Technical, Mechanical Illustrated World . 2 Motor Age . 1 Popular Mechanics . 8 Popular Science Monthly. . . 7 Scientific American . 3 Technical Magazine . 2 Professional Medical Journal . 6 Dental Magazine . 1 American Journal of Nurs¬ ing . 2 Trained Nurse . 1 Trade, Business American Machinist . I Bankers’ Monthly . 2 Carpenter . 1 Chamber of Commerce . 1 Chemical Journal . 1 Credit Men’s Bulletin . 2 Nation’s Business . 1 Railway Conductor . 4 System . 5 T rade . 2 Nature Bird Lore . 1 Birds . 1 Field and Stream . 1 Nature Lore . 1 Recreation, Outers . 1 Fine Arts Architectural Magazine .... 1 Drama . 1 Etude . 9 House and Garden . 2 Hygiene Health . 1 Life and Health . 1 Mind and Body . 1 Physical Culture . 7 Public Health . 2 Red Cross Magazine . 9 Young People's Magazines American Boy . 4 Boy Life . 1 Every Girl . 1 St. Nicholas . 1 Scouting Magazine . 1 Youth’s Companion . 44 Miscellaneous American Legion . 1 Army and Navy Magazine.. 1 Association Men . 6 [395] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXIX — CLASSIFIED LIST OF MAGAZINES Miscellaneous — Continued Business System 1 . 2 Continent . 1 Federation 1 . 2 Golden Rule, Hills1 . 4 Message* . 1 National Inquirer1 . 1 Nautilus . 1 Continued Miscellaneous — Continued North American World1... 1 Photo Play . 2 Stockman . 1 Success 1 . 6 Twentieth Century1 . 1 Vick’s American Monthly x. . 1 World To-day 1 . 1 1 Not listed in Severence “Guide to Periodicals Published in U. S.” II. Professional Training COURSES About one-fourth of the 2,072 Sunday school teachers re¬ turning blanks have at some time held public school teachers’ certificates. It is fair to conclude that few of the 467 who omitted this question had ever held teachers’ certificates. Of the 1,605 wh° answered, 159 males and 367 females, a total of 526 had been certificated as public school teachers. It is also fair to conclude that the major part of the professional training of the Sunday school teachers reporting such training has been secured in preparation for public school service. Reporting on the number of professional courses taken in high school, normal school, college or university, 1,271 teachers list the following number of courses: Number of Persons Number of Number Type of Courses Taking Courses Courses Reporting Total Males Females No courses. . . • 736 Theory of Teaching . 401 118 283 One course. . . 130 Educational Psychology.. 403 1 16 287 Two courses . . 112 School Management . 311 90 221 Three courses . 89 History of Education. . . . 322 92 230 Four courses . 203 Five courses. . . 1 The median number of professional courses is zero; one- fourth of the male teachers report more than three courses, and one-fourth of the female teachers report more than two. This, however, does not take into account the 801 teachers who gave no information on this subject. The distribution of the courses as to type is shown in the right-hand portion of the above table. An analysis of the reports of 2,072 teachers as to the [396] EDUCATION, TRAINING AND EXPERIENCE courses in religion and religious education taken in normal schools, colleges or universities, is presented here in an inter¬ esting table. Eight hundred thirty teachers give no informa¬ tion ; 956 say they have taken no courses, and 386 report from one to six courses. Number of Persons Number of Number Type of Courses Taking Courses Courses Reporting Total Males Females No courses. . . . 956 One course.... 128 Biblical History . 253 103 150 Two courses.. 103 Biblical Literature . 229 91 138 Three courses . 59 History of Religion . 145 65 80 Four courses.. 46 Missions . 115 47 68 Five courses.. 23 Religious Education . 97 43 54 Six courses ... 27 Church History . 131 65 66 One-fourth of the teachers reporting have had one or more courses in religion or religious education; but the typical teacher has had no courses in these fields. PRACTICE TEACHING There has been virtually no practice teaching in the train¬ ing of the Indiana Sunday school teachers. In reply to the inquiry on this subject, 1,082 of the 2,072 teachers ignored the question; 856 said they had had no practice teaching; 53 reported from 10 to 19 weeks; 36, from 20 to 29 weeks; 18, from 30 to 39 weeks; 14, from 40 to 49 weeks; 13, above 49 weeks. The distribution of these practice courses with refer¬ ence to the types of institutions in which the courses were taken shows that 63 courses were taken in high school ; 58 in county training schools; 117 in normal schools; 59 in col¬ leges or universities; and one in a city normal school. It is evident that the practice courses which have been taken by these Sunday school teachers were intended to train public school teachers. AVAILABLE PROFESSIONAL COURSES IN INDIANA CHURCH COLLEGES A study of the catalogues of fourteen denominational col¬ leges shows a minimum offering in the fields of Biblical litera¬ ture and history, and in the history and science of religion. The offerings in the science and art of teaching religion in the [397] RELIGIOUS EDUCATION OF PROTESTANTS home, in the local church and in the community is inexcusably meagre. In Table CXX, there is an exhibit of 14 colleges founded primarily for the ends of religious education, sup¬ ported by the philanthropy of churches, but devoting more than thirteen times as much energy to the preparation of teachers for the state as they do to the preparation of teachers for the church. The denominational colleges of Indiana have strained their resources to the limit to establish and maintain teacher-training courses which will meet the approval of the State Department of Education. They seem not to have felt a similar responsibility for the educational programs in the churches from which they draw their chief support. Table CXXI paints a still sadder picture. Not only are there meagre offerings in the fields of religion and religious education, but barely one in six students who enter the ten institutions reporting on this subject enrolls in the courses in the Bible or religion and only one out of sixty-four enters the classes in religious education. Only 58 students in ten de¬ nominational colleges are majoring in religion, and 30 of these are in one college. One reason why only 386 of the 2,072 Sunday school teachers in the 256 Indiana churches have pur¬ sued courses in religion, Bible and religious education is now apparent. The fact that less than 10 per cent, of the teachers in these 256 churches are college graduates suggests that graduates from denominational colleges have not been trained in large numbers to serve the local church with the same devo¬ tion and energy which they are giving to the civic, literary and social life of the communities in which they live. Leadership for the school in the local church should come in large measure from the church college. Until these institutions are made conscious of their obligations in this direction, the cause of religious education in Indiana will limp along with mediocre leadership. PROFESSIONAL READING One hundred sixty-three books were named as the pro¬ fessional reading of the teachers who have not studied edu¬ cational courses in college or other accredited institution of [398] TABLE CXX — NUMBER OF COURSES AND SEMESTER HOURS OFFERED BY FOURTEEN INDIANA COLLEGES DURING THE ACADEMIC YEAR OF 1920-1921 IN BIBLICAL HISTORY AND LITERA¬ TURE, HISTORY AND SCIENCE OF RELIGION, RELIGIOUS EDUCATION AND GENERAL EDUCATION, WITH DENOMINATIONAL AFFILIATIONS OF THE COLLEGES (data taken from college catalogues) £ ^ 0.0 \n u P d fc 55 2 o 5 H < < Jz l-H sd o u« w Q rt a, o o CO rt a, o a CO co . a. a w w CO 1/5 c u 43 4-> W b 4> .2 W t3 C/3 jy 13 co -r) ft O’O O 10 •rj-fi G43\q w tJ-r tJ & uotjvanpg jvuauaf) ut jtpaAj g S3 io'ft smou xdisamaspoioj' ^ uotjvonpg jDazuaf) tj-oo ro o o ut SdSinoj Aaquinjy n uotjvanpg fuoi6ipx ut ftpauj ^qoono SJLnopi U31S21U3S jv; og ^ uoywnpg snoiBxpx ^ 0 o o n o ut sdsxnoj uaqtunjq w uoiBtjag Jo douses pwo fcuoinjj ut ftpauj „ rf 10 os ^ on sanojj u3;sduid$ jvfog 82 uotSipx Jo m 30U313S pun (Zaojsij-I H ^ 10 ro Cl ^ wt s'asunoj Ad qtun ft ^ aunjvuajij puv &j,o\ \C0 n -sxH ponqig ut gpauj go* ^ os cj sunojg AdiSdMid$ jv} og < H be ^ 55 4> HH O bojtj bo 4> *-h qj (V U * r.S u !3 £ • £ £ „ C3 C3 ^ TJ c*c *3 i_ rt 3 4) 03 f> U fqQWWfc •a 0 *— +-I —I o >»-o *o 'g C 42 4> 4> 2 c w.ti.ti 3 ui c c SCOSTO sn CNS m\ >h\ 00 so O 0\ 10 CO ^ fO Tf (N so sc SO t— t 0^ *— < t— < •— ' rt O4 CO 8 ■s.s \n a, Co rn 4-» M C/3 u o ■ 42 CO (U U O^CJOh ts n fO fo (N rf 1-4 ro « © O -* ►H CS| O N O O (OO >0(ON O tOO O fOW fOO CO CO rc oq tx ic lo 0) w m O vo \rp \fo »h\ (N\ m\ CM\ CS\ txVO OsSO rf rn n dP w . bop be . a> Ji Al R w *0 ’o ^03 u iiu OU 3 S u c § ^ o'g.ll o rt S'O rt 4> be 4> - - »— H be 4> o U a *✓ a H s & c/3 _ - t> ~mz, 5o o S o V) w — 0> . 0*0 > 1> 0) js -m S3 H S-13 ^ c 0 c 3 «43 C c "S * Sis T3 c h s§§ < g w 5 ^ C 3 — ' U) o •o u i2 03 M iJ U g M S3 3 U itt O c/) cfl -J \w 03 C 1) £o> 3 -3 vC O'O # u a 3 J3 C 73 —•Or" OHh4 “ - - 8 n o 3/ • «2 JJ 3 *J u B 4» c ^ E " 2 E U) 03 t/3 H T3 E rt ■cj- . O o in Ih 3 o o o o J3 rt • •r) •S“. u> (4 , rt g? 1 1 »4-< o ^ W.Sd S?T3 4^ C C o OT 3 o a C w o r_j CO C N-t 4) co t- C cn (_ 3 O o o J= w « 3 ra C u .3 3 cn o • CL) Or .■ U)"^ 3 C3 V cfl O l-X! - -- 3 Cvo >PQ S-^s o ^ « U g- • H P cn 4) « & .. K a m”w a 3 o U u a gl°^ Oh-ss6< h w 03 w , M O [399] TABLE CXXI — CERTAIN FACTS REGARDING INSTRUCTION IN BIBLE, RELIGIOUS EDUCATION AND PROFESSIONAL TRAINING FOR PUBLIC SCHOOL TEACHERS IN FOURTEEN INSTITUTIONS OF HIGHER LEARNING IN INDIANA joe6i-6i6i in uofvffl o$ pijg s}ujpnfs fcuvpi onojg juoiivonpg snoiBij3g puD 3jqig ut Aofvjy fmpnjs uvj jipauj aBagoj aoJ. p3xzgo sdsmoj ojqig o m O 00 O o o O *-1 m o W „ m t/i (/> cn m co co „ "ft • >< >4 vr> t}- m moo ^ Tj- m <8 ~ o oo o moo O o o o o £ £ £££ CO Vi -* o on 3- g vo Ov m VO o Ov Ov of m *73 o H oj mvo oo 4m^m co IN 00 Q oo h too co m m m _ KlO IN VO ~ ioO) H ■<}• $ 04 ^ 04 of J5 *-< £ e^.s ^32 <«3 JP ;S c c *-> P-< u rt 3 S WQ WW W 0004 VO O oo 0>H O Vt m in oi in M ojooo io m 04 vo On 01 H CO 00 04 01 VO 04 M o c> vo m co o rf Tt H iriO »-< t}- CO mm >-< o m m — i ' — < 04 uioo m ^ *-i m ONN O o I < V w c .c 2 03 *7 T C • «o g? oU Ut -» co VO vo O VO •-• 00 H M M vO O OOOO OOOOO VO O 0 I 0 0 O O ■"« M O VO M O t-l 0 0 h 0 d d 0 10 1— 1 CO VO Tf CO VO lx O 1x00 co Cl 01 0* Os co O O ON00 VOVO Cl co ►H S-H Xj M W ** H o ^ M C/3 ® O X s § < « < Q £ H 5? I » T3 » O *-• Cl CO rj- IOVO txOO 0\ O H (1 <0^-10 1-ttHI-tMM •— I I— t I— I 0101010)0101 QJ > u 3 c n CO -C ’O 01 o 01 03 T3 C O *o a> e/i 03 .O JU 3 OS H [407] RELIGIOUS EDUCATION OF PROTESTANTS 0- 5- 10- 15- 20- 25- 30- 35- 40- 45- 50- 55- 60- 5 10 15 20 25 30 35 40 45 50 55 60 65 Number of Years Taught Chart LXI — 1,698 Indiana Sunday School Teachers Distributed with Reference to the Number of Years the Teacher Has Taught in a Sunday School. Ill. T eaching Experience Twenty-seven Sunday school teachers report college teaching experience ; twelve report normal school teaching experience. The median for both groups is 2.5 years. Four hundred thirty-two report public school teaching experience, with a median experience of 5.2 years. Three hundred seventy-four of the 2,072 teachers did not state their experience as Sunday school teachers. The experi¬ ence of the 470 males and 1,228 females who did reply, varied from zero to 59 years. The median for both sexes was 6.5 years; for males, 8.2 years, and for females, 6.0 years. One- fourth of the teachers have taught less than 2.7 years; and one- fourth have taught more than 14.7 years. (See Table CXXII and Chart LXI.) The teaching experience of many teachers covers a large pupil age-range. Classes sometimes contain pupils from six to sixty years of age. When the classes are confined to a [408] EDUCATION, TRAINING AND EXPERIENCE specified age limit, it often happens that a teacher will, during a period of a few years, be transferred from one group to another until the whole school has been covered. For example, note, on Table CXXIII, that one teacher who has taught 5 years has taught classes including all ages. Following the five-year group through the columns, you come to 25 teachers who in five years have taught two consecutive age-groups, such as the primary and junior groups; the next column lists 5 teachers who in 5 years have taught two groups not con¬ secutive, such as the primary and senior groups. A study of this entire table will show how diversified has been the teaching experience of the Indiana Sunday school teacher. It will be pointed out in a later chapter that the typical Sunday school teacher does his work without supervision. The professional growth through undirected teaching is almost a negligible quantity. IF. Summary There are as many Indiana Sunday school teachers who have had three years of high school training as there are who have not had that amount of schooling. Two hundred thousand Sunday school pupils are taught each Sunday by Indiana teachers who have had less than ten years of schooling. The religious reading of Indiana Sunday school teachers consumes between three and four hours each week. Ten books are read annually and church and Sunday school papers are read with some regularity. Such journals of religious education as The Church School , The Christian Educator , and The Sunday School Worker are virtually unknown to the rank and file of Indiana Sunday school teachers. The Ladies' Home Journal, the Literary Digest, the American, and the Saturday Evening Post are the most popular of the general magazines. Besides the 526 teachers who have made some preparation for public school teaching, the professional training of the Indiana Sunday school teachers is almost negligible. The rank and file of Sunday school teachers have had no courses [409] RELIGIOUS EDUCATION OF PROTESTANTS in the Bible, religion or religious education in any institution of higher learning. The church colleges of Indiana have made little contribu¬ tion to the training of the Sunday school teachers of the state. They have established special departments for the training of public school teachers; but they have given little attention to the task of preparing teachers for the church schools of Indiana. Per Cent 10 15 25 Chart LXII — 1,374 Indiana Sunday School Teachers Rated on a Percentage Basis Involving General Education, Professional Training and Teaching Experience. (See Table CXXXVIII.) The professional reading of the Indiana Sunday school teachers has included only a very few of the standard texts in the science and art of teaching religion. Schools of Principles and Methods and teacher-training classes in local churches have furnished the major portion of such training as the Sunday school teachers of the state have had. Brief training courses, with textbooks of a mediocre type, taught by teachers with no professional training, comprise the quantity and quality of the training courses that have been conducted in this state. The great mass of teachers, however, have been untouched by even this type of training. There was little enthusiasm for teacher-training in the schools surveyed. The Sunday school teachers of Indiana are, as a class, untrained. [4io] EDUCATION, TRAINING AND EXPERIENCE The typical Indiana Sunday school teacher has taught in Sunday school six and one-half years. The teaching has covered a wide age-range. The teaching has been almost en¬ tirely without supervision, hence it has had little value as a means of improving the quality of teaching. Unsupervised teaching experience generally confirms bad teaching habits. The good common sense of conscientious men and women save them from many pedagogical pitfalls; but spiritual mal¬ practice is sure to result from the well-intentioned service of the untrained, and uninformed. The preparation of the Indi¬ ana Sunday school teachers for the high and holy task of teaching religion is most pathetically meager. Chapter XIV STANDARDS AND METHODS 7. Measuring Success In T eaching Eleven criteria were given to the teachers in 256 Indiana churches and they were asked to indicate which ones they used in determining the success of their work. To this request 1,680 teachers responded. The following are the criteria, with the percentage of the teachers using each. Members of the class understand their lesson — 58.5 per cent. Interest of the class — 81. 1 per cent. Members are able to repeat the important verses of the lesson during the lesson period — 24.2 per cent. Members are able to repeat the important verses at the end of the quarter — 10.6 per cent. High percentage of regular attendance — 57.2 per cent. Members apply truths of the lesson to daily life — 43.6 per cent. Number of members who join church — 30.1 per cent. Number of members of church in your class who show a growth in spiritual life — 25.6 per cent. Examination, oral — 11.8 per cent. Examination, written — 2.5 per cent. Cooperation of members of the class in carrying out activi¬ ties — 18. 1 per cent. An examination of Table CXXIV will show that there is practical unity of opinion as to these standards on the part of both sexes. Both rank class interest, the ability to make the class understand the lesson, and high regular attendance as the three most important criteria. Both agree that mastering the verbal text of the lesson is of relatively minor importance; both make church membership a minor criterion, and both [412] STANDARDS AND METHODS TABLE CXXIV — THE STANDARDS USED BY 1,680 SUNDAY SCHOOL TEACHERS TO DETERMINE THE SUCCESS OF THEIR TEACHING Teachers Using Standards Indicated Standards BOTH SEXES MALES FEMALES Per Per Per Number Cent. Number Cent. Number Cent. Total reporting. . 1,680 100. 450 26.8 1,230 73-2 (a) Members of the class understand the lesson... 983 58.5 244 54-2 739 60.1 (b) Interest of the class.. (c) Members are able to 1,362 81. 1 367 81.6 995 80.1 repeat the important verses of the lesson dur- ing the lesson period. . . . (d) Members are able to 407 24.2 47 10.4 360 29-3 repeat the important verses at the end of the quarter . (e) High per cent, of 178 10.6 19 4.2 159 12.9 regular attendance . (f) Members apply truths 961 57.2 258 57-3 703 57-2 of the lesson to daily life . 733 43-6 216 48.0 517 42.0 (g) Number of members who join the church. . . . (h) Number of members 505 30.1 148 32.9 357 29.0 who show a growth in the spiritual life . 430 25.6 136 30.2 294 239 (i) Examinations, oral... 199 11.8 35 7-8 164 13-3 (j) Examinations, written (k) Cooperation of mem- 42 2.5 9 2.0 33 2.7 bers of class in carrying on activities . 304 18.1 9i 20.2 213 17-3 (Table based on data from 550 of 563 males, and 1,230 of 1,509 females, or 1,68a of 2,072 teachers included in this survey.) dispense with examinations almost entirely as a method of testing their classroom work. There is a recognition of the value of the application of the lesson to life on the part of nearly half the teachers; and about one-sixth have caught the social significance of religion and recognize it in their teaching program. Table CXXV will show the use of these standards by the teachers of nineteen different age-groupings. The criteria used need to be refined and defined and measuring scales should be created to assist the teacher in self- evaluation of classroom procedure. [413] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXXV — THE AGE-GROUPS OF PUPILS TAUGHT AT PRESENT BY 1,378 INDIANA SUNDAY SCHOOL TEACHERS AND STANDARDS USED TO DETERMINE THE SUCCESS OF THEIR TEACHING Standards Used Number Report- Age-Groups Taught (a) Members of the class under¬ stand the lesson . (b) Interest of the class . (c) Members are able to repeat the important verses of the lesson during the lesson period . (d) Members are able to repeat the important verses at the end of the quarter . (e) High per cent, of regular at¬ tendance . (f) Members apply truths of the lesson to daily life . (g) Number of members who join the church . (h) Number of members of church in your class who show a (j) Examinations, written . (k) Cooperation of members of class in carrying on activities. . ing 4,5 4-1 1 4-17 6, 7,8 6-11 6-17 1,378 86 69 11 126 52 22 807 52 36 6 77 35 15 1,119 64 58 9 98 4i 15 333 39 27 4 67 25 6 139 10 12 3 23 12 3 791 42 34 6 61 33 13 626 25 21 5 46 20 12 425 3 7 1 18 6 6 367 7 9 4 14 4 6 212 9 5 4 23 10 2 35 2 1 0 1 1 1 262 6 3 1 5 2 5 (Table based on data from 1,378 of 2,064 teachers included in this survey.) [414] STANDARDS AND METHODS TABLE C XXV — Continued Age-Groups Taught 10, II 9-14 9-24 12-14 12-17 12+ I5-I7 15+ ob 18+ 21+ 25+ Ages 1 67 9i 14 166 74 9 7i 78 90 18 11 220 3 11 3 54 7 103 49 5 4i 37 52 10 4 109 2 139 72 14 142 58 7 56 60 78 15 9 181 3 46 26 3 35 9 3 10 6 10 1 0 15 1 23 7 2 16 5 1 5 4 6 1 0 6 0 106 60 6 102 44 4 49 4i 58 7 3 120 2 75 41 4 80 33 3 43 36 5i 12 5 119 0 64 32 6 73 33 3 36 28 37 9 4 59 0 40 20 5 46 24 3 24 25 43 7 7 78 I 36 15 1 33 7 0 4 2 9 2 1 8 I 7 3 1 3 2 0 2 5 4 I 0 1 0 21 15 5 4i 22 3 16 25 32 5 4 5i 0 [41s] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXXVI — THE AGE-GROUPS OF PUPILS TAUGHT AT PRESENT BY i,559 INDIANA SUNDAY SCHOOL TEACHERS AND CHARACTER OF PREP¬ ARATION MADE FOR TEACH¬ ING THE Things Done in Preparation of No. the Lesson Reptg. 4, 5 t Number reporting on preparation of lesson i,S59 101 a. Pray for guidance in your teaching . 1,280 72 b. Read the lesson over carefully to make sure that you un¬ derstand . i,447 90 c. Outline the lesson (determining ques¬ tions to be asked, indicating verses to be memorized and points to be em¬ phasized . 702 27 d. Do you usually write these out? Yes . 327 11 No . 864 55 e. Select illustrations which apply to daily life ......... 812 36 f. Master the Biblical setting . 505 17 (Table based on data from i,559 survey.) LESSON Age-Groups of Pupils Taught ,-ii 4-17 1 6, 7,8 6-11 6-17 9, 10, 77 12 137 58 22 195 60 11 108 46 18 160 67 9 123 54 21 186 18 6 54 19 10 91 2 1 12 13 2 48 43 9 IOI 26 15 112 21 4 56 29 9 116 12 3 23 10 7 59 of 2,072 teachers included in this STANDARDS AND METHODS TABLE CXXVI — Continued Age-Groups of Pupils Taught 9-14 9-24 12-14 12-17 12+ 15-17 15+ 18-24 18+ 21 + 25 + Ages 99 15 189 84 II 77 90 IOI 20 13 255 3 86 12 151 70 7 68 75 92 19 13 209 3 95 15 181 80 10 75 83 94 20 13 228 3 48 5 96 4i 7 38 48 56 7 4 126 1 24 1 40 18 5 16 23 46 3 4 57 1 55 10 112 4i 5 43 54 3i 9 6 136 1 49 7 104 46 5 50 43 74 10 11 139 3 29 8 69 26 4 29 34 54 6 10 102 3 [417] RELIGIOUS EDUCATION OF PROTESTANTS II. Lesson Preparation Here are the things which 1,935 Indiana Sunday school teachers say they do in preparation for the teaching of a Sunday school lesson : 82.5 per cent. — Pray for guidance. 93.0 per cent. — Read the lesson over carefully to make sure of understanding it. 43.9 per cent. — Outline the lesson, determine questions to be asked, verses to be memorized, and points to be emphasized. 20.9 per cent. — Write out the outlines. 50.0 per cent. — Select illustrations which apply to life. 30.3 per cent. — Master the Biblical setting. In other words, nearly all Sunday school teachers read their lesson over carefully; and nearly half make mental note of the important points and the leading questions to be asked. Only a few write out the lesson outline. Seven out of ten teachers make no effort to master Biblical setting. Half of the teachers select illustrations which will apply the “truths” of the lesson to the lives of the pupils. The fact that four out of every five teachers “pray for guidance” as a part of their lesson preparation is a measure of the spiritual motive which dominates the Sunday school teachers of Indiana. See Table CXXVI. But when do Sunday school teachers prepare their lessons ? The following statements will indicate when 1,628 Indiana teachers say they prepare their lessons : 43.5 per cent. — Set aside a definite night each week for les¬ son preparation. 49.6 per cent. — Prepare their lessons early Sunday morning or late Saturday night. 2.6 per cent. — Study the lesson during the opening exer¬ cises of the Sunday school. 26.7 per cent. — Have some time definitely set aside daily. (Most of this group are also included with those who have a definite night each week for study.) [418] STANDARDS AND METHODS 1.6 per cent. — Prepare the lesson when the class reads the lesson at the beginning of the recitation. Table CXXVII shows, among other things, that more men than women prepare their lessons early Sunday morning or late Saturday night. In view of the foregoing statements, it is interesting to have 1,495 the 2,072 teachers tell the amount of time they spend each week in the preparation of their Sunday school lessons. One-fourth of the men spend less than 60.4 minutes each week; one-fourth spend more than 128.7 minutes; between these two quartiles are half the men teachers. The median is 75.6 minutes. Each week one-fourth of the women spend less than 58.6 minutes on their Sunday school lessons, and one-fourth spend 124.7 minutes; the median for women being 66.7 minutes. That is to say, there are as many women Sunday school teachers who, each week, spend less than 66.7 minutes on TABLE CXXVII — THE TIME WHEN PREPARATION IS MADE FOR THE TEACHING OF THE NEXT SUNDAY’S LESSON BY 1,628 INDIANA SUNDAY SCHOOL TEACHERS Teachers Checking Time Indicated A Time When Lesson both sexes Is Prepared Per Number Cent. Total number of teachers reporting . 1,628 (a) A definite night during the week . 705 (b) Early Sunday morning or late Saturday night.. (c) During the opening exercises of the church school . (d) Some time definitely set aside daily . 434 (e) Prepared at the time when the class reads the lesson at the beginning of the recitation . 808 42 26 1.6 MALES Per Number Cent. 100. 43.3 49.6 2.6 26.7 423 165 257 14 99 26.0 39-0 60.8 33 234 1.7 FEMALES Per Number Cent. 1,205 540 55i 28 335 19 74.0 44.8 45-7 2.3 27.8 1.6 (Table based on data from 423 of 563 males and 1,205 of 1,509 females, or 1,628 of 2,072 teachers included in this survey.) [419] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXXVIII — THE AGE-GROUPS OF PUPILS TAUGHT AT PRESENT BY 1,283 INDIANA SUNDAY SCHOOL TEACHERS AND THE MINUTES SPENT WEEKLY IN PREPARA¬ TION OF THE SUNDAY SCHOOL LESSON Number of Minutes Spent in Preparation Age-Groups of Pupils Taught at Present of School 4, 5 4-1 1 4-17 6, 7,8 6-1 1 6-17 9, 10, 11 Yrs. 9-14 Lesson Totals Yrs. Yrs. Yrs. Yrs. Yrs. Yrs. Yrs. Totals.. 1 ,283 78 72 10 93 50 26 151 95 0- 9 . 3 0 2 0 0 0 0 1 0 10- 19 . 9 2 0 0 0 1 0 3 0 20- 29 . 27 7 1 1 5 2 2 2 3 30- 39 . 178 19 18 0 22 12 4 3i 14 40- 49 . 56 2 4 2 4 3 0 8 6 50-59 . 23 1 1 0 4 0 0 5 1 60- 69 . 403 25 28 3 37 14 10 55 3i 70- 79 . 7 1 0 0 0 0 0 1 2 80- 89 . 12 0 1 0 1 0 0 1 2 90-99 . 83 5 2 1 5 5 2 5 6 100-109 . 8 0 1 0 0 0 0 0 1 110-119 . 4 0 0 0 1 1 0 0 0 120-129 . 218 7 8 2 10 7 5 21 16 130-139 . 3 0 0 0 0 0 0 0 0 140-149 . 4 1 1 0 0 0 0 0 0 150-199 . 105 4 5 0 3 1 0 7 9 200-299 . 60 3 0 0 0 0 3 5 1 300-399 . 47 0 0 0 1 2 0 5 2 400-499 . 24 1 0 I 0 2 0 1 1 500-599 . 4 0 0 0 0 0 0 0 0 600-699 . 5 0 0 0 0 0 0 0 0 (Table based on data from 1,283 of 2,072 teachers included in this survey.) [420] STANDARDS AND METHODS TABLE CXXVIII — Continued Age-Groups of Pupils Taught at Present 9-24 12-14 Yrs. Yrs. 12 0 0 o 0 o o 6 0 o 1 0 0 3 o o I I 0 o o 141 o I I 17 7 5 46 o 1 10 o 1 21 1 1 14 3 7 3 1 12-17 12+ Yrs. Yrs 66 15-17 15+ Yrs. Y rs. 0 1 1 8 5 1 24 0 o 6 o 1 5 o o 8 1 3 1 o 10 0 o o o 0 o 3 o o 1 o o 3 0 0 0 2 1 o o 62 o o o 7 3 1 15 0 o 8 1 o 13 1 0 7 5 0 1 o 72 0 o 1 9 2 0 24 1 2 1 2 o 14 o o 8 2 2 3 1 18-24 Yrs. 89 o 1 o 2 4 1 18 0 1 5 o o 26 o I 8 9 10 1 o 18+ Yrs. 16 21+ 25+ Yrs. Yrs. 226 0 o o I I 0 3 0 o 3 0 0 3 o 0 3 o 1 1 o II o o o o 1 0 2 o 0 0 o o 5 o o o 3 o o o o o 1 14 4 3 58 2 2 17 3 o 48 1 o 27 22 13 8 2 o 0 0 0 All Ages 3 o o o o o o I o I o o o I o o 0 o o 0 o o [421] RELIGIOUS EDUCATION OF PROTESTANTS their lessons as there are those who spend more time. Table CXXVIII shows the relative amount of time spent in lesson preparation by teachers of various age-groups. Of 1,516 teachers reporting, 658 use the Bible and Lesson Quarterly exclusively in preparing their lessons; and 858 use additional lesson helps. III. Methods of Questioning To show the methods of questioning used in the various age-groups, the teachers were asked to indicate which of the following questions they would ask their present class if they were teaching a lesson on the “Golden Rule” : Under what conditions did Jesus present the Golden Rule? Explain what the Golden Rule means. Repeat the Golden Rule. Tell a story that you have read which illustrates the Golden Rule. Give illustration showing how your friends have used the Golden Rule. Give illustrations of failure to use the Golden Rule. Give illustrations of where you can use the Golden Rule. Eleven hundred ninety-nine teachers answered these ques¬ tions and also gave the age-groups of their Sunday school classes. Table CXXIX shows that these questions are used indis¬ criminately by a large percentage of the teachers of all grades. The use of the negative with relation to the positive is virtually the same in all age-groups. There is a uniformity of distribution of the questions in age-groups which cover a wide area — as 4-17 years; 6-17 years ; 9-24 years; 12-24 years. The percentage of teachers who used, as a criteria for the testing of their teaching, the statement, “Members apply truths of their lesson to daily lives,” was 43.6. (See Table CXXV.) It is interesting to note that the percentage of those who asked their pupils to give illustrations of how their friends have used the Golden Rule, was 43.3 ; and the percentage of those [422] >1 < go SS itoW OX? ~C to oW >hCQW mqQ ggo §§? cn <- W C/5 W O^qH hhz <<2° &Sz gao 5S00 <°w Htoto «hM rfos to u 3 > . I 2 •'1- M 000 M xo ■'t c n 'O co • r-* to ii a M Ov vo xo a vo M Tj* io c • »— « '**A 11-6 00 xo M VO vo Tf- M M OV M a 00 vo 00 vo M to CO M ij to <0 O M tx Th M M o* M Ov Ov o.S M rr\ s 5 'o Js ^ ^ 3 OJ CO £ 00 X . r c 2 > p, m ii ® *? 2 Jt <3 +» O h. a w w CO °C W to H £ & m O 1% i-i CQ M VO O CO M iOiO Tt Ov co 0\ co *-< CO Tf •-« Mm m CO XO VO tX M VO M 00 XO 00 VO CO M ■"t XO XO tX CO M CO CO Ov xo M M xo CO VO M IX M XO O M Ov M M Ov CO o xo V) C/i -M O H a s < H O o B CO W P a S • 1/5 „ °<3 ^to CO p4 0/ u 2 to ”P O g'-SO •o c o o .2 £ o o a to 3 to O O >>to • J-; -M ^ o c toJ= £ STJtl * 0^3 ’O rt gO £ «i M £ .Sto -m rt rt &S g-^P w ton 3 3 co rt u -M co 3 aJ Ct3 OT 3 3 w •«to.> o co a> «3° • wH a> X! o co 3 CM 1) O CO 3 u aJ *—< to ) 3 '*"* ‘to 3 3 rt 3 °to-o a> 3 c w o 5 C3 >iT3 *0 o DC"-1 O O 3*0 to to o o tvj •3 O >J3 42o.m O [423] RELIGIOUS EDUCATION OF PROTESTANTS who asked how the pupils could use the Golden Rule was 51.6. Fifty-one (80 per cent.) of the teachers of children 4 and 5 years of age and 79 (or 40 per cent.) of the teachers of groups 25 years of age and above asked their classes to “Repeat the Golden Rule.” The table seems to show an instinctive tendency to make the lesson plain and helpful rather than a conscious application of the fine art of questioning. TABLE CXXX — THE AGE-GROUPS OF PUPILS TAUGHT AT PRESENT BY 675 INDIANA SUNDAY SCHOOL TEACHERS AND TIME WHEN THE LESSON ASSIGNMENT IS MADE Time When Lesson Assignment Is Made / - A - - Number of Teachers Who Make the Assignment at Total the beginning of the end of the Reporting the recitation recitation Age-Groups of Pupils Taught Number Per Cent. Number Per Cent. Number Per Cent. Totals. ... 675 100.0 70 10.4 605 89.6 4-5 years . 16 2.4 1 14 15 2.5 4-1 1 “ . 28 4.1 1 14 27 4-3 4-17 “ . 4 0.6 0 .0 4 0.7 6-7-8 “ . ... 41 6.1 8 1 1.4 33 5-5 6-1 1 “ . ... 24 3-6 1 14 23 3-8 6-17 “ . ... 15 2.2 2 2.9 13 2.1 9-10-n “ . 18.4 8 1 1.4 116 19.2 9-14 “ . ... 52 7-7 3 43 49 8.1 9-24 “ . 8 1.2 1 1.4 7 1.2 12-13-14 “ . ... 98 145 9 12.9 89 14.7 12-17 “ . . 39 5-8 3 4-3 36 6.0 12 “ . 5 0.7 0 .0 5 0.8 15-16-17 “ . ••• 33 4-9 5 7.i 28 4.6 15 “ . ... 52 7-7 5 7-1 47 7.8 18-24 “ . ••• 43 6.4 8 1 14 35 5-8 18 “ . 6 0.9 1 1.4 5 0.8 21 “ . 7 1.0 1 1.4 6 1.0 25 “ . ... 78 11.6 3 18.6 65 10.7 All ages . 0.3 0 .0 2 0.3 (Table based on data from 675 of the 2,072 teachers included in this survey.) [424] STANDARDS AND METHODS IV. The Assignment of Lessons Nine out of ten teachers, regardless of age-group taught (See Table CXXX), assign their lesson at the close of the recitation. The median time consumed in lesson assignments is 5 minutes (See Table CXXXI). Of 1,205 teachers report¬ ing on the lesson assignment, 550 said they assumed the pupils TABLE CXXXI — THE NUMBER OF MINUTES SPENT IN MAK¬ ING THE LESSON ASSIGNMENT FOR THE FOLLOWING SUNDAYS BY 641 INDIANA SUNDAY SCHOOL TEACHERS Number Teachers Using Indicated Time in Number Minutes Spent in Making Lesson Assignment Assignment M ales Females Totals. . . . 164 477 15 46 6 12 22 58 3 . 28 83 4 . 4 14 5 . 68 184 6 . 2 4 7 . 0 4 8 . 0 6 9 . 0 1 16 57 11 or more . 3 0 Statistical Measures : Median . 50 5-0 Q* . 2.9 3-0 Qa . 5.7 5.8 (Table based on data from 164 of 563 males and 477 of 1,509 females, or 641 of 2,072 teachers included in this survey.) would take the next lesson and made no assignment. Table CXXXII, however, shows, among other facts, a tendency to direct the study of pupils. This tendency to guide the work of students does not appear to be affected by age-groups. There are signs of the presence of a definite, but not wide¬ spread, demand for approved standards and methods in the educational work of the teachers who replied to the questions [425] TABLE CXXXII — THE AGE-GROUPS OF PUPILS TAUGHT AT PRESENT BY 1,205 INDIANA SUNDAY SCHOOL TEACHERS AND THINGS DONE BY THE TEACHER IN ASSIGNING THE LESSON FOR THE NEXT SUNDAY <0 0 cq CO 0 1-1 ►H m cq IH cq »r> <4 vO in cq 0 ■cf CO O Tf O co ~c jf V. 1 tN. CO co IH IH IH cq cq (r> < . O CO IH m VO O O IH tS. CO Tf tN. CO cq cq IH IH IH cq IH w *> ^ 0 1 v CO VO 0 M m cq cq 00 M p <; $>1 m cq cq M IH IH IH H •<»■ . in M JD 4£ O •— i CO in cq O O M IH IH •H cq cu p I 8* CO CO m CO in O m ■cfio 00 t>s VO cq cq IH IH IH IH IH M N t* 0 2 . CO VO vo ■cl- M VO m O O 00 Ov in (U 1 V m M vo H cq co CO co CO CO p 0 05 !?■ • i £ CO t-i l-l tN. ■cj- CO co d- IH IH m cq O 1 W O 21 ^ ih 00 Ov in vo vo Ov co cq O co < Ov CO cq M IH IH IH cq cq 2 ^ ■d- cq CO co IH vo vo 00 0 1 V? in l-H vO H cq m CO CO CO m IH Tf l-l CO tN Ct M m cq co m IH 'J l-l 2 £ Ov l-l Ov ■"t M O cq •cf vo rx 4, fch CO l-l l-l IH IH 1 if CO l-l 00 O CO VO -el- tx Ov t-x ■d- Ov (N CO cq in IH »>* . Ov M m cq O IH O O IH O IH H m cq M Ov O m Ov vo m •d- in V v! VO i-i cq IH tN» r-N 0 CO cq co in VO •cr 00 m hH ►h in CO 0 O 0 m IH IH IH cq ■d* 0 CO in Ov 00 vo IH 00 OV m CO l-l m CO M cq IH IH cq cq 1— < O • O • w 1 • -M 1 OJ in 1 ; A • 4-> w • . 1 • Jh -M H £ • • • £ : -m in C W . V . c . 03 • -4-1 . ive supplementary writ ten questions for th students . C • O • • rH • Or-.. *> 0 • : | • • c . b c • O Cl ^2,5 Things Done by Teacher in Making Assignme Totals sacher makes Assignment” .... ssume that stud will take the next son . dicate the impor points to study. . . upplementary quest orally . iow the students to study . ave students co practical applicat of the lesson . ear up difficulties, ake individual ass ments . Set some problems whole class to wor H < c HH O 1 n c n K 0^ [426] STANDARDS AND METHODS on these topics. The upper one-fourth are struggling to better the conditions of the Sunday school ; and this survey shows the presence of a group of earnest and progressive teachers who will respond gladly to a forward-looking educational program. There are, however, the unmistakable marks of pedagogical “quackery.” The great majority are doing the best they can with the light they have. [427] Chapter XV CLASSIFICATION OF INDIANA SUNDAY SCHOOL TEACHERS I. Need of a Classification Plan It has seemed desirable to devise some plan for classifying the Sunday school teachers of Indiana on the basis of general education, professional training, and teaching experience. Such a plan should make it possible to group the entire teach¬ ing body into a few general classes to which could be applied certain scales or units of measurement to indicate degrees of proficiency in each element entering into the classification. It is quite customary to group public school teachers into classes on the basis of scholarship, training and experience. Incen¬ tives in the form of promotions, increased salary, or other rewards are used to encourage teachers to meet the conditions necessary to pass from lower to higher grades. It is hoped that a similar use may be made of a plan to classify Sunday school teachers. II. The Plan Described On the opposite page will be found a plan for the classi¬ fication of Sunday school teachers. (See Table CXXXIII.) It assumes that in addition to high moral character and a profound religious experience, the three elements most essen¬ tial to a successful Sunday school teacher are general educa¬ tion, professional training, and teaching experience. On the scale of ioo per cent., it was assumed that these three elements should be rated 50 per cent., 35 per cent, and 15 per cent., respectively. The fact that teaching experience in the Sunday [428] CLASSIFICATION OF SUNDAY SCHOOL TEACHERS TABLE CXXXIII — A CLASSIFICATION PLAN FOR SUNDAY SCHOOL TEACHERS ON THE BASIS OF GENERAL EDUCATION, PROFESSIONAL TRAINING AND TEACHING EXPERIENCE Class General Education Group Professional T raining Grade T e aching Experience A Sixteen or more 1. (a) Five courses in Re- years of school- ligious Education, two of a. Three years 50 ing 35 which may be general or more per per education courses, or (b) 15 cent. cent. three years in approved per community training cent. school B Fourteen years 2. Three religious educa- of schooling tion courses in college or b. Two years 40 and less than 25 normal school, or (b) per sixteen per two years in community 10 cent. cent. training school, or (c) per one year in community cent. training school and 40 weeks in teacher training class C Twelve years 3- (a) Twenty-four weeks of schooling in community training c. One year 30 and less than 15 school, or (b) sixty per fourteen per weeks in approved 5 cent. cent. teacher training course, per or school of Principles cent. and Methods D Ten years of 4- (a) Forty weeks in schooling and teacher training class, or d. Less than 20 less than twelve 10 (b) equivalent lessons one year per per in community training 0 cent. cent. school and Schools of per Principles and Methods cent. E Eight years of 5- Ten weeks in teacher schooling and training class or equiv- 10 less than ten 5 alent in schools of Prin- per per ciples and Methods, or cent. cent. summer conferences F Less than eight 6. Less than ten weeks of years of school- teacher training 5 ing 0 per per cent. cent. [429] RELIGIOUS EDUCATION OF PROTESTANTS school is usually unsupervised and therefore not highly con¬ ducive to professional growth led this item to be rated rela¬ tively low. General education was given the major rating because it was recognized that a trained, well-informed mind can most skilfully meet and master the problems that confront a religious leader in the present age. Three columns on the classification chart are divided as follows : First Column: General Education Class A. Class B. Class C. Class D. Class E. Class F. All teachers who have had sixteen or more years of schooling. This includes all who have had four or more years of college or university training. Rating, 50 per cent . All teachers who have had fourteen years of schooling and less than sixteen. Rating, 40 per cent. All teachers who have had twelve years of school¬ ing and less than fourteen. Rating, 30 per cent. All teachers who have had ten years of schooling and less than twelve. Rating, 20 per cent. All teachers who have had eight years of school¬ ing and less than ten. Rating, 10 per cent. All teachers who have had less than eight years of schooling. Rating, 5 per cent. Second Column: Professional Training Group 1. Group 2. Group 3. Group 4. [430] (a) Five courses in religious education in college or in normal school, two of which may be gen¬ eral education courses, or (b) Three years in an approved community training school. Rating, 35 per cent. (a) Three religious education courses in college or normal school, or (b) Two years in community training school, or (c) One year in community training school and 40 weeks in teacher training class. Rating, 25 per cent. (a) Twenty-four weeks in community training school, or (b) Sixty weeks in approved teacher training course, or school of principles and methods. Rating, 15 per cent. (a) Forty weeks in teacher training class or equivalent lessons in community training school CLASSIFICATION OF SUNDAY SCHOOL TEACHERS and schools of principles and methods. Rating, io per cent. Group 5. Ten weeks in teacher training class or equivalent in schools of principles and methods, or summer conferences. Rating, 5 per cent. Group 6. Less than ten weeks of teacher training. Rating, o per cent. The following definitions have been used in the application of this standard to the teachers of Indiana : a. A course for the purpose of this classification is a class in college or teacher-training school of college grade re¬ citing two or three hours each week for one semester. b. A community training school is a community school offering a course of study covering a period of years (usually three) and continuing from 24 to 30 weeks each year, with a required number and distribution of courses for graduation. c. A teacher training class in the local church or community includes any course of instruction given in the church or community for the purpose of training Sunday school teachers and officers. d. A summer conference course, for purposes of this classi¬ fication, must have a regular course of instruction for the training of teachers, with fixed standards for certificate or other recognition. e. A school of principles and methods is an intensive five- or ten-day school or institute organized under denomina¬ tional or interdenominational auspices, requiring not fewer than twenty class periods and providing for de¬ partmental specialization. Third Column: Teaching Experience Grade a. Grade b. Grade c. Grade d. Three years of teaching experience, two of which may have been in public or private schools. Rating, 15 per cent. Two years of teaching experience, one of which may have been in public or private schools. Rating, 10 per cent. One year of teaching experience. Rating, 5 per cent. Less than one year of teaching experience. Rating, o per cent. [431] p o X o >— I H < V o P £ < PQ P P Q P PQ < X~g g§ H c/3 < p< PX Q< M t— I Q P X P P X W o p ffi H I > *— i X X X u p p pq < H & < m 05 P w ►J < S W H O « i-3 < s p Tf tX CO w ►4 < S w oh w P < 2 « P < s w 0-1 Q £ < W tJ < Oh w p < 2 3 < s? w H o 03 w p c 2 03 Oh o £ < 03 P < S 03 Oh « H O 03 Oh O £ < L S4 .*> s °-C I S v s fes I § V hCj <5h S CL ^ §: *- 3 ^ X V cw „ g L ^ -O * Pr* ^ On 03 01 tx <000 m (S.VO txOO covd 3x co -> n ix hoo a m m ro tX VO TfOO TfOO VO tx n h m (A a D U VO 03 CO 03 v© 00 On P h \o vd d d> 1/3 N to l-H l-H HH 1/3 r a D co m 03 o o On VO tX KH H N o 'O rf rf m 03 vq 03 o 03 rj-vo COVO c4 00 03 tx HH CO *-i 03 o CO O ^ P O -to tx « oo TfVO CO 00 CO tx t-H CO ch 03 U m (/) rt (J G ^ OvVO 03 03 rj* P i S V S ^ “1 i . -L § V 3 hCj 3n. VO CO CO 03 CO 03' CO co co H ov 03 w Tf h c\ mvo o 03 hh in 03 w 03 P P U O' vn ov LnOO I-J On ^4" Ov O vO od c n 03 Tf co PP h ioh coo) a U w t-H 03 vn o o ■cf Tf CO VO CO o t— H o -ct m 03 03 tH o vo’ Tt- ds <0 rtvo t-H VO O' 03 m ^3-vo CO hvO h OvOO t< vo pvd cd CO *— • 03 03 NtJ-h h lO NiO tHs OvN COM 0) co co PP U in c n Pu u *< • PQ 05 - Per Cent vo VO rv.00 co Ov q ■4 vo P t<.od CO dv P U3 03 03 H H p| t-4 Q < g V nt O W 03 m 03 ■Cf <1 VO Ov 03 VOVO 0 CO P CO 1-1 Ov tx C 05 W W j , MhT ^ s d 00 3X00 03 vq •“<’ moo txoo P i-J rf 03 00 VO MO co Ov 3^ VO N Ov co Ov O CO mh co 03 CO mh C/D c n P Q u C/D in PQ u tj < I s o o l—l H < U P Q P . . . . • . • 10 . . C/D ••(••• C/D ccs h I 1 ! ! ! 0 o rt C3 ”0. x o rS wh wF %> §< se ^x <03 cd£ << X *— i oQ co2 in W Oh O od CP w W H > X X X U W J PQ < H to (4 fc p S a o O fc < 03 OS 03 CO w HH H HH £ P a a o u ft < os P Pd CO W 55 P a a CO W ft < a e CO ft p < a w p < a K H O 03 ft P < a « p Q 5? •< w p < a w H O 03 CO a < a e 0 0 CO £ < P P < CQ P a O w p < w p < p s a < w p p p w od H 0 ft « < 3 s? ^=h P3 V *♦-* s s s w a \> X"° b * i § v. s ^ m a < a td p CO ft p < a w p < a w p o £ < V CXh s st w 3S V 'P pf '-dr "o s ^ Pi X S Pi v •*■» £ S n *> i CO e o « CO s X u 55 < ft H Cu Pi Tj- COOO pHts.fl co t*vo oo oo H d\ tX HH HH Tf N CO fO K H Oi W tx CO lovO ■'t- Q\00 t~X HH CO p « h a a w rf VO On fx P P hh h h On CO co hh co O CO O" 03 .vq o ppo n i>. 03* co ci d\ VO HH HI lO L> S cove b>.vo r^oo o\ CO h co 03 co 03 HH co CO On covo VO CO 03’ vd o vd 03" co o co « H N H t\ r}1 TfOO HH HH 00 CO tN.00 CO m cd 03 vd T}- d\ CO HH NO rf COOO co H fl N rj- hh 03 CO co hh co 03 CO w On 03 O VO NO cd Tf- coed 3< 03 m tN. HH HH CO o HH o CO00 hh hh Tj-VO 00 ^s. 03 03 O HH HH CO co 03 VO vd cd vd 03 hh •cf hh 00 td 03' od On HH lO Tf 00 On VO ^ 03 03 O’ COOO CO HH CO hh O 03 VO Ox 1 vd vd od vd hh P HH HH CO Tf On "t O 0x00 00 HH CO HH On O IO >“< HH tX in ’cS o a; bo M‘ 4-» M Cu ' rrv 01 ro Tf tovo c n 03 in m 03 vO CJ cn CO 03 u m w 03 0 CO C/5 03 u to S w C/5 C/5 03 cj trt c/1 a D vo vO cn co 03 NO U CO co cs vo VO VO 03 NO 0 C 03 • r-c 'O P go

H < wP ux XP Wen ft-l Pc wS K> C rS hh Wp ,*X ftH X I— I p u < w H w p H > X X X u w p PQ c H C/5 W ft < ■ P to On m CM M u CM h~i 55 < ts» co ft ft < 2 w H o CO cn W 55 53 2 2 o U w ft < 2 ft ft Q 55 < C/5 ft ft < 2 w ft C/5 ft ft < 2 * a § V s 5X1 V. g Os g *N s ft V ^ On SS a a ft o CO o VO CO CO 01 CO cm CO W KO cm oo‘ cm’ t^N f CO o o- Tf on cm l>. Ht N TfiO to CM* to vO •“< >-i CM On VO to CM co 00 On Os -cj- Os Os CO H M 150 H H CO tN. Os vd VO Tj- tO VO o 55 ►*H W u < w H 55 ft t-H es ft ft 15 w C/5 ’rt e/5 bo is c ^ .. . „ t- 45 05 CCS >s U 45 05 -S O § *>» L, & JJ H o «i “ 45 £ O* 3 O rtJ Vn o a 3 o rt In o a. 3 O ct U o <& 53 pci MALE w p < a Per Cent. *001 CO VO tN. CO CO vo M >-3 O- NO a 3 w 1 O cJ K Pn rK. **«. to 0 N CM ft O H ft O" CO O' Tf CM O to • • • • j to HH < S vp O W -c> 101 M • • H-J • >-( • • • HH to O hi 0O Tf On CO • O In. Cl h w < t—i CQ Pi P "Q 0% Cl Cl . Cl O X < to vS> to CO CO Cl HI • • • w to < Oi ►J < P & S -C> 0 On Cl VO I I Z • • • • I H-l H H O PQ <3 vP to 00 t'N Cl NiOO tx Cl VO CO HI HI t— 4 "t3 vP O to On • Cl • • • Cl • • t • tn W X w to H4 IX Tj- CO H • • • • • • to V) W vp U' 0 O Cl • • CO HI Cl H O -O ro • • m M yP G- 00 00 CO rfvo tovo to co Cl hi to On H-4 W t $ 0 u X 42 tj-oo to on vo 0 V O w H4 a CL, Ratr, ^2 VO CO Cl hi HI x W o fc t— \ W u w H *5 - 101^10 o 10 o fO « H M hi 01 to rj- iono V> 1 05 h 0OVO m 01 M 01 Ov 01 Tf mvO Ov HI 01 H 05w N TCO\ HH 01 01 oovo K 0\ H h 01 d N O) On moo 05 05 woo H d 050 mvO v© ^s' in in VO o U50 O) d H H w 01 05 Tf miO I cn I oc CVSH-S (O co _ 4S Q u £ W 01 W o 01 • • ■ H 01 05 • • • Tt* • 01 01 01 VO • 05 N O woo • oi m m ►h • m tw 00 • • • ►w • 00 Tfvo On Ov m ►h m >w in oi • • • tw m w ... in oi m oi oi m *w vo O In. hh 01 Tt Ov m Tf mvo H m Tf Ov oi V© m in m o mo m 01 HH W h oi m Tf in vo i in i 5P P-i ‘35 H .5 in in J2 W £ m m m m wh m m fs, ►h m • iw N Ox W 00 HH 00 vo m o ►h in vO fv\0 -i oi m Tf mvo i in i *2 C in rt.S o C3 a . . u. O u< oo fewh.S o3 ^ 0 40 [437] (For interpretation of this table see pages 435, 438 and 439.) RELIGIOUS EDUCATION OF PROTESTANTS in connection with everything to the right of it, between the open spaces. The second column gives the six professional groups for each of the six general education classes and this column should be read in connection with everything to the right of it. Immediately below the title of the table is a column, run¬ ning entirely across the page, giving the four grades of teach- TABLE CXXXVIII — GENERAL EDUCATION, PROFESSIONAL TRAINING AND TEACHING EXPERIENCE OF i,374 INDIANA SUNDAY SCHOOL TEACHERS RATED ON A PERCENTAGE BASIS (For method of rating see pages 429-431.) Percental Totals Rural and Urban Communities Rating Total reporting. . . . i,374 Males 364 Females 1,010 100% . Percentage . 4-3 58 37 21 95 . 2 1 1 90 . . 33 45 20 25 85 . 1 0 1 80 . . 37 50 18 32 75 . . . 1.6 22 7 15 70 . . 3-9 53 15 38 65 . . i.9 26 11 15 60 . . 2.7 37 4 33 55 . . 6.4 88 12 76 50 . . 5-4 74 12 62 45 . 150 28 122 40 . . 5-7 78 18 60 35 . 142 40 102 30 . . 7-0 96 19 77 25 . . 174 239 63 176 20 . . 7-2 99 33 66 15 . . 4-5 61 11 50 10 . . 3-2 43 12 3i 5 . 10 3 7 Statistical Measures : Mode . Qi . 25% 27-3 Median Median Median . . 39-9 41.3 39-8 q3 . . . 57-2 (Table based on data from 1,374 of the 2,072 teachers included in this survey.) [438] CLASSIFICATION OF SUNDAY SCHOOL TEACHERS ing experience for both sexes with percentages designated for each grade. If the reader will now fix his eye on the column marked “Totals” near the top of the table, he will find, just to the right of the grand total, the number 978. This indicates that there are 978 teachers who are in grade a as to teaching experience. Each of these teachers is entitled to 15 per cent, on this item. Just below 978 is the number 58. This means that 58 teachers who are in grade a in teaching experience are also in group 1 SUNDAY SCHOOLS RJBLIC SCHOOLS 100% Below Standards Just Meeting Standards Above Standards Chart LXIII — Percentage of Indiana Public School Teachers “Above,” “Below” and “Just Meeting” the Minimum Stan¬ dards for Rural Public School Teachers Compared with the Percentages of Indiana Sunday School Teachers Surveyed “Above,” “Below,” and “Just Meeting” Equivalent Standards. as to professional training and in class A as to general educa¬ tion. Each of the 58 teachers would rate 100 per cent. In like manner the other columns should be interpreted. Classifying the 1,374 teachers on a percentage basis for purposes of more simple grouping, we get Table CXXXVIII, which reveals to us the startling fact that the largest single group of teachers are 25 per cent, efficient on the basis of our Classification Plan. The median for all groups is 39.9 per cent, for rural teachers, the median is 29.8 per cent, for males, and 30.3 per cent, for females ; for urban teachers the median is 45.3 per cent, for males, and 43.1 per cent, for females. One-fourth of all the teachers are below 27.3 per cent. ; one- [439] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXXXIX — THE PRESENT AGE (BY FIVE-YEAR AGE- GROUPS) AND GENERAL EDUCATION (BY TWO-YEAR AGE-GROUPS ABOVE ELEMENTARY SCHOOL) OF 1,867 INDIANA SUNDAY SCHOOL TEACHERS Total Years of in Each Per General Education Class Cent. 10-14 15-19 20-24 Male Teachers Totals. . . . 492 26.35 1 23 32 Class F Less than 8 years . • 49 9-95 1 3 0 a E 8.0- 9.99 ii . 146 29.67 0 4 9 ii D 10.0-11.99 ii . 88 17.89 0 5 3 ii C 12.0-13.99 ii • 75 15.24 0 8 10 ii B 14.0-15.99 ii . 3i 6.30 0 3 5 ii A 16.0-above ii . 103 20.93 0 0 5 Female Teachers Totals. . . • L375 73.65 9 158 178 Class F Less than 8 years . . IOI 7.35 3 I 9 ii E 8.0- 9.99 ii • 433 31.49 5 32 27 ii D 10.0-11.99 ii . 264 19.20 0 5i 18 ii C 1 2.0- 1 3.99 ii • 432 31.42 1 7 1 100 it B 14.0-15.99 a . 63 4.58 0 3 11 ii A 16.0-above a 82 5.96 0 0 13 Male and Female Teachers Totals. . . . 1,867 100.00 10 181 210 Class F Less than 8 years . . 150 8.03 4 4 9 ii E 8.0- 9.99 ii . 579 3101 5 36 36 H D 10.0-11.99 ii • 352 18.85 0 56 21 ii C 12.a-13.99 ii . 507 27.16 1 79 no ii B 14.0-15.99 ii . 94 5.03 0 6 16 ii A 16.0-above a . 185 9.91 0 0 18 [440] CLASSIFICATION OF SUNDAY SCHOOL TEACHERS TABLE CXXXIX — Continued Present Ages, in Years, of Sunday School Teachers 25-29 30-34 35-39 40-44 45-49 50-54 55~59 60-64 65-69 70-74 75-79 80-84 38 59 73 59 70 50 35 17 19 7 6 3 I 3 6 8 7 9 4 I 4 1 1 0 5 16 21 13 23 16 14 8 9 2 4 2 2 7 8 14 15 13 12 2 3 3 I 0 10 12 13 8 6 3 0 3 1 1 0 0 4 2 2 7 3 3 1 0 I 0 0 0 16 19 23 9 16 6 4 3 1 0 0 I 169 184 195 162 126 83 54 37 15 3 2 0 7 14 22 12 20 3 7 1 2 0 0 0 42 58 72 69 45 36 20 16 7 2 1 0 27 3i 47 27 25 15 13 5 4 1 0 0 63 59 35 40 21 18 11 11 1 0 0 0 10 11 8 5 6 5 1 2 I 0 0 0 19 11 11 9 9 6 2 2 0 0 0 0 207 243 268 221 196 1 33 89 54 34 10 8 3 8 1 7 28 20 27 12 11 2 6 I 1 0 48 74 93 82 68 52 34 24 16 4 5 2 29 38 55 4i 40 28 25 7 7 4 1 0 73 7 1 48 48 27 4i 11 14 2 I 1 0 14 13 10 12 9 8 2 2 2 0 0 0 35 20 34 18 25 12 6 5 I 0 0 I [441] RELIGIOUS EDUCATION OF PROTESTANTS fourth are above 57.2 per cent. There are as many below 39.9 per cent, as there are above that per cent. The typical Indiana Sunday school teacher, if our sampling is representa¬ tive, is a 40 per cent, teacher on the basis of general education, professional training and teaching experience. Male teachers in the city, grade higher than female city teachers. Female rural teachers grade slightly higher than the male rural teach¬ ers. City teachers grade higher than rural teachers. Chart LXII, on page 410, shows graphically the rating of 1,374 Indiana Sunday school teachers. Table CXLI shows that teachers rating low in general education are not con¬ fined to the older teachers, and suggests that the graduates of the Indiana high-schools and colleges are not being secured in sufficient numbers for the teaching service of the churches. V. Sunday School and Public School T eachers In order to be eligible to teach in the rural public schools of Indiana, a person must have graduated from an accredited high school, must possess a one-year teacher’s certificate, and must have received at least twelve weeks of instruction in an approved summer school or its equivalent. The professional training given in the twelve-weeks’ summer school comprises two of the three courses offered for a period of sixty days. All of the rural public school teachers in Indiana meet this standard ; 48 per cent, are above the minimum standard. An equivalent of this minimum standard for Sunday school teachers would require twelve years of schooling and 180 reci¬ tation periods in professional and Biblical subjects. Applying this standard to the 1,374 Indiana Sunday school teachers, we find but 2.04 per cent, who just meet the standard, 10. 11 per cent, who are above the minimum standard, and 87.84 per cent, who are below it. Chart LXIII, on page 439, shows graphi¬ cally the relative rating of Indiana rural public school teachers and both rural and urban Sunday school teachers. The churches of Indiana can not retain their leadership unless they find some way to improve the teaching efficiency in the church schools. [442] CLASSIFICATION OF SUNDAY SCHOOL TEACHERS VI. Summary The median Indiana Sunday school teacher has had eleven years of schooling. The median Indiana Sunday school teacher has had fewer than ten weeks of professional training. The median Indiana Sunday school teacher has had six and one-half years of teaching experience. Counting 50 per cent, for general education, 35 per cent, for professional training and 15 per cent, for teaching experi¬ ence, the typical Indiana Sunday school teacher would grade 39.9 per cent., and the largest single group of teachers would grade 25 per cent. Compared with the rural public school teachers of Indiana, it may be said that 87.7 per cent, of all of the Sunday school teachers of Indiana fall below the lowest standards which are accepted by the state for rural public school teachers in the state. It is well to recall, in connection with these startling state¬ ments, the superb spiritual preparation of the Indiana Sunday school teachers, and to express the conviction that, under wise leadership, they will “study diligently” that they may become workmen who can “rightly divide the word of God.” [443] Chapter XVI SUPERVISION OF TEACHING I. By General Superintendents THE SUPERINTENDENT AS ADMINISTRATOR AND SUPERVISOR The chief executive officer of the Sunday school is called superintendent. As superintendent, this officer has been charged with the duty of administering the regular program of the school, recruiting its teaching force, building up its attendance, holding workers’ conferences, directing its finances, etc. But all this is administrative, not supervisory. The task of the supervisor is to improve the quality of instruction and to increase the efficiency of administration. The supervisor works within the system which the executive is operating. He tests results, introduces new methods, guides teachers and officers in the development of new processes and in the acquisi¬ tion of skill in the performance of their several duties. It is quite possible for one person to act both as executive and as supervisor; but supervision and administration remain two distinct functions. This chapter will present the data secured in the survey of 255 Indiana churches on the subject of supervision. This part of the inquiry had for its objective the answer to these ques¬ tions: “To what extent is religious education actually super¬ vised in Indiana churches?” “By whom are the church schools supervised?” “What are the characteristic methods of super- vision? GENERAL QUALIFICATIONS OF SUPERINTENDENTS The Indiana Sunday school superintendents are voluntary workers selected because of their interest in church work in general and in the religious training of boys and girls in [444] SUPERVISION OF TEACHING particular. All of the 256 superintendents furnished some information regarding themselves and their work. Fifty-two failed to answer the question as to salary, but all the remainder replied that they served the Sunday school without financial remuneration. That the Sunday school superintendents are selected from the dependable lay workers of the local church is shown by the fact that the median for the length of church membership of 240 superintendents is 21.7 years, and the median for the length of time which these superintendents have been teachers in a Sunday school is 5 years. The median age of 249 superintendents is 41.2 years, which is approximately that of the male Sunday school teacher. One- fourth of them are under 34.7 years, and one-fourth are over 50.5 years. The typical Sunday school superintendent does not let the duties of the office seriously interfere with his regular business. The experience of the median Sunday school superin¬ tendent as a superintendent is 3.3 years, but the median length of time the 255 superintendents have held their present offices is somewhat shorter. One-fourth have held their pres¬ ent positions less than 1.1 year; one-fourth have been in their present position more than 5.4 years: but the middle point of service is 2.4 years. This virtually means that every two or three years new sets of executive and supervisory officers are placed in charge of the Sunday schools of Indiana. These superintendents come to their office with almost no training for, or experience in, educational supervision. Only 16 of the 255 report experience as public school supervisors; and only 50 have taught in public or private schools. Of the 50 teachers who had had public school experience, 43 had taught in the elementary grades, 14 in high schools or academies, 2 in normal schools and 7 in colleges or universities. One-fourth of the 237 superintendents reporting on the amount of their schooling have attended school less than 8.2 years; one-fourth have attended more than 13.5 years; the median for all of these superintendents is 8.8 years. There are as many who have had less than nine years of instruction as there are who have had more than that amount of schooling. [445] RELIGIOUS EDUCATION OF PROTESTANTS How many of these superintendents actually attempt to supervise the education work under their direction or to secure such supervision? Two hundred fifty-two superintendents fur¬ nished information on this subject. One hundred fifty-six said that no attempt whatever was made to supervise the work of their schools. The remaining ninety-six report supervision by one or more of the following persons : the superintendent of the Sunday school, 65; director of religious education, 6; departmental superintendents, 22 ; assistant superintendents, 3 ; supervisor of teaching, 3; pastor, 15. MOTIVES FOR ACCEPTING SUPERINTENDENCY The same motives which influence men and women to become Sunday school teachers influence them to assume the leadership of a school. The dominant motive in all cases is a desire to render service to the church in this way. The influences which led 255 Indiana superintendents into their present position, in the order of their relative ranking, are: Desire to render service to the church in this manner. . . 108 No one else available . 90 Outside pressure . 39 Interest in the moral and religious education of children 27 Enjoyment in supervising and improving teaching . 3 Love for administrative work . 3 While the position is literally forced upon a large number of superintendents, the motive which induces the majority of them to accept the work, even under pressure, is love of church, love of society or love of children. SUPPLY, PLACEMENT AND RETENTION OF TEACHERS The Supply of Teachers. One of the most im¬ portant tasks of an educational administrator is the supply and placement of teachers. Many Sunday school superin¬ tendents feel that their chief duty is to keep the teaching ranks recruited. Seventy-six superintendents report that they have [446] SUPERVISION OF TEACHING no difficulty in securing teachers ; 174 report this as one of their problems. When asked why people declined to become Sunday school teachers, the following were given as the chief reasons : (1) Indifference; (2) personal sense of inability; (3) lack of consecration; (4) unwillingness to take responsibility; (5) involves too much work; (6) unwillingness to leave adult class; (7) lack of education, and (8) lack of adequate training classes. It is interesting to note that not a single superin¬ tendent gave as a reason for his shortage of teachers “graded lessons too difficult.” Table CXL, however, indicates very clearly that it is harder to find teachers for a school using graded lessons than for one which uses ungraded lessons. TABLE CXL — GRADED OR UNGRADED LESSON SYSTEMS IN USE IN 249 INDIANA SUNDAY SCHOOLS AND THE DIFFICULTY OF OBTAINING SUNDAY SCHOOL TEACHERS Schools Using the Lesson Systems Indicated REPORTING REPORTING Gradation of “no difficulty” in FINDING SUNDAY SCHOOL TEACHERS “difficulty” IN FINDING SUNDAY SCHOOL TEACHERS Lesson Systems Total Number Number Per Cent. Number Per Cent. Graded . .... 48 8 16.7 40 83.3 Ungraded . . . . . 128 45 35-1 83 64.9 Both Graded and graded . Un- .... 73 22 30. 1 5i 69.9 (Table based on data from 249 of 256 schools surveyed.) The Placement of Teachers. One hundred ninety, out of two hundred fifty-two superintendents replying to the inquiry, say they do not make a serious effort to suit the ability of the teacher to the age and general character of the pupils in the classes. This single admission is one of the strongest possible evidences of the incapacity of the average Sunday school superintendent to direct an educational pro¬ gram. The Transfer of Teachers. On the question of the transfer of teachers, 230 superintendents reported : [447] RELIGIOUS EDUCATION OF PROTESTANTS 124 said that teachers had been transferred to other classes upon their recommendations; and 106 said that they had no authority to transfer teachers. This power is vested in various bodies in the schools of Indiana such as ( 1 ) the church business meeting; (2) the official governing church board; (3) the church committee on religious education; (4) the pastor; (5) the church school business meeting; (6) the church school cabinet; etc. The power to transfer teachers is vested in the superintendent in fewer than 50 per cent, of the cases. Unless the superintendent is given large power to control the place¬ ment of his teachers he should not be held responsible for the character of the educational work of the school. Fifty-seven superintendents report the transfer of one or more teachers during a twelve-month period for the following reasons : Seven transferred three teachers each for inability to teach pupils of a given age. Five transferred three teachers each, and one five teachers, for inability to discipline pupils of a given age. Three transferred two teachers each; thirty transferred three each; six transferred five each, and one transferred seven teachers “because there was greater need of their services in another class or office.” Dismissal of Teachers. The dismissal of teachers is very rare in the Indiana Sunday schools. Of the 247 officers reporting on this subject, 91.5 per cent, did not dismiss a single teacher during the preceding twelve month period. Eighteen superintendents (7.3 per cent.) dismissed one teacher each, two (0.8 per cent.) dismissed two teachers each; and one (0.4 per cent.) dismissed three teachers. One hundred thir¬ teen said they did not have the authority to dismiss teachers, this power being exercised by other persons or bodies in the church or church-school. There will surely be cases in all schools in which the teacher is maladjusted, incompetent and otherwise unfit to continue in charge of the class. Unless the supervising officer has the power to transfer or remove such teachers, great harm is sure to come to the pupils who ought, above all else, to be protected [448] SUPERVISION OF TEACHING from spiritual malpractise. Fear of injuring the feelings of adults may seriously injure the lives of children. The Resignation of Teachers. To what extent is the teaching body depleted each year because teachers resign or “give up" teaching? One hundred five, or 41.8 per cent., of 251 superintendents reporting on this subject, did not lose a single teacher during the year previous to their report by rea¬ son of resignation. The median loss per school during the year, for the entire 251 schools, was one teacher for each school. The following table will show the causes to which 146 superintendents attribute the loss of 353 teachers during one year: Reasons For Giving Up Teaching Number PerCent. Lack of harmony with administration . 11 3.1 Too much time required to prepare lessons . 17 4.8 Lacking interest in the work . 38 10.8 Inability to interest the class . 20 5.7 Inability to discipline the class . 5 1.4 Home duties . 47 13.3 Removal from community . no 31.2 Feeling of inability to teach . 14 4.0 Results do not justify effort . 3 0.8 Illness . 67 19.0 Marriage . 21 6.0 At least two-thirds of these 353 teachers gave up teaching for causes which were clearly justifiable. Many of the no teachers who “removed from the community” will doubtless “take up” teaching again in the communities to which they have gone. That the volunteer system of supplying teachers is attended by so little loss from resignations is probably due largely to two causes : (1) the religious motive which caused the teacher to enter the service, and (2) the lack of strictly enforced standards of efficiency in the schools. Substitute Teachers. The superintendent is respon¬ sible for furnishing substitute teachers in 185 out of 242 cases. In 31 cases this responsibility is left to the teachers; in 15 cases to the departmental superintendents, in 2 cases, to a special officer; and in 9 cases to other persons not desig¬ nated. The substitute teachers are not supplied with the [449] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXLI — THE GRADATION OF LESSON SYSTEMS IN USE IN 248 INDIANA SUNDAY SCHOOLS AND THE PERSON RESPONSIBLE FOR FURNISHING THE SUBSTITUTE TEACHER Number of Schools Number of Schools Which Report That Gradation Reporting the Person Responsible for Furnishing of Which Have the Substitute Teacher Is the — Lesson Lesson f - * - * Systems Systems Depart- as General mental Special Other Indicated Supt. Supt. Officer Teacher Person Graded . 49 34 7 1 H 3 Ungraded . 128 105 2 1 19 5 Both Graded and Ungraded . 71 47 13 0 29 5 (Table based on data from 248 of the 256 schools surveyed.) regular teachers’ outline, in 135 out of 233 cases. The substi¬ tute teacher is notified that he is expected to supply for the regular teacher at various times according to the plans reported by 239 superintendents. Ninety-six of these superintendents notify substitute teachers during the preceding week; 95 notify them early Sunday morning; 18 notify them Sunday morning after they arrive at the church; and 30 use a com¬ bination of these plans. As to the supply of substitute teach¬ ers 143 out of 249 superintendents say they have no definite TABLE CXLII — THE GRADATION OF LESSON SYSTEMS IN USE IN 231 INDIANA SUNDAY SCHOOLS AND WHETHER OR NOT THE SUBSTITUTE TEACHER IS PRO¬ VIDED WITH THE REGULAR TEACHER’S OUTLINE OF THE LESSON Gradation of Lesson Systems Total No. of Schools Reporting Which Have Lesson Systems of the Kind Indicated Graded . 44 Ungraded . 116 Both Graded and Un¬ graded . 71 Schools Reporting That the Substitute Teacher Is — not provided WITH THE REGULAR teacher’s outline of the lesson provided WITH THE REGULAR teacher’s OUTLINE OF THE LESSON Number Per Cent. Number Per Cent. 19 43-1 25 56.9 74 63.7 42 36.3 4i 57-7 30 42.3 (Table based on data from 231 of the 256 schools surveyed.) [450] SUPERVISION OF TEACHING plan but that they pick out substitute teachers from Sunday to Sunday as the need arises ; 47 appoint a substitute teacher for each class or grade ; 44 appoint two or three general substitute teachers and use them as they may be needed ; 1 1 use combi¬ nations of the foregoing plans. Table CXLI indicates that in schools using graded lessons there is a tendency to throw the responsibility of securing supply teachers on to the teachers themselves. The table shows TABLE CXLIII — THE GRADATION OF LESSON SYSTEMS IN USE IN 242 INDIANA SUNDAY SCHOOLS AND TIME WHEN THE SUBSTITUTE IS USUALLY IN- FORMED HE IS TO TEACH Both Graded Graded Ungraded and Ungraded Lessons Time No. of Lessons Lessons When Schools 47 Substitute 124 7i Teacher Is Number Using Number Using Number Using Informed Tune Indicated Time Indicated Time Indicated During the preceding week 23 On Sunday morning after 33 39 church school begins... 14 On Sunday morning (two or three hours before 65 15 class time) . 1 During the preceding week and on Sunday morning after church school be- 10 7 gins . 2 On Sunday morning after church school begins and on Sunday morning (two or three hours before 9 5 class time) . 0 During the preceding week and on Sunday morning (two or three hours be- 1 0 fore class time) . 2 During the preceding week, on Sunday morning after church school begins, and on Sunday morning (two or three hours before 2 3 class time) . 3 1 2 Other plan . 0 0 0 “No definite time” . 2 3 0 (Table based on data from 242 of the 256 schools surveyed.) [451] RELIGIOUS EDUCATION OF PROTESTANTS that 28.5 per cent, of the schools using graded lessons leave the selection of supply teachers to the regular teachers, while only 14.8 per cent, of the schools using ungraded lessons leave the selection of substitutes to the regular teachers. Table CXLII indicates clearly that the regular teachers in schools using graded lessons are more apt to provide the sub¬ stitute teachers with their lesson outlines than is the case in schools using ungraded lessons. The influence of graded les¬ sons on the problem of the substitute teacher is shown also by Table CXLIII. This table shows, for example, that in schools using graded lessons 48.9 per cent, of the substitute teachers are notified “during the previous week” ; while in schools using ungraded lessons only 26.6 per cent, are notified at that time. Public Recognition of Teachers. Three out of every four of the 247 superintendents reporting on the subject make no attempt to recognize publicly the services of teachers. Thirty-nine of them hold public installation serv¬ ices; thirteen introduce the newly elected teachers and officers to the school; four have the teachers’ names published in the local papers; two provide for a paragraph of recognition in the local church paper ; one sends the names of his teachers to the Western Christian Advocate ; one asks each teacher to take publicly a pledge of faithful service; one mentions the names of the teachers in his quarterly report; and one mentions the teachers by name in his public prayer on the day of their election. TRAINING OF TEACHERS WHILE IN SERVICE An attempt was made to find the quality and quantity of opportunity for improvement available for the teachers in the Sunday schools of Indiana. Chapter IV made it clear that the average teacher is unprepared to teach religion when he enters the teaching service. The following paragraphs will make it equally clear that the average church provides its teachers uhth no means of improving while they are in the teaching service. There are at least six types of agencies which are available as means of improving teachers while in service : [452] SUPERVISION OF TEACHING The Teacher-Training Class. Only twenty-eight teacher-training classes were found in the 256 churches surveyed. Eleven of these classes were held on Sunday morn¬ ing for the special benefit of prospective teachers. A little more than half of these classes meet weekly throughout the year; one-sixth meet weekly for one quarter of the year and about one-sixth, for half of the year. Teachers’ Meetings. Thirty-six schools reported teachers’ meetings. These meetings with one exception are held on week-day evenings. Fifteen hold weekly meetings; fifteen hold monthly meetings; four hold quarterly meetings; one meets semi-annually ; the rest meet from five to nine times a year at the call of the superintendent or pastor. The rank and file of the Sunday schools do not have regular teacher sf meetings. Demonstration of Model Lessons. Only one dem¬ onstration class was reported and it met monthly on Fri¬ day evenings at nine o’clock. Out of the 2,072 teachers who returned question schedules only forty-one said they had attended a model or demonstration lesson during the preceding twelve months. Regular and Helpful Supervision. Three super¬ intendents reported regular and helpful supervision for their teachers each Sunday morning. A Study of Classroom Methods. There was no such study reported. Visiting Other Teachers. This agency of growth and training was not reported by a single superintendent. Correspondence Study. Not a single superintendent reported the use of this method of training for teachers in service. METHODS OF CLASSROOM SUPERVISION It has already been pointed out that no attempt is made at supervision in 62 per cent, of the schools included in this survey. Of the 38 per cent, which receive some amount and quality of supervision, 67.7 per cent, is in charge of the regular superintendents; 22.9 per cent, is in charge of depart- [453] RELIGIOUS EDUCATION OF PROTESTANTS mental superintendents; 15.6 per cent, is in charge of the pas¬ tor; 6.3 per cent, is in the hands of directors of religious educa¬ tion; and the remaining 6.2 per cent, is divided equally between the assistant superintendents and the supervisors of teaching. TABLE CXLIV — THE METHODS USED BY 252 INDIANA SUNDAY SCHOOL SUPERVISORS OF TEACHERS AND OFFICERS IN THE SUPERVISION OF CLASS TEACHING Supervisors Who Report Using Method Indicated Method Used , - * - % Number Per Cent . Total number reporting supervision _ 96 100. (a) Visiting the class and offering suggestions for im¬ provement of the teaching, giving helps to the teacher in the method of questioning, how to as¬ sign the lesson, helps in the preparation of the lesson . 41 42.8 (b) Giving suggestions in the method of discipline.-... 45 46.9 (c) Checking the accuracy and value of the facts taught . 16 6.7 (d) Citing sources of supplementary material and helps . 25 26.0 (e) Giving general help in the teachers’ meeting in¬ stead of visiting the actual class room teaching.. 18 18.8 (f) Visiting the class and giving general helps in teachers’ meetings . 31 32.3 (g) Visiting the class without offering suggestions for the improvement of the teaching . 35 36.5 (h) Suggesting forms of religious activity (missions, social service, etc.) . 25 26.0 (156 schools report no supervision whatever, 3 schools omitted infor¬ mation; 96 of the 252 schools surveyed reported the methods indicated in this table.) As a further evidence of the fact that the classroom work of teachers in the Indiana Sunday schools is without super¬ vision, the following facts are presented : Two thousand seventy-two teachers were asked how many times their Sunday school classes had been visited by their pastors during the previous year. 1,092 did not reply to the question. Of the 980 who did reply, 696, or 70 per cent., said their pastor had not visited the class a single time ; 70 had had one visit each from their pastors; 50 had had 2 visits each [454] SUPERVISION OF TEACHING from their pastors. The typical teacher is never visited by the pastor during a class session. The frequency of the superintendents’ or supervisors’ visit to the classroom teacher is indicated by the fact that 537, or 62 per cent., of the 861 teachers who reported on this subject, said their classes had not been visited a single time during the previous year by the school superintendent or supervisor of teaching ; 54 said they had had one visit each from this officer ; 50 said they had been visited twice each, and 38 had received three visits each. Taken as a whole the median male teacher, of the 861 reporting, receives one visit each year from a school superintendent or supervisor and the typical female teacher is not visited at all by this officer. Table CXLIV will show the methods of supervision of teaching which are reported from 252 schools. The following paragraphs will show the amount of time spent by supervisors in actually observing the classroom work of Sunday school teachers, and the technique of supervision now in use. Ninety supervisors reported on the amount of time devoted to a classroom visit; 55 or 61. 1 per cent, remained less than five minutes; 26 or 28.9 per cent, remained from five to nine minutes, and 9 or 10 per cent, remained ten or more minutes. Ninety-one supervisors report the following methods of preparing for a visit to the class recitation : Method of Preparation No preparation . Studies the lesson or lessons to be supervised for the day . Studies teachers’ written plan of lesson . Prepares practical illustrations of the main points of the lesson . Prepares something new to aid teacher in weak points. . Holds preliminary conference with teacher . Number Per Cent. 40 44-0 41 45-1 0 0 6 6.6 1 7 18.7 7 77 While they are present at the recitation, the supervisors deport themselves as follows: Of 96 reporting, 10 (10.4 per cent.) teach part of the lesson; 69 (71.9 per cent.) remain quiet, making no comment whatever on the lesson; 16 (16.7 per cent.) commend the teachers’ methods during the visit; [455] RELIGIOUS EDUCATION OF PROTESTANTS 12 (12.5 per cent.) take notes on the lesson during the visit; and 3 (3.1 per cent.) offer adverse criticism regarding the teachers’ methods during the visit. What methods do the supervisors use in imparting advice to teachers whose classes they have visited ? Ninety-six super¬ visors reported on this subject, as follows: 7 (7.3 per cent.) give their advice orally in the presence of the class; 66 (68.8 per cent.) have private, personal conferences with the teachers; 42 (43.8 per cent.) make general reference to it in the teachers’ meetings; 6 (6.3 per cent.) make specific reference to the visits in the teachers’ meetings; 1 (1.0 per cent.) make a written report to the teacher, and 11 (9.4 per cent.) make no report to the teacher. The typical teacher whose class is visited by the school superintendent receives from that officer no suggestions for improvement of classroom teaching. This statement is based upon the replies of 730 classroom teachers, 550 of whom had received no suggestions whatever from their superintendents which were calculated to improve their teaching. Table CXLIV shows that the one subject that outranks all others in the supervisory program of the Sunday school superintendent is how to keep order. STANDARDS USED TO JUDGE SUCCESSFUL TEACHING The superintendents of 241 Sunday schools responded to the following requests : First: Pick out one of the most successful teachers in the church school and list, in the order of their importance, the four or five qualities most responsible for the success of this teacher. Second: In a second column rank, in the order of their importance, the five or six qualities most essential to the success of teachers in your schools. The first request secured the superintendent’s analysis of a successful teacher. The second, made in the light of this analysis, enabled him to rate these qualities in terms of his own standards of successful teaching. [456] SUPERVISION OF TEACHING The following table shows the names of the qualities, the number rating each quality first, by both methods of scoring, and the relative rank of each quality: Qualities of Qualities Regarded Best Sunday Essential to Success School Teacher of All Teachers Number Ranking Qualities Quality Order of First of Importance Ranking Intimate knowledge of the Bible 74 1 General scholarship (secular as well as religious) . 12 6 Thorough and regular prepa¬ ration of the church school lesson . 20 4 Making the lesson fit in with the child’s daily life and needs... 13 5 Richness of vital Christian ex¬ perience . 35 3 Ability to entertain pupils in class recitation . n 7 Skill in conducting the reci¬ tation (skill in questioning, setting definite aims for the recitation, assigning lessons, etc.) . 6 8 Consecration . 50 2 Ability to discipline . 2 9 Ability to get pupils to memorize 1 10 Attractive personality . 12 6 Ability to lead in worth-while activities for Sunday and week-days . 1 10 Ability to secure home prepara¬ tion . . o 11 Number Ranking Quality Order of First of Importance Ranking 63 2 8 6 18 4 7 7 42 3 3 8 5 67 1 3 9 8 1 10 9 5 1 10 o 11 By both methods of grading three items come to the rank¬ ing of either first, second or third importance. Taking into account the larger number of votes for the first quality named, the order would be as follows : Intimate knowledge of the Bible. Consecration. Richness of vital religious experience. Thorough and regular preparation of the church school lesson. [457] RELIGIOUS EDUCATION OF PROTESTANTS For fifth place “attractive personality” ties with the ability “to make the lesson fit the child’s daily life and needs.” For sixth place “attractive personality” ties with “general scholarship.” In this connection, it is helpful to recall the investigation made some years ago by Mr. F. L. Clapp, quoted by Professor W. C. Bagley in School Discipline , pp. 30-33. Mr. Clapp secured a rating of the important elements which entered into the personality of a successful public school teacher. One hundred experienced school superintendents and principals prepared a list of ten specific qualities; and then rated these qualities in the order of their importance in the success of certain successful teachers in their schools. The fol¬ lowing is the list in the order of their importance : Address Personal appearance Optimism Reserve Enthusiasm Fairness Sincerity Sympathy Vitality Scholarship. This list, to be sure, contains a somewhat different type of qualities; but it is worth while to note, for example, that “personal appearance” is first in the public school list and fifth or sixth on the church school list. “Scholarship” is tenth on the public school list, and sixth on the church school list. The state protects the public school superintendent from unin¬ formed teachers by examinations, etc., and the matter of scholarship may, therefore, not rank as a major item in the mind of a public school superintendent. Bible study, Consecration, Personal religious experience — these are the three concepts which loom large in the mind of the Sunday school Superintendent — the ability to teach, the technical skill which will enable a teacher to give to his pupils a knowledge of God’s Word, to foster a deep reli- [458] SUPERVISION OF TEACHING gious experience on the part of his pupils, and to develop the spirit of consecration in others — these rare, but essential qualities do not hold a high place in the judgment of the Indiana Sunday school superintendents. It is not a question of “either — or,” but rather a question of “these — and.” To con¬ secration, religious experience and Biblical knowledge, there should be added as essential requisites of the teachers of religion, a capacity to develop these qualities in their pupils. II. By Departmental Superintendents PRESENT STATUS OF DEPARTMENTAL SUPERVISION During the past decade great stress has been placed, by denominational and interdenominational leaders, upon depart¬ mental organization of the school in the local church. To what extent this effort has borne fruit in the schools of Indi¬ ana will be shown in another chapter. It is the purpose of this section to show merely the character of the present depart¬ mental supervision in the churches which were surveyed in Indiana, and to compare departmental and general super¬ vision. This study is based on the returns from 155 depart¬ mental superintendents in Indiana. QUALIFICATIONS OF DEPARTMENTAL SUPERINTENDENTS The median departmental superintendent is 40.8 years old. In maturity, these officers are approximately the same as the general superintendents. The general education of depart¬ mental superintendents is, however, materially above that of general superintendents. The median years of schooling of a departmental superintendent is 12.3 years; while that of the general superintendent has been shown to be 8.8 years. The mode or largest group of superintendents have had between eight and nine years of schooling and the largest group of departmental superintendents have had an educational training equivalent to that of a high school senior. Departmental superintendents, generally called principals, [459] RELIGIOUS EDUCATION OF PROTESTANTS are selected from the experienced Sunday school teachers. The median teaching experience of these officers is 8.5 years. Based upon 115 superintendents reporting, the median time spent each week, in addition to the Sunday school hour, by departmental superintendents, in the work of their office, is two hours and fifty-five minutes. Fifty-six of 143 depart¬ mental superintendents report a median teaching experience in the public schools of 2.6 years. Most of these had taught in elementary schools. Sixteen out of 125 report experience as public school supervisors. Of 128 superintendents reporting on the subject, none received salary for his services in the church school. AUTHORITY VESTED IN DEPARTMENTAL SUPERINTENDENTS Sixty-three per cent, of the 142 departmental superin¬ tendents reporting, say they have full authority for the assign¬ ment and promotion of pupils; 20.4 per cent, have the right to recommend, and 9.9 per cent, to approve, such assignment or promotion ; 6.3 per cent, report no authority whatever in these matters. Sixty-eight out of 114 departmental superintendents have authority to transfer pupils for misconduct; 46 do not have such authority. In 90 out of 129 cases, teachers are required to refer all cases of discipline to the departmental superintendents. In 105 out of 136 cases the departmental superintendents have the authority to select the supplementary material of instruction for their departments. In 41.5 per cent, of the 118 cases, the departmental superintendents have authority to transfer teachers within their departments. Forty-eight per cent, of 98 departmental superintendents have the authority to dismiss teachers. The extent to which departmental superintendents exercise their authority over pupils and teachers is, in some measure, set forth in the following facts : 99 per cent, of 101 depart¬ mental superintendents report no pupils suspended or trans¬ ferred during an entire year; 92.3 per cent, of 65 departmental superintendents report no truancy in their departments during the preceding year; 93.3 per cent, of 105 departmental super- [460] SUPERVISION OF TEACHING TABLE CXLV — THE AVERAGE AMOUNT OF TIME SPENT IN EACH CLASS BY 183 INDIANA GENERAL AND DEPART¬ MENTAL SUNDAY SCHOOL SUPERINTENDENTS Superintendents Spending Time Indicated SUNDAY SCHOOL DEPARTMENTAL SUPERIN- SUPERIN- TENDENTS TENDENTS Amount of Time Spent No. Per Cent. No. Per Cent. Total reporting. . . . 90 100. 93 100. None . Less than 5 minutes . Five to 9 minutes . Ten minutes or more . 0 55 26 9 0.0 61. 1 28.9 10. 0 15 39 33 6 16. 1 41.9 35-5 6.5 (156 of 256 schools report no supervision whatever. This table is based on data from 90 general superintendents and 93 departmental super¬ intendents from 100 schools.) TABLE CXLVI — THE METHOD OF PREPARATION FOR A VISIT TO THE CLASS RECITATION BY 184 INDIANA SUNDAY SCHOOL OFFICALS Both Sunday Superintendents School and Using Method Indicated Method of Preparation Depart¬ mental Superin¬ tendents Per No. Cent. SUNDAY SCHOOL SUPERIN¬ TENDENTS Per No. Cent. DEPART¬ MENTAL SUPERIN¬ TENDENTS Per No. Cent. Number reporting. . . . 184 100. 9i 100. 93 100. (a) No preparation . 67 36.4 40 44.0 27 29.0 (b) Studies the lesson or les¬ sons to be supervised for the day . 80 43-5 4i 45-1 39 41.9 (c) Studies teacher’s written plan of lesson . 2 1. 1 0 0.0 2 74 (d) Have practical illustrations of the main points of the lesson . 29 15.8 6 6.6 23 247 (e) Have something new to aid teacher in weak points.... 4i 22.3 17 18.7 24 25.8 (f) Preliminary conference with teacher . 27 147 7 7-7 20 21.5 (156 out of 256 schools report no supervision; 91 general superin¬ tendents and 93 departmental superintendents in 100 schools report as indicated in this table.) [461] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CXLVII — THE METHODS USED BY 232 INDIANA SUN¬ DAY SCHOOL OFFICIALS IN THE SUPERVISION OF CLASS TEACHING Superintendents Who Report That They Use the Method Indicated SUNDAY SCHOOL SUPERIN¬ TENDENTS Method Used No. Per Cent. Total reporting.... 96 100. (a) Visiting the class and offering sug¬ gestions for improvement of the teaching (giving helps to the teacher in the method of questioning, how to assign the lesson, helps in the preparation of the lesson) . 41 42.8 (b) Giving suggestions in the method of discipline . 45 46.9 (c) Checking the accuracy and value of the facts taught . 16 6.7 (d) Citing sources of supplementary material and helps . 25 26.0 (e) Giving general help in the teachers’ meeting instead of visiting the actual class room teaching . 18 18.8 (f) Visiting the class and giving general helps in teachers’ meeting . 31 32.3 (g) Visiting the class without offering suggestions for the improvement of the teaching . 35 36.5 (h) Suggesting forms of religious activ¬ ity (missions, social service, etc.)... 25 26.0 DEPARTMENTAL SUPERIN¬ TENDENTS No. PerCent. 1 36 32 52 19 45 26 37 34 28 100. 235 38.2 14.0 33-1 19. 1 27.2 25.0 20.6 (156 out of 256 schools report no supervision, whatever; 96 general superintendents and 136 departmental superintendents in 100 schools report as indicated in this table.) intendents report no teachers dismissed during the preceding year. THE DEPARTMENTAL SUPERINTENDENT AS SUPERVISOR The foregoing statements show clearly that the depart¬ mental superintendent is in fact an assistant superintendent who does within certain age-groups the same sort of work which the general superintendent does in schools which are not departmentally organized. This officer then is (a) adminis¬ trator, (b) teacher and (c) supervisor. One hundred fifty- [462] SUPERVISION OF TEACHING TABLE CXLVIII — THE THINGS THAT 227 INDIANA SUNDAY SCHOOL OFFICIALS DO WHILE VISITING A CLASS RECITATION Superintendents Who, During a Visit to the Sunday School Class, Do the Things Indicated SUNDAY SCHOOL DEPARTMENTAL superin- SUPERIN- tendents TENDENTS Things Done by Superintendents No. Per Cent. No. Per Cent. Total reporting. . . . 96 100. 131 100. (a) Teaches part of the lesson . (b) Remains quiet, making no comment 10 10.4 II 8.4 whatever on the teaching . (c) Commends teacher’s methods during 69 71.9 58 44-3 the visit . 16 16.7 26 19.8 (d) Takes notes on the lesson during the visit . 12 12.5 18 137 (e) Criticizes teacher’s methods during the visit . 3 3.i I 0.8 (156 out of 256 schools have reported no supervision of class teach¬ ing; 96 general superintendents and 131 departmental superintendents in 100 schools report as indicated in this table.) TABLE CXLIX — THE METHODS USED BY 236 INDIANA SUN¬ DAY SCHOOL OFFICIALS TO IMPART ADVICE TO TEACHERS AFTER VISITING THE RECITATION Superintendents Who Imparted Method of Imparting Advice Total reporting.... (a) Orally in the presence of class . (b) Personal talk (private conference) with the teacher . (c) General reference in teachers’ meet¬ ing . (d) Specific reference to the visit in teachers’ meeting . (e) Written report to teacher . (f) No report made to teacher . Advice as Indicated SUNDAY SCHOOL DEPARTMENTAL SUPERIN¬ SUPERIN¬ TENDENTS TENDENTS No. Per Cent. No. Per Cent. 96 100. 140 100. 7 7-3 5 3-6 66 68.8 75 53-5 42 43-8 39 27.9 6 6.3 11 7-9 1 1.0 2 1.4 11 9.4 9 6.4 (156 out of 256 schools report no supervision; 96 general superin¬ tendents and 140 departmental superintendents in 100 schools report as indicated in this table.) [463] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CL — THE MOTIVES WHICH INFLUENCED 327 INDIANA SUNDAY SCHOOL OFFICIALS TO UNDER¬ TAKE THE WORK OF SUPERINTENDENT Number of Superintendents Assigning the Various Ranks to the Motives Listed Motives Total 222 SUNDAY SCHOOL SUPERINTENDENTS Order of Choice 2 3 4 5 Total 105 DEPARTMENTAL SUPERINTENDENTS Order of Choice 12345 (1) Desire to render service to the church in this manner 175 (2) The enjoy¬ ment in super¬ vising and im¬ proving teach- 108 43 21 2 1 0 94 72 15 o ing . 66 3 1 7 30 10 3 3 66 10 36 17 2 1 (3) Interest in moral and re¬ ligious educa¬ tion of children 136 27 68 32 8 1 0 0 0 0 0 0 0 (4) Love for administrative or managerial work . 43 3 5 11 16 5 3 50 I 18 21 8 2 (5) No one else available . 93 40 26 9 5 10 3 42 16 9 8 8 1 (6) Outside pressure . 79 39 10 15 2 4 9 34 7 12 1 3 11 (Table based on data from 222 out of 256 general superintendents and 105 out of 187 departmental superintendents.) five departmental superintendents were asked what other duties they performed in the school besides the work of a depart¬ mental superintendent. Here are their replies : 36 teach a Sunday school class regularly. 75 substitute when regular teachers are absent. 97 substitute only as a last resort when no other substitute can be obtained. 75 prepare the lesson regularly beforehand as if they were regular teachers. [464] SUPERVISION OF TEACHING The median portion of each Sunday’s session spent in administration by 12 1 superintendents is 50.3 per cent.; the median portion of each Sunday’s session spent in supervision by 132 superintendents is 44 per cent. The fact that only 47 out of 155 departmental superin¬ tendents gave information regarding departmental agencies for improving the teacher while in service, may fairly be interpreted as indicating that there was little activity in this direction to report. Eleven of the 47 conducted departmental teacher-training classes; 38 had departmental teachers’ meet¬ ings; 3 had monthly demonstration lessons; and one reported regular and helpful supervision every Sunday. COMPARISON OF METHODS OF SUPERVISION OF GENERAL AND DEPARTMENTAL SUPERINTENDENTS Table CXLV shows that departmental superintendents do not spend more time with the classroom teacher than the gen¬ eral superintendents do. Tables CXLVI and CXLVII show that departmental super¬ intendents are more specific, more direct in their methods of supervision than are the general superintendents. Table CXLVIII compares the things the two types of supervisors do while visiting the work of the class teacher. In this comparison the general superintendent compares very favorably with the departmental superintendent. Table CXLIX shows no pronounced advantage for either supervisor in the methods used in imparting advice to teachers after the class visit. In Table CXLVI it was noted that the departmental superintendent prepared for specific, personal helpfulness to the teacher; in this table it is evident that the “follow-up” of the visit is not so largely of the personal type as is that of the general superintendent. In comparing the motives which prompted the two types of supervisors to engage in administrative and supervisory work of this kind, Table CL furnishes some unexpected data. The absence of any mention of “interest in moral and religious education of children” as a motive for departmental super- [465] RELIGIOUS EDUCATION OF PROTESTANTS intendents is hard to explain. The dominant motive in each case is “desire to serve the church.” The second and third choices of the departmental superintendents show a very de¬ cided interest in supervisory and managerial activity on the part of this group. An almost equal proportion of each group took their positions under some kind of pressure. Willingness to take a responsibility because there is no one else available will usually have back of it a love of the church, a love for children or a profound conviction that society needs the service. I'll. Summary The general superintendent of an Indiana Sunday school is a mature man 41.2 years old, with no training for or experi¬ ence in educational supervision. He accepted his office from worthy motives and gives, from his regular business, a few hours each week to the administrative side of his office. The pastor does not supervise the teaching in the church school. The general superintendent does not supervise the teaching in the church school. The general superintendent provides no means by which his teachers may grow in knowledge and teaching skill while they are in the teaching service. Teacher-training classes and teachers’ meetings are not successfully conducted in more than a small fraction of Indiana churches. The supervisory work of departmental superintendents does not differ materially from that of the general superin¬ tendent. The only marked difference between the two super¬ visors is in the higher general intelligence of the departmental superintendents. Both are equally without training for super¬ visory work. Both are mature', consecrated church workers who are impelled to the service because of high and holy motives. [466] PART SIX: THE SUPERVISION AND PROMOTION OF RELIGIOUS EDUCATION BY WALTER S. ATHEARN AND WILLIAM E. CHALMERS OUTLINE CHAPTER XVII: THE INDIANA SUNDAY SCHOOL ASSOCIA¬ TION— ITS ORGANIZATION AND ITS ADMINISTRATIVE AND SUPERVISORY OFFICERS I. Organization (a) Organization of State Sunday School Association (b) Organization of County Sunday School Associations (c) Organization of Township and District Sunday School Asso- tions (d) General Discussion of Organization Scheme II. Administrative and Supervisory Officers (a) State Officers (b) County Officers 1. County Young People’s Division Superintendents a. Number and Length of Service b. Sex, Age, Marital State, Race, Nativity, Salary and Occupation c. Social and Educational Background d. Education, Professional Training and Teaching Experi¬ ence e. Supervisory Activities 2. County Children’s Division Superintendents a. Number and Length of Service b. Sex, Age, Marital State, Race, Nativity, Salary and Occupation c. Social and Educational Background d. Education, Professional Training and Teaching Experi¬ ence e. Supervisory Activities [467] (c) Township and District Officers 1. Township Young People’s Division Superintendents a. Number and Term of Service b. Sex, Age, Marital State, Race, Nativity, Salary and Occupation c. Social and Educational Background d. Education, Professional Training and Teaching Experi¬ ence e. Supervisory Activities 2. Township and District Children’s Division Superintendents a. Number and Term of Service b. Sex, Age, Marital State, Race, Nativity, Salary and Occupation c. Social and Educational Background d. Education, Professional Training and Teaching Experi¬ ence e. Supervisory Activities III. An Evaluation of the Supervisory System of the International Sunday School Association in Indiana CHAPTER XVIII: THE INDIANA SUNDAY SCHOOL ASSO¬ CIATION-ORGANS AND AGENCIES OF SUPERVISION AND PROMOTION I. Organs of Educational Promotion (a) Sunday School Conventions 1. The Indiana State Sunday School Convention 2. County Sunday School Conventions 3. Township Sunday School Conventions (b) Efficiency Institutes (c) County Councils (d) Divisional Institutes II. Agencies of Supervision (a) Standards 1. The International County Organization Standard 2. The International Township Organization Standard 3. The International Local Church School Organization Standard 4. The International County Children’s Division Organiza¬ tion Standard 5. The International Township or District Children’s Divi¬ sion Organization Standard 6. The International State Sunday School Association Or¬ ganization Standards (b) The Awakener (c) Visits from Members of the State Staff (d) Prizes, Awards and Certificates (e) Reports III. Educational Promotion Program CHAPTER XIX: THE INDIANA SUNDAY SCHOOL ASSOCIA¬ TION-BUDGETS AND STATISTICS I. State Budgets II. County Budgets III. A Study of Indiana Sunday School Statistics (a) The Reports of State, County and Township Secretaries (b) The United States Censors of Religious Bodies for 1916 t468] CHAPTER XX: THE INTERNATIONAL SUNDAY SCHOOL ASSOCIATION— AN EVALUATION I. Elements of Strength (a) Democracy of Control (b) Interdenominational Cooperation (c) Growth Through Participation (d) Executive and Supervisory Systems II. Elements of Weakness (a) Dependence on Voluntary Leadership (b) Inadequate Man-Power (c) Finance III. An Indiana System of Protestant Christian Education CHAPTER XXI: BIBLE STUDY FOR CREDIT IN THE INDIANA HIGH SCHOOLS I. History II. Essential Features III. The Examination IV. Cooperating High Schools V. Record of Students Writing Examinations VI. Analysis and Evaluation CHAPTER XXII: DENOMINATIONAL PROMOTION AND SUPERVISION OF RELIGIOUS EDUCATION IN INDIANA I. Sources of Information II. General Organization III. Service IV. Finances V. State Organization VI. Programs VII. Results VIII. Training IX. Division of Effort X. Conclusions [469] PART SIX: THE SUPERVISION AND PROMOTION OF RELIGIOUS EDUCATION Chapter XVII THE INDIANA SUNDAY SCHOOL ASSOCIA¬ TION— ITS ORGANIZATION AND ITS ADMINISTRATIVE AND SUPER¬ VISORY OFFICERS I. Organization The Indiana Sunday School Association and its affiliated county, township and district associations are voluntary asso¬ ciations of individuals for the promotion of Sunday schools. The organization of Sunday schools dates back as far as 1818. By 1832 or 33, the first county Sunday school association was organized in Daviess County. At about the same time there was organized a State Sunday School Union which continued for a few years. In 1857, a second State Sunday School Association was organized at Indianapolis, at which time statistical reports were received from 223 Sunday schools in various parts of Indiana. The third State Sunday School Association, now known as the Indiana Sunday School Asso¬ ciation, was organized at Indianapolis, May 30, 31, and June 1, 1865, in a State convention assembled upon public notice. This state association has been in continuous exist¬ ence since that date. It has held fifty-seven consecutive annual state Sunday school conventions. The present organization of the state, county, township and district associations is given in this section. [471] RELIGIOUS EDUCATION OF PROTESTANTS ORGANIZATION OF STATE SUNDAY SCHOOL ASSOCIATION The final authority for the State Association is the Annual Sunday School Convention. This convention is a delegate body from the affiliated Sunday school associations and from the individual Sunday schools of the state. It elects annually four convention officers ; namely, president, vice-president, secretary and treasurer. It also elects twelve members of the State Board of Directors (four each year for terms of three years) who, with the four convention officers, constitute a central committee of sixteen members. The terms of office of one-half of the central committee expire each year. This central committee, known officially as the Board of Directors, holds four stated meetings each year. The members receive their traveling expenses but no salary or per diem allowance for their services. They review past programs and approve plans for future work. The Board of Directors select from their number an ad interim body known as the Executive Committee. This com¬ mittee consists of seven members; it meets quarterly and on call of its chairman. In addition to the Board of Directors of sixteen members, and the Executive Committee of seven members, there is a Business Committee of five members, including the President of the Convention and the General Secretary of the Associa¬ tion as ex-officio members. The Business Committee is ap¬ pointed by the Board of Directors, but it reports to the Executive Committee. This committee is in reality an office committee which advises the General Secretary regarding the details of office administration. The personnel of the state committees has included repre¬ sentative business and professional men of the state without regard to denominational affiliation. ORGANIZATION OF COUNTY SUNDAY SCHOOL ASSOCIATIONS Of the ninety-two counties in Indiana, eighty-five had county organizations of some kind in 1920. Seventy of these [472] THE INDIANA SUNDAY SCHOOL ASSOCIATION organized counties have been carefully studied for purposes of this report; the remainder are relatively inactive. The county organizations consist of an annual county convention which is the basic organization for county interdenominational TABLE CLI — THE NUMBER OF MEMBERS ON THE EXECU¬ TIVE COMMITTEES OF 61 INDIANA COUNTY SUNDAY SCHOOL ASSOCIATIONS Number of Members Officers Reporting on Executive Committees the Number Indicated 5 . 5 6 . i 7 . 3 8 . 1 7 9 . io 10 . 6 11 . 2 12 . I 13 . o 14 . 3 15 . 2 16 . i 1 7 . 2 18 . i 19 . i 20 . 2 21 . I 22 . O 23 . I Statistical Measures : Total number of members on 6i executive committees.... 620 Average number of members on executive committee . 10 Mode. . Median Qx . Q3 . 8 members 9 8 *4 K II ii (Table based on data from 61 of 70 counties reporting.) Sunday school work. This convention elects convention offi¬ cers and an Executive Committee. The Executive Committee, recommended at present by the International Sunday School Association, consists of the con¬ vention officers and four divisional superintendents. There is [473] RELIGIOUS EDUCATION OF PROTESTANTS evidence of an adjustment to this standard in Indiana. Of sixty-one counties reporting on this question, seventeen had eight executive committeemen ; ten had nine, and the remainder varied from two to twenty-three members. The total mem¬ bership of sixty-one executive committees was 620. (See Table CLI.) TABLE CLI I — THE NUMBER OF MEETINGS HELD BY THE COUNTY SUNDAY SCHOOL EXECUTIVE COMMIT¬ TEES IN 59 COUNTY SUNDAY SCHOOL ASSOCIATIONS Number of County Officers Number of Meetings Held Reporting the Number of During the Year Meetings Indicated 0 . 1 1 . 6 2 . 15 3 . n 4 . 9 5 . 2 6 . 4 7 . 1 8 . 5 9 . 0 10 . 1 11 . 1 12 . 2 • •••••••• 25 . 1 Statistical Measures : Mode . 2 meetings a year Median — Number of meetings held . 3.7 Total number of meetings held by 69 counties 256 (Table based on data from 59 of 70 counties reporting.) The Executive Committee is charged with the following duties: (1) holding county conventions; (2) formulating educational policies; (3) transacting business between conven¬ tions, and (4) employing the educational staff of the county. When the committee consists of the convention officers and four voluntary or salaried divisional superintendents, the duty of the committee also includes the general supervision of the Sunday schools of the county. Sixty-nine executive commit- [474] THE INDIANA SUNDAY SCHOOL ASSOCIATION tees reported 256 meetings held during the year. One commit¬ tee did not meet; six held one meeting; fifteen held two; eleven, three, nine, four ; two, five ; four, six ; one, seven ; five, eight; one, ten; one, eleven; two, twelve, and one, twenty-five meetings. (See Table CLIV.) Sixty-four executive committees report the following dis¬ tribution of standing committees: Committees Counties Reporting Number Counties Having Committees Indicated Executive . . 64 56 Convention program . . 64 43 Finance . . 64 34 Education . . 64 4i Teacher-training . Children’s Division . . . 64 38 . 64 55 Young People’s Division . . 64 53 Adult Division . . 64 54 Administration Division . . 64 13 Others . . 64 19 There is a total of 406 standing committees in the 64 counties. Five counties have all nine of the standing commit¬ tees named. The distribution of standing committees in the 64 counties is as follows : One committee, 3 ; two committees, 2 ; three committees, 4; four committees, 2; five committees, 14; six committees, 5; seven committees, 6; eight committees, 16; nine committees, 11 ; ten committees, 1. ORGANIZATION OF TOWNSHIP AND DISTRICT SUNDAY SCHOOL ASSOCIATIONS The county convention, a voluntary association of Sunday school workers, is the final authority in township interdenomi¬ national Sunday school work. This convention elects its own officers. The approved township organization plan provides for convention officers and an executive committee consisting of the convention officers and four divisional superintendents. These divisional superintendents are voluntary supervisors of the children’s, young people’s, adult and administrative divi¬ sions. [475] RELIGIOUS EDUCATION OF PROTESTANTS There are 1,017 townships in Indiana. In some cases two or more townships are organized into a “district” for local Sunday school purposes. Sixty-eight counties reported 757 townships or districts. Of this number, 570, or 74.2 per cent., were organized for Sunday school activities. The following table shows the distribution of townships according to the number in the county and the number organized for Sunday school work (Table CLIII) : TABLE CLIII — DISTRIBUTIONS OF TOWNSHIPS ACCORDING TO THE NUMBER OF TOWNSHIPS IN THE COUNTIES AND THE NUMBER OF TOWNSHIPS ORGAN¬ IZED FOR SUNDAY SCHOOL WORK Number of Town¬ Number of Counties with Number of T ownships Total Number of Town¬ ships in Counties Number of These T ownships Number of Per Cent. ships or Indi¬ Indi¬ Organised T ownships of Districts in a cated on cated on for S. S. Not Whole County the Left the Left Activities Organised Organised 4 2 8 0 8 0 5 3 15 10 5 66 6 3 18 10 8 56 7 2 14 13 1 93 8 I 8 8 0 100 9 9 81 81 0 100 10 10 100 79 21 79 11 8 88 65 23 74 12 6 72 56 16 78 13 10 130 90 40 69 14 6 84 52 32 62 15 2 30 21 9 70 16 1 16 16 0 100 1 7 1 17 15 2 88 18 1 18 1 1 7 61 19 2 38 23 15 60 20 1 20 20 0 100 (One county reported eight organized townships but did not report the number of townships in the county.) Sixty-one counties reported 3,720 township or district officers. The distribution of officers ranges from eight in a county of nine townships to 180 in a county of 20 townships or districts. Four hundred eighty-three out of the 578 organ¬ ized townships made reports to the county secretary in 1920. [476] THE INDIANA SUNDAY SCHOOL ASSOCIATION GENERAL DISCUSSION OF ORGANIZATION SCHEME The accompanying diagram (Chart LXIV) will show the executive organization of the Indiana Sunday School Asso¬ ciation. The Executive Committee of the International Sun¬ day School Association, with its Board of Trustees and its General Secretary, constitutes the International overhead. The Indiana Sunday School Association consists of the Indi¬ ana Sunday School Convention, a Board of Directors, an Executive Committee, a Business Committee and a General Secretary. The personnel of the state overhead consists of sixteen volunteer officials and one full-time employed secre¬ tary. The county organization consists of the county conven¬ tion and an executive committee. The township organization consists of a township or district convention and an executive committee. This executive machinery, which is to carry an educational program, comprises the following officers if all units are organ¬ ized with a minimum quota. State Executive Committee . 16 members 92 Township or district executives . 646 “ 1,000 Township or district executive committee¬ men (Estimated) . 7,000 “ Total . 7,662 “ In practical operation, the number of officers, as the state is now organized, would greatly exceed this number. For the direction of these 1,092 organizations with nearly eight thousand officials, the state employs one general secre¬ tary, with no field assistants, for organization purposes. The fact that about 75 per cent, of the counties have each an active organization, and that 74.2 per cent, of the townships in the organized counties have active organizations, is a tribute to the simplicity of the organization and the devotion of the voluntary leadership which has been enlisted in this service. About 56 per cent, of the state of Indiana is organized under voluntary leadership for cooperative Sunday school work, after [477] RELIGIOUS EDUCATION OF PROTESTANTS EXECUTIVE COMMITTEE PRES., SEC., TREAS., 4 SUPERVISORS The School in the Local Church Chart LXIV — Executive Organization of the Indiana Sunday School Association. [478] THE INDIANA SUNDAY SCHOOL ASSOCIATION fifty-seven years of State Sunday School Association history. There is a revelation of both the strength and the weakness of the system in the fact that sixty-one counties reported 620 county officers and 3,720 township officers when, in addition to the State Secretary, but one full-time and two part-time county secretaries are employed in the entire state. It reveals the sacrificial devotion of volunteer officers; it reveals also the great need of full time, trained executive secretaries for all counties, and a staff of organization specialists in the state office. II. Administrative and Supervisory Officers STATE OFFICERS The administrative officers of the Indiana Sunday School Association consist of a General Secretary , a staff of educa¬ tional supervisors and a central office force. The General Secretary is charged with the oversight and direction of the program of the association. This office has been filled during the entire history of the association by men who have ranked among the recognized leaders in State Sunday school work. The terms of office of five general secretaries span a period of twenty-eight years, as follows : — C. D. Meigs, 1893 to 1900; John Carman, 1900 to 1902; E. W. Halpenny, 1902 to 1909; George N. Burnie, 1909 to 1919; E. T. Albert¬ son, 1919 to the present time. This record of continuity of service, added to the fact that during the past twenty-five years but three men have served the association as president, indi¬ cates a long term of uninterrupted service which should have favorably influenced the religious education work of the state. The present General Secretary, Mr. E. T. Albertson, has come up from the ranks through a series of well deserved promotions. He served the Indiana Sunday School Associa¬ tion as Young People’s and Teacher-Training Secretary for two and one-half years; for five years he served as General Secretary of the Colorado Sunday School Association. From Colorado, he was recalled to the general secretaryship of [479] RELIGIOUS EDUCATION OF PROTESTANTS Indiana. The work of Mr. Albertson and his staff consists of the following groups of duties : — (1) General promotion of a program of religious educa¬ tion throughout the state. (2) Establishing and maintaining county, city and town¬ ship affiliated Sunday school associations as track¬ age over which the educational program may be carried. (3) Promotion of educational ideals through affiliated Sunday school associations. The General Secretary and all of his staff must be concerned at all times with both trackage and cargo. It is self-evident that a large part of the time and energy of the state staff must be given to the maintenance of the thousands of affiliated organizations, most of which are in charge of untrained, voluntary officers. The rapid turn-over in the officiary of the county associations alone presents admin¬ istrative problems which deserve the entire time of a much larger staff than the Indiana Sunday School Association has every employed, to say nothing of the educational demands on the state staff. The present staff of the general secretary consists of four divisional secretaries; namely, Children’s Division Superin¬ tendent, Young People’s Division Superintendent, Adult Divi¬ sion Superintendent and Administration Division Superintend¬ ent. These four superintendents undertake to promote the work of the four divisions of the Sunday school through the use of supervisory machinery which they establish in county and township Sunday school associations, and through general promotion agencies. The Children’s and Young People’s Divi¬ sion Superintendents are full-time salaried employees of the State Sunday School Association. The other two superintend¬ ents are volunteer workers who give to the work of their divi¬ sions what time they can spare from busy business and pro¬ fessional lives. The Children’s Division has had a salaried superintendent for fifteen years. Mrs. Maud Junkin Baldwin and Miss Hazel Lewis, who have attained national leadership in this field, laid [480] THE INDIANA SUNDAY SCHOOL ASSOCIATION the foundations of the children’s division work in Indiana. The terms of office of children’s division superintendents have been as follows: Mrs. Maud Junkin Baldwin, 1906 to 1909; Miss Hazel Lewis, 1910 to 1912; Miss Emma Lemon, 1913 to 1920; Miss Nellie C. Young, since the spring of 1921. Miss Young is a college graduate and an experienced public school teacher. Her professional training for children’s divi¬ sion work was received at the summer institutes at Bethany Park, Indiana, and at Lake Geneva, Wisconsin. The Young People’s Division is of more recent origin than the Children’s Division. It has been supervised by volun¬ tary directors for most of its existence; for several years it was joined with missionary education or teacher-training. This voluntary leadership has helped to train some of the influential Sunday school leaders of the state, among them being E. T. Albertson, now General Secretary, and Theodore Mayer, now secretary of the Board of Sunday School of the Evangelical Synod of North America. During recent years, this division has been under the charge of a full-time, salaried superintendent. The present superintendent, Rev. Wayne G. Miller, has had three years’ college training, and successful pastorial and Young Men’s Christian Association experience. His special training for young people’s work was secured in the International Training School at Lake Geneva, Wisconsin. Previous to the present form of organization, with its four divisions, there were various departments with more or less influence, such as : home department, missionary education department, temperance department, teacher-training depart¬ ment, and publicity department. The report of the superin¬ tendent of the publicity department for the year ending in June, 1915, shows the tendency of state departments to repro¬ duce themselves through the affiliated county and township organizations. The report says : “Another purpose sought is the organization of a department of publicity in each county association which would establish in at least one newspaper in the county seat, a column or department for Sunday school news. A county superintendent of publicity should be named.” ( Program of Fifty-first Annual Sunday School Association , p, 20.) RELIGIOUS EDUCATION OF PROTESTANTS The divisional organizations are carried down through the counties and townships and each divisional superintendent is responsible for the creation and maintenance of this divi¬ sional machinery as well as for the promotion of a divisional program. The demands of this machinery on the general secretary and the division superintendents is well illustrated by the following extract from the report of the General Secretary for 1912. “During the year, Miss Lewis (the Children’s Division Superintendent) made the following rec¬ ord: County conventions, 54; township conventions, 8; institutes, 11; committees, 11; special meetings, 13; Sunday schools visited, 1 1 ; public schools visited, 1 ; number of places reached, 91 ; number of sessions attended, 221 ; number of addresses given, 219; other conferences, 43; miles traveled, 10,927. My record is: county conventions, 63; township conventions, 17; institutes, 3; committee meetings, 4; special meetings, 6; Sunday schools visited, 25; other meetings, 4; number of places reached, 101 ; number of sessions attended, 265 ; number of addresses given, 229; round table conferences, 72; other conferences, 67; miles traveled, 10,563.” ( Program Forty-Eighth Annual Convention , p. 16.) With the present schedule of the employed officers of the state association, each secretary or superintendent will be able to visit each county in the state once in three years. This schedule leaves scant time for necessary office work or for productive educational work on the part of the educational staff of the Indiana Sunday School Association. COUNTY OFFICERS In nearly all cases the executive and supervisory work of the county Sunday school associations is under the direction of voluntary local leaders. One county reports a full-time secretary at an annual salary of $1,040; one county reports a part-time secretary at $100 per annum , and another county reports a part-time secretary at $25 per annum. The re¬ mainder report no salaried officers. [482] THE INDIANA SUNDAY SCHOOL ASSOCIATION The accompanying table shows the days of service ren¬ dered in the year 1920 by the non-salaried county officers in sixty-seven Indiana counties : TABLE CLIV — NUMBER OF DAYS OF SERVICE GIVEN DURING 1920 BY CERTAIN NON-SALARIED COUNTY SUNDAY SCHOOL ASSOCIATION OFFICERS Titles of Number °f . Counties Not Number of ' Counties Days Per Annum Number of . Counties Report¬ ing on Number of . Counties Not Report¬ ing on Non-Salaried Reporting Reporting Given Days of Days of Officers Officer Officer by This Service Service President . at Left 0 at Left 67 Officer 629 Given 26 Given 41 Vice-President . 4 63 137 14 53 Secretary 1 . 1 66 778 25 42 Chairman Executive Committee . 36 3i 135 4 63 Treasurer 1 . 30 37 320 8 59 Superintendent of Teacher-Training2. . . 1 7 50 108 15 52 Superintendent of Young People’s Divi¬ sion . 5 62 158 14 53 Superintendent of Children’s Division. . 4 63 253 6 61 Superintendent of Adult Division8 . 4 63 217 13 54 Superintendent of Administrative Divi¬ sion . 10 57 116 14 53 Superintendent of Home Department *. . 25 42 42 7 60 Superintendent of Temperance 8 . 29 38 63 10 57 Superintendent of Missions 8 . 28 39 47 8 59 (Table based on data from 61 of 70 counties reporting.) 1 In 29 cases the secretary and treasurer are merged in one office. 2 In 6 cases Teacher-Training, Temperance and Missions were merged under “Educational.” * In s cases Adult, Home Department, Temperance and Missions were merged. In 2 cases Home Department. Temperance and Missions were merged. Forty-four counties reported 1,622 Sunday schools visited by county officers and superintendents in 1920. For several years an effort has been made to merge all supervisory activities into four departments; namely Chil¬ dren’s, Young People’s, Adult, and Administrative. The [483] RELIGIOUS EDUCATION OF PROTESTANTS children’s division and the young people’s division have been most actively promoted from the state and international offices. The adult and administrative divisions have been under volun¬ tary leadership, and consequently these divisions have not been TABLE CLV — LENGTH OF SERVICE IN MONTHS OF 36 INDIANA COUNTY YOUNG PEOPLE’S DIVISION SUPERINTENDENTS Number of Months Service Two . Superintendents Serving Months Indicated . 2 Three . . 1 Four . . . 2 Five . . 3 Six . . 3 Seven . . I Eight . . . 1 Nine . Ten . . 1 Eleven . Twelve . . 4 Thirteen . . I Fourteen . . 0 Fifteen . . 1 Sixteen . . 2 Seventeen . Eighteen . . 0 Twenty-four . Thirty . Thirty-six . Forty-two . Statistical Measures Months Total months of service rendered by superintendents.. 549 Average length of service rendered . 15 Median length of service rendered . 12 (Table based on data from 100 per cent, of 36 counties reporting.) promoted with the same vigor as have the other divisions which have had the advantage of full-time salaried superin¬ tendents in the state office. It has seemed desirable to make a study of the type of leadership which could be recruited for [484] THE INDIANA SUNDAY SCHOOL ASSOCIATION voluntary service in the counties by division specialists in the state office. Accordingly, a special study has been made of the county young people’s division superintendents and the county children’s division superintendents. TABLE CLVI — PRESENT AGE OF 36 INDIANA COUNTY YOUNG PEOPLE’S DIVISION SUPERINTENDENTS AND AGE WHEN THE INDIVIDUAL ASSUMED THE PRESENT OFFICE Male Female NUMBER OF CASES OF NUMBER OF CASES OF THE AGES INDICATED THE AGES INDICATED Age in Years On A ssuming On A ssuming Office At Present Office At Present 15 to 19 years, 20 “ 24 25 29 30 “ 34 35 “ 39 40 “ 44 45 “ 49 50 “ 54 1 5 5 4 2 2 o 1 010 401 522 4 4 3 423 142 124 ill (Table based on data from 100 per cent, of 36 counties reporting.) County Young People’s Division Superintendents Number and Length of Serznce : From a list of 81 names of county young people’s division superintendents, furnished by the Indiana Sunday School Association, responses could be secured from only 36, or 44.4 per cent. Some were not aware that they had been appointed to this office; others were not taking their appointment seriously. Of the 36 superintendents returning question-schedules, 1 1 had been in service six months or less time ; 5 had served from 7 to 1 1 months ; 4 had served one year; 6 had served from 13 to 18 months; 2 had served two years; 4, two and one-half years; 2, three years; and 2, three and one-half years. Twenty, or 55.5 per cent., had served one year or less; 8, or 22.2 per cent., had served more than two years. Eighteen superintendents reported that their predecessors served an average of 1.3 years each. It is clear that the annual mortality of county young people’s division superintendents is very high. Table CLV shows the median [485] RELIGIOUS EDUCATION OF PROTESTANTS length of service to be one year; i.e., there is a complete “turn¬ over” every twelve months. Sex, Age, Marital State, Race, Nativity, Salary, and Occu¬ pation: Twenty of the thirty-six superintendents are male, and sixteen are female. Table CLVI shows that the ages of the largest group of men fall between 25 and 29 years; and the present ages of the largest group of women fall between 30 and 39 years. Eleven males and eleven females are mar¬ ried; nine males and five females are single. Fifteen super¬ intendents report a total of 31 children in their families. All of the thirty-six superintendents belong to the white race; all were born in the United States; all serve the County Sunday School Association without salary. Two were reared in the village; five, in the city; twenty-four, in the country; one, in village and city; one, in city and country, and three, in village and country. Thirty-five superintendents list their occupations as follows : Agricultural, 1 1 ; trade, 1 ; public service, 1 ; pro¬ fessional, 9; clerical, 4; housewife, 9. Twenty-three super¬ intendents report a median yearly income of $1,100, which is $374.40 below the median income of the Sunday school teachers whom they supervise. Social and Educational Background: The general educa¬ tion of thirty fathers and thirty-three mothers of young people's division superintendents was as follows : 70 per cent, of the fathers and 69.7 per cent, of the mothers had received eight years or less of schooling; 10 per cent, of the fathers and 6 per cent, of the mothers attended high school but did not graduate; 3.3 per cent, of the fathers and 9 per cent, of the mothers were graduated from high school; 13.3 per cent, of the fathers and 12. 1 per cent, of the mothers attended college, but did not graduate; 3.3 per cent, of the fathers and 3 per cent, of the mothers were graduated from college. The following tables will show that the county young people’s division superintendents have come, for the most part, from Indiana farm homes with very modest incomes. (Tables CLVII and CL VIII.) Education, Professional Training and Teaching Experi¬ ence: Nearly two-thirds of the Indiana young people’s divi- [486] THE INDIANA SUNDAY SCHOOL ASSOCIATION sion superintendents have never attended an institution of higher learning. One-eighth (12.5 per cent.) have had eight years of schooling or less; about one-fourth (28.1 per cent.) have finished nine or ten grades; one-fourth (25 per cent.) TABLE CLVII — ANNUAL INCOME OF FATHERS OF TWENTY- ONE INDIANA COUNTY YOUNG PEOPLE’S DIVI¬ SION SUPERINTENDENTS Father’s Income $ 500 . 600 . 900 . 1,000 . 1,200 . L500 . 1,800 . 2,000 . 3,000 . 4,000 . 5,000 . Number of Cases . . . . 2 3 . . . . 2 3 3 . . . . 1 . . . . 1 3 . . . . 1 . . . . 1 . . . . 1 have finished eleven or twelve grades; a little more than one- sixth (15.6 per cent.) have attended college but have not graduated; and about one-sixth (18.7 per cent.) have been graduated from college. The median years of schooling is 1 2. 1. In other words, there are as many country young peo- TABLE CLVIII — OCCUPATION OF THE FATHERS OF THIRTY- SIX INDIANA COUNTY YOUNG PEOPLE’S DIVISION SUPERINTENDENTS Father’s Occupation Number of Cases Agriculture . 27 Manufacturing . 4 Trades . 1 Transportation . 1 Professional . I Public Service . 1 Clerical . 1 pie’s division superintendents who are high school graduates as there are who are not high school graduates. (See Table CLIX.) Only 14 of the 36 superintendents have taken courses in either theory of teaching, educational psychology, school man- [487] RELIGIOUS EDUCATION OF PROTESTANTS agement, or history of education, in high school, normal school or college. Only five have taken courses in all four subjects. Eleven of the thirty-six report courses in institutions of higher learning in the field of religion, as follows : Biblical history, 7; Biblical literature, 6; missions, 3; religious education, 4; church history, 2. Only one superintendent has taken all five of these courses. TABLE CLIX — YEARS OF GENERAL EDUCATION OF 32 INDIANA COUNTY YOUNG PEOPLE’S DIVISION SUPERINTENDENTS Number of Superintendents W ho Have Had the Number of Years Schooling Number of Years Indicated 7-0- 7-9 . 1 8.o- 8.9 . 3 9.0- 9.9 . 8 10.0-10.9 . 1 n.0-11.9 . 2 12.0-12.9 . 7 13*0-13.9 . 1 14.0-14.9 . 3 15*0-15*9 . o 16.0-16.9 . 5 • ••••••••• 20.0-20.9 . 1 Statistical Measures: Years Average . 11.7 Median . 12.1 Qi . 9*5 Qa . 14*3 (Table based on data from 32 of 36 counties reporting.) The professional training of young people’s division super¬ intendents, in schools other than institutions of higher learn¬ ing, has been even more meager than in the more advanced courses. Only one reports attendance upon a School of Principles and Methods. Eleven have pursued teacher-training courses in local churches, with an attendance varying from ten to forty weeks, with an average of twenty-two weeks. Only [488] THE INDIANA SUNDAY SCHOOL ASSOCIATION two had graduated. None had attended a community training school; two had attended summer conferences at Winona Lake. The special preparation of these superintendents for the specific work of supervising young people’s work in the county has been as follows : Four have attended the Inter¬ national Sunday School Training School at Lake Geneva, Wisconsin. Seven report attendance upon county council meetings. Thirty-four have attended a total of 114 county conventions. Thirteen have attended state worker’s confer¬ ences from one to six times. Seventeen have attended state Sunday school conventions. Fifteen have attended county young people’s division institutes from one to nine times. Thirty of the thirty-six superintendents have taught in Sunday school; thirteen in the public day-school, and one in normal school. Sixteen say they use a public library frequently and sixteen say they do not make frequent use of a public library. Twenty-eight reported that they had read a total of 407 books during the year, 1920. The total number of books in the libraries of twenty-nine superintendents was 3,416. The Indiana young people’s division superintendent is selected from the faithful Sunday school teachers of average ability who attend the county conventions and manifest an interest in young people’s work in the local church. Profes¬ sional training and specific preparation for their work is lim¬ ited to infrequent attendance upon county or state conferences. Supervisory Activities: Twenty-eight of the thirty-six superintendents are Sunday school teachers whose duties will not permit them to give much time to the actual supervision of young people’s departments on Sunday. Out of a possible 1,664 visits, thirty-two superintendents report a total of 117 visits during the 52 Sundays of 1920. Three superintendents say they gave no time to the work of their office ; eleven report from six to thirty-six days, with an average of nearly 18 days each year to this work. Twenty-two omitted this question. Ten superintendents held no institutes during 1920; seven held 13 institutes with a total attendance of 646; two held six institutes but their enrollment is not reported. [489] RELIGIOUS EDUCATION OF PROTESTANTS What do young people’s division superintendents do when they visit schools in their counties? The following table will answer this question: (See Table CLX.) TABLE CLX — WHAT 25 COUNTY YOUNG PEOPLE’S DIVISION SUPERINTENDENTS AND 27 COUNTY CHILDREN’S DIVISION SUPERINTENDENTS DO WHEN THEY VISIT SUNDAY SCHOOLS 25 County Young 27 County Chil- People’s Divisions dren’s Divisions Number of Number of Superintend- Superintend¬ ents Number of ents Number of Who Superintend- Who Superintend- Things Superintendents Do do not ents Who do not ents Who When Visiting Do as Do as Do as Do as Schools Indicated Indicated Indicated Indicated Talk to assembly of school about Young People’s Division work . Advertise county convention or institutes . Promote plans for Young Peo¬ ple’s work . Hold conference with superin¬ tendents and teachers con¬ cerning Young People’s Divi¬ sion standards for local school . Teach a class . Make an address in Young People’s Division . Observe work of school . Observe work of school and give practical suggestions for improvement . Present County Young People’s Division standards . Gather statistics for county re¬ port . Present county banner or award Organize classes of Young Peo¬ ple’s age . . 6 19 9 18 6 19 12 15 9 16 8 19 11 14 12 15 19 6 18 9 21 4 1 7 10 10 15 5 21 18 7 11 16 13 12 12 15 14 11 6 21 24 1 25 2 23 2 • • • • Of eight superintendents who report the time spent in visiting each school, four remained 60 minutes ; the other four remained 30, 25, 20 and 15 minutes respectively. Six super¬ intendents remained with the teachers and officers after the school session for conferences of the following duration : 2, no time; the remaining four, 10, 15, 20, and 30 minutes [490] THE INDIANA SUNDAY SCHOOL ASSOCIATION respectively. Three superintendents report six camp confer¬ ences for Older Boys; and three report an equal number of camp conferences for Older Girls. Five superintendents report eighteen townships meeting the young people’s division stand¬ ard ; and seven report 82 local schools meeting the local school standard for the young people’s division. The cost of supervision is one way to measure its amount and quality. Of the twenty counties replying to this inquiry, fourteen did not spend any money for young people’s work last year and six report a total expense of $297. County Children’s Division Superintendents Number and Length of Service: From a list of 83 county children’s division superintendents, information was received from thirty-six. Some could not be located, some had removed from the state, some did not know they had been elected to this office, and others had received notice of their appointment and declined to accept the position. Those who responded with TABLE CLXI — THE LENGTH OF SERVICE IN MONTHS OF 36 INDIANA COUNTY CHILDREN’S DIVISION SUPERINTENDENTS Superintendents Reporting the Length of Service Indicated Length of Service in Months Number PerCent. Totals.... 36 100.0 1.0- 5-9 . 3 12.1 6.0-11.9 . 6 16.6 12.0-17.9 . 9 25.0 18.0-23.9 . 1 2.8 24.0-29.9 . 4 1 1. 1 30.0-35-9 . 2 5.5 36.0-41.9 . 2 5.5 42.0-47.9 . 1 2.8 48.0-53.9 . 1 2.8 54.0-59.9 . 1 2.8 72.0-77.9 . 1 2.8 • «•••••••••• 84.0-89.9 . 1 2.8 ♦ •*••••••••• 102.0-107.9 . 1 2.8 144.0-150.0 . 1 2.8 (Table based on data from 100 per cent, of 36 counties reporting.) [491] RELIGIOUS EDUCATION OF PROTESTANTS information, without doubt, represent the great majority of the active children’s division superintendents in the counties of Indiana. The presence of a full-time state children’s division superintendent for the past fifteen years does not seem to have given the state a very large or permanent group of county children’s division superintendents. The mortality of county children’s division superintendents has been less than that of the county young people's division superintendents. Twenty- four persons who preceded the present incumbents in twenty- four counties had served an average of two years each. Of the present thirty-six superintendents reporting, 28.7 per cent, have served one year or less ; 27.8 per cent, have served between one and two years; 17.6 per cent, have served between two and three years; and 25.1 per cent, have served from three to twelve and one-half years. At this rate, there would be practically a complete turnover every eighteen months. (See Table CLXI.) Sex , Age, Marital State, Race, Nativity, Salary and Occu¬ pation: There was but one man among the thirty-six chil¬ dren’s division superintendents reporting; 86.1 per cent, are above thirty years of age, and 36.1 per cent, are between forty-five and sixty years of age. The median age is 39 years and six months. That is, there are as many county children’s division superintendents who are below 39.5 years of age as there are county children’s division superintendents who are above that age. Nine superintendents are single and twenty- seven are married; nineteen of the married superintendents report a total of forty-seven children in their families, and four report no children ; all belong to the white race, all were born in the United States; all serve the county associations without salary. Thirty-four superintendents report their occu¬ pations as follows: Agriculture, 3; trade, 3; professional, 6; clerical, 1 ; student, 1 ; home-maker, 20. Fifteen superin¬ tendents reported incomes varying from $800 to $7,000, with a median of $1,400. Three housewives reported incomes of from $100 to $200 each in addition to the husband’s income. Social and Educational Backgrounds: Twenty-one of the thirty-six superintendents were reared in the country ; seven, in [492] THE INDIANA SUNDAY SCHOOL ASSOCIATION the village ; three, in the city ; one, in the village and country ; three in city and country, and one in city, village and country. These superintendents come, for the most part, from farm homes. Twenty-four out of thirty-four gave agriculture as their fathers’ occupations. The income of the fathers of these TABLE CLXII — INDIANA COUNTY CHILDREN’S DIVISION SUPERINTENDENTS DISTRIBUTED WITH REFERENCE TO YEARS OF GENERAL EDUCATION OF 31 FATHERS AND 30 MOTHERS OF INDIANA COUNTY CHILDREN’S DIVISION SUPERINTENDENTS Superintendents Superintendents Who Report Total Who Report Total Years of Father’s Years of Mother’s Schooling to Be Schooling to Be the Number of the Number of Total Years of General Years Indicated Years Indicated Education Number Per Cent. Number Per Cent, Totals. . . . 3i 100. 30 100. 1 3-2 0 0. 0 0. 0 0. 0 0. 0 0. 3 . 0 0. 1 3-3 4 . 0 0. 0 0. 5 . 2 6.4 0 0. 6 . 0 0. 2 6.6 7 . 2 6.4 0 0. 8 . 24 774 19 63.3 9 . 1 3-2 2 6.6 0 0. 3 10.0 0 0. 0 0. 0 0. I 3-3 13 . . . 1 3-3 2 6.6 (Table based on returns from 36 county children’s division superin¬ tendents.) officers, as reported by sixteen superintendents, varies from $800 to $12,000; with about 50 per cent. $1,000 and below, and about 50 per cent, with an income above $1,000. Ninety- three per cent, of the fathers and 73 per cent, of the mothers have an eighth-grade education or less. (See Table CLXII.) Education , Professional Training and Teaching Experi¬ ence: The general education of the children’s division super¬ intendents is much higher than that of their parents. The [493] RELIGIOUS EDUCATION OF PROTESTANTS thirty-four persons reporting on this question received the following degrees of general education : eighth grade and below, 8.8 per cent. ; from the ninth grade to the eleventh grade, 20.3 per cent.; high school graduation, 32.3 per cent.; three years of college work, 34.8 per cent. ; college graduation, 2.9 per cent. The median is 12.4 years and the mode or largest single group is 12 years. The professional training of these superintendents re¬ ceived in high school, normal school or colleges, as reported by twenty-one persons, has included the following courses : theory of teaching, 19 persons; educational psychology, 17 persons; school management, 16 persons; history of education, 15 persons. Twenty-seven out of thirty-six persons omitted the question concerning courses in Biblical history and litera¬ ture, etc. Four had taken Biblical history; seven, Biblical literature; six, missions; three, religious education; and five, church history. Seventeen have held public school teachers’ certificates. Only three of the thirty-six superintendents are reported as members of the International Children’s Division Reading Circle; 29 report definitely that they are not members. Two superintendents have never attended a county Sunday school convention; 27 have attended a total of 101 county conven¬ tions. Eight have never attended a state Sunday school convention; 24 have attended a total of 74 state conventions. Three superintendents have never attended a county council meeting; twenty-nine have reported a total of 191 meetings; 14 have not attended a state worker’s conference, and 15 have attended a total of 25 such conferences. One-third have never attended a county children’s division institute; 9 have attended 43 such institutes. Twenty-four superintendents report an average of five hours a week spent in religious study; 29 say they make frequent use of public libraries; 25 read a total of 442 books during the year, 1920; 27 report a total of 5.804 volumes in their private libraries. Supervisory Activities: Each of the thirty-six county children’s division superintendents reporting is responsible for [494] THE INDIANA SUNDAY SCHOOL ASSOCIATION the supervision of sixty-three Sunday schools in ten townships or districts. For this service, they have the assistance of town¬ ship children’s division superintendents. In what ways and to what extent do these county supervisors actually supervise? The following paragraphs are the answer to this inquiry : Two-thirds of the 36 superintendents omit the question as to the amount of time given to the work of their office; one TABLE CLXIII — WHAT 35 TOWNSHIP YOUNG PEOPLE’S DIVISION SUPERINTENDENTS AND 53 TOWNSHIP CHILDREN’S DIVISION SUPERINTENDENTS DO WHEN THEY VISIT SUNDAY SCHOOLS 35 Township Young 53 Township Chil- People’s Division dren’s Division Superintendents Superintendents Number Superin - Number Number Superin- Number tendents Superin - tendents Superin- Who tendents Who tendents Do Not Do Who Do Do Not Do Who Do the Things the Things the Things the Things Activities Mentioned Mentioned Mentioned Mentioned Talk to assembly of school about Young People’s Division work . 16 19 23 30 Advertise township or county convention or in¬ stitute . 16 19 28 25 Promote plans for Young People’s work . 1 7 18 21 32 Hold conference with superintendent and teachers concerning Young People’s Division standards for local school . 22 13 30 23 Make an address in Young People’s Division . 28 7 40 13 Teach a class . 19 16 39 14 Observe work of school.. 9 26 15 38 Observe work of school and give practical sug¬ gestions for improve¬ ment . 22 13 29 24 Present county and town¬ ship or district Young People’s or Children’s Division standards . 23 12 28 25 Gather statistics for town¬ ship or county report. .. 12 23 17 36 Present township banner or award . 3i 4 51 2 [495] RELIGIOUS EDUCATION OF PROTESTANTS does not give any time, and eleven give a total of 333 days to this service. Seventeen do not say how much money was expended during the year for the prosecution of their work, six spent no money, and thirteen counties spent a total of $257 on their children’s divisions during the year. Eleven counties held no county children’s division insti¬ tutes in 1920; seventeen counties held 23 such institutes with a total attendance of 593 persons. Ten of the 36 counties did not observe children’s week; seven omitted the question; and 19 reported children’s week observance by 247 schools. Over half of the county superintendents omitted the question regard¬ ing the number of townships and schools meeting the recog¬ nized standards; eight reported that there were no townships in their counties meeting the township standards; eight re¬ ported a total of 53 townships which have met the standards. Five reported that there were no schools in their counties meet¬ ing the approved local school standards and twelve counties report a total of 158 schools which do meet the standards. Twenty-nine of the thirty-six county superintendents are either officers or teachers in local Sunday schools which require their presence on Sundays. This explains the fact that the 19 superintendents who have visited schools have only made 102 visits to Sunday schools in 52 weeks. Table CLXIII shows that these official visits are given over largely to promoting county and township conventions and the general ideals of the children’s division for local schools. These visits usually consume the entire Sunday session of the school. Brief conferences are held following the school sessions. Six superintendents report that from 5 per cent, to seventy-five per cent, of their conferences are given to promoting county programs. The Indiana children’s division superintendents come from average country homes. They have had, on an average, from ten to twelve years of schooling; many of them have taught in the public schools and their professional training is limited to that received while preparing for public school work. They are earnest and consecrated workers in the church and Sunday [496] THE INDIANA SUNDAY SCHOOL ASSOCIATION school. They give to their work just such time as they can take from lives already overcrowded with other duties. Their training for supervisory work has been almost entirely neg¬ lected; and the actual amount of supervision attempted by them is relatively too small to be considered as a factor in the work of local Sunday schools. They render their largest service as promoters of conference and convention programs, not as supervisors. TOWNSHIP AND DISTRICT OFFICERS Each township, or group of townships known as a district when organized into a unit of the Indiana Sunday School Association system, has a president, vice-president and secre¬ tary-treasurer and an executive committee. These officers are charged with the business of the township Sunday school associations. They are non-salaried, local Sunday school workers who are devoted to the cause of religious education. The present plan of organization, as has been previously pointed out, provides for four township divisional superin¬ tendents who, with the convention officers, constitute the town¬ ship executive committee. These four supervisory officers (children’s, young people’s, adult and administration divisions) have direct contact with the local Sunday schools, and for this reason, they are directly responsible ( i ) for carrying to the local school the ideas and plans of the International Sunday School Association and (2) for stimulating local initiative and developing local leadership. Because the state has had, for many years, paid leadership for the children’s and young people’s divisions, an inquiry has been made into the present status of township children’s and young people’s division work. The results of this investiga¬ tion are given in this section. Township Young People’s Division Superintendents: From a list of 304 township young people’s division super¬ intendents, only 65 replied to urgent and repeated requests for information. Many could not be located at the addresses [497] RELIGIOUS EDUCATION OF PROTESTANTS given; others had removed from the county; others had just been appointed to office and had no information because no records were available from their predecessor’s work; still others were not sufficiently interested to fill out a question schedule. “Life is too short!” wrote one such officer, as an excuse for returning no information. Another wrote : “It seems a mistake to appoint me as young people’s division superintendent as my work has been among little tots and seems likely to continue so.” Another wrote : “Dear Sir, I thought I let you know that I am superintendent of no Sunday school, the Sunday school we have out here it fail, yours truly.” A score or more of such letters were received. The sixty-five superintendents who did provide information un¬ doubtedly represent not only the best, but also the major part of the special work which is being done by township young people’s division superintendents. Number and Term of Service: It is not possible to make a correct estimate of the number of township young people’s division superintendents. Out of a possible 1,017, if all counties and districts were supplied, there had been 304 names reported to the state Sunday school office. Of this number, information could be secured from only 65. Of the sixty-five officers furnishing data, 36 failed to say how long their predecessors had held office ; 8 said they had had no predeces¬ sors; and 2 reported an average term of office for their predecessors as 1.3 years. Sixty-two of the 65 officers re¬ ported their own term of office as follows : 30, or 48.3 per cent., had served one year or less; 24, or 36.7 per cent., had served from one to two years; 8, or 13 per cent., had served from three to eight and one-half years. Thirteen months is the median term of service. Sex, Age, Marital State, Race, Nativity, Salary, and Occupation: Sixty-three township young people’s superin¬ tendents give their age as follows: 1 between 15 and 19 years; 11 between 20 and 24 years; 13 between 25 and 29 years; 10 between 30 and 34 years; 8 between 35 and 39 years; and 20 between 40 and 75 years. The median is 31 years and six months. Women outnumber the men in this [498] THE INDIANA SUNDAY SCHOOL ASSOCIATION office just two-to-one. Thirty-five are married and 28 single. Twenty-three of the married superintendents report a total of 62 children in their families. All belong to the white race ; all are American-born and all serve their townships without sal¬ ary. Forty-six per cent, are homekeepers; 27 per cent, are farmers; and 14.3 per cent, are engaged in professional service. Social and Educational Background: Only thirty-one superintendents report the amount of their incomes. Of these, 16 receive $1,000 or less; 10 receive between $1,000 and $2,000, and 5 receive between $2,000 and $4,000. This is substantially the same income as their fathers received The median income for township young people’s division super¬ intendents is $1,100; of their fathers, $1,150. Forty-nine of the 64 superintendents reporting on the question of father’s occupation came from farm homes; 69.8 per cent, of the fathers and 73.9 per cent, of the mothers of 53 officers report¬ ing had eight years of schooling or less; 9.4 per cent, of the fathers and 15 per cent, of the mothers had from one to three years of high school work; 5.6 per cent, of the fathers and 3.8 per cent, of the mothers graduated from high school. 7.5 per cent, of the fathers and 7.5 per cent, of the mothers attended college from one to three years and 7.5 per cent, of the fathers and none of the mothers graduated from college. The median years of schooling for both fathers and mothers is 8.5. Education , Professional Training and Teaching Experi¬ ence: Of 61 superintendents reporting, 16 were high school graduates and 5 were college graduates. The median years of schooling was 12 years. One-fourth had less than 9.1 years of schooling and one-fourth had more than 12.9 years of school¬ ing. Twenty-four of the 65 officers had pursued courses in one or more of the following subjects in high school, normal school or college: theory of teaching, 19; educational psychology, 24; school management, 14; history of education, 9. Only 14 reported courses in any of the following subjects : Bible history, 10; Bible literature, 7; missions, 4; religious educa¬ tion, 3 ; church history, 3. Eighteen out of 54 superintendents have never attended [499] RELIGIOUS EDUCATION OF PROTESTANTS county council meetings, 36 have attended a total of 93 such meetings. Eight have never attended a county Sunday school convention; 50 have attended a total of 144 such conventions. Thirteen have attended a state workers' conference, and 31 have attended one or more state Sunday school conventions. Twenty-one have not attended a county young people's division institute; 29 have attended a total of 36 such institutes. Supervisory Activities: Sixty-four counties report an average of five schools in each township. How much and what kind of supervision does each township young people's superintendent give to the five schools under his jurisdiction? The following statement will answer this question. (See Table CLXIII.) Twenty-one out of 57 superintendents did not visit a single school during 1920; only 33 made more than one visit to the same school during the year. Fifty-one out of 53 township young people's division superintendents were at the same time teachers or officers in local Sunday schools ; and, hence, it was difficult for them to visit other schools on Sunday. Twenty- five superintendents gave a total of 103 days of service to the Sunday schools of the township during the year. Thirty-four held no institute for their township workers; 14 held 17 such institutes with a total attendance of 217 such workers. Only seven reported any expenditure for township young people’s work. These seven townships expended a total of $246. Five township older boy’s conferences, and six township older girl's conferences were reported. One joint conference with an attendance of 25 was held. Township and District Children’s Division Superintendents Number and Term of Service: Out of a possible 1,017 township children’s division superintendents, only 271 names were available in the state office. Of this number, 100 re¬ turned question schedules. It is not possible to state with accuracy the number of township children’s division super¬ intendents who are in office at any particular time, because of [500] THE INDIANA SUNDAY SCHOOL ASSOCIATION (i) the rapid turnover in the personnel, and (2) the loose system of supervision which leaves, in many cases, no contact between the township superintendent and either the county or state office. Here is a letter from a county children’s division superintendent : “This is very poorly filled out. I told the committee when I was appointed children’s division superin¬ tendent I could not care for the work. Am a widow with two children. Invalid mother. Aged father to care for. Besides my personal business and local church work, I teach in Sunday school and act as church treasurer.” In such counties, town¬ ship officers are practically without supervision. This is by no means an exceptional case. Forty-four superintendents reported that their predecessors had served an average of one and one-half years. Of 93 superintendents stating their term of service, 34 had served one year or less and 20 had served six months or less. There is a complete “turnover” practically every eighteen months. Sex, Age, Marital State, Race, Nativity, Salary and Occupation: Only three out of ninety-seven township chil¬ dren’s division superintendents reporting are men. The median age of 94 superintendents reporting was 38.6 years. One-fourth were under 29.8 years of age and one-fourth were over 46.7 years of age. Approximately, three out of every four of the 97 persons reporting were married. Forty-nine of the 73 married superintendents report a total of 125 children. All are white, all are American born, and all serve the township Sunday school association without salary. Of 97 reporting their occupation, 69, or 71 per cent., are home¬ makers; and 13, or 13.4 per cent., are farmers or farmer’s daughters. Social and Educational Background: The median income of the fathers of twenty-eight superintendents was $1,000. Seventy-one, out of 91 reporting, come from farm homes. Eighty per cent, of the fathers and 86 per cent, of the mothers of the superintendents reporting on this subject had an eighth- grade education or less. The median years of schooling for fathers is 8; for mothers, 8.5. [501] RELIGIOUS EDUCATION OF PROTESTANTS Education , Professional Training and Teaching Experi¬ ence: The mode, or largest group of township children’s division superintendents have had eight years of schooling. The median is io years and 6 months; that is, there are as TABLE CLXI V — 90 INDIANA TOWNSHIP CHILDREN’S DIVI¬ SION SUPERINTENDENTS DISTRIBUTED WITH REFER¬ ENCE TO NUMBER OF OFFICIAL VISITS MADE TO THE SUNDAY SCHOOLS UNDER THEIR JURISDICTION o 1 2 3 4 5 6 7 8 9 10 11 12 Number of Visits Made Totals Superintendents Who Report Having Visited the Sunday School Under Their Jurisdiction the Times Indicated Number Percentage ... 90 100. ... 43 41.8 11. 1 ... 15 16.7 12.2 1. 1 5 5-6 3 33 1. 1 0. 0. 0. 0. 1. 1 Statistical Measures: Median . 1 visit Mode . “No visits” Average . 1.5 visits (Table based on data from 90 of 100 superintendents reporting.) many township children’s division superintendents with less than 10.5 years of schooling as there are with more than that amount of schooling. One-fourth of all the children’s division superintendents reported have less than 8.8 years of schooling, and one-fourth have more than 12.4 years of schooling. These statements are significant because these are the officers who come into direct contact with the teachers in local schools. [502] THE INDIANA SUNDAY SCHOOL ASSOCIATION The median years of schooling of township children’s division superintendents is approximately two years less than that of county children’s division superintendents. Thirty-one out of ioo reported the professional training in high school, normal school or college as follows : 26 had studied theory of teach¬ ing; 18, educational psychology; 18, school management; 15, history of education. Only 9 out of 100 replied to the inquiry regarding their courses in religious subjects. These 9 dis¬ tributed their courses as follows : Eight had studied Biblical history; 5, Biblical literature; 4, missions; 4, religious educa¬ tion; 4, church history. Thirty out of 80 have held public school teachers’ certificates. Two reported attendance at a primary graded union; 8, schools of principles and methods; 37, teachers’ training class in a local church; 7, community training class; 1, community training school. Only 10 report graduation from any of these schools. Fifty-two superintend¬ ents say that they read a total of 71 1 books during 1920; and 62 say they have a total of 6,649 volumes in their private libraries. Forty-one out of 80 have never attended a county council meeting. Sixty-nine out of 87 have attended a total of 277 county Sunday school conventions. Fifteen of the 76 reporting have attended one or more state workers’ confer¬ ences; eighty per cent, have never attended such conferences. Forty-two have attended a total of 10 1 state Sunday school conventions. The median number of county conventions attended by each officer is 2. Eighty-nine report an average of 12 years’ experience as Sunday school teachers; 25 report an average of 4 years’ experience as public-school teachers. Supervisory Activities: Ninety-eight township children’s division superintendents report an average of seven schools to each township. Eighty-six out of 98 are so related to the work of some one local Sunday school that they find it difficult to visit other schools. Forty-three out of ninety did not visit any Sunday schools during 1920; forty-seven made a total of 139 visits during the year. (See Table CLXII.) Thirteen report that they have given no days to the work of their office during the year; and twenty report a total of 317 days of service. Sixty-five out of 100 omitted the question [503] RELIGIOUS EDUCATION OF PROTESTANTS Children's Division Committee and Supt. x Children’s State Divi¬ sion Supt. Young People’s Division Committee and Supt. - 1 - i t I 1 Young State Peo¬ ple’s Div. Supt. County Children’s Div. Supt. County Young Peo¬ ple’s Div. Supt. Township Children’s Division Supt. Township Young Peo¬ ple’s Divi¬ sion Supt. INTERNATIONAL SUNDAY SCHOOL ASSOCIATION Gen. Sec. (First Level) INDIANA SUNDAY SCHOOL ASSOCIA¬ TION Gen. Sec. (Second Level) County Sunday School Association Co. Sec. (Third Level) Township Sun¬ day School Association Twn’p Sec. (Fourth Level) THE SCHOOL IN THE LOCAL CHURCH Adult Divi¬ sion Com¬ mittee and Supt. Adminis¬ trative Div. Commit¬ tee Supt. X 1 \ 1 V 1 N. ! 1 1 1 I l 1 j Adult State Adminis- Division trative State Supt. Div. Supt. County Adult Divi¬ sion Supt. County Ad¬ ministrative Div. Supt. Township Adult Divi¬ sion Supt. Township Adminis¬ trative Div. Supt. Chart LXV — Supervisory System of the Indiana Sunday School Association. regarding finance. Of the thirty-five answering, 26 said they spent no money during the year, and 9 reported a grand total of $63, which is $7 a township per annum. Table CXLIII shows the things done by township children’s division super¬ intendents when they visit Sunday schools. The length of [504] THE INDIANA SUNDAY SCHOOL ASSOCIATION each visit is usually sixty minutes, with a half-hour’s con¬ ference at the close of the session on township or local school problems. Thirty superintendents reported the observance of children’s week by 112 of the 201 schools in their townships. Fifteen out of 100 superintendents report eighteen township children’s division institutes with a total attendance of 137 workers. Only three out of 97 superintendents were members of the International Children’s Division Reading Circle. III. The Supervisory System Evaluated The accompanying Chart LXV shows graphically the supervisory system of the Indiana Sunday School Association. There are four levels of supervision, viz : national, state, county and township. There are four areas of supervision, viz : children’s, young people’s, adult and administration divisions. The first level of supervision provides a program and a method which it hands down to the respective divisional superintend¬ ents connected with the state Sunday school association. It is not within the scope of the present study to analyze the Inter¬ national Sunday School Association’s method of supervision except as it affects the work of the Indiana Sunday School Association. The second level of supervision comprises four divisional supervisors who look to the International Sunday school Association for their program and to the Indiana Sunday School Association for their appointment and their salary. Salaried superintendents are employed for the children’s and young people’s divisions; voluntary leadership is secured for the adult and administration divisions. Only a few hundred dollars a year are available for the promotion budgets of these departments. Each of these state divisional superintendents is charged with three duties : ( 1 ) the promotion of the specific educational program for which his division is responsible, (2) the establishing of the special divisional organisation necessary to carry the special educational program of the divi¬ sion, and (3) sharing with the state Sunday school secretary the task of general administration. The task of maintaining [505] RELIGIOUS EDUCATION OF PROTESTANTS the county Sunday school machinery is so great that the divisional officers are forced to take a large part of their time for general administrative work. They become “line-men” whose duty it is to reestablish communication when the ma¬ chinery is out of order. The third level of supervision comprises 368 county divi¬ sional superintendents who look to their respective state divisional superintendents for their programs and to the county Sunday school association for their appointments. When the county organization breaks down, this supervisory machinery becomes inoperative. It has been shown that the county supervisors are untrained, inexperienced, voluntary, local workers of average ability. They do the best they can ; but the machinery goes to pieces in their hands. The fourth level of supervision comprises approximately four thousand township divisional superintendents. These officers have the greatest responsibility and the most difficult position in the entire system; for it is their duty to stimulate and direct the work of the teachers in the local schools. This, the most important link in the chain of supervision, is the weakest of them all. The township supervisors are busy Sunday school teachers, of average ability, whose Sundays are largely preempted by their own Sunday schools. They are inexperienced, untrained, voluntary workers. In their hands, the work of supervision becomes almost an unknown quantity. The supervisory system of the Indiana Sunday School Association breaks down almost completely at the third and fourth levels; and, consequently, very little of the ideals and educational content of the higher levels find their way into the local school through these channels. It exhausts the energy of the state suprvisors to keep the pipe-lines of communication in operation; and the foregoing analysis shows that most of the supervisory machinery is inoperative most of the time. But the trouble is not necessarily with the machinery, it is rather with (1) Inadequate state supervisory force; (2) In¬ adequate budgets to carry a strong and comprehensive educa¬ tional program; (3) Inadequate local leadership. The local Sunday schools of Indiana are suffering from the effects of [506] THE INDIANA SUNDAY SCHOOL ASSOCIATION long-distance supervision, and from their failure to recognize that voluntary, local workers need immediate, constant and personal supervision by highly trained specialists. This means that local budgets should be secured to provide competent supervisors on the third and fourth levels of supervision. The instruments of supervision have been (i) the conven¬ tions, (2) the county councils, (3) efficiency institutes, (4) teacher-training schools and classes. An analysis of the fore¬ going data will show that the present finances and leadership are adequate to carry the convention system; but they break down when they undertake to operate agencies which require professional training, continuous service and adequate finance. High tribute is due to those who are heroically trying to operate an undermanned supervisory system ; and praise is due to the system, as well. Indiana should man the machine with trained supervisors from the bottom up. It should not do less for the state Sunday school association; but it should do infinitely more for the teachers and officers in the local schools, especially through community cooperation in training and supervision. [507] Chapter XVIII THE INDIANA SUNDAY SCHOOL ASSOCIA¬ TION — ORGANS AND AGENCIES OF SUPERVISION AND PROMOTION I. Organs of Educational Promotion The organs for promoting the programs of the state, county, township and district Sunday school associations are : (a) conventions; (b) efficiency institutes; (c) county councils; and (d) divisional institutes. These four organs will be discussed in this section. SUNDAY SCHOOL CONVENTIONS More than 500 Sunday school conventions are held annu¬ ally in Indiana by the state, county and township associations. These conventions are popular assemblies for the inspiration and training of volunteer workers and for the creating of a Sunday school conscience throughout the state. More than 125,000 people attended a Sunday school convention in Indi¬ ana during the year ending June, 1920. The Indiana State Sunday School Convention : The Indiana Sunday School Association has held an annual con¬ vention without interruption for fifty-seven years. The conventions have grown in popularity and influence; the con¬ vention of 1921 enrolled 3,851 paid delegates. This is thought to be the largest convention of Sunday school workers that ever assembled on American soil. The registration for the state conventions for the past thirteen years, is as follows : [508] ORGANS AND AGENCIES Location Lafayette. Year Enrollment 1909 430 1910 600 1911 800 1912 1,000 1913 L3i5 1914 1,400 1915 1,500 1916 2,200 1917 2,001 1918 1,350 1919 1,800 1920 2,535 1921 3,851 lically set forth in the accompany diagram. (See Chart LXVI.) A careful examination of the programs for the past twenty- one years reveals many evidences that the conventions were used as agencies to introduce into the state the most modern methods of Sunday school work. In 1901 and 1902, Mrs. Chart LXVI — Number of Registered Delegates at Indiana State Sunday School Conventions from 1909 to 1921, Inclusive. Mary Mitchell and Mrs. M. S. Lamereaux were lecturing on child psychology, and Dr. H. M. Hamill on teacher-training. “A Normal Department in Every School” was a topic for discussion in 1902; “training in Christian service” and the [509] RELIGIOUS EDUCATION OF PROTESTANTS TABLE CLXV — NUMBER OF TIMES CERTAIN DESIGNATED TOPICS OCCUR ON THE PROGRAM OF INDIANA STATE SUNDAY SCHOOL CONVENTION — 1901-1921 INCLUSIVE Topics Total 1901 1902 1903 1904 1905 1906 1907 1908 Totals. . . . 958 11 21 21 40 29 36 45 46 Religious Education and Public School . 30 1 Inspiration . 136 3 I 1 2 2 3 8 Sunday School Associa- tion Work . 1 16 1 2 2 6 4 4 10 8 Sunday School Relation to Community . 6 Theological . 10 1 2 Sunday School Adminis- tration and Organiza- tion . 284 3 11 S 11 7 10 11 8 Teacher Training . 74 1 2 3 4 2 2 2 6 Home and Sunday School . 10 1 Missionary Education . . 32 2 2 Evangelism . 20 1 4 3 1 1 Expression . 20 1 Church and Sunday School . 13 2 1 1 Biblical Exegesis . 10 1 3 1 Music and Worship.... 32 2 1 1 1 Finance . 1 7 I 2 1 Social Education . 13 1 3 Methods of Teaching. . 61 3 1 4 5 4 8 5 1 Temperance . 38 1 1 2 Graded Curriculum . 27 1 1 1 1 1 3 Child Study . . . 69 1 2 3 2 5 3 1 Only partial program available. [510] ORGANS AND AGENCIES TABLE CLXV — Continued 1909 1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 61 81 41 54 60 54 38 65 78 76 88 77 70 1 2 1 1 2 1 9 6 6 7 9 14 17 9 5 19 11 10 6 5 4 14 1 I 6 4 4 2 7 2 11 12 15 4 1 1 4 2 1 14 4 9 14 19 13 14 11 24 29 27 20 20 9 2 3 2 6 4 4 4 6 3 4 1 4 2 4 1 2 4 3 3 5 3 3 4 2 1 1 2 1 2 1 2 I I 2 1 1 2 6 1 2 2 I 3 1 2 2 I 3 1 I I 1 2 3 6 12 2 1 1 1 1 1 1 2 3 1 I 1 I 4 1 1 2 5 2 1 1 6 8 3 4 4 1 3 3 5 8 3 2 4 1 1 3 1 1 1 4 1 1 4 2 2 4 4 3 2 9 10 3 7 6 [511] RELIGIOUS EDUCATION OF PROTESTANTS public presentation of diplomas to graduates of “Our State Normal Courses” were prophetic features of 1903. “A “Demonstration Lesson” for the junior department was a feature of 1914. In 1905 and 1906, Mrs. J. W. Barnes discussed “Graded Lessons and Lesson Construction”; in 1907, Prof. E. P. St. John lectured on “Graded Lessons,” “Story Telling,” “Early Adolescence,” “Late Adolescence”; and a foot-note urges Sunday school teachers of the state to spend a year in a school of religious pedagogy. In 1908, “Manual Work in the Junior Department” was demonstrated. Since 1911, the programs have been organized definitely around the major departments of work, i.e., children’s divi¬ sion ; young people’s division ; teacher-training ; county officers, etc. Rich programs have been provided in each department, conference periods have been held, and a general program of inspiration has welded the whole program into a unit. The printed programs have been beautifully constructed and well illustrated, and they frequently carry the printed reports of the officers and superintendents of departments or divisions. The programs for 1910 to 1914 show the response of the state to the teacher-training emphasis of that period. The program of 1911 recorded 994 teacher-training students in the state with 279 graduates; and the program of 1913 recorded 3,498 from the “Advanced Course.” This report says that the teacher-training movement “has passed the first stages of enthusiasm” ; and a later report records the passing of the supervision of teacher-training to denominational boards. In this same convention, there was announced a plan for inducing the denominational colleges of the state to offer regular credit courses for the training of Sunday school teachers. The pro¬ gram for 1915 records the passing of the days of “wild enthu¬ siasm” in teacher-training; but reports the largest teacher¬ training enrollment in the history of the state, 5,431, with other students enrolled in the first community training school held in the state during the previous year. The program for 1915 recognized the coming of Community Training Schools, [512] ORGANS AND AGENCIES Bible Study Credit in Public Schools, and Departments of Religious Education in colleges. “The Sunday School as a Social Force” was discussed in 1911 by Dr. M. S. Littlefield, as was also the topic “Worship as a Factor in Sunday School Instruction.” The more recent programs have dealt with the use of pageantry and the fine arts in religious education, the technique of teaching, curricula building, supervision, effi¬ ciency tests, standards for the departments, etc., etc. It is clear from this listing of topics that the State Sunday School con¬ ventions of Indiana have been used to promote the most progressive ideas and methods. Table CLXV, on pages 510 and 51 1, shows the distri¬ bution of topics on the Indiana state, convention programs for the past twenty-one years. The length of periods for the various topics was approximately the same. The longer and richer programs of recent years represent the influence of graded instruction and departmental organization on the state convention programs. County Sunday School Conventions : The county Sunday school conventions are the chief sources of interde¬ nominational Sunday school enthusiasm. The county officers are guided in the building of the county programs by sugges¬ tions from the state officers. The larger counties frequently secure the services of educational experts from beyond the county limits. Local talent is developed through actual par¬ ticipation in the activities of these annual county conventions. Many of the most active leaders in Sunday school work in the state owe their interest and development to these annual gath¬ erings of county Sunday school workers. About one-half of the county conventions in Indiana are “mass” conventions ; the others are delegate conventions, with representatives from Sunday schools, townships or districts, or both. (See Table CLXVI.) These conventions are inspira¬ tional, educational, administrative and legislative in their pur¬ poses and functions. The reports of the county officers are heard and approved and plans are formulated for the ensuing year. In addition to stimulating the regular Sunday school [513] RELIGIOUS EDUCATION OF PROTESTANTS workers to more intelligent effort, these conventions, through their popular presentation of great problems to mass meetings of citizens, carry the Sunday school message to thousands of citizens who would otherwise remain ignorant of its message and its fundamental relation to our democratic institutions. Fifty-five county conventions, reported for 1920, reached 11,646 delegates and, in addition, from two to three times as many citizens who were not registered delegates. TABLE CLXVI — THE TYPE OR “COMBINATION OF TYPES” OF SUNDAY SCHOOL CONVENTIONS HELD IN 70 INDIANA COUNTIES County S. S. Ass’n Officers Reporting Type or Combination of Types Indicated “Mass Convention” only . 36 “Mass Convention” and “Delegates from Churches or Schools” . 10 “Mass Convention,” “Delegates from Churches or Schools” and “Delegates from Districts or Townships” . 13 “Mass Convention” and “Delegates from Districts or Townships” . 3 More than the three above specified forms . 3 “Delegates from Churches and Schools” only . 2 “Mass Convention,” Delegates and other forms.... 1 “Mass Convention,” and other forms . 2 (Table based on data from 100 per cent, of 70 counties reporting. Reports cover the year preceding the date of the survey.) Township Sunday School Conventions: Township conventions are miniature editions of the county conventions. Once or twice each year the workers in the schools of a town¬ ship or a series of townships (commonly called a district) meet for mutual encouragement and helpfulness in these local conventions. The county officers are the moving spirits in the organization and promotion of these conventions. They are the ultimate units in the International Sunday School Associa¬ tion convention system. From these democratic, local confer¬ ences, there is carried up to county, state and nation the prob¬ lems and the contributions of the workers who come into closest contact with the actual work of the local schools. In ORGANS AND AGENCIES like manner, they serve as a means of conveying the ideals of the national and state leaders to the leaders in the local schools. Forty-nine counties report a total attendance at township conventions in 1920 of 62,990 different people. It is probable that the records for the entire state would show an annual attendance upon township Sunday school conventions of fully 100,000 people. EFFICIENCY INSTITUTES Efficiency Institutes are training schools for county and township officers. During recent years, the General Secretary has called the county officers into an annual Efficiency Insti¬ tute. These “Institutes” have been well attended; the member¬ ship in 1920 was 625. These institutes are to the state associa¬ tion staff what a salesman’s convention is to a merchant. The state workers and specialists from other states instruct the county officers on every phase of the program which is to be carried back into the counties. COUNTY COUNCILS County Councils are meetings of all the county and town¬ ship officers for the purpose of discussing the work of the Sunday schools of the county. Of the seventy counties re¬ turning information, sixty-one reported from one to fifteen meetings annually. The total number of county council meet¬ ings of the sixty-one counties was 240. The attendance at 197 of these meetings was 1,596. The minutes of a county council meeting in one of the best organized counties will show the important function which these meetings hold in the Sunday school work of a county. “The Second County Council Meeting of the Elkhart County Sunday School Association was held Sunday afternoon, August 21, at 2:30 p. m., in the First Methodist Chruch of Goshen. County officers present were : Carpenter, Stine, Zimmerman, [515] RELIGIOUS EDUCATION OF PROTESTANTS McOmber, Sims, Franz and Holdeman. Districts represented were: Clinton, Goshen, Nappanes, Middlebury, Benton, Elkhart and Bristol. New Paris and Wakarusa Districts were absent. “The following business was discussed and decided on : “Decided to urge each district to hold a Fall Rally or Conven¬ tion one or two Sundays prior to ‘Go-To-Sunday-School-Day’ and to urge each local school to hold its Rally Day on ‘Go-To- Sunday-School-Day.’ “Miss McOmber explained the Young People’s Division Insti¬ tutes which are to be held over the county, September 20-27, under the direction of Mr. Wayne G. Miller, our State Young People’s Division worker. “Mr. Zimmerman told of the Children’s Division Institutes which are to be held over the county, October 14-17, under the direction of Miss Nellie Young, our State Children’s Division worker. “Miss Mamie Leonard gave a brief and interesting report of the State Sunday School Convention held at Lafayette, June 14, 15 and 16. “Miss McOmber gave a similar report of her two weeks’ Training Course at Lake Geneva and urged that more workers avail themselves of this splendid opportunity to equip themselves better for Service. “Mr. Franz, chairman of the Finance Committee, gave a re¬ port of the meeting of said Committee together with County Pres, and Sec.-Treas. on Friday evening, August 18, 1921. The following budget was presented and apportionments were allotted to each District on the basis of their reported enrollment for last year. “The budget is as follows: State S. S. Ass’n . $ 939-00 Prtg., Adv., Phone & Stationery . 80.00 Postage for Co. Officers . 75-00 Stenographer & Misc. Exp . 50.00 Transportation . 100.00 Delegates — State Convention . 40.00 Efficiency Institutes . 15.00 County Convention Exp . 163.30 Lake Geneva Training School . 40.00 Local District Expense . 375-0° [516] $1,877.30 ORGANS AND AGENCIES “District Apportionments as follows at io< PQ W > O P* PG_ p.g X P u w hJ pq < H H 8 TfNj5 Oj fO N 0\0 S' co of ^ 01 *-. 99- >00 co 10 o o of of of o o o o o o o oo Tf o- o o o Oj W CM 10 CO NOOO S' H M M ^ 01 *-< 99- O o CO 8 0 0 0 ooo Tf NO Tf'O *-T m of 01 o oooooooooo On WOO Tf i^ioioioo VOQ o k, CO 00 no 00 On'O 01 0^00 CO VO S' no w *-T t-T M hH 99- 01 o 00 o n aoo co \o~ Oo OlOOOOOQQO COnOnOnoOOOOO co co O' h ooo »oiow 99- w On 01 o oo o On OO CO NO M 99- oioooooooo fOlOlOiOO O O O o CO CO 'O' ►. OOO lOifl h 'O W O w 0 0 0 88 01 01 0 NO NO O H co On O co co h woo J5 T? 00" O 99- »— 1 H H M On K O w 0 0 0 0 0 Jz; H | O O O NO NO O 0 0 W 1 CO H Os K4 >-i co •N NO co co h M woo On ►. M 99- On N N ON o •ct CO NO 99- 2? o | On CO CO H 00 t 99- cn •— « ctf w o o o o o VO o NO NO O O O lOOH w w woNooogooo NO O W NO NO O NO O O On NO 01 *-• NO NO On CO H o H a X W CO G CD E •+-> l. , Ctf CV bo •o bo o c G G O ' * o co 3 O 0) G ctf «H O T3 <0^ g c 8 t 2v £ g £ -<2. -S a i Ci t~ O s h?.£ -*-> 8** <3. V» ,2 V. V Q ^ ^ ^ Cc.Dc; feq^ 5,268 0 100. 77-17 65,369 0 100. 77.17 515,408 0 100. 77.17 618,198 0 100. 77.17 304,293 13 85.87 63.04 • • • • 27 76.05 47.83 3,548 2 97-8 75-0 61,020 4 95-6 72.0 2,044 3 96.7 73-9 34,840 3 96.7 73-9 • • • • 24 73-91 5109 • • • • 24 73-91 51.09 1,134 3 96.7 74.0 1,870 24 74-0 5i.i 1,604 24 74-0 5i. 1 2,470 3 96.7 73.9 2,761 23 75-0 52.0 24,039 3 96.7 73-9 2,879 25 72.8 50.0 (Figures in these two columns copied from the Annual Report of the State Sunday School Sec¬ retary for Indiana.) [534] BUDGETS AND STATISTICS mates are based on previous reports and such information as may have come to the attention of the township secretary. The county secretary assembles the reports from the town¬ ship secretaries and adds to them his own estimates for the schools in the townships from which no reports have been secured, or leaves the report incomplete. The county secre¬ taries report to the state secretary the original data from the records of local schools, plus (i) estimates of the school secre- 1.000.000 600.000 600.000 400.000 200.000 O 1. 000.00a 0/Yl /W\ 600.000 Pupil Sy/ •••••* POPUL »•••••< CD l v 1 c at ion !•••••» )ED BY )•••••• 10) TWIVVA/ 200.000 0 Teac HERS § s wv 885 '890 1895 1900 906 910 915 920 925 1 Chart LXVII — A Comparison of the Number of Pupils Enrolled, the Number of Teachers and Officers Employed in the Protestant Christian Sunday Schools of Indiana, with the Total Population of the State for Stated Periods from 1878 to 1919, Inclusive. taries, (2) estimates of the township secretaries, and (3) esti¬ mates of the county secretaries. In turn, the state secretary assembles the actual figures, and the three sets of estimates which reach him from the county secretaries and sends them on to the International Sunday School Association supple¬ mented by his own estimates for the counties from which he has been unable to receive reports. The accompanying Table CLXXI shows the summary of a study of the character of the annual report of the state secre¬ tary for 1920. This report shows that only 2,879 °f the 5,268 schools in Indiana submitted actual reports in 1920; and that only 65 of the 92 counties submitted reports. The total number of teach- [535] RELIGIOUS EDUCATION OF PROTESTANTS ers and pupils reported is 618,198; the number of pupils is given as 515,408. By subtraction we have 102,790 teachers and officers. But the number of teachers reported in the third item of the table is only 65,369. Here is a discrepancy of 37,421 teachers and officers. The following table will show the results of an inquiry into the character of the reports of county secretaries to the state secretary: (See Table CLXXII.) TABLE CLXXII — THE ANNUAL REPORTS OF THE INDIANA COUNTY SECRETARIES TO THE STATE SECRETARY (Township and District figures considered in this study.) (Reports for Year ending June, 1920.) Total number of townships in Indiana.... Total number of townships reporting as townships . Number of townships reporting actual figures . Number of townships reporting estimates only . Number of townships reporting both actual figures and estimates . Number of townships not reporting at all Total number of districts reporting as districts . Number of districts reporting actual figures . Number of districts reporting both actual figures and estimates . Total number of cities reporting as cities Number of cities reporting estimates . Number of cities reporting actual figures Total townships, district and cities re¬ porting . Number reporting actual figures . Number reporting estimates . Number reporting both actual and estimate figures . Number not reporting . Number Totals Per Cent • • 1,017 • • • • • 663 • • • 471 • • • 71.04 77 • • • 11.61 49 • • • 74 66 • • • 1 0.0 • • 30 • • • 23 • • • 76.7 7 • • • 233 • • 6 • • • 3 • . • 50.0 3 • . • 50.0 • • 699 • • • 497 • • • 7 1. 1 80 • • • 1 1.4 56 • • • 8.0 66 • • • 10.0 From the foregoing tables it will be apparent that of the 92 counties in Indiana, 27, or 28.2 per cent., did not report to the State Sunday school secretary in 1920; and 65, or 71.8 per cent., did report in 1920. Of the 65 counties reporting, only 71. 1 per cent, returned actual figures; and these, in many cases, included the estimates of the school secretary. In other [536] BUDGETS AND STATISTICS words, 51 per cent. (71.1 per cent, x 71.8 per cent.) of the Indiana Sunday School Association’s annual report for 1920 was based on actual figures and 49 per cent, was made up of estimates by state, county and township secretaries. It is impossible, therefore, to estimate the accuracy of the statistical reports of the Indiana Sunday School Association and its affiliated county, township, and district associations. TABLE CLXXIII — NUMBER OF SUNDAY SCHOOLS, NUMBER OF TEACHERS AND OFFICERS AND TOTAL ENROLLMENT IN INDIANA FOR STATED PERIODS FROM 1878 TO 1920 Number of Number of Total Date of Schools in Officers and Number of Attending ' Report State Teachers Pupils Membership 1875 . • • • • 1878 . 4,089 40,062 352,650 365,712 1881 . 4,047 38,814 334,396 373,2io 1884 . 4,047 38,814 334,396 373,2io 1887 . 4,491 46,898 366,684 413,522 1890 . 5,508 45,109 574,185 419,294 1893 . 4,93i 50,950 371,602 422,552 1896 . 5,306 60,538 432,229 492,767 1899 . 5,6i7 68,329 515,568 509,957 1902 . 5,6i7 45,6oo 5i5,56o 561,163 1905 . 5,277 68,591 5I7T46 599,525 1908 . 5,210 64,881 464,676 507,557 1911 . 5T5I 63,425 501,833 565,520 1914 . 5,165 62,975 598,138 661,111 1918 . 5,386 70,664 691,170 761,836 1920 . 5,268 65,369 515,408 618,198 (Data taken Association.) from the records of the International Sunday School With these statements in mind, the accompanying table of statistics taken from the reports of the Indiana Sunday School Association to the International Sunday School Association at intervals of three or four years since 1878, will take on new meaning. (See Table CLXIII.) The eye catches at once certain figures which indicate defects in the records rather than actual conditions in the Sunday schools of Indiana. For ex¬ ample, the reports for 1881 and 1884 are identical for all items: the reports for 1899 and 1902 are identical as to the number of schools and the number of pupils. It is not improbable that the International Sunday School [537] RELIGIOUS EDUCATION OF PROTESTANTS Association, in the absence of reports from Indiana for 1884 and 1902, entered in its records for Indiana a report based on the records of a previous triennium. Between 1889 and 1902 there is a reported slump of 22,729 teachers and officers with¬ out the loss of a single pupil. In the following triennium there is a reported increase of 22,729 teachers and officers with an in¬ crease of students of only 1,620; and during the same period there is a reported loss of 342 Sunday schools. On the whole, however, the table shows the best estimates which Sunday school officials have been able to make in the light of such actual figures as were at their command. The accompanying Chart LX VI I will show graphically the growth of Sunday school enrollment in Indiana since 1878, based on Table CLXXIII. It appears that in recent years the growth in enrollment in Sunday schools has exceeded the growth in population of the state ; but that the growth in the number of teachers and officers has not kept pace with the growth in Sunday school enrollment. THE UNITED STATES CENSUS OF RELIGIOUS BODIES FOR 1916 The United States census of Religious Bodies for 1916 gives the following totals for the Sunday schools of Indiana : (See Table CLXXV.) (1) Number of organizations . 6,809 (2) Number of organizations reporting . 5,841 (3) Number of Sunday schools reported.... 5,979 (4) Number of officers and teachers . 73, 633 (5) Number of pupils . 735,967 Of the 88 religious bodies included in the above summary, 58 are affiliated with the Indiana Sunday School Association. The totals for the state Sunday school constituency included in the above summary are : (1) Number of organizations . 5,934 (2) Number of organizations reporting . 5,34° (3) Number of Sunday schools reported.... 5,443 (4) Number of officers and teachers . 71,022 (5) Number of pupils . 683,331 [538] BUDGETS AND STATISTICS The statistics for Sunday schools which are published in the United States Census of Religious Bodies, are based, in the last analysis, on the records kept by local Sunday school secre¬ taries. These records, as has been previously pointed out, are very imperfectly kept. The two items which are most reliable in these Sunday school reports are (i) the number of persons present including visitors; and (2) the amount of money received each Sunday. The information which reaches the Government Census Bureau passes through denominational and interdenominational secretaries in the same manner as the same material reaches the International Sunday School Asso¬ ciation. A more refined method of treating statistical data in the government office can not correct the defects which attend the gathering and preserving of data within the local Sunday school. Those who would improve the accuracy of Sunday school statistics must begin with their local Sunday school. [539] Chapter XX THE INDIANA SUNDAY SCHOOL ASSOCIATION— AN EVALUATION The Indiana Sunday School Association has won the en¬ thusiastic support of the Protestant churches of Indiana. It is now experiencing the most concrete evidences of widespread popular approval. Its conventions are the largest in its history. Its budget is raised by apportionments to local schools. These apportionments are paid more promptly and more cheerfully than in any previous period of the history of the Association. The foregoing analysis of a popular organization with more than half a century of helpful service to the state, has revealed many points of strength and laid bare some points of weakness which this section will attempt to summarize. I. Elements of Strength (a) Democracy of control: The Indiana Sunday School Association is a democratic organization. Any Protestant Christian citizen of Indiana can join it. Its township, county and state conventions are open forums for the discussion of any and all problems concerning the religious education of the state. (b) Interdenominational cooperation : Through this demo¬ cratic organization all Protestant Christian bodies may carry forward their cooperative, community work in religious educa¬ tion. The Protestant Christian bodies need an organ through which their common tasks can be performed. (c) Growth through participation: This association pro¬ vides a channel through which thousands of local workers may actually participate in forming the policies which are to be [540] SUNDAY SCHOOL ASSOCIATION applied to their own and to other schools. This opportunity for growth through participation is part of the genius of the Indiana Sunday School Association. (d) Executive and Supervisory Systems: In spite of the weakness which has been pointed out in the operation of the executive and supervisory systems of the Indiana Sunday School Association, the principles underlying these systems are fundamentally sound. The tendency to distinguish between administration and supervision is in harmony with approved standards. The system of training through councils, institu- tutes, etc., is in line with the most modern methods. Many of the standards published in Chapter XVIII are crude and of doubtful value; but the method of using standards and scales in measuring results is most commendable. II. Elements of IV eakness (a) Dependence on voluntary leadership: It is true that the greater part of the work in religious education must be done by voluntary workers. It is clear, however, that voluntary workers can not guarantee the continuity of the program. The rapid turn-over from year to year in the working force due to the system of voluntary workers causes incalculable loss in the efficiency of the system. An organization whose machinery goes to pieces periodically because of its dependence on volun¬ tary labor, can not carry week-day schools of religion, com¬ munity training schools, and other modern agencies of religious education. Salaried specialists must supplement the voluntary workers if the association is to meet modern demands. The Y. M. C. A. has found it possible to maintain a staff of salaried workers in communities of every size. Its strength is due largely to its system of salaried officers. The task of religious education requires a similar organization. The voluntary worker needs the help of a trained specialist. (b) Inadequate man power: This is perhaps the weakest place in the Indiana Sunday school system. The State office is short-handed. But the most notable shortage is in the county and city centers. It is incomprehensible that a great, rich state [54i] RELIGIOUS EDUCATION OF PROTESTANTS like Indiana, after fifty-seven years of organized Sunday school work, shall not have a single city or county with professionally trained leadership and an aggressive cooperative community program of religious education. Until cities and counties are willing to pay the price of the supervision of voluntary workers by salaried experts they must expect to pay the penalties im¬ posed by inefficiency. (c) Finance: The present budgets in the Indiana township, county, and state Sunday School Associations will support a convention system but they will support little else. There is a great need of a system of finance so organized as to care for all overhead expenses and at the same time greatly increase the funds available for local expenses. The county and township budgets discussed in this report are too small to guarantee the spiritual literacy of the American people. The great need is not for more money for overhead organization ; it is for more money, for township, village, city and county leadership. This new local emphasis will demand a new system of finance for the Indiana Sunday School Association. Ill. A n Indiana System of C hristian Education This report points out specific ways to strengthen the weak places in the Sunday schools of Indiana, and suggests methods for cooperative efforts in securing needed reforms. It also urges the preservation of all agencies that have elements of strength. Among these there is no agency in the state with more elements of strength than the Indiana Sunday School Association. It should be utilized to its fullest capacity in order that there may be in the state a regularly recognized Protestant Christian System of Religious Education. [542] Chapter XXI BIBLE STUDY FOR CREDIT IN THE INDIANA HIGH SCHOOLS I. History The Indiana Sunday School Association has issued the following account of the inauguration of the Indiana Bible Study for High school Credit Plan : “At the joint meeting of the Indiana Association of Teachers of English and the High school Section of the Indiana State Teachers’ Association, October 29, 1914, a request was received from a number of school principals and superintendents, that a joint committee be appointed to prepare a plan of Bible study for Indiana similar to that in use in other States. The committee appointed was chosen from the two organizations without any knowledge as to church affiliations. “As soon as the committee had finished its work on the out¬ line, copies of the proposed outline were printed and submitted to the State Board of Education for its approval, both of the contents of the course and the manner of giving credit. After due deliberation, the board approved, almost unanimously, the plan as prepared by the committee. This action made it legal for local school boards throughout the State to introduce the course and grant credit in the high schools upon request of citi¬ zens or school officials. Similarly, it left with the local boards the power to refuse admission to the course. “The State Sunday School Association, at its annual con¬ vention, passed resolutions approving the course and pledging support for its adoption. Similar endorsement has been given by several of the county and local associations.” II. Essential Features Bulletin Number 11, issued by the Committee of Five, which has the active management of the plan, sets forth the following as its essential points : [543] RELIGIOUS EDUCATION OF PROTESTANTS “One semester credit may be given toward graduation. “To receive credit the student must pass a written examination based upon any two of the four parts of the syllabus. Only two units may be taken for credit. “The syllabus consist of two units based upon the Old Testa¬ ment and two based upon the New Testament. “One representative from each high school using this course of study shall constitute a board of control. The Board of Control elect from their number a committee of five persons who shall have charge of making the examination questions, and grading the papers. “The examination shall consist of ( i ) questions of fact based upon the work in the syllabus, and (2) questions of literary and historical values. Questions of theological interpretation shall be strictly avoided. “Each applicant for examination shall be required to pay a fee of twenty-five cents to cover expenses. This fee is required for every examination. “The work in Bible Study may be done by individuals, in clubs, in schools, in Sunday schools, or in any way desired. “Each school shall determine whether or not students have met the local requirements to entitle them to take the examination. “The principal or a teacher of the school shall have charge of the examination, and shall send in all manuscripts. “In order to be entitled to give credit, each school must be authorized to do so by the State Department of Education. The Boards of Trustees of cities and towns or township trustees may make this request by passing the following resolution : ‘Resolved, that on consent of the State Department of Education, credit for outside Bible Study be given in accordance with the plan approved by the State Department.’ Inform the State Department of this action. “The official syllabus may be obtained from the Shortridge Echo Press, Shortridge High school, Indianapolis, Indiana. Single copies postpaid, six cents ; in lots of five or more, five cents per copy, postpaid. “Catholics, Protestants and Hebrews have done this work. A Hebrew pupil can take the work in the Old Testament and receive the maximum credit. “The school credit is controlled by the school. It is assumed that a knowledge of Hebrew History, or a knowledge of the Bible in general is just as essential as a knowledge of Greek or Roman history, or a knowledge of other forms of great literature. “The examination dates are the second Saturday of each month from September to June, inclusive. [544] BIBLE STUDY FOR CREDIT “The Committee of Five consists of Supt. J. W. Holton, Shelbyville, Chairman ; Supt. T. F. Fitzgibbon, Muncie ; Prin. J. W. Kendall, Secy.-Treas., Marion; Miss Rose Rudin, Evans¬ ville ; Supt. Amos C. Henry, Jeffersonville.” III. The Examination The written examination, based on the outline printed in the approved syllabus, constitutes the only test of the pupil’s fitness to receive credit for Biblical subjects. The passing mark is the same as in any other subject in the school granting the credit. The character of the examination questions is shown by the following questions which constituted the official lists for the June, 1921, examination. PART I (Answer any ten) 1. Why is a study of the Bible necessary? 2. Draw a map of Palestine showing the four physical regions. 3. How do maps aid in the study of the Bible? 4. Name the books of the Pentateuch. 5. Briefly write the story of the Flood. 6. Who is your favorite Old Testament character? Why? 7. Identify Abraham, Lot, Rebecca, Esau and Caleb. 8. Characterize Moses. 9. Describe the Calling of Samuel. 10. Tell something of the early life of David. 11. In what way was Solomon strong? In what way weak? 12. Write the Shepherd Psalm. PART II (Answer any ten) 1. Name the Historical Books of the Old Testament. 2. Give meaning of patriarch; judge; priest; prophet. 3. What is meant by the Division of the Kingdom? 4. Describe the Contest on Mt. Carmel. 5. Tell what you can of Elijah. 6. Characterize Isaiah. 7. Name the Major Prophets. 8. Identify Naboth; Belshazzar; Cyrus; Daniel. 9. Describe the Rebuilding of the 1 emple. 10. Briefly give the story of Esther. 11. How was Job tested? 12. What is your favorite book of the Old Testament? Why? [545] RELIGIOUS EDUCATION OF PROTESTANTS • • PART III (Answer any ten) 1. Name the political divisions of Palestine in time of Christ. 2. Name the four gospels. 3. Who is your favorite character of the New Testament? Why? 4. Name the General Epistles. 5. Tell what you can of the Childhood and Youth of Jesus. 6. Name four miracles of Jesus. 7. Describe the Transfiguration. 8. Describe the raising of Lazarus. 9. What is meant by Passion Week? 10. Describe the scene at Gethsemane. 11. Why was Jesus crucified? 12. Tell the story of the Resurrection. PART IV (Answer any ten) 1. Name the Epistles to Special Churches or persons. 2. Why should you have a knowledge of the New Testament? 3. Write Paul’s address on Mars Hill. 4. Why is the Day of Pentecost important? 5. Tell what you can of Peter. 6. Who was the first Christian martyr? Describe his death. 7. What made Paul great? 8. Describe Paul’s First Missionary Journey. 9. What is the purpose of the Book of Acts? 10. Name three cities visited by Paul on his third journey. 11. Tell what you can of Paul before Felix. 12. Write the Lord’s Prayer. IF. Cooperating High Schools The extent to which this plan has been adapted by the high- schools of Indiana is shown by the following list of 171 high- schools which were authorized by the State Board of Education to give credit for outside Bible Study, January 1, 1921. Angola Berne Bridgeton Aurora Butler Bluffton Arcadia Battle Ground Brookston Acton Brazil Berne Argos Boswell Ashley Bicknell Carthage Auburn Bloomington Cayuga [546] BIBLE STUDY FOR CREDIT Center Township Cambridge City Cowan Churubusco Clay City Clinton Charlestown Coesses Clayton Columbus Connersville Corydon Dale Dana Decatur Darlington Dunkirk Dupont Hamilton Hagerstown Huron Hartford City Hope Huntington Jamestown Jeffersonville Jasonville Kempton Kewanna Kendallville Kokomo Kingman Kenard Kirklin Eaton Eugene Township Economy Edinburg Ellettsville Evansville (Two high schools ) Lapel Lizton Liberty Center Lagro Lebanon Larwell LaFountain Lowell Linton Farmland Francesville Flora Freelandville Frankfort Franklin Fremont Greentown Galveston Goshen Greencastle Georgetown Greenwood Greenfield Gas City Mt. Vernon Mackey Monticello Matthews Morristown Michigan City Middleburg Marion Milroy Middletown Merom Madison Mt. Summit Mulberry Muncie North Liberty Newtown Nappanee New Castle Noblesville New Philadelphia North Manchester Newport New Market Owensville Oakland City Orleans Odon Peru Pimento Parker Portland Petersburg Poseyville Petroleum Pleasant Lake Pendleton Plainfield Plainville Pulaski Rossville Richmond Royerton Rockport Roam Seymour Spiceland Shelbyville Salem Center Sheridan Salem Silver Lake Shipshewana South Bend St. Joe South Whitley Spencer [547] RELIGIOUS EDUCATION OF PROTESTANTS Swayzee Summitville Syracuse Upland Veedersburg Tangier Wabash Terre Haute Warren (Three high schools) Warsaw Troy Waveland Thorntown West Lafayette Tyner Westphalia West Newton Williamsport Wolcottville Winamac Wingate Wawaka Worthington Wheatland Zionsville TABLE CLXXIV — ENTRANCE CREDITS IN BIBLICAL HIS¬ TORY AND LITERATURE ACCEPTED BY CERTAIN INDIANA COLLEGES DURING THE THREE ACADEMIC YEARS PRECEDING JUNE 15TH, 1921 Name of College •8* I- .§ P to $ to 2? to <0 2 ** <3 Vj is T1 5 § bi s •2 - s's ^ j 6 io O Sj W o H-, N o 42 *Q O <0'^ la .*> .2 b> s • ■*» si 8 5: <5j O ^ V b> s o o -8 cj 42 *0 8 8C0 ^ o V to S3 b a o a? ?*> _ Q bi'as .8 s ■5 3 2 8 8 O cl v. to *b N ^ V* *+<» l § 8 8 ^ 8^ Co . ~ • b? -0 brg s ^cqq «-» v y** •s<-> §■ t; "b -e 3 Co § 2 • -is <\| Os N 1 Os *~i Os N ^ to a 83 ■+» 0 V ShU «.§ii ^cqq § 3 •*-* ^3 Q r <0.2^ 0 fO * No. Stu Such Cr Schools Totals. . . . 156 124.95 58 97 0 1 Butler College . 12 12 0 12 0 0 DePauw University . . . 12 12 12 0 0 0 Earlham College . • 33 19.05 15 1 7 0 1 Evansville College k . . . 16 7-9 2 14 0 0 Franklin College . . 24 12.5 0 24 0 0 Hanover College . 0 0 0 0 0 0 Indiana University a. . . . . 28 28 0 28 0 0 Manchester College . . . • 1 7 20 15 2 0 0 Taylor University . 8 7-5 8 0 0 0 Union Christian College 0 0 0 0 0 0 Wabash College . 6 6 6 0 0 0 1 Credits for two years only. 3 Record for one year only. College only two years old. V. Record of Students Writing Examinations The following table will show the number of students writing examinations for Bible Study credit since the begin¬ ning of the plan, the number making passing grades and the [548] BIBLE STUDY FOR CREDIT number of units of credit earned. No records have been kept showing the sex of pupils writing examinations and no infor¬ mation is available as to the number of Protestant, Catholic or Jewish students which are included in the accompanying table. (See Chart LX VIII.) Percentage Number of Pupils Number Number Making Making Units Year Taking Passing Passing of Credit Examination Grade Grades Earned Total. . • • 6,933 5,54 7 80.00 4,454 1916-17 . 426 64-5 35i 1917-18 . 1,281 1,046 81.7 826 1918-19 . B555 i,273 81.9 1,054 1919-20 . 1,620 1,309 80.8 1,081 1920-21 . 1,493 82.1 1,142 2500 2000 1500 1000 500 0 1916-17 1917-18 1918-19 1919-20 1 920-2 I Chart LXVIII — Number of Persons Writing Examinations for Credit Under the Board of Control for Bible Study Credit in Indiana High Schools and the Number Making Pass¬ ing Grades During the Five Academic Years Be¬ ginning with 1916-17 and Ending with 1920-1921. An effort has been made to determine how many students present credits for entrance to Indiana colleges which have been earned under the provisions of the Indiana plan for Bible study credit in high schools. Table CLXXIV, on page 548, shows that of the 5,547 students making passing grades in Biblical subjects 97 or 1.7 per cent, entered eleven [549] RELIGIOUS EDUCATION OF PROTESTANTS Indiana colleges during the three years from 1918 to 1920 inclusive. Many of these students were Catholic and Jewish, many may have enrolled in other colleges, and some may have enrolled in college earlier than 1918. When all these deduc¬ tions have been made, it is evident that a very small fraction of the Protestant students who receive Bible study credits in the high schools of Indiana use such credits for entrance into the Protestant Christian colleges of Indiana. VI. Analysis and Evaluation The Bible study credit plan in Indiana, like that of North Dakota, had its genesis in the English section of the state teachers’ association. High school and college teachers of English, noting their students’ lamentable ignorance of the English Bible, have been active in devising plans for remedying this defect. The Indiana plan involves the following elements: (a) The announced purpose of the Biblical study — to im¬ part literary and historical knowledge — is academic, not reli¬ gious. To teach the Bible as literature and history, without an appreciation of the dominating religious motives which inspired the literature and history, is to rob the Bible of much of its richness and power. To accomplish the religious development of boys and girls, the Bible must be taught for its religious values. It is true that the plan does not prevent the private teachers from giving the subject a definite religious emphasis; but the plan does not encourage such emphasis. (b) The plan is under state regulation. The approval of the State Board of Education is one of the prerequisites for the operation of the plan. Whenever the State sets examina¬ tions or in other ways regulates the content, method, or quality of Biblical instruction, there is a definite violation of the Ameri¬ can principle of the separation of church and state, or else there is a complete secularization of the method and content of the Biblical teaching. (c) The plan conditions academic credit upon a single ex¬ amination, with questions made by one committee, given by another, and papers marked by a third party. No standard [550] BIBLE STUDY FOR CREDIT high school in Indiana would be willing to place English, his¬ tory, science, mathematics or any other high school discipline on the same basis. The method tends to foster “cramming” for tests within the limits of the syllabi. The plan does not tend to further the more thorough curriculum provided by the graded textbooks now available for Sunday school use. It does not have the advantage of the Colorado plan which pro¬ vides a way to standardize both the teacher and the conditions of teaching. (d) The plan tends to develop favorable public sentiment for the introduction of English Bible courses into the English and history departments of the American high school. A prominent member of the “Committee of Five” writes : “The plan is growing to be very popular in Indiana. There is a strong demand that Bible study in high schools be placed on the same basis as other studies. This will probably be done.” This development is exactly what would be expected of a movement whose purpose was “literary and historical,” not religious or theological. In other words, this plan leans towards the state, rather than the church, towards academic culture rather than spiritual development. It is not the purpose of this report to discount the value of the work being accomplished by this plan of Bible study credits in the high schools in Indiana. It is rather intended to point out that valuable as this plan may be for literary and academic purposes, it does not provide the solution of the problem of the religious training of the children and youth of Indiana. This problem must be solved under church auspices, not as a bi¬ product of secular education. [551] Chapter XXII DENOMINATIONAL PROMOTION AND SUPER¬ VISION OF RELIGIOUS EDUCATION IN INDIANA BY WILLIAM E. CHALMERS 1. Sources of Information By personal interviews with denominational leaders re¬ sponsible for the promotion of religious education in Indiana, and by correspondence with state and national officers, an attempt was made to secure accurate data regarding the de¬ nominational Sunday school and other religious education work in that state for the five-year period beginning in 1916 and ending in 1921. The following items were included in the question-schedule : (a) Workers (1) What paid workers has your denomination at work in Indiana? Or in a larger area including Indiana? (2) What General Denominational officer visits your state in the interests of Sunday schools? (3) What regular service is rendered the Sunday schools of Indiana by your denominational headquarters? (b) Finances (1) How much is expended for state workers by your General Board? (2) What proportion of Headquarters’ expenses are chargeable to Indiana? (3) What amounts are raised within the state? (4) Is a fixed sum assigned to each church or school? [552] DENOMINATIONAL PROMOTION Organization (1) What organization of workers have you for your states ? (2) How are your workers related to interdenominational organizations ? (3) Have you any regular meetings of denominational workers for official action? Program of Work (1) Is there a program of state effort? (a) Who arranges this program? (b) How permanent is it? (c) What are its chief items? (2) Do local churches have programs? (3) How generally adopted and promoted? (4) Is there any cooperation with international Sunday school work or other denominations? Results ( 1 ) What are the outstanding results of your Sunday school work during this period? (a) Buildings? ( b ) T eacher- training ? (c) Missionary education? (d) Week-day religious instruction? (e) Daily Vacation Bible Schools? Future Plans (1) Have you any plans for enlargement of your work in Indiana ? (2) Name of chief items in the plans. Summer Assemblies (1) Have you state summer schools for all your people such as summer assemblies ? (2) Or Chautauquas? Young People’s Societies (1) Form of program. Other Agencies ( 1 ) Do you have other agencies at work in your church for religious education? (2) In what forms? [553] RELIGIOUS EDUCATION OF PROTESTANTS Information was received from the following denomina¬ tions : Church of the Brethren ; Presbyterians ; Disciples of Christ ; Baptist (Northern Convention) ; Methodist Episcopal; Protestant Episcopal; Methodist Protestant; Friends; Reformed Church, U. S. A.; Church of Christ; Evangelical Association; Evangelical Synod; Free Methodists; United Brethren (Old Constitution); Evangelical Lutheran ; United Brethren ; United Presbyterian. This chapter will summarize the data furnished by the foregoing denominations. II. General Organization A survey of the various denominations which have at¬ tempted any systematic effort to encourage Sunday school work among their own churches in Indiana shows seventeen with some form of Sunday school organization. Some of these have not passed beyond the committee stage. In the case of others the titles which they give their general administration officers indicate the character of the organization. Four report national Sunday school secretaries charged with field adminis¬ tration duties; one, a National Superintendent; one, a Young Peoples Secretary; one, a Regional Director; two, Field Sec¬ retaries ; one, a Chairman of a Sunday School Board, and one, a Home Mission Secretary. III. Service The degree in which these denominational organizations have developed their service to the churches is shown by the following summary ; four do nothing more than supply litera¬ ture ; two provide convention speakers ; one issues literature and arranges conferences; one holds conventions and conferences; four publish promotion literature and organize conferences, and one limits itself to correspondence. [554] DENOMINATIONAL PROMOTION IV. Finances The financial report is not very satisfactory because of its vagueness. Eight denominational Boards spent nothing on Sunday school work in Indiana during the period under sur-' vey. Seven expended an aggregate of $19,300 a year. De¬ tailed figures were not obtainable from several of the stronger denominations. In addition to indicating the amounts spent directly in Indiana for Sunday school work, it was hoped the denominational boards could estimate the proportion of their support which came from Indiana, and the proportion of their expenses which should be charged to that state. The returns on this point are so indefinite as to suggest that the general board is so far removed from the local situation as never to have been considered in a direct relationship. Similarly it was impossible to obtain the amounts raised within the state for denomina¬ tional Sunday school work. V. State Organization The inquiry as to a state denominational organization of Sunday school workers or leaders revealed the following facts ; six denominations have no form of organization ; one has a Young People’s Union; one, a Plome Mission organization; one, a Conference Secretary; and four report religious edu¬ cation departments of their state boards. Nine have regular meetings of their state Sunday school workers in some form; and eight report no gatherings of any sort. Twelve report a recognized form of cooperation with the Indiana Sunday School Association; and five say they have no official co¬ operation. VI. Programs In the matter of providing a program of work and advance for their churches in the state, the largest variety obtains. Ten denominations have such a state program; five have no program and two use the interdenominational program. As to [555] RELIGIOUS EDUCATION OF PROTESTANTS the authority which plans the program, nine say the planning is done by their state organization; seven, by their national board ; two, by a national secretary ; one, by the young people’s officers ; and one by the missionary leadership. This program is annually determined by nine denominations ; a three-year effort being arranged for by one denomination, and a perma¬ nent program by two denominations. The leading items of these programs include graded organization, institutes, teacher¬ training, evangelism, stewardship, daily vacation Bible schools, class-organization, and week-day instruction. VII. Results The estimates of results obtained since the inauguration of denominational boards of religious education, do not dis¬ tinguish as to sources of help. It is evident that many of the gains are due to the general Sunday school movement. Six emphasize improved Sunday school buildings ; eleven note gains in teacher-training; eight mention increased missionary training ; four have extended week-day schools ; nine have daily vacation Bible school movements and two have made progress in developing the church school. VIII. T raining It is encouraging to mark the growth of leadership in making plans for the future. Eleven have such plans for their churches. A common method of training Sunday school work¬ ers employed by the churches is the Summer Assembly. Eight have regular assemblies for their constituency in part or all of the state. One limits its training to church school teachers and officers. One denomination conducts a four-day training school in the denominational college, superseding the regular curricu¬ lum for the period. IX. Division of Effort In most of the denominations the leadership in religious education is divided. Several boards within the denomination [556] DENOMINATIONAL PROMOTION issue separate and sometimes competing programs and promote unrelated and rival organizations within the local church, Eight say their young people’s society is separately organized and influential. Seven say the missionary societies are pro¬ moting their own forms of local organization and program. Two say their denominational college or academy is strongly influencing the local church by its training courses. X . Conclusions Every separate Protestant movement eventually includes some form of child-training. Any religious survey of Ameri¬ can territory reveals the prolific subdivisions of Protestantism and their wide variations as to form of organization and creed. But not all surveys make clear, as does this one, the inevitable modern tendency toward Sunday school work no matter how exclusively interested in adults the movement may have been in its beginnings. A striking example of this tendency is seen in the growth of the Salvation Army. The Indiana Survey shows that this organization now includes regular Sunday school work in its program. Denominational organization for Sunday school help shows wide divergence. A Sunday school movement, which proceeds far enough to be recognized, is influenced by the peculiar de¬ nominational church polity and by an awakening to the need of religious education. In many denominations the leaders appre¬ ciate the need of evangelistic and missionary and financial organization ; but have not seen the relation of the child to the future church. For the most part, the financial support of the Sunday school work is pitifully meager. The provision for determining programs of religious edu¬ cation to be urged upon the churches is most unsatisfactory. No other field of church effort is so unorganized and hap¬ hazard. The variety of agencies which have pushed into this field show the lack of consideration of this problem by the church. Advance is hindered and energy is wasted by the fail¬ ure to establish a competent and recognized leadership. The lack of coordination within the denomination , and of [557] w H X X fe o Pd x xd uP X w X PQ < H *H ►Cl £ «o - — - 0 3 tN. NO Os O H IflO co^NO OsOO rO no CO 00 ►“! NO M SON O co O 0 CO NO VO ON fs. CD VO ►Hi v So rf) § £ £ r* I a O £ v So -o ^J2 e ^ S O 3 3 U "© so Ho *H o ■cd so c n csj Q V , aJ C • *— « 6 o G CD •o CO W G O • H 4-> aj G *G -<-» £.2 o to G G G . . co co (D 5 _, o •S<^ s&° CO d d ho ^ M H Cl NO CO g H ° £ • ■— o G G CD G > ID G > O G L) ° U H-o CO 4-0 ■ r". co a a3 PQ G " o3 ^ • »-H C/j Vo 1-4 a3 D G G w G co G D Do Ph H CO CO Do D G G G Q ' D, > r-H 4-> o3 > u D co G O U G H iP < m £ u 0^/4 PQ(JQ CO G G 9 D 4-> »G G " sj- V llG D 55 "O a G o co 4-4 (U _ °P* O PQ G1^ c_| CD ro to ^ «-• ,o _ -, . co rt co CD CO 4-0 co J-* 04 4-0 CO 4-0 CQ — -M WCQ P ftp cgG § CD 03 CD 03 G S »G ccs an ccs QQ -7 g CQ W PQ 7 -o O D G Do D G G D Vi rG 4-0 D U PQ D G G D Do .G 4-0 D Do PQ 4-0 . co • »— 4 CD aS PQ co Do D G G G Q D co ' CO D Do co Do D 0 £ Do G P G 1 O D D > 7' — 4 g >- .Q <3-1 ,_r £-Gcc3ct3CCS-P:c/]^ '-^XX £ c\3 ?„£ ° § O-* G O4 ^0* »-4 J> HH 03 D qj D Do P do PQ OcoP^OQH S Pi PQ co g Q < H Ph -. < <3 PQ G U Do G G u G rt £ Do D O g Do ^ D 'G ’O D Do Do OPQ O G O Do G 2« OHU ” G G G tC 4-J 4-* 4-> H G G G hOOO O £ B £ S ^ y**j> ^ cf c' G~ « 2 D D D W Do Do Do H CQ CQ PQ pci PQ [SS8] to to tx On lx 0 lx txNO X On co On ►H X CO K\0 O m x O to to W 00 O CO 01 lx 01 01 0 00 0 co M ON IX NO M X CO x" X of ►H to M to O tx ~ H-l CO oo to X lx O O COCO Q Cit^NCOOO 01 VO 01 X X00 m ON N00 KO IX NO co 01 co O X rf H HI CO CO of 00 E'g*' _ NO to x 00~ I HH CO nS M to co OsOO h CN tj- TfOO ON NO NO co to H«iO NO CO O to 01 O m m 01 Cl m of cT CO NO lx O 00 NO OO w NO 01 01 00 X CO o lx Os 01 o Cx to o 00 o 00 to w On h oo lx ON CO m 01 CO NO lx O CO NO OO H NO 01 01 IX 01 co O lx M00 01 o lx to to oo On to M ix w lx lx O lx 00 H M CO NO lx CO O On m t— i M c c o L) rt c « CC! CJ • •-« r-< -*-» 5 ^ Co * Vh > rt ft o • rH C/3 C/3 U .. *G eiO w > G HH c . ft o O bo w C E 55 ’> <1 HH 1—1 G hJ C ° CA 'ft C jC X o 43 *c3 CA ft ft . G 43 qX • rH V l X OJ N ccS O G > o ^ CA CA flj ft CCS □ CA NJ CJ fli CA O +-> CA CA O > > WWW G ccS u- <-5 gj CA O O ^ OS ft .52 bo— h 5 u ft n m ft Sc3ouC ft ccS ccS CQ CCS CA ft o O <-> • ft OJ CA CA CJ c O *0 .2 G3 M ^ ’55 42 CA O ft G CA G Q CftjG 43 X > •3 o S ^ S3 l-H • *— « G • ^ ^ W ^ ox ft rSU bo f* ft ^ cU ° ca X rt 3 O ^ w £-.2’Bw I 0*3 1: 2 ft gc^WO gw « -• O O Ov OV t^s d- *-> rf Ov VO Tf O ovvo t-N. Ov vo vo CO 3- vo t}" i-c ■^i- vo O; O; !>. d" 0_ Oj 6s CO of CO CO ^ 6 vo cf cf V. tv» ►O a « E"i 01 «-i VO 00 o Ov t^oo O CO H C1VO Cl Ov vo OV co CO lx i-i 3" O rT i-h CO CO H-l H00 CO vo CO 0< V)h O' tO w O lOiOK CO Tf rf i-T r-D) Q a O ^ S g.^1 ■« O ^ ^ Co VO CO CO 00 oo o 3- co Ov CO 00 as A o p < A HH s o A W Q Tf tv co 00 rxoo ^ CV| rx co c* nJ d j-. ^ u. o to bo ^ £ S > > WW 43 O u 3 43 u 3 u w s £ c3 o OO Cl co Ov V 13 43 0 s 1 -tco ^.5 tx co 00 LO CM 1-1 44 2 18 s §1 0 u •3 %rH *3 c O -c VO O VO C* 00 M CO co OV rf vo vo »-i H CtJ o !— O B < d o 43 U O Lh 3 £ 43 43 rj cu ■• £w ■£<*§ M-l 3 L4 ° 043 3 §ws5 i-g2 V 2 cu OP §w(£|w|| ^ o ^ 43 A) co co _ •»—(•»--< H 03 'O 2 o o 0-= -S a • H o o cd Vh C/3 Cd rM • r-H g G. a5 u • rH l-t CL> £ < rt <° ° a> 3G PP -g a • • u C/3 3 W ,4 4i r3 GU O PP G a3 L__ » »“< ^ > o 03 C/3 G O G 03 u a 43 N 03 03 !-, G 43 G • rH 'n’o ° 43 43 rt 8u G 43 u 3 •+J CO O O 03 oi u • rH i-H CJ £ < CD cd -4-> cn • ■5 • • • • • • • • . Vh • • • • • 0 • • • • • • • • • • • • n3 . N+H • O • 0 • ■ rH 1-4 G G 43 .y y 03 G £ -c 1 03 H-> Po 43! co 03 rt r-i G ”~l • G 3- CJ 03 w 43 ■£ c j Jo U 30 3 co J3 03 Q n i"1 OUPL^ PP c 5 "d £ G +J Vh >i 03 4^ rO CO C -*-> 03 c r-i 3-4 G I — I ^fGUpco 03 Ph 03 C/3 w £ < HH H i* M G o3 • rH J-H CD V-H :Ph 4, O «-M 03 03 43 r. G 43 03 O CPPh 43 o u G 43 u aj C/3 O 03 43 rt u +H • rH o P; T3 O G G 43 o 43 TG o 03 44 M oU MH 03 O 43 ^ o G 43 G -t-1 .£ G P(J CO '£ G 43 03 £ o Pi < G O co W i— i Q O PP H < u hH d O !5 C > ,W J? i— i > c £ < G 03 > G O O d o • rH CA) c/} 03 CJ be a cd • • W CO H Q 4P C 03 U C-0 CO 43 co •G 03 £ o3 • CJ O CD CD < CO -t-> CO 4 4-4 ’rt G O4 OP *c3 G O ctf C/3 M 41 < P», H Oh C/3 ei C/3 M Ph C/3 CO W ►— I H W M u . o C/3 bJ < u I— I W Oh O CO G O 4rt -*-> 03 03 C/3 G o3 o • rH J-. OJ £ .< 4-1 03 • — H o o C/3 .£ co G O u C/3 w h-4 Q O PP ffi H W S Sn 0.2 _ 03 n R 43 rt a hgh G g co CO • rH * rH 44 4. 43 43 uu .£.£ g g 4h 4. 43 43 4-< H-> 03 03 4h 4. ,PPPP TG X) 03 03 -l_> 4-> • rH • rH G G i 03 G I 43 43 H_) +-> 4-4— H C+H H ' 0 °'c •S-S-r J-H J-H rH G G +j 43 43 UU co co 03 G O O * rH • r—i Ut -4-> 03 O 3 E.S <1 o 5 *G a Y1 — H J-H . G 03 ^ CO 03 G 4 h-h 43 G G -£ > G O * rH G 033 o o 43 C3 C/2 ts co T3 G 3 C/2 rt G (0 • rH T3 G J35 ; water supply system, 137; windows, 139. Burnie, George N., 479. Burton, E. D., 37. Cabinet, of church-school, 156. Cambria, churches in, selected for survey, 47. Camp Fire Girls, 202. INDEX Canaan, churches in, selected for survey, 47. Cargo, 480. Carman, John, 479. Carmel (Jefferson and Clinton Counties), churches in, selected for survey, 47. Catholic Church, and the chil¬ dren, 379. Census, United States, for reli¬ gious bodies for 1916, 538. Certificates, 525. Chalmers, Dr. William E., 35, 36. Chapel, 140. Chapel of the Intercession of Trinity Church, New York, no, 132, 140. Charters, W. W., 36, 37. Child accounting, in the S. S., age of dropping out of Sunday school, 292 ; age and sex of Sunday school pupils in rural and urban communities, 289 ; attendance, 307; church rela¬ tionship of pupils, 296; distri¬ bution of enrollment, 325 ; organized classes, 304; tables of ages and membership of, 305, 306; pupils reporting them¬ selves as “no church” members, tables, 300, 301, 302, 303; reli¬ ability of data, 276; what is included in, 277; sex, age and church membership of pupils, urban and rural, tables, 297, 298, 299 ; sex and age dis¬ tribution, 282, 289-293 ; age distribution, and tables for, 284, 285, 286-293 ; sex distribu¬ tion, and tables for, 282, 283, 289-293 ; source of data, 275 ; source of pupils, 278; native or foreign, 278; rural or urban, 279; table of age distribution, 285, 286, 287, 288, 289, 290, 291, 292, 293 ; table of pupils who report ages uncorrectly, 288 ; tables of sex distribution, 282, 283, 289, 290, 291, 292, 293. Children, four-fold development of, 196; recognition of, at regu¬ lar church services, 166. Children’s Division of Indiana Sunday School Association, 480; county superintendents of, 491; money expended to carry on work of township, 532 ; township and district superin¬ tendents of, 500-505. Child-training, every separate Protestant movement eventu¬ ally includes some form of, 557. Choir galleries, 139. Christian Educator, the, 65. Church Committee, on religious education, 155; officials of young people’s societies, 159; superintendent-secretary-treas¬ urer, 156; supervisors, 158; teachers, 158. Church members, distribution of, by denomination, 42. Church School, the, 65. Church school, buildings, 93 ; cabinet of, 156; cost of in¬ struction and supervision, 239; faithfulness of teachers to, 380; finance, see “Finance, of church school”; sources of income of, 263; summary, 168; system of uniform account¬ ing for, 270. Church services, recognition of children at regular, 166. Churches, a plan of, or chart of organization of, 197; a sampling of, 101 ; age at which pupils begin to drop out of, 292 ; age at which teachers join, 371 ; ages of persons joining, 372-378; better, in Indiana, 104; better, outside of Indiana, 106; distribution of, by denominational groups, 42, 43, 45 ; distribution of, by types of communities, 45; forms of cooperation with other, 167; in Indiana, 54; lack of full denominational program, 221 ; new conception of community, [565] RELIGIOUS EDUCATION OF PROTESTANTS 93 ; organization of religious education in local, 56; program in relation to plant, 94; rooms, 1 17; site of, 130; summary of building situation, 126; table of churches with high scores, 107, 108, 1 12, 1 13, 1 18, 1 19; table of selected, arranged in order of rank for total scores allotted, 104, 105; teachers and activities of the, 380. Clapp, F. L., 458. Classes, distribution of organized and unorganized, by depart¬ mental groups, 189; number of organized and unorganized, per department and sex, table, 194; organized, 192, 304; pastors visiting, 454 ; sex-segregation in Sunday school, 190, 193. Classification chart, a teacher, 428. Classification plan, applied to Sunday school teachers, 435 ; chart and explanation of, 430; for teachers, a chart of, 429; description of, 428; general education, 430 ; professional training, 430; teaching experi¬ ence, 431. Classroom methods, 453. Classroom supervision, methods of, 453- Classrooms, 117, 120, 143; equip¬ ment for, 143. Clocks, 137. Coe, Professor George Albert, 37, 373- Colfax, churches in, selected for survey, 47. Collections, convention, 533 ; money received from, 265. Colleges, accepting biblical his¬ tory and literature as entrance credits, 548 ; Indiana church, available professional courses in, 397, 399-400. Colloton, Cecile, 36. Committee on Education of the [566] International Sunday School Association, 521. Community service, types of, 168. Community service rooms, 121, 145 ; for athletics, 125 ; for gen¬ eral use, 122; for recreation, 125; for social service, 123. Community training schools in Indiana counties, number of, 527- Congregational Church of Lake- wood, 147. Congregational church, periodi¬ cals of, 390. Connecticut State Teachers’ As¬ sociation, 237. Consulting Committees for the Survey, 36. Contributions, from regular classes and individuals, a table of, 263, 264. Control, democracy of, 540. Conventions, 404, 508 ; county Sunday school, 513; township, 73 ; township Sunday school, 514; type or “combination of types” of, in Indiana counties, 513- Cooperation, interdenominational, 540; with non-church organiza¬ tions, 168; with other churches, forms of, 167. Correspondence study, 453. Corridors, 133. Cost, of religious education, 268. Councils, county, 515; a report of a meeting of, 515, 517; school, 159. County councils, 74, 515. County Sunday School Associa¬ tions, number of meetings held by executive committee of, 474 ; number of members on execu¬ tive committees of, 473; or¬ ganization of, 472. County Sunday school conven¬ tions, 513. Cradle Roll, 200. Craig, Percy L., 37. INDEX Crawfordsville, churches in, se¬ lected for survey, 47. Cub scouts, 200. Cumulative card for Sunday school pupils, 337, 338. Cumulative card index system, 336. Data, evaluation of pupil, 346; pupil, forms for judgment on, 348-349 ; pupil, how recorded, 344; pupil, what are recorded, 341; pupil, table of, 342-343; statistical, use by schools of, 340. Deaf, provision for the, in churches, 138. Decorative attractiveness, 133. Definitions, used in application of teachers’ standards, 431. Denominational organi z a t i o n, shows wide divergence, 557. Denominational program, lack of full, in churches, 221. Denominational promotion and supervision of religious educa¬ tion, 76, 552; conclusions, 557; division of effort, 556; finances, 555; general organization 554; results, 556; service, 554; sources of information, 552; state organization, 555; train¬ ing, 556. Denominational Sunday school agencies, 76. Departmental organization, 186. Departmental social and business meetings for teachers, table of, 188. Departmental Superintendents. (See “Superintendents, de¬ partmental.”) Deputy, churches in, selected for Survey, 47. Devotional organization, in the Sunday schools, 196. Devotional programs, groups un¬ der, 206. Disciples of Christ, periodicals of, 390. Dismissal, of teachers, 448. District,. officers, 497. District Sunday School Associa¬ tions, 475. Divisional institutes, 74, 517. Dupont, churches in, selected for survey, 47. Durability of text-books, 253. Eagle scouts, 226. Economic background of teach¬ ers, 362. Education, of teachers, general, 384; table of, 436, 437. Educational Administration, 250. Educational and general boards, money contributed to, 258, 259. Educational promotion in schools, organs of, 508; program for, 525. Efficiency institutes, 74, 515. Effort, summary of denomina¬ tional division of, 556. Eiselen, F. C., 36. Elementary Public Schools, 200. Eliot, President Charles W., 237, 238. Employed Officers Association, 521. Encyclopedia of Sunday Schools and Religious Education, 287, 288. Engelhardt, N. L., 36, 37. Enrollment, 62, 217; distribution of, 325; number of pupils un¬ der twenty-five years of age, 325, 326; range of, as to age, 326. Entrance credits in biblical his¬ tory and literature accepted by colleges, 548. Epworth League, Junior, 200. Errors, traditional, in church building, 129. Evenden, E. S., 36, 37. Executive Committees of the Sunday School Associations ; duties of, 474; number of meet¬ ings held by, 475; standing committees, 475. [567] RELIGIOUS EDUCATION OF PROTESTANTS Executive systems, 541. Expenditures and receipts of Sunday school treasurers for one year, 240, 241, 243; for support of various religious work, 257, 260-262. Experience of teachers, a table Of, 436, 437- Fathers, of teachers, education of, 363 ; income, 362 ; nativity of, 362; occupation, 362. Fergusson, Dr. E. Morris, 35, 36. Fickle, church in, selected for survey, 47. Finance, 542 ; budget for build¬ ings and maintenance, 269; for “better church schools,” 86; in Sunday schools, 60 ; other prob¬ lems, 270; summary of denomi¬ national, 555. Finance, of the church school ; accounting, uniform system of, 270; and religious education, 238 ; amount of local school workers salaries, 246; amount of money received during last fiscal year, 265 ; conclusions, 271 ; contributions from classes and individuals, 264; cost of in¬ struction and supervision, 269; cost of text books and teaching supplies, 269 ; education, cost of, 237; educational and gen¬ eral boards, money contrib¬ uted to, 258, 259; expenditures for support of other reli¬ gious work, 258-262 ; expendi¬ tures for the support of local schools, 243 ; a table, 245 ; gen¬ eral expense budget, 239; in¬ direct tax for denominational benevolences, 255 ; interdenomi¬ national organizations, money contributed to, 259 ; missionary boards, money contributed to, 258, 259; money expended for • books, cards, etc., 247; money expended for supervisors, 247, 248 ; money expended for [5681 teachers, 248; money expended for textbooks, lesson helps and supplies used in teaching, 247, 248; per cent of total expenses for various items of the budget, a table of, 243 ; receipts and ex¬ penditures for one year, tables, 240, 241, 243; relation of bud¬ get for education to total church budget, 266; sources of, 263 ; some unsolved problems in, 270 ; special collections, money received from, 256; total amount expended over a period of one year giving pur¬ poses for which expended, a table, 242; what education should cost, 269. Fire protection, 116, 136. First Baptist Church of Malden, Massachusetts, 142, 146. First class scouts, 226. Fisher, Galen M., 37. Foreign born pupils in the Sun¬ day school, 278. Forest, churches in, selected for survey, 47. Fourth Presbyterian Church of Chicago, no, 132, 143, 144, 147, 149. “Four-Fold” plan, development of children and youth, 196; di¬ vision of labor, 200; organiza¬ tion scheme for Sunday schools, 183. Frankfort, churches in, selected for survey, 47. Frankfort Methodist Episcopal Church, 149. Freeman, Frank N., 36. Funds, sources of, for county school budgets, 532. Gary, churches in, selected for survey, 47. Geetingsville, church in, selected for survey, 48. Giles, J. T., 36, 37. “Go-to-Church Day,” 526 “Go-to-Sunday-School Day,” 526. INDEX Governing boards, 56. Governing boards and officials, appointments, 155. Graded lessons, in Sunday schools, 309; do not influence attendance, 320; tables of, 178- 182. Graves, Frank P., 37. Greenwood, church in, selected for survey, 48. Growth, through participation, 540. Gymnasiums, 122, 149. Halpenny, E. W., 479. Hamell, Dr. H. M., 509. Hand-ball courts, 122. Hanover, churches in, selected for survey, 48. Hanson, W. L., 35, 36, 37. Heating, 115, 135. Hicks, church in, selected for survey, 48. Hicks, Harry Wade, 35. High schools, Bible study for credit in, 543 ; analysis and evaluation, 550; essential fea¬ tures of, 543 ; examination, the, 545 ; high schools cooperating in plan, 546; record of students writing examinations, 548. Hillisburg, churches in, selected for survey, 48. Historical background of the Sur¬ vey, 35- Hopkins, Rev. Robert M., 35. Hunt, Charles W., 36. Huntington, churches in, selected for survey, 48. Income; of teachers, 360; sources of, of local church schools, 263 ; sources of, for Sunday schools, 241. Indiana ; a representative state, 41 ; a system of Christian edu¬ cation, 542 ; an evaluation of supervisory system of Interna¬ tional Sunday School Associa¬ tion of, 505; and the nation, 87; behind in building program, 127; better churches in, 104; better churches other than in, 106; church buildings of, 93; general summary of data on, 50; map of, showing sections surveyed, 44 ; number of pupils, teachers and officers enrolled in, from 1878 to 1920, 537; se¬ lected as the representative American commonwealth, 87 ; “selective sampling” in, 42; study of Sunday school statis¬ tics, 533 ; Sunday schools sur¬ veyed in, 46 ; use of school standards in, an example, 523 ; use of survey data in, 80; United States census of reli¬ gious bodies for 1916, 538. Indiana State Sunday School Convention, 508 ; number of times certain designated topics occur on program of, a table, 5io-5ii- Indiana Sunday School Associa¬ tion, 71, 471, 473, 533, 539; ac¬ tual expenditures of, for 1919 and 1920, 531 ; administration division superintendent, 480; administrative officers, 479; adoption of the merger, 87; agencies of supervision, 518; adult division superintendent, 480; “Better Church Schools” campaign, 87; Bible study for credit in high schools, 543 ; an¬ alysis and evaluation, 550; es¬ sential features of, 543 ; ex¬ amination, the, 545 ; high schools cooperating in plan, 546 ; record of students writing examinations, 548; budgets ap¬ proved by, 530 ; budgets, county 531; state 529; chil¬ dren’s division superintendent, 480; conclusions and recommen¬ dations, 79; county association, 472; county officers, 482; days of service given, 483 ; length of service in months of, 484; [569] RELIGIOUS EDUCATION OF PROTESTANTS present age of, 485 ; educational promotion, organs of, 508 ; elements of strength, 540; ele¬ ments of strength of ; de¬ mocracy of control, 77; executive and supervisory sys¬ tems, 78 ; growth through participation, 78; interdenomi¬ national cooperation, 78; ele¬ ments of weakness, 541 ; dependence on voluntary lead¬ ership, 78; inadequate man¬ power, 79; executive organiza¬ tion of the, 478; general dis¬ cussion of organization, 477; general secretary, 479; staff of, 480; work of, 480; officers of, 479 ; official publication of, 524 ; given fifth place among state and provincial associations, 523; organization, 471; prizes and awards given by, for meet¬ ing standards, 525; program of fifty-first annual Sunday school association, 482; standards of, 518; state association, 472; state staff, visits of the, 524; state officers, 479; statistics, a study of, 533-539 ; summary and evaluation of, 77; superinten¬ dents, what they do when visit¬ ing school, 490 ; supervisory of¬ ficers, 479; supervisory system, 504; an evaluation of the, 505; township and county officers, 497; township and district as¬ sociations, 475 ; young peoples’ division superintendent, 480. Indianapolis, churches in, se¬ lected for survey, 48. Institutes, divisional, 517; ef¬ ficiency, 515. Instruction, cost of, 269. International Field Department, 52i. International Sunday School As¬ sociation. See “Indiana Sun¬ day School Association.” Interchurch world movement, 45. Interdenominational organ i z a - [570] tions ; money contributed to, 259- “Internal structure,” 114. Items, provision for selected, no. Jefferson, churches in, selected for survey, 48. Jones, Marjorie J., 287. Junior Epworth League, 200. Junior societies, leaders of, 160. Kennedy, Minnie E., 35. Kent, churches in, selected for survey, 48. Kilmore, churches in, selected for survey, 48. Kirklin, churches in, selected for survey, 48. Kitchen, 146. Ladies’ Home Journal , the, 65, 394- Lake Avenue Baptist Church of Rochester, 142, 144, 146, 149. Lakewood Congregational Church, 132. Lamereaux, Mrs. M. S., 509. Lancaster, church in, selected for survey, 49. Leaflet lessons, careless distribu¬ tion of, 255. Leaders, of junior societies, 160. Leadership, 219. Lemon, Emma, 481. Leonia Methodist Church, 149. Lesson systems, gradation of, and number of days attendance of pupil, 316; tables of, 178- 182, 316; types of, table of, 178. Lessons, assignment of, 425; de¬ monstration of model, 453 ; effect of graded lessons on at¬ tendance of pupils, 314; grada¬ tion of systems, and the sub¬ stitute teachers, 450-451; graded and ungraded and diffi¬ culty of obtaining teachers, a table, 447; number of minutes spent in making assignment for, INDEX 425 ; things done by teacher in assigning, 426; preparation of, 418; time of assignment of, 424, 425 ; time spent in prepara¬ tion, 419. Levels, of supervision, 505. Lewis, Hazel, 481. Liberty, church in, selected for survey, 49. Libraries, 122, 146. Life scouts, 226. Light Bearers, 200. Lighting system, artificial, 136. Literary Digest, the, 65, 394. Littlefield, Dr. M. S., 513. Madison, churches in, selected for survey, 49. Magazines, classified list of, read regularly of teachers, 394-396. Magill, Dr. R. E., 35. Maintenance, budget for, 269. Malden Survey, the, 56. Malmberg, Elsie P., 35, 37. Man power, inadequate, 541. Manson, church in, selected for survey, 49. Manville, church in, selected for survey, 49. Marital state and age, sex distri¬ bution of some devotional so¬ cieties, table, 209. Marital state, of senior devo¬ tional groups, 210; of Sunday school teachers, 359. Mayer, Theodore, 481. Median age, of persons joining church, 376 Meetings, teachers, 453. Meigs, C. D., 479. Membership, active members, 330; in boy scouts, record of, 228, 229, 230; in societies, 206; influences leading teachers to church, 379 ; number of Sunday absences allowed before deny¬ ing, 327, 328; number of Sun¬ days attendance before grant¬ ing, 327; question of pupils re¬ entering after withdrawal, 328; regular attendants, 330; regu¬ lations regarding, in Sunday schools, 327; visitors, 330. “Merger,” adoption of the, 87. Methodist Episcopal Church of Frankfort, Indiana, 142. Methodist Episcopal Church, chart of the, 199; periodicals of, 390. . Methods, in Sunday schools, 66. Methods, in teaching, 412. Michigantown, churches in, se¬ lected for survey, 49. Middleford, church in, selected for survey, 49. Middlefork, church in, selected for survey, 49. Miller, Rev. Wayne G., 481. Missionary organization in the Sunday schools, 196. Missionary organizations, groups under, 58. Missionary training, who for, 214. Missionary work, amount con¬ tributed to, 258, 259. Mitchell, Mrs. Mary, 509. Model lessons, demonstration of, 453- Monroe, church in, selected for survey, 49. Moran, church in, selected for survey, 49. Mother’s Jewels, 200. Mount Pleasant, churches in, se¬ lected for survey, 49. Mulberry, churches in, selected for survey, 49. Muncie, churches in, selected for survey, 49. Nation, the, and Indiana, 87. New Hampshire State Teachers Association, 238. Non-church organizations, 59; Boy Scouts, 222 ; cooperation with, 168; officials of, 160. North Madison, churches in, selected for survey, 49. Nowlan, I. S., 37. Nurses’ room, 148. RELIGIOUS EDUCATION OF PROTESTANTS Objectives of the Survey, 37; realized, 88. Occupations, of teachers, 360. Office, the church, 141. Officers, administrative and su¬ pervisory, of Indiana Sunday School Association, 479; num¬ ber of, in Indiana, by denomi¬ nations, 558-561 ; number of de¬ partmental, per school, table, 19 1 ; number of teachers, pupils and, enrolled in Indiana from 1870 to 1920, 537; township and district, 497. Officials, methods of class super¬ vision, 462 ; method of prepa¬ ration for a visit to Sunday school classes, 461 ; motives for accepting positions as superin¬ tendents, 464; of non-church societies, 160; of Sunday schools, powers and duties, 161 ; things that they do while visit¬ ing classes, 463. Organization, general summary of denominational, 554, 555; shows wide divergence, 557; of religious education in local churches, 56; of Sunday schools, 170. Owen, Dr. J. W., 35. Parentage, recording pupils, 344- Parents, of teachers, 363. Parlor, church, 140. Pastor, assistant, 163. Pastors, and visits to classes of the Sunday school, 454. Paynesville, churches in, selected for survey, 49. Periodicals ; agricultural, 395 ; educational, 394; fine arts, 395; general, literary, etc., 394; hy¬ giene, 395 ; miscellaneous, 395 ; nature, 395 ; of various churches, 289-293 ; professional, 395; public affairs, current events, etc., 394; technical, me¬ chanical, etc., 395; trade, busi¬ [572] ness, 395 ; religious, read by teachers, 289; women’s maga¬ zines, 395; young peoples, 395. Pickard, church in, selected for survey, 49. Pilgrim Congregational Church of Lakewood, Ohio, 145. Placement, of teachers, 447. Plans, for schools with a definite number of students, 184-186. Pleasant Hill, church in, selected for survey, 50. Pleasant Ridge, church in, se¬ lected for survey, 50. Population, in Indiana; number and percentage of rural and urban, of two counties, enrolled in Sunday school, 281 ; urban and rural for 1920, 279; per¬ centage of, compared with Sun¬ day school enrollment, 280. Presbyterian Brick Church Insti¬ tute, Rochester, New York, 146. Presbyterian church, a plan of or a chart of organization of, 201, 202; periodicals of the, 391- Primary department of the church school, 200. Prizes, 525. Problems, some unsolved, on finance, 268. Professional training for teach¬ ers, 396. Professional training, of teachers, 68. Programs, summary of denomina¬ tional, 555. Promotion, basis of, 217. Protestant Christian Education, supervision and promotion of, 71- Public recognition of teachers, 452. Public school pupils and attend¬ ance, 324. Public school teachers, necessary qualifications of, 442. Pupils, age groups of, taught in Sunday schools by teachers in INDEX Indiana, tables, 406-407; age- groups of, taught in Sunday schools and time spent in prepa¬ ration of a lesson for, 420, 421 ; age-groups taught, 415-417; age and sex of Sunday school pupils in rural and urban communities, 289; in rural communities, 291, 293 ; in urban communities, 290, 292; age at which they begin to drop out of church, 292 ; age of dropping out of Sunday school, 292, 293 ; attendance records in connection with gradation of lessons, 314; at¬ tendance records of, a table, 310; average attendance of, 317; data of, how recorded, 345 ; church relationship of, 296; comparison of attendance of, using graded and ungraded lessons, 323 ; comparison of number enrolled with popula¬ tion of the state, 535; evalu¬ ation of data on, 346; forms for judgment on, 348-349; no one factor to cause attendance of, 323 ; number of teachers, officers and, enrolled in In¬ diana from 1870 to 1920, 537; number of, in Indiana, by de¬ nominations, 558-561 ; number of, under twenty-five years of age, 325, 326; regulations re¬ garding membership of, in school, 327; report their ages incorrectly, table of those who, 288 ; reporting themselves as “no church” members, tables, 300, 301, 302, 303; sex, age and church membership of, urban and rural, tables, 297, 298, 299; source of, 278; who re-enter after name has been withdrawn, 328. “Quackery,” 427. Queen Esther Circle, 202. Question schedules, 38; for teachers, 357; formulated to meet certain conditions, 39; preparation of, 39; problem of securing accuracy, 40; team discipline and, 40; text books used, 40. Questioning of pupils, methods of, 422. Raffety, W. E., 36. Reading, promotion of profes¬ sional, 527. Reading-rooms, 122, 146. Receipts and expenditures of Sunday school treasurers for one year, 240, 241, 243. Recreation, rooms for, 125. Religious education, and church school finance, 238 ; church committee on, see also “Church Committee on Religious Edu¬ cation” ; church and religious plants for, 54; credit for, in high schools, 543 ; cost of, 239 ; denominational promotion and supervision of, 76; director of, 156; Indiana system of, 542; organization and administration of, in local churches, 56; re¬ ports, 164; table on type, con¬ tents and frequency of, 165 ; rooms for, 141 ; what should it cost, 268. Religious school rooms; assembly rooms, 120; classrooms, 117, 120. Reading, professional, of teach¬ ers, 398. Records, 63, 333 ; a brief sum¬ mary of significant facts, 353 ; cumulative card index system, 336; different forms used, a table of, 336; form of, used, 333 ; table of forms used, 334, 335 ; how pupil data are re¬ corded, 345 ; keeping of, by teachers, 31 1 ; number of pupil- record forms used in a school, 337; sheet for judging relative worth of pupil data, 348; table of items of pupil data accord- [573] RELIGIOUS EDUCATION OF PROTESTANTS ing to their worth as, 349 ; use made of statistical data, 340; what pupil data are recorded, 341; table of, 342-343* Re-enrollment, 328. Reformed Church, periodicals of the, 392. Registration fees, 533. Regular attendant, of a Sunday school, 330. Relationships, of Boy Scouts, 231. Religious denominations, of vari¬ ous organizations of Boy Scouts, 223. Report cards, money expended for, 247. Reports, 63, 333; a brief sum¬ mary of significant facts, 353 ; annual, of county secretaries to state secretary, 536; on re¬ ligious education, 164; table on type, contents, and frequency of, 165. Residence, recording pupils, 344. Resignation, of teachers, reasons for, 449. Results, summary of denomina¬ tional, 556. Robertson, Rev. J. C., 35. Rock River Conference, 373. Rooms, church, 138; boys’ club, 148; classrooms, 143; equip¬ ment for, 143; church, 117; community service, 121, 122, 145; for general use, 145; for recreation and athletics, 125; for social service, 123; nurses’, 148; recreation and athletic, 149; religious school assembly, 120; religious education, 141 ; religious school class, 11 7, 120; social service, 147. Rossville, churches in, selected for survey, 50. Rugg, Harold O., 36, 37. Rural communities, sex, age and church membership of pupils in, table, 299. Rural schools ; attendance in, 325 ; percentage of, a table, 325 ; ages [574] of pupils in organized classes, 305, 306. Ryker’s Ridge, churches in, se¬ lected for survey, 50. St. John, Prof. E. P., 512. Salaries, amount expended for local sunday-school workers, 246. Salary, of teachers, 360. “Sampling,” method of, in In¬ diana, 41. Saturday Evening Post, the, 65, 394* School assembly rooms, 142. School council, 159. School relationship, 56, 155. Schools. See also “Sunday schools”; for training Sunday school teachers, 401-402; text books used, 401. Scircleville, church in, selected for survey, 50. Score card, use of, 96, 97-99; an¬ alysis of scores, 103; on items of pupil data worth recording, 349, 350 ; table of church build¬ ings by rank allotted on eight selected items, 108; table of selected churches, arranged by order of rank for total scores, 102; table of twelve selected buildings scoring above 750 in excellence, 107. Scotland, church in, selected for survey, 50. Scoutmaster, the, 232 ; church preferences of, 235; education of, table of, 233 ; groups from which recruited, 234; marital state of, 235 ; occupation of, 234* Second class scouts, 226. Secretaries, annual reports of county, to state secretary, 536; reports of state, county and township, as basis of statistics, 533; summary of statistics based on annual reports of, 534* INDEX Secretary, 156; of class, and record books, 336. Sedalia, church in, selected for survey, 50. Senior High School, the, 202. Senior societies, 210. Service, 554; summary of de¬ nominational, 554. Service systems, 1 1 5, 134; items included under, 134; other, 137; standards for, 135. Sex, of county children’s division superintendents, 492; of teach¬ ers, 359. Sex-age distribution; of 12 inter¬ mediate devotional societies, 21 1 ; of 20 junior missionary societies, 213; of 21 junior de¬ votional societies, 212; of 23 intermediate missionary socie¬ ties, 215; of 35 junior mission¬ ary societies, 216. Sex-segregation in Sunday school classes, 190, 193. Sharon Hill, church in, selected for survey, 50. Sheldon, Dr. Frank, 35. Signal systems, 137. Site, church, in, 130. Size, of church site, hi. Smith, H. Augustine, 36. Smith, Lansing F., 37. Smyrna, church in, selected for survey, 50. Soares, Thomas G., 36. Social background of teachers, 362. Social service, rooms for, 147. Social workers office, 149. Societies, basis of promotion in devotional, 217; classification of, 206; distribution of, 204; table of, 205 ; distribution of members of devotional, accord¬ ing to sex and age, 208-216; leadership of, 219; membership and attendance in devotional and missionary societies, 217; table of, 218; membership in, 206; senior, 210; study courses offered in, 219; summary of, 220. Special collections, money re¬ ceived from, 265. Stairways, 131. Standards, an example of the use of, 523; in judging successful teaching, 456; in Sunday schools, 66; international coun¬ ty children’s division, 520; in¬ ternational county organization, 518; international local church school, 519; international state Sunday school association or¬ ganization, 521 ; international township organization, 519; in¬ ternational township or district children’s division organization, 520; of church school build- ings, 95; points of, 521; prizes, awards and certificates for, 525- Standard Bearer, 202. Structure, internal, 114. Study, pastor’s, 141. Study courses, 219. Star scouts, 226. State officers, of the Indiana Sunday school association, 479- State staff, 524. State Sunday School Association, organization of, 472. State Religious Education Read¬ ing Circle, 527. State Sunday School Association, 7 1. Statistical measures, 318. Statistics, a study of Indiana school, 533; annual reports of county secretaries to state sec¬ retary, 536; comparison of pupils and teachers enrolled with population of the state, 535 ; data, use made by schools of, 340 ; number of teachers, of¬ ficers and pupils enrolled in Indiana from 1870 to 1920, 537; reports of state, county and township secretaries, 533; sum- [575] RELIGIOUS EDUCATION OF PROTESTANTS mary of annual reports of secretaries, 534. Stevenson, John A., 36. Strayer, George D., 37. Subscriptions, local, 532. Substitute teachers, and gradation of lesson systems, 450-451 ; number of, per school, table, 174- Sugar Creek, churches in, selected for survey, 50. Sunday schools, a brief summary of significant facts, 331 ; a “f o u r - p 1 a n” organization scheme, 183; a supervisory sys¬ tem of, an evaluation of, 504, 505; administrative and super¬ visory officers, 479; attendance statistics, 307 ; table of, 308 ; basis of promotion, in devo¬ tional societies, 217; budget, 75; child accounting in, 62; classes, the organized, 192; classifica¬ tion of societies, 206; conven¬ tions, 73, 508; county councils, 74, 515; a report of a meeting of, 51 5-5 17 ; departmental or¬ ganization, 186; devotional and missionary organizations, 58 ; distribution of societies, 204 ; ta¬ ble of, 205 ; divisional institutes, 74, 517; efficiency institutes, 515; elimination from, 293; en¬ rollment and average attend¬ ance, 217; table of, 170, 218; enrollment, distribution of, 325 ; finances, 60; forms of organi¬ zation, 175; tables, 176, 177; general conclusions and recom¬ mendations, 61 ; general of¬ ficers, number of, table of, 175; graded and ungraded lessons, tables, 178-182; leadership of societies, 219; lesson systems, tables, 178-182; no one factor to cause attendance at, 323 ; non-church organizations, 59 ; number of, by denominations, in Indiana, 558-561 ; number of departmental officers per, table, [576] 191 ; number of, in session an¬ nually, 307; table of, 308; num¬ ber of organized and unor¬ ganized, per department and sex table, 194; number of teachers per, tables of, 171-174; officials, powers and duties of, 161 ; organization of, 57, 170; departmental, 186; officers, 71; organization plans for schools with a definite number of pupils, 184-186; organized classes, 304; tables of ages and membership of pupils in, 305, 306; pastors visiting the classes in, 454; records and reports, 333 5 regularity of attendance, and effect of graded lessons, 309; regulations as to member¬ ship in, 327; reports, 164; table of type, content and frequency of, 165; size of, 170; social and business meetings for teachers, table of distribution of, 188, 189; sources of income, 241; standards and methods, 66, 74; statistics, 75 ; status of organi¬ zations, 175; tables, 176, 177; study courses offered in socie¬ ties, 219; supervision of teach¬ ing in the, 64; surveyed in In¬ diana, 46; teachers, 64; teachers meetings, table of number of, 188; time of sessions, 164; township conventions, 73; use made of statistical data, 340. Sunday School Worker , the, 65. . Superintendents, 156; average amount of time spent in each class, a table, 461 ; comparison of supervision of general and departmental, 465 ; depart¬ mental, as supervisor, 462 ; authority vested in, 460; quali¬ fications of, 459; children’s di¬ vision, 491 ; county children’s division, 491 ; education, train¬ ing and experience of, 493 ; number and length of service INDEX of, 491 ; sex, age, marital state, race, etc., of, 492; social and educational backgrounds, 492; supervisory activities, 494; county young people’s division, 485 ; education, training and ex¬ perience, 486; incomes of fathers of, 487 ; number and length of service, 485; occupa¬ tions of fathers of, 487; sex, age, marital state, race, etc., etc., 486 ; social and educational background, 486; supervisory activities, 489 ; what they do when visiting school, 490; gen¬ eral qualifications of, 444; methods of imparting advice to teachers after visit to classes, 463; method of preparation for visit to classes, 461 ; most time spent in administration, 465 ; motives for accepting position as, 446; of the Indiana Sunday School Association, 480; office of, in church school, 144; strong point of, is how to keep order, 456; summary, 466; su¬ pervision of teaching, 444 ; things done by, while visiting classes, 463 ; time spent in visit¬ ing schools, 490; township and district children’s division, 500; education, training and experi¬ ence, 502; number and term of service, 500; sex, age, nativity, race, etc., 501 ; social and edu¬ cational background, 501 ; su¬ pervisory activities, 503 ; town¬ ship young people’s division, 497 ; education, training and ex¬ perience, 499 ; number and term of service, 498; sex, age, race, nativity, etc., 498; social and educational background, 499 ; supervisory activities, 500 ; visits of, to classes, 455; what they do when visiting Sunday schools, 490, 495. Supervision, agencies of, 518; cost of, 269; first level of, 505; fourth level of, 506; long dis¬ tance, effect of, 507; methods of classroom, 453; regular and helpful, 453; reports, 524, 525; second level of, 505; standards of, 518; third level of, 506; visits from state staff, 524. Supervisors, 158; departmental superintendent as, 462; method of preparing for a visit to classes, 455; methods used by, in supervision of teaching, 456; money expended for services of, 247; should be trained from bottom up, 507; use of statisti¬ cal data by, 340; visits to classes, 455. Supervisory systems, 541 ; In¬ diana Sunday School Associa¬ tion, 504. Supplies used in church schools, short life of, 254. Survey, the, communities se¬ lected for, 43; explanation of terms used in, 51 ; general sum¬ mary of, and recommendations, 54; general summary of, and recommendations, child ac¬ counting, 62 ; church and re¬ ligious education plants, 54; In¬ diana and the nation, 87; ob¬ jectives realized, 88; organiza¬ tion and administration, 56; supervision and promotion, 71 ; teachers and teaching, 64; use of survey data, 80; historical statement in connection with, 35 ; method of “sampling,” 41 ; nine steps in an educational survey of this kind, 38; objec¬ tives of, 37; objectives which have determined methods and content of, 88; organization of, 52; question schedules, 38; for¬ mulated to meet certain con¬ ditions, 39; preparation of, 39; problem of securing accuracy, 40; team discipline and, 40; textbooks used, 40; scope of, 51; teams, 38; text books used [577] RELIGIOUS EDUCATION OF PROTESTANTS for question schedules, 40; use of date of, in Indiana, 80. Swimming pools, 122, 150. Tallman, Lavinia, 36. Tax, indirect, for denominational benevolences, 255. Teacher-Training Class, the, 453. Teachers, 158; age and years of general education, a table, 388; age groups of pupils taught by Indiana, tables, 406-407; age groups of pupils taught, tables, 415-417; age of beginning teaching, 368; tables, 368-370; age of joining church, 371 ; age of, present, 364; tables of age and sex, 364, 367; amount of schooling, 396; assignment of lessons, 425; average, has from ten to twelve years of school¬ ing, 435; average length of teaching, six and one-half years, 41 1; character of ques¬ tions asked by, a table, 423 ; church activities, 380 ; church relationships, 371 ; classification chart of, 428; classification of, 428; a chart of, 429; descrip¬ tion of, 428; classification of, 67; summary of, 443; classified list of magazines read by, 394- 396; comparison of, employed, with population of the state, 535; conventions, 404; corre¬ spondence study for, 453 ; courses, professional, taken by, 396; definitions used in apply¬ ing standard to, 431; dismissal of, 448; education and profes¬ sional preparation for, 65 ; edu¬ cation of, summary of, 409; educational preparation for, 396; experience, 408; experi¬ ence, sex and location of, tables, 431, 432; faithfulness to church school, 380 ; fathers of, 362 ; filling out question-schedules, 357; general conclusions and recommendations, 70 ; general [578] education, 67, 384 ; general edu¬ cation, sex and location of, a table, 436-437; general qualifi¬ cations of, 64, 357 ; general reading, 287; graded and un¬ graded lessons and difficulty of getting, 447; grouping of, 386; income of, 360; influences lead¬ ing to church membership, 379 ; influence which led, to join church, and a table, 378, 379; lesson preparation, 418; marital state of, 359; meetings of, 404, 453 ; meetings of, number of, by table, 188; method of im¬ parting advice to, after visit to class by superintendent, 463 ; methods of questioning, 422; money expended for, 248; mo¬ tives for teaching, 381 ; a table of, 382; nativity of, 359; need of a classification plan, 428; a chart of, 429; description of, 428; number of, 358; number of, in Indiana, by denomina¬ tions, 558-561 ; number of minutes spent in making les¬ son assignments, 425 ; things done by, in assigning lesson, 426; number of, per school, tables of, 171-174; number of pupils, officers and, enrolled in Indiana from 1870 to 1920, 537; number of years teaching, a table, 405; occupa¬ tions of, 360; one-fourth of, public school teachers also, 396 ; periodicals, religious, read by, 289 ; placement of, 447 ; plan of classification applied to Sun¬ day school, 435 ; practice teach¬ ing, 397; present age of, a table, 440; professional courses offered, at Indiana colleges, tables, 397, 399, 400 ; profes¬ sional training of, 68, 396; a table of, 435, 438; public recog¬ nition of, 452; qualifications for eligibility to teach in public schools, 442; race of, 351 ; read- INDEX ing, professional, 398; regular and helpful supervision, 453 ; religious reading, 287; resigna¬ tion of, 449; reasons for, 449; salaries of, 360; schools and agencies for training, 402 ; text¬ books used, 401, 403; sex of, 359; sex and years of general - education, a table, 385; social and business meetings for, 189; social and economic back¬ ground, 362 ; sources of data on, 357 ; standards used by, to determine success of teaching, tables, 413-414; study of class¬ room methods, 453; substitute, 449; a table of the number of, 174; summary, 383; supply of, 446; teaching experience, 69; time spent by, in preparing les¬ sons, 419; time when lesson as¬ signment is made, 424, 425 ; training of, 74, 4525 class f.or> 453 ; transfer of, 447 ; typical teacher is forty per cent, on the basis of general education, pro¬ fessional training and experi¬ ence, 442 ; untrained, as a class, 410; visiting other, 453; where reared, 362. Teacher’s quarterly class-book, 333- , „ Teacher’s year class-book, 333. Teaching, age groups of pupils taught, 41 5-417 1 age be" ginning, 368; tables, 368-370 ; assignment of lessons, 425 ; character of questions asked by teachers, 423; classification of, summary, 443; comparison of supervision of, by general and departmental superintendents, 465 ; demonstration of model lessons, 453; departmental su¬ perintendents, supervision by, 459; education of teachers, sum¬ mary of, 409 ; educational prep¬ aration for, 396; experience, 69, 408; in regard to classifica¬ tion plan, 431 ; experience, sex and location of teachers, tables, 431, 432; measuring success in, 412; methods of classroom su¬ pervision, 453; methods of questioning, 422 ; methods of supervisors as to, 456; motive for, 381; table of, 382; of teachers, a table of, 436, 437; practice, 397; qualifications of superintendents, 444; qualities incidental to successful, 458; sources of data on, 357; stand¬ ards and methods, 412; stand¬ ards used to judge success¬ ful, 456; superintendent as ad¬ ministrator and supervisor, 444; supervision of, 64, 69, 444; summary, 466; teacher-training class, 453; training teachers while in service, 453; work of superintendents, 464. Teams, survey, 38. Telephones, 137. Tenderfoot scouts, 226. Terms used in Survey, explana¬ tion of, 51. Textbooks; cost of basic school books for Indiana, 253; dura¬ bility, 253 ; money expended for, 247, 248, 249; per capita cost of public school textbooks, 252; short life of, 254; used by schools and agencies for train¬ ing teachers, 401, 403. The American , 394. The Church School, 393. The Christian Educator, 393. The Sunday School Worker, 393- Third Christian Church of In¬ dianapolis, library of, 146. Third Presbyterian Church of Rochester, 132, 141, 146, 147. Time, of Sunday school sessions, 164. Time schedules, 56, 155. Toilet systems, 137. Township and district children’s division, 500 ; superintendents of, 500-505. [579] RELIGIOUS EDUCATION OF PROTESTANTS Township; conventions, 73; of¬ ficers, 497; Sunday school as¬ sociations, 475; Sunday school conventions, 514; young peoples division, 497; superin¬ tendents of, 497-500. Townships, distribution of, ac¬ cording to number of in coun¬ ties, 476. Trabue, M. R., 37. Trackage, 480. Training of teachers, 74. Training, summary of denomina¬ tional, 556. Transfer, of teachers, 447. Treasurers, 156; of church schools, and expenditures for one year, 240, 241, 243. Ungraded lessons in Sunday schools, and tables, 178-182., 309. United Brethren Church, periodi¬ cals of the, 392. United Presbyterian Church, periodicals of the, 392. United States census of religious bodies for 1916, 538. Unity of the Educational Work of the Local Church, a pro¬ posed conference on, 221. Updegraff, Dr. Harlan, 36, 37, 243* Urban communities; sex, age and church membership of pupils in, table, 298. Urban schools, ages, of pupils in organized classes, 305, 306; at¬ tendance in, 326; percentage of, a table, 326 ; pupils attend slightly more regularly than in rural, 326. Vault, the church, 141. Ventilation, 115, 135. Visitors, of a Sunday school, 330. Voluntary leadership, dependence on, 541. Warner, L. A., 36. Water supply system, 137. Watson, Charles E., 37. West Point, church in, selected for survey, 50. Weigle, L. A., 36, 37. Weston, Dr. Sidney A., 35, 36, 37- Winchester, B. S., 36, 37. Windows, 139. Wirt, church in, selected for sur¬ vey, 50. Withers, John W., 37. Women’s Foreign Missionary So¬ cieties, 198. Women’s Home Missionary So¬ ciety, 198. Yocum, A. Duncan, 36, 37. Young, Nellie C., 481. Young People’s Boards, 198. Young People’s Division of the Indiana Sunday School Asso¬ ciation, 481 ; superintendents of the county, 485. Young peoples societies, officials of, 159. [580] 1 1012 01237 5863 I